Assignment 2C-Unpacking the Teacher Performance Expectations TPEs Reflecting on Them (1)

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 TPEs because they also align with 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 TPEs come into play again! Induction programs (for clearing your credentials) 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 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 the 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). Naturally, 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 between 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 on using your assets/strength areas (what comes naturally to you and draws 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 their progress, journals, and writing activities prior/after  Provides opportunities for students to use available technologies, ensuring equitable access to the curriculum  Differentiates instruction based on student's 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 naturally 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. (3 different action steps) Engaging in social-emotional learning needs, language, and engaging in prior experiences. 1. Use visuals, and realia (real-life objects), and allow translation tools to make content comprehensible for multilingual learners. Draw upon students' cultural and linguistic assets as learning resources. 2. Design instruction that connects new concepts to students' lived experiences by using K- W-L charts, and surveys, and providing opportunities for them to share their backgrounds and existing knowledge. This validates their funds of knowledge. 3. Design instruction that connects new concepts to students' lived experiences by using K- W-L charts, and surveys, and providing opportunities for them to share their backgrounds and existing knowledge. This validates their funds of knowledge. Directions : Describe examples of evidence you will need to learn about to engage ALL students and get to know them on all levels.  Builds trust with and among students and fosters relationships so that students can thrive academically.

TPE 1.2 Examples of Evidence of TPE 1.2 Current Assets And Strengths Growth 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/)

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 a connection between subject matter and purpose for learning: videos, posters, illustrations, realia, etc.  Provide ongoing feedback regarding the relevance/connection of the subject matter to their lives  Engages students in multi- modality instructional strategies  Differentiates instruction based on student's 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. Engaging in the subject matter in real-life contexts provides active learning, supports student motivation, and allows students to extend their learning. 1. Project-based learning is where it's at. Give them legitimate problems or products to work on that matter in the community. Seeing how the concepts apply to real issues beyond the classroom? That will motivate them to dig in. 2. Bring in some experts or set up field trips, virtual or in-person. Let students hear from the professionals using this stuff day-to-day. Seeing potential career paths opens their eyes to why mastering the skills and knowledge pays off.

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 Support (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. Using a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology. 1. We must tap into Universal Design for Learning flow. Mix it up with audiobooks, speech-to-text, simulations, hands-on activities, and choice boards - give them multiple ways to understand and engage with the content based on their learning styles and abilities. Versatility is key . 2. Don't sleep on those adaptive learning tech platforms either. They can automatically adjust lessons and provide personalized

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 paths and recommended resources based on each student's progress and skill level. Efficient way to differentiate the learning experience. 3. Most importantly, collaborate with the special ed teachers, coaches, and AT specialists - they know what's good for getting the proper accommodation and assistive tools set up. Whether it's screen readers, voice recognition software, specialized keyboards, and mice, or whatever, we must make sure our students with disabilities and learning challenges have the proper support and access they need.

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 critical thinking, analysis, and creativity as they navigate the messy problem spaces. 2. Use Socratic seminar discussions to dive deep into complex texts or issues. Students gotta come prepared with thought- provoking questions and evidence to substantiate their claims. The back-and-forth discourse builds those higher- order analysis skills. 3. Gamify lessons with simulations, case studies, or design challenges that put students in decision-maker roles. They'll need to think strategically, weigh options, and innovate to overcome obstacles, fostering that creative problem-solving mindset for sure.

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 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), 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 student's 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 student's choice within teacher and state frameworks.  Taps prior knowledge and links it to new learning.  Provides support for students who are failing. 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 a supportive learning environment for students first and/or second language acquisition by using research-based & instructional approaches. 1. Implement sheltered instruction techniques. Use visuals, and gestures, to build

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 TPE 1.7 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 Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning. Examples of Observable Evidence  Incorporate art and music projects.  Project-based instruction with visual and performing arts strategies incorporated. 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. Providing students with opportunities to access the curriculum, incorporating visual & performing arts & making it appropriate to the content and context of learning. 1. Integrate artistic projects and performances that allow students to creatively express their understanding of curricular

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 concepts. For example, creating storyboards, songs, dances, or multimedia presentations related to the topics. 2. Use visual aids like diagrams, illustrations, videos, and image-based resources to support learning and make abstract ideas more concrete and accessible, fam. Visuals help all students, especially those who are more visually inclined. 3. Design learning experiences that utilize museums, galleries, theaters, or community arts spaces as alternative classroom environments. Exposing students to these real- world contexts can inspire deeper connections to the content they're studying, for sure.

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 answer questions by Bloom’s Taxonomy  Groups of 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.” student understanding. This data allows you to adjust your instruction accordingly based on their needs. 2. Incorporate a variety of active learning strategies such as jigsaws, gallery walks, or inquiry-based labs to maintain engagement and avoid passive listeners, fam. Switching it up keeps them interacting with the content. 3. During whole- class instruction, frequently check for comprehension using techniques like cold calling or response cards to monitor which students are tracking and who needs additional support, for sure.

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