Assignment 2C-Abby 2

Assignment 2C – Unpacking the Teacher Performance Expectations (TPEs) & Reflecting on Them Introduction As a teacher candidate you are acquiring knowledge and skills to understand and begin to apply the Teacher Performance Expectations. We utilize the TPE’s because they also align to how districts will assess you and your readiness, when you apply for a teaching position. After you receive your first teaching assignment, you will be required to clear your credential. Guess what, the TPE’s come into play again! Induction programs (for clearing your credential) will evaluate your strengths and growth areas as a new teacher. In this course and future courses, the TPE assignments will get you prepared and thus help you begin your own individual growth plan as you become a teacher. The goal is to be able to articulate and talk about your teaching practice using the academic language found in the TPEs and your coursework will support this mission! Download TPE Evidence for Observations PDF CTC TPE Handbook of Multiple and Single Subject Credential Program Standards Understanding how to Unpack Standards Considerations As you internally reflect on your assets/strengths and areas of growth remember you are considering ALL students, not just the students whom you easily connect with but also the students whom you 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 for Interns & Student Teachers in various assignments and activities. We will also differentiate for multiple and single subject credential programs. The goal is to connect your own lived experiences, knowledge, and your credential area to all aspects of your learning. If you feel an assignment or activity does not differentiate please share this with the Course Lead so adjustments can be made. Intern Teacher As an Intern Teacher you will complete this reflective practice activity of the Teacher Performance Expectations taking into consideration your current classroom of students. If you do not have a classroom yet, view this assignment through the lens of a student teacher. Student Teacher As a Student Teacher who does not currently have a classroom you will reflect using your personal assets/strength areas (what comes natural to you and draw from past experiences) and what areas you will need to engage in professional activities for growth.

TPE 1.1 TPE 1.1 Examples of Evidence of TPE 1.1 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Apply knowledge of students, including their: prior experiences, interests, and social- emotional learning needs , as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds , to engage them in learning.  Provides vehicles so that students begin taking ownership of their learning; track own progress, journals, writing activities prior/after  Provides opportunities for students to use available technologies, ensuring equitable access to the curriculum  Differentiates instruction based on students’ strengths, interests, and needs  Builds trust with and among students and fosters relationships so that students can thrive academically  Helps students build friendships with each other  Fosters relationships and develops activities so that students can thrive academically  Shows respect for students and encourages them to show respect to others  Understands reasons for students’ behavior and recognize atypical student behavior  Develops activities that support positive interactions among students  Provides opportunities for students to work together  Creates and maintains a safe learning environment  Adapts teaching to reflect comprehensive knowledge of students  Gets to know parents and Directions : Self evaluate by highlighting the elements of the TPE in: Yellow if you are not familiar with the TPE Blue if you are moderately confident with the TPE Green 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. Directions : Identify 3 areas of growth with an action you will take to improve this area. 1.One area of growth that I can improve on is getting to know parents and connecting with the teaching community. A plan of action for this would be to be more involved in school events and parent teacher conferences. 2.Another area of growth is developing activities and lessons that promote positive interactions between students. A plan of action for this would be developing more activities that promote group work between peers. 3. The last area of growth would be providing students with a way to track their progress throughout the school year. A plan of action I would use to have students plan their progress is to have them do weekly journals, which can help students improve their writing skills, problem solving skills, and have more confident writing 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? The information I need to get more familiar with, would be the Student Engagement category along with the Language Acquisition and Development category under the TPE 1. This information would help me when it comes to engaging all students and getting to know them on all levels. Important things to know about students is their prior experiences, interests, social-emotional learning needs, language, backgrounds etc. in order to engage them in learning. The

TPE 1.2 Examples of Evidence of TPE 1.2 Current Assets And Strengths Growth students) Best Messaging Apps and Websites for Students, Teachers, and Parents (https://www.commonsense.org/education/top- picks/best-messaging-apps-and-websites-for-students- teachers-and-parents) How Two-Way Communication Can Boost Parent Involvement (https://www.waterford.org/education/two- way-communication-parent-engagement/) relationships with classmates maximizing achievements, expectations, and student progress as per TPE 1.2

TPE 1.3 TPE 1.3 Examples of Evidence of TPE 1.3 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation and allow students to extend their learning . Examples of Observable Evidence:  Establishes connection between subject matter and purpose for learning: videos, posters, illustrations, realia, etc.  Provides ongoing feedback regarding relevance/connection of subject matter to their lives  Engages students in multi- modality instructional strategies  Differentiates instruction based on students’ strengths, interests, and needs  Instructional strategies: surveys, exit tickets, jigsaw, skill inventories, interest centers (review/enrich), literature circles, collaborative grouping, peer mentoring/modeling, Socratic seminars, etc. Directions : Self evaluate by highlighting the elements of the TPE in: Yellow if you are not familiar with the TPE Blue if you are moderately confident with the TPE Green if you are very confident with the TPE Directions : Identify 3 areas of growth with an action you will take to improve this area. Just like in PE 1 ,I can work on improving my ability to differentiate instruction based on students' strengths, interests, and needs. Through establishing relationship and getting to know students individually and also building mutual trust. Through projects involving culture, and backgrounds allowing to create a comfortable environment of diversity. Engaging students in the multi- modality instructional strategies along with surveys, skill inventories, interest centers, workshops, are all things I feel are important they can connect subject matter to real -life, and provide active learning experiences. engaging student motivation allowing them to extend their learning as per TPE1.3

TPE 1.4 TPE 1.4 Examples of Evidence of TPE 1.4 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Use a variety of developmentall y and ability- appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment. Examples of Observable Evidence  Universal Design for Learning Engagement:  Class discussion: verbal response; pair share; peer mentoring/teaching/presentation  Differentiation  Present information in different ways: verbally, written on board, overhead, videos  Process: 1:1 instruction, small or large group; pair share; use proximity; use SDAIE strategies Resources: Definition of Multi-Tiered System of Supports CAST Directions : Self evaluate by highlighting the elements of the TPE in: Yellow if you are not familiar with the TPE Blue if you are moderately confident with the TPE Green if you are very confident with the TPE Directions : Identify 3 areas of growth with an action you will take to improve this area. Universal Design for learning engagement is something I can work on I could use the resource link listed below to help me familiarize better with it. This goes for the differentiation TPE as well where the CDE website offers links to help learn about different instruction techniques. Another area of growth although not perfect I feel I can still improve is my understanding of 1:1 instruction, pair share, and SDAIE strategies etc. I have not heard of SDAIE strategies so I would definitely look it up to be able to incorporate into the area in question.

TPE 1.4 Examples of Evidence of TPE 1.4 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take

TPE 1.5 Examples of Evidence of TPE 1.5 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take about math comprehension. A plan of action would be having more interactive comprehension activities for students to reflect on their readings.

TPE 1.6 TPE 1.6 Examples of Evidence of TPE 1.6 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Provide a supportive learning environment for students' first and/or second language acquisition by using research based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion. Demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability. Examples of Observable Evidence  Uses a wide variety of instructional strategies matched to students’ learning needs that offer several ways for students to approach and demonstrate learning  Facilitates students use of available technologies to support and / or advance their learning  Offers opportunities for students to explore important ideas using a variety of resources and available technologies  Offers students choice within teacher and state frameworks  Taps prior knowledge and links it to new learning  Provides support for students who are not succeeding  Provides opportunities for advanced learners to enhance their learning  Reflects on the learning goals/objectives  Reflects on students’ developmental needs  Plans and implements lessons that reflect students’ individual strengths and cultural norms  Encourages participation in a variety of ways  Allows time for students to practice, and internalize, and apply subject specific learning strategies  Plans and implements activities and materials that are developmentally appropriate to ensure all students understand essential learning goals  Makes modifications for students who have specific physical, emotional, behavioral, language, or learning differences  Uses resources that minimize bias  Facilitates group activities that maximize productivity and increases engagements Directions : Self evaluate by highlighting the elements of the TPE in: Yellow if you are not familiar with the TPE Blue if you are moderately confident with the TPE Green if you are very confident with the TPE Directions : Identify 3 areas of growth with an action you will take to improve this area. A combination of pair- share, combined with group activities. - Create an atmosphere that allows students to form connections with other students. - Involve students as active participants in the learning process. when it comes to state frameworks. One plan of action for this would be having a survey where students can choose what area they feel like they need help with or lack knowledge in. Another area of growth would be providing advanced learners with activities that will enhance their learning. A plan of action for this area of growth would be providing those advanced learners with material that they will learn next year so that they can connect their learning. The third area of growth would be having students reflect on their developmental needs.

TPE 1.7 Examples of Evidence of TPE 1.7 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take

TPE 1.8 TPE 1.8 Examples of Evidence of TPE 1.8 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning. Examples of Observable Evidence  Encourages students to develop and have confidence in their own ability to think independently and with others  Builds on basic knowledge and skills to enable students to apply their thinking to solving problems  Breaks down text into component parts through understanding of structure (topic, subtopic, claims and evidence, sequence and comparison)  Uses rubrics and guidelines to evaluate work in progress  Develops anchor papers at high, high average, low average, and struggling levels of performance  Builds plans to address and answer questions in accordance with Bloom’s Taxonomy  Groups students in pairs or small working groups to develop a plan to solve problems presented by teachers  Allows adequate time for students to think about their answers  Provides opportunities to collect and interpret data  Assigns activities that include more than one method of approaching or completing work  Systematically checks for student understanding and revises plans accordingly  Implements a variety of instructional strategies to match students’ learning needs  Offers several ways for students to approach and demonstrate learning  Paces lesson to adjust to student needs  Provides additional support for students who have mastered lesson objectives  Adjusts lessons “on the spot” Directions : Self evaluate by highlighting the elements of the TPE in: Yellow if you are not familiar with the TPE Blue if you are moderately confident with the TPE Green if you are very confident with the TPE Directions : Identify 3 areas of growth with an action you will take to improve this area. Goal oriented assignments that focus on understanding of concepts. Exit Tickets to assess student’s comprehension of topics being learned. - Weekly assessment and evaluation of class learning progress Also answering questions according to Bloom's taxonomy. An action plan I have for this would be making sure that I am familiar with Bloom's taxonomy and ensure I have practiced it beforehand . Breaking down component parts to better understand structure such as the topic, claims and evidence. A plan of action would be to make sure I break apart stories into their own components providing support with Examples and evidence.