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The Teaching Profession

Mission Statement

The mission of the Brandman School of Education is to prepare inquiring, reflective, ethical, caring and productive educators to work in a variety of educational settings including public and private schools.

Teacher Preparation

• gain a scholarly background in the foundations and functions of education• develop an understanding of how different

children learn in different ways• learn to teach the state adopted K-12

academic content standards in a pedagogically appropriate way• become a reflective practitioner

What Makes a Good Teacher?

The Attributes of a Quality Teacher:• Brandman University School of Education Vision Tree• The California Teaching Performance Expectations

(TPEs)

Merriam-Webster Definition of

Pedagogy

“The art, science, or profession of teaching”

The Art of Teaching

The Vision Tree

The Science of Teaching

Teacher Performance Expectations

The Brandman Vision Tree

TEACHERConstructivist Moral Educator

ReflectivePractitioner

Mediator of Diversity

Facilitator

ChangeAgentNurturer

Constructivist

• Respects Ambiguity• Uses Meaning Centered Activities• Is Creative• Builds on Student’s Previous Knowledge and

Experience• Uses Socially Constructed – Cooperative Learning• Actively Engages All Students with Authentic

Experiences

Moral Educator

• Encourages Cooperative Learning

• Models Concern for Ecological Issues

• Promotes Social Justice

• Ethical• Promotes Democratic

Classrooms• Fosters Respect and

Caring for Each Other• Demonstrate s Global

Concern

Reflective Practitioner

• Scholarly

• Researcher

• Self-Reflection

• Open to Change

• Flexible Attitude

• Lifelong Learner

• Problem Solver

Mediator of Diversity

• Cultural Pluralism• Unity within Differences• Respect and Celebration• Equity

Facilitator• Is Knowledgeable• Takes a Creative Approach to Problem

Solving• Collaborates with Teachers, Parents,

Community

Change Agent

• Is Pro-active• Models Conflict Resolution• Cares to Make a Difference• Involved in the Community • Is Willing to Fight for

Equity and Social Justice

“Be the change you seek in the world” M. Ghandi

Nurturer• Promotes Connected Learning• Establishes a Caring Community• Is Passionate about Helping Children• Respects Values of Community• Believes in Unique Potential of All Students

California Teacher Performance Expectations: Salient Features

A: Making Subject Matter Comprehensible to Students

TPE 1Specific Pedagogical

Skills for Subject Matter Instruction

Subject-Specific Pedagogical Skills for Multiple & Single Subject Teaching Assignments

Understanding the state-adopted academic content standards

Understanding how to teach the subject matter in the standards

Planning instruction that addresses the standards

Demonstrating the ability to teach to the standards

B. Assessing Student Learning

TPE 2Monitoring Student

Learning DuringInstruction

Determining student progress toward achieving the state-adopted academic content standards

Using instructional strategies and techniques to support students’ learning

TPE 3 Interpretation and

Use of Assessments

Understanding a range of assessments Using and interpreting a range of

assessments Giving feedback on assessment results

C: Engaging And Supporting Students In Learning

TPE 4Making Content

Accessible

Addressing state-adopted academic content standards

Prioritizing and sequencing content Selecting and using various instructional

strategies, activities, and resources to facilitate student learning

TPE 5Student

Engagement

Understanding of academic learning goals Ensuring active and equitable participation Monitoring student progress and extending

student thinking

Engaging And Supporting Students In Learning (continued)

TPE 6Developmentally

Appropriate Teaching Practices

Grades K-3, 4-8, 9-12

• Understanding important characteristics of the learners

• Designing instructional activities• Providing developmentally appropriate

educational experiences

Engaging And Supporting Students In Learning

(continued)

TPE 7Teaching English

Learners

• Understanding and applying theories, principles, and instructional practices for English Language Development

• Understanding how to adapt instructional practices to provide access to the state adopted student content standards

• Drawing upon student backgrounds and language abilities to provide differentiated instruction

D: Planning Instruction and Designing Learning Experiences

for Students

TPE 8Learning about

Students

Understanding child and adolescent development

Understanding how to learn about students Using methods to learn about students Connecting student information to learning

TPE 9Instructional

Planning

Establishing academic learning goals Connecting academic content to the

students backgrounds, needs, and abilities Selecting strategies, activities, material,

resources

E: Creating And Maintaining Effective Environments for

Student Learning

TPE 10Instructional Time

Allocating instructional time Managing instructional time

TPE 11Social Environment

Understanding the importance of the social environment

Establishing a positive environment for learning

Maintaining a positive environment for learning

F: Developing as a Professional Educator

TPE 12Professional,

Legal, and Ethical

Obligations

Taking responsibility for student academic learning outcomes

Knowing and applying professional and ethical obligations

Knowing and applying legal obligations

TPE 13Professional

Growth

Evaluating teaching practice and subject matter knowledge

Using reflection and feedback to improve teaching practice and subject matter knowledge

Accessing resources and research

Rubric for Evaluating Exit Portfolio

Based on the Teacher Performance Expectations

Artifacts: Distinguished Category

• Artifacts provide evidence that clearly and convincingly demonstrates candidate’s – ability to make subject matter comprehensible to

students.

– ability to assess learning for all students.

– ability to engage and support all students in learning.

– ability to plan and design learning experiences for all students.

– ability to create and maintain effective environments for student learning.

– development as a professional.

Written Reflections: Distinguished Category

• Written Reflections provide relevant connections to the domain and a well-developed explanation of how the artifact demonstrates competence in the domain.

Domain A: Subject Matter CompetenceTPE

Domains1

Unsatisfactory2

Emerging3

Competent4

DistinguishedTPE 1

Domain A

Artifacts provide little or no evidence of candidate’s ability to make subject matter comprehensible to students.

Artifacts provide evidence that partially demonstrates candidate’s ability to make subject matter comprehensible to students.

Artifacts provide evidence that adequately demonstrates candidate’s ability to make subject matter comprehensible to students

Artifacts provide evidence that clearly and convincingly demonstrates candidate’s ability to make subject matter comprehensible to students.

Written Reflections demonstrate little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain.

Written Reflections provide limited or cursory connections to the domain and a minimal explanation of how the artifacts demonstrate competence in the domain.

Written Reflections provide relevant connections to the domain and an adequate explanation of how the artifacts demonstrate competence in the domain.

Written Reflections provide relevant connections to the domain and a well-developed explanation of how the artifacts demonstrate competence in the domain.

Domain B: Assessing Student LearningTPE

Domains

1Unsatisfactory

2Emerging

3Competent

4Distinguished

TPE 2 & 3

Domain B

Artifacts provide little or no evidence of candidate’s ability to assess learning for all students.

Artifacts provide partial evidence of candidate’s ability to assess learning for all students.

Artifacts provide evidence that adequately demonstrates candidate’s ability to assess learning for all students.

Artifacts provide evidence that clearly and convincingly demonstrate candidate’s ability to assess learning for all students.

Written Reflections demonstrate little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain.

Written Reflections demonstrate limited or cursory connection to the domain and minimal explanation of how the artifacts demonstrate competence in the domain.

Written Reflections demonstrate relevant connections to the domain and an adequate explanation of how the artifacts demonstrate competence in the domain.

Written Reflections demonstrate relevant connections to the domain and a well-developed explanation of how the artifacts demonstrate competence in the domain.

Domain C: Engaging and Supporting Students TPE

Domains1

Unsatisfactory2

Emerging3

Competent4

DistinguishedDomain

C

TPEs 4, 5, 6, 7

Artifacts provide little or no evidence of candidate’s ability to engage and support all students in learning.

Artifacts provide evidence that partially demonstrates candidate’s ability to engage and support all students in learning.

Artifacts provide evidence that adequately demonstrates candidate’s ability to engage and support all students in learning.

Artifacts provide evidence that clearly and convincingly demonstrates candidate’s ability to engage and support all students in learning.

Written Reflections provide little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain.




Domain D: Planning Instruction TPE

Domains1

Unsatisfactory2

Emerging3

Competent4

DistinguishedDomain

D

TPEs 8 & 9

Artifacts provide little or no evidence of candidate’s ability to plan and design learning experiences for all students.

Artifacts provide evidence that partially demonstrates candidate’s ability to plan and design learning experiences for all students.

Artifacts provide evidence that adequately demonstrates candidate’s ability to plan and design learning experiences for all students.

Artifacts provide evidence that clearly and convincingly demonstrates candidate’s ability to plan and design learning experiences for all students.





Domain E: Creating Effective EnvironmentsTPE

Domains1

Unsatisfactory2

Emerging3

Competent4

DistinguishedDomain

E

TPEs 10 & 11

Artifacts provide little or no evidence of candidate’s ability to create and maintain effective environments for student learning.

Artifacts provide evidence that partially demonstrates candidate’s ability to create and maintain effective environments for student learning.

Artifacts provide evidence that adequately demonstrates candidate’s ability to create and maintain effective environments for student learning.

Artifacts provide evidence that clearly and convincingly demonstrates candidate’s ability to create and maintain effective environments for student learning.





Domain E: Developing as a ProfessionalTPE

Domains1

Unsatisfactory2

Emerging3

Competent4

DistinguishedDomain

F

TPEs 12 & 13

Artifacts provide little or no evidence of candidate’s development as a professional.

Artifacts provide evidence that partially demonstrates candidate’s development as a professional.

Artifacts provide evidence that adequately demonstrates candidate’s development as a professional.

Artifacts provide evidence that clearly and convincingly demonstrates candidate’s development as a professional.





Portfolio Organization

• Include Table of Contents

• Personal and Professional Section

• Organize by California Standards for the Teaching Profession and Teacher Performance Expectations

– Making subject matter comprehensible to students

– Assessing student learning

– Engaging and supporting students in learning

– Planning Instruction and Designing Learning Experiences for Students

– Creating And Maintaining Effective Environments for Student Learning

– Developing as a Professional Educator

• Write a reflective introductory for each section.

• Make connections between the TPEs and the Vision Tree.

Portfolio Content

• Letter of introduction, resume, personal educational philosophy• Reflections on teaching cases, research papers, journal entries, website

reviews, rationale papers• Lesson plans, unit plans, curriculum maps, theme cycles• Assessments – tests, rubrics, checklists, student portfolios• Demographic studies, ethnography, case studies• Mind maps, graphic organizers, timelines, visual representations• Photographs and videotapes• Samples of student work and assessments• Credentials, certificates, awards• Articles you have read and reflected upon and anything else that will

demonstrate your growth toward being an effective and reflective teacher.

What you place in your portfolio should represent the full range of your work.

Reflection• Distinguished Reflection

Criteria– Reflections are thoughtful and

questioning– Connections with experience,

theory and practice are evident• Include a reflection about the

portfolio process.• Include a reflection on each of

the standards sections.

Questions for Reflection• Describe the artifacts you have included in your

portfolio• How do these artifacts demonstrate your proficiency in

meeting Teacher Performance Expectations?• How do these artifacts demonstrate your understanding

of how students learn?• How will you build on these proficiencies and improve

your teaching?• Make connections with the qualities of a teacher

represented in the Vision Tree• The Art of Teaching• The Science of Teaching

Lesson Planning

Classroom Management

Assessment

Field Observations

ClassroomProjects

Presentations

Your chance to show off!

Exit Interview