As teacher candidates, we are acquiring knowledge and skills to understand and begin to apply the Teacher Performance Expectations. We utilize the TPEs because they also align with how districts will assess us and our readiness when we apply for a teaching position. After we receive our first teaching assignment, we will be required to clear our credentials. Guess what? The TPEs come into play again! Induction programs (for clearing our credentials) will evaluate our strengths and growth areas as new teachers. In this course and future courses, the TPE assignments will get us prepared and thus help us begin our own individual growth plan as we become a teacher. The goal is to be able to articulate and talk about our teaching practice using the academic language found in the TPEs, and our coursework will support this mission!
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TPE Evidence for Observations PDF CTC TPE Handbook of Multiple and Single Subject Credential Program Standards Understanding How to Unpack Standards
Considerations
As we internally reflect on our assets/strengths and areas of growth, remember we are considering ALL students, not just the students whom we easily connect with but also the students who we may need to learn more about to engage them (cognitively and/or emotionally). It is natural that we build relationships with those whom we have experiences or backgrounds that are similar; it is sometimes more difficult to engage with others whom we have differences with (religion, socioeconomic, gender, ethnicity, race).
Differentiation
Throughout this program, we will differentiate between Interns & Student Teachers in various assignments and activities. We will also differentiate between multiple and single-subject credential programs. The goal is to connect our own lived experiences, knowledge, and our credential area to all aspects of our learning. If we felt an assignment or activity did not differentiate, we were to share this with the Course Lead so adjustments could be made.
Intern Teacher
As Intern Teachers, we will complete this reflective practice activity of the Teacher Performance Expectations taking into consideration our current classroom of students. If we do not have a classroom yet, we were to view this assignment through the lens of a student teacher.
Student Teacher
As Student Teachers who do not currently have a classroom, we were to reflect using our personal assets/strength areas (what comes naturally to us, and draw from past experiences) and what areas we will need to engage in professional activities for growth.
TPE 3.1
Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.
Directions: Self-evaluate by highlighting the elements of the TPE in:
Italic if you are not familiar with the TPE
Underline if you are moderately confident with the TPE
Bold if you are very confident with the TPE
Student teacher: Consider your ability to engage others based on your knowledge of what you know about them. From the examples of evidence, select which ones you feel come natural to you.
Intern: Consider your ability to engage and support ALL your students. Reflect on your relationships with your students and select from the examples of evidence which ones you feel are your assets/strengths.
Examples of Evidence of TPE 3.1
- Uses state and district standards as curricular guideposts to align curriculum
- Uses assessments to provide the next structure for instruction
- Identifies and describes required grade-level skills in the content areas
- Scaffolds instruction so that early skills are foundational and requisite for later, more complex, higher-order skills and knowledge
- Understands the importance of planned instruction to meet learning expectations
- Reinterprets historical events and literature based on the social understanding of the time
- Ensures that subject matter is not static; it changes
- Is familiar with how the content relates to students’ development
- Knows the content, current findings, and how they are interpreted
- Is knowledgeable about subject matter. Is knowledgeable of student’s cognitive development
- Builds bridges between the new skills and content and students’ prior experiences
- Provides instruction that supports all students’ learning
- Uses academic vocabulary
- Makes relevant connections to standards during instruction to extend student learning
- Integrates key concepts, themes, relationships, and connections across subject matter areas
- Incorporates different perspectives, appropriate to discipline
- Utilizes current understanding of relevant content standards and frameworks
Directions: Identify 3 areas of growth with an action you will take to improve this area.
Area of Growth: Uses assessments to provide the next structure for instruction.
Action: I will use a variety of assessments, both formative and summative, to get a comprehensive picture of student learning. This will help me to identify students’ strengths and weaknesses and to plan instruction that is tailored to their individual needs.
Area of Growth: Identifies and describes required grade-level skills in the content areas.
Action: I will observe other teachers teaching the same grade level or content area. This can give me a good idea of the different ways that the required skills can be taught.
Area of Growth: Is familiar with how the content relates to students’ development.
Action: I will learn about the developmental stages of students. This will help me to understand how students learn and what they are capable of at different ages.
Directions: Describe examples of evidence you will you need to learn about in order to engage ALL students and get to know them on all levels?
For me to truly engage and understand students at all levels, I will need to gather a lot of evidence. This includes demographics like age, race, and socioeconomic status; academic records like grades and standardized test scores; and emotional, behavioral, and social metrics. Parents’ and guardians’ insights, along with feedback from surveys and peer interactions, can add depth to this understanding. Additionally, extracurricular involvement can shed light on students’ passions outside of school. Together, these diverse strands of evidence can help me create a holistic and nuanced portrait of each student. This will make their education more personal and tailored.
TPE 3.2
Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter and make accommodations and/or modifications as needed to promote student access to the curriculum.
Examples of Evidence of TPE 3.2
- Understands students’ individual cognitive, social, and physical development and scaffolds instruction accordingly
- Connects content to students’ prior knowledge and their experiences
- Implementation of instructional strategies to match students’ learning needs
- Engages and facilitates students’ understanding by linking students’ previous knowledge
- Scaffolds instruction to address achievement gaps for the full range of learners
- Builds understanding of English learners’ levels of language acquisition to best support their learning
- Teaches specific academic language in ways that engage students in accessing subject matter text and/or learning activities
- Guides all students in using analysis strategies that provide equitable access of subject matter
- Uses some form of pre-assessment to make decisions about instruction, students’ levels of readiness, interests, and learning profiles
- Designs instruction that is responsive to that motivates students
- Matches students’ instruction with their pattern of abilities
- Acknowledges and understands students’ cultural differences
- Transforms standards into incremental classroom targets and informs students of targets
- Checks for understanding so as to design instruction that meets students’ learning needs
- Offers choices to encourage ownership
Current Assets And Strengths Student Teacher and Intern Teacher:
Consider your ability to communicate in effort to build relationships, share expectations and progress.
When it comes to communicating and building relationships, emotions, experiences, and personal growth play a big role. Since everyone has a unique perspective, I set my expectations, anticipating variations in communication styles and understanding that trust will evolve. My progress is measured by the deepening of conversations, a shift from initial topics to deeper discussions, increased comfort, and mutual respect. I value adaptability and compromise and am transparent about my intentions. Achieving progress means effective two-way communication, reducing misunderstandings, and aligning on shared goals. By openly discussing milestones and valuing shared experiences, I see mutual growth, the exchange of constructive feedback, and the ability to overcome challenges as indicators of a maturing bond. There’s a rhythm to relationships; some flourish quickly, while others need time and patience. As I gauge my progress against my expectations, I embrace empathy, patience, and self-awareness.
Describe: What methods of communication do you currently have strengths in?
In order to foster strong parent-teacher relationships, I’m proficient in several communication methods. My favorite way to communicate is through phone calls, where I can convey my tone, express my thoughts, and address any concerns right away. When I send emails to parents, I make sure to provide clarity, precision, and structured content, whether it’s updates, notices, or individualized feedback. By building a website for parents, I can also demonstrate my commitment to transparency. Using this platform, parents can stay up to date on what their kids are doing in my class. By combining phone calls, emails, and my website, I can cater to different parent preferences and keep them connected to their kids’ academic progress.
TPE 3.3
Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.
Examples of Evidence of TPE 3.3
- Knows how content is learned by students and, when preparing to teach a concept, considers students’ prior knowledge and skills.
- Organizes subject matter based on optimal pedagogical understanding to promote and support student learning.
- Understand the different types of knowledge students must comprehend in order to master the subject matter, including factual, procedural knowledge, social skills, collaboration, group interaction, physical skills, and how it relates to students’ development.
- Plans a balanced program based on decisions about the skills and standards to be taught, determined by their priority or importance relative to students’ level of knowledge.
- Organizes and implements subject allowing adequate time for student comprehension and support for students’ special needs.
- Adjusts instruction within and across subject matter to ensure student learning.
- Organizes instruction to reveal and value different cultural perspectives.
- Organizes instruction to incorporate subject or grade-level expectations and curriculum frameworks to support student learning.
- Implements instructional strategies to demonstrate key concepts and their interrelationships.
- Analyzes collected assessment data to plan for future instruction.
- Provides instruction using a variety of strategies, including flexible groups, scaffolded instruction, cooperative groups, and individual needs.
Directions: Identify 3 areas of growth with an action you will take to improve this area.
Area of Growth: Knows how content is learned by students and, when preparing to teach a concept, considers students’ prior knowledge and skills.
Action: I will create a learning plan that considers students’ prior knowledge and skills. This plan will outline the goals of instruction, the activities that will be used, and the assessments that will be used to measure student learning.
Area of Growth: Organizes subject matter based on optimal pedagogical understanding to promote and support student learning.
Action: I will use a variety of resources, such as textbooks, curriculum guides, and online resources. These resources can provide me with more information on how to organize subject matter effectively.
Area of Growth: Plans a balanced program based on decisions about the skills and standards to be taught, determined by their priority or importance relative to students’ level of knowledge.
Action: I will review the content standards for the grade level I am teaching. This will help me to understand the skills and knowledge that students are expected to learn.
TPE 3.4
Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.
Examples of Evidence of TPE 3.4
- Long/short-term lesson plans/planning (unit plans, benchmark planning, grade level planning) incorporates multiple means of representation, expression, and engagement.
Directions: Identify 3 areas of growth with an action you will take to improve this area.
Area of Growth: Long/short-term lesson plans/planning (unit plans, benchmark planning, grade level planning) incorporates multiple means of representation, expression, and engagement.
Action: I can improve my lesson plans by using a variety of teaching methods, providing multiple ways for students to demonstrate their learning, and creating a visually appealing and engaging learning environment for all students.
Action: To use a variety of teaching methods, I will read educational journals and articles, attend workshops and conferences, and observe other teachers. I will also talk to students about their learning styles and preferences and design assignments that allow them to demonstrate their learning in different ways.
TPE 3.5
Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.
Examples of Evidence of TPE 3.5
- Frontloading of vocabulary: word wall, choral reading
- Graffiti wall, Pair share; pair with peer mentors
- Game-based: jeopardy
- Graphic organizers, note cards, pictures with definitions, Frayer model
- Struggling with reading, letter blocks, crashing game
- Modifications based on IEPs
Directions: Identify 3 areas of growth with an action you will take to improve this area.
Area of Growth: Frontloading of vocabulary: word wall, choral reading
Action: I will introduce new vocabulary words to students by pointing to them on the word wall and explaining their meaning.
Area of Growth: Graphic organizers, note cards, pictures with definitions, Frayer model
Action: I will refer to the graphic organizer or model throughout the unit or lesson to help students remember new concepts and ideas.
Area of Growth: Struggling with reading, letter blocks, crashing game.
Action: I will assess the students’ individual needs and learning styles and create a personalized plan for each student that addresses their specific challenges. The plan may include activities such as phonics instruction, sight word instruction, reading fluency, reading comprehension, letter block activities, and game playing. I will also provide students with plenty of opportunities to practice their reading skills, be patient and supportive, and provide positive reinforcement for students’ efforts. I will also work with parents to keep them informed of their child’s progress.
TPE 3.7
Model and develop digital literacy by using technology to engage students, support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining the Internet.
Examples of Evidence of TPE 3.7
- Model knowledge, skills, and fluency in using digital tools for instruction.
- Have students use digital tools to learn, create new content, and demonstrate learning.
- Model and promote digital citizenship and critical digital literacy.
- Promote equal access of all students to digital tools and assure that students are safe in their digital participation.
Directions: Identify 3 areas of growth with an action you will take to improve this area.
Area of Growth: Model knowledge, skills, and fluency in using digital tools for instruction.
Action: Once I have learned about the different digital tools, I need to practice using them. This will help me to become familiar with the tools and to learn how to use them effectively. I can practice using the tools on my own, with friends or colleagues, or with students.
Area of Growth: Model and promote digital citizenship and critical digital literacy.
Action: I will provide opportunities for my students to practice digital citizenship. This could include activities such as creating digital portfolios, using technology for research, or participating in online discussions.
Area of Growth: Promote equal access of all students to digital tools and assure that students are safe in their digital participation.
Action: I will create a safe and supportive environment for digital participation. This means setting clear rules and expectations for student behavior online and providing students with the resources they need to stay safe.
TPE 3.8
Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.
Examples of Evidence of TPE 3.8
- Uses technology to deepen teaching and learning.
- Provides opportunities for students to participate in a digital society and economy.
- Uses established learning goals and students’ assessed needs to frame the choices of digital tools and instructional applications.
Directions: Identify 3 areas of growth with an action you will take to improve this area.
Area of Growth: Uses technology to deepen teaching and learning.
Action: I will integrate technology into my lessons in a way that is meaningful and engaging. I don’t want to use technology just for the sake of using it. I want to use it to help my students learn.
Area of Growth: Provides opportunities for students to participate in a digital society and economy.
Action: I will help students develop the skills they need to succeed in the digital economy. These skills include critical thinking, problem-solving, creativity, and collaboration. I will help students develop these skills so that they can be successful in this area.
Area of Growth: Uses established learning goals and students’ assessed needs to frame the choices of digital tools and instructional applications.
Action: I need to assess my students’ needs. What are my students’ strengths and weaknesses? What are their interests and learning styles? By understanding my students’ needs, I can choose the right digital tools and instructional applications for them.
Assignment Grade: 30/30
