Assignment 2A. Unpacking and Reflecting on TPE 3

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National University *

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Communications

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Feb 20, 2024

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Assignment 2A – Unpacking the Teacher Performance Expectations (TPEs) & Reflecting on Them (TPE 3) 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 observation ● 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 3.1 TPE 3.1 Examples of Evidence of TPE 3.1 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. 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 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. Implement positive interventions to support students' social-emotional growth. - Collaborate with experienced teachers. Experiment with new strategies through feedback from students. Focus on creating a peer community that creates a caring and respectful atmosphere. - Implement buddy systems where students promote a sense of support. Organize regular group activities that encourage students to collaborate, communicate, and resolve conflicts. Address cultural diversity and promote inclusivity. - Encourage open dialogue about diversity and equity in your classroom, and incorporate diverse perspectives and materials into your curriculum. Directions : Describe examples

TPE 3.1 Examples of Evidence of TPE 3.1 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take 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 of evidence you will you need to learn about in order to engage ALL students and get to know them on all levels? Student Conferences: - One-on-one meetings with students to address their goals and interests. By checking in we better understand their social-emotional needs and motivation. Surveys and Questionnaires: - Used to collect data about their learning progress, personal interests, and emotional wellbeing. Observations: - Observe students in various situations to understand their behavior during interactions with peers.

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TPE 3.2 TPE 3.2 Examples of Evidence of TPE 3.2 Current Assets And Strengths Growth Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter and make accommodatio ns and/or modifications as needed to promote student access to the curriculum. 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 Student Teacher and Intern Teacher: Consider your ability to communicate in effort to build relationships, share expectations and progress. Describe : What methods of communication do you currently have strengths in? Describe the communication tools you need to investigate and practice using? Individualized Educational Plans (IEPs): - IEPs include different school personnel to help outline a student's learning goals, strengths, challenges, and necessary accommodatio ns/ modifications. Student-Teacher Conferences: - Regular conferences provide communication to discuss learning goals, progress, and any adjustments needed. Parent-Teacher Meetings: - Parent-teacher meetings provide an opportunity to discuss learning goals, accommodatio

TPE 3.2 Examples of Evidence of TPE 3.2 Current Assets And Strengths Growth 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 ns, and modifications with parents.

TPE 3.3 TPE 3.3 Examples of Evidence of TPE 3.3 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take 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.1 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 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. Implement assignments allowing adequate time for student comprehension for students' special needs. Provides instruction using a variety of strategies including flexible groups, scaffolded instruction, and cooperative groups.

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TPE 3.3 Examples of Evidence of TPE 3.3 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take 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 TPE 3.4 TPE 3.4 Examples of Evidence of TPE 3.4 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take 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 Long/short term lesson plans/planning (unit plans, benchmark planning, grade level planning) incorporates multiple means of representation, expression, and engagement 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. Incorporate inclusive teaching strategies to those with diverse learning needs. - Implement Universal Design for Learning (UDL) principles providing various teaching techniques, such as differentiated instruction,

TPE 3.4 Examples of Evidence of TPE 3.4 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take scaffolding, and flexible assessments. Collaborating with other educators and faculty. - Initiate regular meetings with colleagues, special education staff, and support professionals. Create a culture of collaboration within your school community. Assessments and Feedback: - Develop a range of assessment tools and strategies such as self- assessment, peer assessment, and rubrics. It is important to regularly reflect on the effectiveness of assessments and any adjustments needed.

TPE 3.5 TPE 3.5 Examples of Evidence of TPE 3.5 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take 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. 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 : 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. Provide differentiated language support to address the diverse needs of students - Important for English learners, students with disabilities, and others. Create personalized language support plans for these students. Examples include modified vocabulary lists, additional language resources, and adapting reading materials. Be culturally responsive in instruction, recognizing the diversity of students. - Encourage

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TPE 3.5 Examples of Evidence of TPE 3.5 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take students to share their cultural experiences and languages in the learning process. Use scaffolding techniques effectively to support students in acquiring and using academic language. - Develop and implement scaffolding techniques such as graphic organizers, sentence starters, and peer support systems. Continuously assess the impact of these strategies on students' language development and adjust accordingly. TPE 3.6 TPE 3.6 Examples of Evidence of TPE 3.6 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Use and adapt resources, standards-aligned Scanners to encourage academic responsibilities Directions : Self evaluate by highlighting the Directions : Identify 3 areas of growth with an action you will

TPE 3.6 Examples of Evidence of TPE 3.6 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum. Access materials Haiku Socrative quiz maker: chunking of material; focus; questions Smartboards; laptops, iPads; PP; digital version of student selection, Data director Videos iPads as reinforcer or for expressive language Elmo, or other toys / assistive tools (age- relative) 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 take to improve this area. Integrate assistive technology to support students with disabilities. - Collaborate with specialists to learn how to adapt and implement these tools effectively. Customize instructional materials to address the specific needs and learning styles of diverse students. - Provide differentiated materials, such as providing multiple reading levels, incorporating multimedia elements, and adapting assignments.

TPE 3.7 TPE 3.7 Examples of Evidence of TPE 3.7 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet 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 : 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. Adapting to Diverse Learning Styles: - Experiment with technology, such as text- to-speech software for auditory learners or interactive simulations for visual learners. Modeling Digital Literacy: - Regularly use technology to model digital skills, such as effective online research, source evaluation, and digital communicatio n.

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TPE 3.8 TPE 3.8 Examples of Evidence of TPE 3.8 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards 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 : 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. Provide opportunities to students to participate in a digital community and by encouraging them to be a part of school wide programs.

Assignment 2A. Unpacking and Reflecting on TPE 3

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