ted 690 – master of education capstone professor john luster national university 2013

Chest Hair & Chalkboards: A Modern Man in the Contemporary Classroom

A Professional Teaching Portfolio by A.T. HallTED 690 – Master of Education Capstone

Professor John LusterNational University 2013

INTRODUCTION

The following Personal Development Quest Portfolio (PDQP) displays and evaluates my personal proficiency as a professional educator in the six domains of the Teaching Performance Expectations (TPEs) compiled by the California Commission on Teacher Credentialing (CTC).

Andrew T. Hall (408)768-8323

[email protected]

Each TPE domain is discussed in detail and is accompanied with multiple artifacts demonstrating my professional development, understanding of the importance of each expectation, and proficiency in each area.

mailto:[email protected]

TABLE OF CONTENTS

Identifying the Six Teaching Performance Expectation (TPE) Domains…………...................................4

Domain A: Making Subject Matter Comprehensible to Students……………………………………………5-15 TPE 1B Artifacts 1-4 in Support of Domain A

Domain B: Assessing Student Learning…………………………………………………………………………...16-28 TPEs 2-3 Artifacts 1-3 in Support of Domain B

Domain C: Engaging and Supporting Students in Learning………………………………………………...29-41 TPEs 4-7 Artifacts 1-3 in Support of Domain C

Domain D: Planning Instruction and Designing Learning Experiences for Students…………………42-62 TPEs 8-9 Artifacts 1-4 in Support of Domain D

Domain E: Creating and Maintaining Effective Environments for Student Learning……………..….63-73 TPEs 10-11 Artifacts 1-3 in Support of Domain E

Domain F: Developing as a Professional Educator……………………………………………………………..74-85 TPEs 12-13 Artifacts 1-4 in Support of Domain F

References…………………………………………………………………………………………………………………86-88

IDENTIFYING THE SIX TPE DOMAINS

The Six Teaching Performance Expectation (TPE) Domains:

A. Making Subject Matter Comprehensible to Students

B. Assessing Student Learning

C. Engaging and Supporting Students in Learning

D. Planning Instruction and Designing Learning Experiences for Students

E. Creating and Maintaining Effective Environments for Student Learning

F. Developing as a Professional Educator

MAKING SUBJECT MATTER

COMPREHENSIBLE TO STUDENTS

DOMAIN A

DOMAIN A:MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

Teaching Performance Expectation (TPE) Domain A compiles one expectation standard with one subject-specific pedagogical skill:

TPE 1B: Subject-Specific Pedagogical Skills for Single-Subject Teaching Assignments Teaching English-Language Arts in a Single-

Subject Assignment

This expectation and skill require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure subject comprehension and mastery among all learners.

DOMAIN ATPE 1B: SUBJECT-SPECIFIC PEDAGOGICAL SKILLS FOR SINGLE-SUBJECT TEASHING ASSIGNMENTS

Teaching English-Language Arts in a Single-Subject Assignment

Candidates for a Single-Subject Teaching Teaching Credential:

demonstrate the ability to teach the state-adopted academic content standards for students in English-Language Arts (Grades 7-12).

understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications.

know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards.

understand how to make language (e.g., vocabulary, forms, uses) comprehensible to students and the need for students to master foundational skills as a gateway to using all forms of language as tools for thinking, learning and communicating.

understand how to teach the advanced skills of research-based discourse; incorporate technology into the language arts as a tool for conducting research or creating finished manuscripts and multimedia presentations; focus on analytical critique of text and of a variety of media; and provide a greater emphasis on the language arts as applied to work and careers.

ARTIFACTS 1 & 2 in Support of Domain A:EXAMPLE HANDOUT AND ASSIGNMENT

In an effort to better make subject matter comprehensible, I create informative handouts and creative and diverse assignments that introduce new material to students, ease them into the concepts and standards of the material, and challenge them to practice, use, and apply their learning in an relevant manner.

Each and every student learns differently and must, therefore, be taught subject content and allowed to practice that content in a diverse manner that appeals to both their preferred learning styles and intelligence modalities.

While handouts and assignments teach and challenge the student to practice specific content standards, they also require the student to follow directions, practice their reading comprehension skills, apply their skills in brainstorming, mapping, and writing, and sticking to deadlines.

An example of such a handout and assignment are displayed on the

following four slides to highlight the importance of making subject matter accessible and comprehensible to students of all

backgrounds, abilities, learning preferences, and intelligence modalities.

ARTIFACT 1 in Support of Domain A:EXAMPLE HANDOUT

ARTIFACT 2 in Support of Domain A:EXAMPLE ASSIGNMENT

“Rewriting the 17th Century” AssignmentBritish Literature, West Valley Christian School, Winter 2010

As you should know by now, the 17th Century was a time of great turbulence, manipulation, and unstoppable upheaval. It was a period of civil war, political change, and religious rebellion. And, despite these terrible realities, it was an age where the voiceless learned to speak, the nameless earned a reputation, and the royally corrupt found themselves in the gallows. Much of the drama was aired out in public, but great change happened behind closed doors, within churches, and locked away in royal chambers.

The 17th Century was a time of change, pure and simple. This period inspired playwrights and poets, motivated religious and political leaders, and empowered the lowly laymen of the land to rise up and protest, again. Retrospection allows us to see these events and characters more clearly, but there is only one question to ask yourself at this time: what would you have done differently?

ARTIFACT 2 continued:EXAMPLE ASSIGNMENT

To begin rewriting the pages of history, we must first know our boundaries. Please follow the steps below:

1. Randomly select a character(s) off the board.2. Meet with those in your similar field at your designated

headquarters.3. Choose to conspire with your peers or act alone as you envision

the new religious, political, and dramatic landscape of the country.4. Draft speeches or letters to be read aloud to the country

announcing your plans for power, deception, or conversion.5. The instructor will select which group/individual receives power

through the most realistic conceits.6. Groups shall merge depending upon the new line of power and

succession as directed.7. Repeat steps 3-6 until ONE STUDENT/GROUP IS SELECTED AS THE

NEW LEADER(S) OF THE WESTERN WORLD.8. THE SELECTED STUDENT/GROUP WILL RECEIVE 5 EXTRA

CREDIT POINTS TOWARD THEIR FINAL PROJECT GRADE.

ARTIFACT 2 continued:EXAMPLE ASSIGNMENT

The characters of this chaotic British world are listed below. Once you receive your designated character or demographic, meet with your fellow peers to begin conspiring.

CHARACTERS:The Artists

John Bunyan John Donne John Milton Sir John Suckling Thomas Carew

The Internationals The Irish The Scots The Spaniards

The Monarchy The Cavaliers King Charles I Prince Charles II Queen Henrietta Maria

Parliament Oliver Cromwell The Puritan Majority The Roundheads

The Protestants Archbishop William Laud Church of England The Puritans

If you wish to hold power at the end of our era, you must try your hardest to select strategic conspirators, draft the most realistic and prolific speeches to sway the omnipotent judge, and be not afraid of betraying those who threaten your powerful vision. This is a game of strategy, deceit, power, rebellion, and vision. Do not hold back. Do not surrender. And remember, it is never too late to take hold of the reins and change the direction of our country forever.

ARTIFACT 3 in Support of Domain A:STUDENT INTERVIEW

“Mr. Hall utilized various different methods and techniques in an effort to make the curriculum both interesting and understandable. For example, in most English classes I had taken the format would usually include reading books, taking quizzes, writing papers, and taking tests. Although Mr. Hall’s class did involve those tasks, they were approached in a far more interesting way. We had in-class debates, intense discussions- we watched movies, read poetry, and listened to related music. One of the most interesting projects we had involved writing a script in groups, and then having to direct and film movies using scripts that were written by other groups.”

- Ahmed AkbarWest Valley Christian School Alumnus

Senior Graduate Class of 2011

“Mr. Hall had a very keen understanding of how to talk to teenagers. He never patronized or condescended. He broke down big complex ideas into segments that we could understand without sacrificing their integrity.”

- Ijaaz NoohuWest Valley Christian School Alumnus


“Mr. Hall is an extraordinary teacher who cares for the wellbeing of his students. Mr. Hall would spend time explaining the material in the day’s lesson and stay after school for those who needed extra help. He would find other ways to teach the lessons instead of just worksheets and lectures. Mr. Hall had us keep a journal that we would write reflections, self-evaluations, and answer tough questions that challenged my way of thinking.”

- Alexis HoevelWest Valley Christian School Alumna

Eighth Grade Graduate Class of 2012

ARTIFACT 4 in Support of Domain A:REVIEW OF SUPPORTING LITERATURE“Differentiated Instruction”. Teaching Tolerance. Retrieved from http://www.tolerance.org/differentiated-instruction

Making subject matter comprehensible to students of all backgrounds, abilities, readiness levels, learning preferences, and intelligence modalities requires keeping the student in mind when preparing lesson plans and selecting teaching strategies.

Particularly for teachers of English and Language Arts, being able to manipulate the content so that it appeals directly to the learners present in the classroom is a much-needed key to success when teaching for transfer and mastery.

Teaching Tolerance, an organization dedicated to changing the landscape of modern education and developing strong, professional educators, published an article regarding the importance of differentiating instruction so as to make information accessible and comprehensible to all students.

ARTIFACT 4 continued:REVIEW OF SUPPORTING LITERATURE“Differentiated Instruction”. Teaching Tolerance. Retrieved from http://www.tolerance.org/differentiated-instruction

Teaching Performance Expectation

Supportive Evidence

TPE 1B: Subject-Specific Pedagogical Skills for Single-Subject Teaching Assignments

***Teaching English-Language Arts in a Single-Subject Assignment

“If educators have learned anything in the last decade of school reform initiatives it is that one size does not fit all. Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they've learned.

Differentiated Instruction is teaching with the child in mind rather than adopting a standardized approach to teaching and learning that seems to presume that all students of a given age are at the exact same place academically. DI is responsive teaching.

Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences” (Differentiated Instruction).

ASSESSING STUDENT LEARNING

DOMAIN B

DOMAIN B:ASSESSING STUDENT LEARNING

Teaching Performance Expectation (TPE) Domain B compiles two expectation standards:

TPE 2: Monitoring Student Learning During Instruction

TPE 3: Interpretation and Use of Assessments

Each of these expectation standards require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure student learning is being assessed, analyzed, evaluated, interpreted, and used appropriately.

DOMAIN BTPE 2: MONITORING STUDENT LEARNING DURING INSTRUCTION

Candidates for a Teaching Credential:

use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students.

pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products.

anticipate, check for, and address common student misconceptions and misunderstandings.

DOMAIN BTPE 3: INTERPRETATION AND USE OFASSESSMENTS


understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction.

know about and can appropriately implement the state-adopted student assessment program.

understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments.

use multiple measures, including information from families, to assess student knowledge, skills, and behaviors.

know when and how to use specialized assessments based on students’ needs.

know about and can appropriately use informal classroom assessments and analyze student work.

teach students how to use self-assessment strategies.

provide guidance and time for students to practice these strategies

understand how to familiarize students with the format of standardized tests.

ARTIFACT 1 in Support of Domain B:EXAMPLE ASSESSMENT

In an effort to properly assess my students’ learning, I create creative and diverse formative, interim, and summative assessments that evaluate what the student already knows, what the student is learning, and what the student has comprehended and mastered through the lessons, activities, and assignments administered in class.

Just as every student learns differently, so too does each student present and communicate their learning differently also. I create each assessment for the specific class and students in question, keeping learning goals and standards at the foundation of the assessment.

Assessments analyze a student’s mastery of the, concepts, knowledge, and skills taught in the lessons at hand, but they also evaluate a student’s ability to think critically and creatively, apply their learning to real-world, real-life situations, and transfer previous concepts, knowledge, and skills to current, relevant material.

An example and discussion of one such assessment is displayed on the following five slides to highlight the importance of creating, utilizing, and

interpreting creative, engaging, and diverse assessments to gauge student comprehension and allow students to express their understanding in a manner

that appeals to their learning preferences and intelligence modalities.

ARTIFACT 1 continued:EXAMPLE ASSESSMENT

“Killing the Black Rider” AssessmentIn Response to Laurie Halse Anderson’s Historical Fiction Novel Fever 1793

English 7, West Valley Christian School, Spring 2012

Fever 1793 details the horror of arguably the worst epidemic known to American life. Philadelphia was the capitol of a growing country in the late 18th century. It was the largest American city at the time, and it housed President George Washington among other cultural icons. Thousands of people from hundreds of different countries bustled in and out of the streets, looking to make a living and raise a family in “the new world”. Looking back on it all, we know now that it was the slave trade and the crowded harbor that eventually brought Yellow Fever into this metropolitan, but, without medicine and inoculations, the desperate citizens could not prevent the spread of the disease. Before they knew it, over 5,000 of the 55,000 citizens were dead, and even more had fled for safety, leaving Philadelphia a skeleton of what it once was. Had winter never come, and had people never begun isolating themselves from their beloved neighbors, the disease may never have died out. Family became distant, friends became enemies, and neighbors become just another threat to one’s possibility of survival.

A new epidemic has broken out in Los Angeles. This city, although NOT the nation’s capital in 21st century-America, has a busy harbor, an ever-evolving business district, and is crowded with hundreds of thousands of people with differing backgrounds who speak different languages and believe in different gods. Although we may have advanced technology and new and improved medicines, this epidemic is unlike anything humanity has ever seen. Once someone is infected, their eyes turn black, their pours slowly begin to bleed, and, within 48 hours, they die. It is highly contagious, quite efficient, and downright deadly. It is called The Black Rider. The Black Rider is transmitted from person to person through blood. Mosquitoes, ticks, chiggers, fleas, and other biting bugs are now the enemies. Coughing, hacking, and open bleeding bring danger to an escalated level. Humans are the only susceptible species to the disease. We are in relatively the early stages of this epidemic, and it is up to YOU to save us from further infection… or total extinction.


YOUR MISSION You must create a detailed plan that will save us from becoming extinct. Below

is a short list of the requirements for this most-important UNIT PROJECT: You must first choose whether or not you wish to work alone or with a partner.

If you choose a partner, your group will be expected to do double the work. Choose wisely, for not everyone in the class has a good reputation turning in work… INDIVIDIUALS: you are to create SIX steps or stages that will slow and

stop the spread of the disease and ultimately save our race. PARTNERS: you are to create TWELVE steps or stages that will slow and

stop the spread of the disease and ultimately save our race. Each step/stage must have a specific title, be described in a minimum of

three seventh grade paragraphs, and appear on its own page. Steps/stages must be creative yet practical, radical yet possible. This assignment requires a lot of writing and even more thinking. The bare minimum will not get you the grade you desire.

Your stages, a cover page, and a table of contents must all be bound together in a clean, organized folder or small binder. For INDIVIDUALS, this means you will be submitting a minimum of EIGHT pages. For PARTNERS, this means you will be submitting a minimum of FOURTEEN pages. YOU ARE ALLOWED AND ENCOURAGED TO ADD MORE STAGES AND PARAGRAPHS THAN THE MINIMUM REQUIREMENT.


THINGS TO KEEP IN MIND We do not know what ignited The Black Rider. It could be rotting food, putrefying waste, a

new form of cancer, or even sin made manifest. This is all left up to YOUR IMAGINATION. What we do know is that LA is ground zero for the disease, meaning it has originated from here. It is only a matter of days that this disease leaks out into other communities. Los Angeles is one of the largest cities in the world, let alone the nation. Los Angeles is known for being one of the most traffic-congested cities in the nation, meaning The Black Rider is out and about with every rotation of a tire. With every cough, hack, and open wound, there lies the possibility of transmission and eventual domination.

For many of you, the title Christian brings with it a lot of baggage. You have to decide how your faith will affect your plan, and how the ten commandments will define who you kill, who you allow to die, and who you choose to save. God did not create disease, but he did indeed create us. It is in moments of great adversity that the strongest believers stand out. Is it possible to save your family, friends, and neighbors without killing a few others? Is it possible to live without sacrificing our convictions?

Much of your grade depends upon your professionalism and the sincerity with which you accomplish the project. This is the UNIT EXAM for Fever 1793. Take what you have learned from the book, use your own imagination, and write to the best of your ability.

If I so choose, I will be keeping your project to use as an example for future years. Do not become so attached to this one copy that you cannot let it go.

Most importantly, remember that this assignment is entirely fictional. While your instructor wishes for you to take it seriously for the sake of your grade, The Black Rider does not exist nor will ever exist. This assignment gives you the opportunity to see with what these 18th century Americans were faced and the decisions they had to make .

ARTIFACT 1 in Support of Domain B:EXAMPLE ASSIGNMENT

This assignment is an example of how I use creative, diverse, and personalized assessments to evaluate student learning and mastery of subject content.

This particular example was used in response to a unit based on historical fiction and Laurie Halse Anderson’s novel Fever 1793. This requires students to analyze what they have learned and apply their learning to a current, relatable, and relevant situation. While the assignment is based entirely on a fictional disease, they are to approach the material as if it were real, tapping into what they have learned about literature, sociology, anthropology, and science to create a writing project that reflects their mastery of the material in question.

The assessment provides options for students to encourage them to take ownership of and have pride in the assignment. They can choose to either work alone or in collaborative grouping patterns. Each option has different requirements and ensures that students do the same amount of work and meet the same standards and expectations.

A rubric is given to the students with the assignment handout, about halfway through their designated work time, on the day of their final submission, and after the final grading so that students are constantly aware of what is expected of them and how they can achieve the grade they desire.

Exemplary work is shown to them on the day the assessment is assigned, but students are also reminded that creativity and innovation are an element of their final grade.

Many facets of the subject matter are assessed first and foremost through this assignment, while their ability to brainstorm, imagine, plan, organize, work in a group, write, create media, and present are also evaluated as secondary skills.

ARTIFACT 2 in Support of Domain B:STUDENT INTERVIEW

“Mr. Hall always returned assignments in a timely fashion and took the time to write in-depth criticisms and praises on each assignment he handed back. He was one of the most accessible teachers I have had and was always available to talk to students after and between classes about how we were doing academically or anything else. He truly wanted his students to succeed and, even though his class wasn’t easy, it was fair in the sense that you got out of it what you put into it.”



ARTIFACT 3 in Support of Domain B:REVIEW OF SUPPORTING LITERATURECotton, Kathleen. (1998). “Effective Monitoring Practices”. Monitoring Student Learning in the Classroom. Retrieved from http://educationnorthwest.org/webfm_send/541


Supportive Evidence

TPE 2: Monitoring Student Learning During Instruction

“Since there are so many methods of monitoring student learning, descriptions of only a few will be given here. These are offered as examples of approaches used by successful teachers:

• Asking them to interpret or summarize material presented to them in the lesson

• Thinking about the questions that students are asking and noting what parts of the lesson don't seem to be understood

• Asking questions from various levels of Bloom's taxonomy of learning objectives

• Asking students to act things out or draw them• Walking around the class and checking

worksheets, calling attention to errors and noting good work being done

• having students do quick problems on individual chalkboards

• encouraging children to listen to each other by summarizing comments of others and calling on children who don't seem to be listening” (Cotton 6).

http://educationnorthwest.org/webfm_send/541


ARTIFACT 3 continued:REVIEW OF SUPPORTING LITERATUREEducational Testing Service (ETS). (2003). “Linking Classroom Assessment with Student Learning”. Retrieved from http://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf


Supportive Evidence

TPE 3: Interpretation and Use of Assessments

“Classroom assessment is among an instructor’s most essential educational tools. When properly developed and interpreted, assessments can help teachers better understand what their students are learning.

By providing the means to gather evidence about what students know and can do, classroom assessment can help teachers:

• Identify students’ strengths and weaknesses• Monitor student learning and progress• Plan and conduct instruction

Ongoing informal and formal classroom assessment • Is the bond that holds teaching and learning together • Allows educators to monitor teaching effectiveness and

student learning• Can motivate and shape learning and instruction• Can help teachers gauge student mastery of required

skills• Can help teachers determine whether students are

prepared for tests that are used for high-stakes decisions

• Can help students improve their own performances” (ETS 1).

http://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf


ENGAGING AND SUPPORTING STUDENTS IN

LEARNING

DOMAIN C

DOMAIN C:ENGAGING AND SUPPORTING STUDENTS IN LEARNING

Teaching Performance Expectation (TPE) Domain C compiles four expectation standards:

TPE 4: Making Content Accessible

TPE 5: Student Engagement

TPE 6: Developmentally Appropriate Teaching Practices

TPE 7: Teaching English Learners

Each of these expectation standards require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure student engagement and support.

DOMAIN CTPE 4: MAKING CONTENT ACCESSIBLE


incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum.

use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students’ current level of achievement.

vary instructional strategies according to purpose and lesson content.

provide opportunities and adequate time for students to practice and apply what they have learned.

distinguish between conversational and academic language, and develop student skills in using and understanding academic language.

teach students strategies to read and comprehend a variety of texts and a variety of information sources, in the subject(s) taught.

encourage student creativity and imagination.

DOMAIN CTPE 5: STUDENT ENGAGEMENT


clearly communicate instructional objectives to students.

ensure the active and equitable participation of all students.

ensure that students understand what they are to do during instruction and monitor student progress toward academic goals.

examine why and use strategies to re-engage them.

encourage students to share and examine points of view during lessons.

use community resources, student experiences and applied learning activities to make instruction relevant.

extend the intellectual quality of student thinking by asking stimulating questions and challenging student ideas.

teach students to respond to and frame meaningful questions.

DOMAIN CTPE 6C: DEVELOPMENTALLY APPROPRIATE PRACTICES in Grades 9-12

Candidates for a Single Subject Teaching Credential:

establish intellectually challenging academic expectations and provide opportunities for students to develop advanced thinking and problem-solving skills.

frequently communicate course goals, requirements, and grading criteria to students and families.

help students to understand connections between the curriculum and life beyond high school, and they communicate the consequences of academic choices in terms of future career, school and life options.

support students in assuming increasing responsibility for learning, and encourage behaviors important for work such as being on time and completing assignments.

understand adolescence as a period of intense social peer pressure to conform, and they support signs of students’ individuality while being sensitive to what being “different” means for high school students.

DOMAIN CTPE 7: TEACHING ENGLISH LEARNERS

Candidates for a Single Subject Teaching Credential:

know and can apply pedagogical theories, principles and instructional practices for comprehensive instruction of English Learners.

know and can apply theories, principles and instructional practices for English Language Development leading to comprehensive literacy in English.

are familiar with the philosophy, design, goals and characteristics of programs for English language development, including structured English immersion.

implement an instructional program that facilitates English language development, including reading, writing, listening and speaking skills, that logically progresses to the grade level reading/language arts program for English speakers.

use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.

allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as para-educators, peers, and books.

ARTIFACT 1 in Support of Domain C:EVALUATION OF TEACHING PERFORMANCE

“Mr. Hall’s enthusiasm coupled with an incredible knowledge base in literature has provided his students with the ability to grow in their knowledge and appreciation of literature. I commend him for his creative and enthusiastic approach to the presentations that he implements with the introduction of new books and authors. He is always prepared and following curriculum standards.”

“Using questions at multiple cognitive levels is a strength for him, and he conjures total buy-in when helping students see the value of learning.”

- Dr. Robert LozanoChief Administrator

West Valley Christian School

ARTIFACT 2 in Support of Domain C:STUDENT INTERVIEW

“From the first day of class, I knew it was going to be an engaging class. I knew right away Mr. Hall was passionate about what he was teaching us and wanted us to be invested in the class. There was something about the way he spoke and the way he taught that drew us in and held our attention. He supported my education in a big way. Early on in the school year I had the chance to sit and talk with him about my plans for college. He recommended that I checked out his Alma Mater, Azusa Pacific University as he thought it would be a good fit for me. I took his advice, visited the school and I fell in love with it. He wrote me a letter of recommendation, I was accepted, and now three years later I’m halfway through my junior year.”



“Engagement was by and large the strongest part of his class. His curriculum was designed to bring the text alive. We had activities where we looked at the historical context of a book, broke it down, and then applied our own critical skills to see how we would’ve changed it. I really remember these exercises (3 years later) because that’s what drew me into the texts. Understanding the context of the book in way where I could bring in and compare it against my own experiences made excited about going to class. It was what made the difference between a good teacher and a great teacher.”



ARTIFACT 3 in Support of Domain C:REVIEW OF SUPPORTING LITERATUREVentriglia, L.D. (2010). Motivation & Student Engagement: Creating Power Learners. Mexico: YounglightEducate.

Motivation & Student Engagement: Creating Power Learners by Dr. L.D. Ventriglia analyzes, evaluates, discusses, and presents contemporary strategies of motivating, engaging, and supporting students in learning.

This best practices perspective sheds light on the philosophy behind engaging and supporting student learning and how this philosophy can be brought to life in learning communities of all kinds and in all places.

The text directly and indirectly addresses TPEs four through seven and domain C as a whole.

Ventriglia’s other books in her Best Practices series provide similar and progressive insights to other teaching philosophies, methodologies, and strategies practiced in contemporary classrooms by modern educators.


Supportive Evidence

TPE 4: Making Content Accessible

“Tasks that set the bar one level higher than students’ academic functional levels are the most motivating for students. These leveled tasks guarantee the success of all learners” (Ventriglia 18).

“The Cognitive Approach to Motivation puts the teacher in the position of a facilitator of learning. The teacher guides students to take small steps so they will become motivated to take larger risks” (Ventriglia 20).

ARTIFACT 3 continued:REVIEW OF SUPPORTING LITERATUREVentriglia, L.D. (2010). Motivation & Student Engagement: Creating Power Learners. Mexico: YounglightEducate.



Supportive Evidence

TPE 5: Student Engagement

“The Best Practice teacher can capture students’ interest by introducing novelty, connecting new concepts to students’ background experiences, using students’ names, and creating authentic learning activities that relate directly to students'’ lives” (Ventriglia 13).

“Power learning and student engagement are intricately connected. Students become engaged when they direct their own learning” (112).


Supportive Evidence

TPE 6: Developmentally Appropriate Teaching Practices

“The goal of the teacher is to enable all students to succeed in mastering a learning task. As students succeed at tasks at their readiness level, they feel more motivated to attempt tasks that are incrementally more difficult” (Ventriglia 12).



Supportive Evidence

TPE 7: Teaching English Learners

“Research indicates that the strongest motivation for students to learn English as a second language is the perception that their personal abilities will be maintained or improved” (Ventriglia 48).

“English learners who are motivated to actively interact in the second language learn at a faster rate than those who are passive” (Ventriglia 50).


PLANNING INSTRUCTION AND

DESIGNING LEARNING

EXPERIENCES FOR STUDENTS

DOMAIN D

DOMAIN D:PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS

Teaching Performance Expectation (TPE) Domain D compiles two expectation standards:

TPE 8: Learning About Standards

TPE 9: Instructional Planning

Each of these expectation standards require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure teachers are planning appropriate instruction and designing functional learning experiences for students.

DOMAIN DTPE 8: LEARNING ABOUT STANDARDS


draw upon an understanding of patterns of child and adolescent development to understand their students.

assess students’ prior mastery of academic language abilities, content knowledge, and skills, and maximize learning opportunities for all students using formal and informal methods.

learn about students’ abilities, ideas, interests and aspirations. They encourage parents to become involved and support their efforts to improve student learning through interpersonal interactions.

understand how multiple factors, including gender and health, can influence students’ behavior, and understand the connections between students’ health and their ability to learn.

identify students needing specialized instruction, including students whose physical disabilities, learning disabilities, or health status require instructional adaptations, and students who are gifted based on assessment data, classroom observation, reflection and consultation.

DOMAIN DTPE 9: INSTRUCTIONAL PLANNING


plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students.

establish clear long-term and short-term goals for student learning, based on state and local standards for student achievement as well as on students’ current levels of achievement.

use explicit teaching methods such as direct instruction and inquiry to help students meet or exceed grade level expectations.

plan how to explain content clearly and make abstract concepts concrete and meaningful.

understand the purposes, strengths and limitations of a variety of instructional strategies, including examining student work, and they improve their successive uses of the strategies based on experience and reflection.

sequence instruction so the content to be taught connects to preceding and subsequent content. In planning lessons, they select or adapt instructional strategies, grouping strategies, and instructional material to meet student learning goals and needs.

connect the content to be learned with students’ linguistic and cultural backgrounds, experiences, interests, and developmental learning needs to ensure that instruction is comprehensible and meaningful.

ARTIFACTS 1 & 2 in Support of Domain D:EXAMPLE SYLLABUS AND LESSON PLAN

Careful planning and organization are keys to success in teaching any course. The creation of a well-organized course outline, an informative syllabus, and a detailed daily lesson plan ensure that all appropriate standards are addressed in the span of an academic year through the implementation and use of various denoted materials, resources, activities, assignments, and assessments. While course outlines and lesson plans are to be seen and used just by the teacher and school, a syllabus breaks down the component parts of the course and outlines expectations and requirements for all students and families involved with the course in question.

On the following thirteen slides, an example of a class syllabus and lesson plan are used to highlight the importance of integrating standards and detailed

instructional planning.

ARTIFACT 1 in Support of Domain D:EXAMPLE SYLLABUS

English 7 Class SyllabusCourse Description:English 7 is the study of language, literature, and writing, bringing to life the imaginations and worlds of great minds who have come and gone before us. This course will study the literary elements, characters, themes, and plot of many different stories and genres, help develop each student’s personal writing skills, and challenge students to both read critically and think creatively. The class will incorporate six novels, the Biblical book of 1 Corinthians, as well as assorted poems and short stories. This course will encourage students of all backgrounds to have faith in their beliefs, seek God in both religious and secular literature, and come to understand and respect the differences they see between themselves and those whom they read about and discuss in and out of class.

ARTIFACT 1 continued:EXAMPLE SYLLABUS

Required Texts: Bradbury, Ray Something Wicked This Way Comes. Avon, 1998. L’Engle, Madeleine. A Wrinkle in Time. New York: Square Fish, 2011. London, Jack. White Fang. New York: Dover Publications, Inc., 1991. Lowry, Lois. The Giver. New York: Bantam Doubleday Dell Books for Young

Readers, 1994. Steinbeck, John. The Pearl. New York: Penguin Books, 1992. Taylor, Mildred D. Roll of Thunder, Hear My Cry. New York: Puffin Books,

1997.

Supplies: 3-Ring Binder (1) Single-Subject Spiral Notebook (1) College-Rule Composition Notebook (1) Blue or Black Ink Pens (5) #2 Pencils (5) Flash Drive (1)


Objectives:Students will… develop a deeper understanding of language, literature, and writing. learn, and use the concepts, lessons, and principles learned to develop their skills in

language, writing, critical reading, creative thinking, debate, and literary study. learn to measure the differences between themselves and various cultures and

people groups while also learning tolerance.

Class Expectations:Students will… come with open hearts and minds. be attentive and prepared to learn more about language, writing, and how

communication defines us as humans. complete and submit all assignments and assessments on time. be prepared to take notes at the start of class. ask for help when necessary. understand LCS’s Academic Dishonesty Policy: “knowing involvement in cheating will

result in receiving no credit for the assignment in question and being reported to the principal.”

display respectful behavior on field trips and for speakers, recognizing that these experiences are an opportunity for us to display the excellent characteristics of Life Christian School.


Grading: Homework & Worksheets: Worksheets and homework will be assigned throughout the term. Their

aim, focus, and method will vary according to the subject being discussed and concepts being learned. These assignments will most often be graded on a 100-point scale and logged in the Classwork/Homework/Quizzes category that weighs 60% of the student’s cumulative grade for the semester.

Quizzes: There will be approximately one quiz per week. Quizzes will cover assigned reading material and notes from previous class lectures. Quizzes will be graded on a 100-point scale and logged in the Classroom/Homework/Quizzes category that weighs 60% of the student’s cumulative grade for the semester.

Tests & Projects: Each novel unit will be completed with either a test or creative project. Tests will be cumulative and will ask students to make extensions with the materials and apply concepts learned in class and through the novels. Further information on creative projects will be discussed in depth at a time to come. Tests and projects will most often be graded on a 100-point scale and logged in the Tests/Projects category that weighs 30% of the student’s cumulative grade for the semester.

Papers: One essay will be assigned each quarter. Essay topics will explore different subjects and the essays themselves will be framed according to the prose genre being studied. Papers will most often be graded on a 100-point scale and logged in the Tests/Projects category that weighs 30% of the student’s cumulative grade for the semester.

Participation: Students will be given several opportunities in each class block to discuss key concepts or be actively involved in a small group to earn participation points. Participation is awarded depending upon the degree of involvement and whether or not the task was accomplished by the individual student in question. Students will not receive a grade based on what their group has accomplished but by only what they themselves contributed. Participation points will most often be distributed on a 100-point scale and logged in the Participation category that weighs 10% of the student’s cumulative grade for the semester.


Late Work: Assignments are due by the beginning of class on the day they were scheduled to be submitted.

Assignments will lose 10% for being one day late. Assignments will not receive any credit if they are more than one day late.

Absences: If a student is absent, the STUDENT himself/herself are responsible for the material covered in class

the day he/she missed. Pre-Arranged Absences: If the absence is pre-arranged, assignments and tests must be taken

before the class period is missed. If an assignment is due on a day that the student is absent AND the absence is excused, the assignment may be turned in for full credit on the day that he/she return from being absent.

Excused Absences: The student will receive an extension of one day for every excused absence. For example, if he/she misses one day of class, he/she has one day to make up the work. The student must turn in assignments and take quizzes or tests that were due on the day of the absence the first MWF he/she is back. For example, if a student misses a quiz or test day on the first day of an absence, then he/she must make it up on the first MWF class he/she is back. If the student miss a quiz/test on the second day of an absence, then he/she have two MWF classes to make up the quiz/test.

Plagiarism: Assignments will receive a zero if there is any evidence of plagiarism. Students will then be referred

to the principal and other consequences may follow. Plagiarism includes using another student’s work or an outside resource without citing said source.

Office Hours & Contact Information: Office hours are available after school Monday through Friday from 3:15pm to 4:00pm or by

appointment. The best way to contact me and to set up an appointment is via email at [email protected].

ARTIFACT 2 in Support of Domain D:EXAMPLE LESSON PLAN

LESSON PLAN

An Introduction to Character Development in the American Gothic Tradition11th Grade Language Arts

SUBJECT: Language Arts: Fictional Literary Criticism DATE: September 26, 2013 Lesson Objectives California State Literary Response and Analysis Standard 3.3: “Analyze interactions between

main and subordinate characters in a literary text(e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.”

California State Literary Response and Analysis Standard 3.4: “Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.”

Objectives: Students will be able to analyze the relationship between the primary and secondary characters of a literary text and explain the meaning of said relationship and how it ultimately impacts the overall plot. Students will be able to track character development and define character traits based on said character’s narration and dialogue.

Summary of Outcomes: After this lesson, students will be familiar with the American Gothic tradition of literature, the elements of horror, the work and style of Edgar Allan Poe, and how authors use and manipulate their stories and the settings of their stories to demonstrate character development and the relationships between characters.

ARTIFACT 2 continued:EXAMPLE LESSON PLAN

Differentiation Materials: Multiple mediums of materials will be used so that students can experience the

same concept through text, audio, and video. These materials will be used simultaneously to further develop and encourage discussion and holistic understanding.

Accommodations: Students with physical impairments or learning disabilities will be assessed and accommodated on an individual basis. Texts can be enlarged, prompts can be given again, directions can be read aloud, grouping patterns can be adjusted, expectations and requirements can be adapted, and other accommodations can be made necessary as required.

Diversity: Students from diverse backgrounds, practicing different religions, representing different cultures, and speaking different languages will be incorporated into the lesson to use their unique perspective to have a more rounded dialogue of the material. Students with language barriers will be accommodated similarly to students with physical impairments or learning disorders so that they can still participate and gain insight from the lesson and its activities and assignments.

Materials Scratch paper Handouts Pen, pencil White board and markers Sound system Computer Projector


Instruction, PART I Warm-Up: Students are asked a series of questions that will act like cues for discussion.

These questions will be as follows, intended to challenge the students to begin making connections between prior knowledge with concepts soon to be learned:

What is horror? How can horror be developed? What place do setting, tone, mood, and motif have in horror? How can the setting, tone, and mood of a horror story affect our understanding of the

protagonist? In your previous experiences with horror, what are some common methods of conjuring fear

and suspense in the audience or reader? In your previous experiences with the American Gothic master of horror Edgar Allan Poe’s

work, how does the author manipulate his audience’s emotions with his use of mystery and macabre?

These questions will be answered by students, cultivating a dialogue about the American Gothic tradition of literature, horror in literature, and Edgar Allan Poe and his use of characters, setting, tone, and mood to develop mystery, suspense, and fear among his readers. Secondly, an advance organizer will be given to students to fill out as they begin to discuss Poe’s poem “The Raven”, using their prior understanding of literary symbolism and Poe’s common themes to make an educated assumption of what each character may represent in the piece they will soon read.

Standards and Objectives: As the poem is handed out in textual form, the standards and objectives of the lesson will be listed at the top of the handout for students to return back to if they forget what the aim of the assignment is. The standards and objectives will appear on most handouts and on the board to serve the same purposes. All standards and objectives will be read and discussed by the teacher and the entire class.


Instruction, PART II Presentation of New Information: The teacher will introduce all new material to the class as a

whole, providing handouts, lecture notes, and board notes for students to follow and make for themselves. This lecture module will only encompass this beginning portion before students are placed into diverse grouping patterns and begin to complete various activities and assignments.

Audio Clip: An audio recording of “The Raven” will be used to assist students in working through the material as well as showing them how suspense and fear can be further conjured through the use of intonation and one’s vocal inflections. The recording can be stopped, rewound, or fast-forwarded as needed. This element will also assist students with linguistic or hearing impairments as volume and speed can be adjusted.

Video Clip: A video clip from a Halloween episode of The Simpsons will be used to parody the piece but to also identify what the parody got right and what they used their creative license to change. This clip will better help student visualize the difficult poem while also training them in critically analyzing two different mediums representing the same piece and the comparisons and contrasts that exist between the two.

Demonstrate and Model: Each handout will be modeled as to how it should be completed. The advance organizer will be completed together as both individuals and as a class. The graphic organizer will be completed as individuals and as groups. And any note-taking or journaling will be prompted with examples. The modeling of expected completed outcomes will demonstrate what is anticipated by the end of class, but the instructor will be cautious so as to not give too much information that the students will just copy what the instructor has said.

Check for Understanding: The instructor will walk around the class, listen to discussions, ask cueing questions, give prompts, and observe grouping patterns and individual participation to check for understanding, comprehension, and mastery. Further prompting will occur as necessary. The model of Pause Prompt Praise (PPP) will be used to assist uninvolved students with becoming engaged with the material as is needed.


Guided Practice Students will be placed into homogeneous cooperative grouping patterns to discuss the poem and

Edgar Allan Poe’s use of differing literary elements. Each group will be responsible for one literary element and read the poem with only that one element in mind, researching and preparing to present on the author’s use of just that element to conjure mystery, suspense, and fear among his readers.

Groups will present their findings regarding the element for which they are responsible to the class and allow for their fellow students to take notes on their personal graphic organizers in that particular section. After all groups have presented, each student should have a completed graphic organizer with detailed descriptions of how Poe used the differing literary elements to accomplish his apparent goals.

Each group will sit on a panel after presenting their findings and field questions formulated by their own peers. Each student in the class will be responsible for asking at least one question of one group. Each group will be responsible for answering a minimum of five student questions in all.

Independent Practice As described above, students will be given compare-contrast charts for them to make notes on the

similarities and differences among the textual and visual mediums of the same poem. A secondary organizer graph will be on the backside of the page, analyzing what the three differing mediums did that amplified the poem’s aim and what hindered it. Audio, video, and text will be analyzed for this second element of the activity.

Students will be responsible for taking their own notes on separate pages of scratch paper as they see fit Any element they feel is important or is highlighted by themselves, a peer, or the instructor can and should be written down for immediate or future use.

Students will be given a prompt that requires them to complete a two-paragraph, stream-of-consciousness journal entry in their language arts journals that reflects on the use of character development to emphasize the message of the story. Students will be asked to share their personal journal entries with either a partner, a small group, or the class as a whole.


Assessment The teacher and any available adult aides will observe the class, each small group,

and individuals as they complete assignments, utilizing the PPP model to engage unengaged students.

The teacher will monitor participating and make notes on their roster for future grading.

The teacher will be observing each activity, task, and assignment, giving assistance where needed to individuals, groups, or the class as a whole.

A final assessment will be given at the end of the class for students to begin working on as homework and to be completed by the following week. The project will be two-part. The first part will have students again map out the literary elements of a horror story, but this time it will be a story of their own creation. The second part will be the writing of the story, keeping in mind that it can only be a maximum of five double-spaced pages and focus on character development and the use of setting, tone, and mood to create suspense. The story should reflect and be inspired by Poe’s style but not copy it.

The cues, imagery, and advance organizers will assess students at the beginning of the lesson. The discussions, presentations, and group work will assess students during the lesson. The handouts, completed organizers, and final creative writing will assess students after the lesson.

Completed assignments will be graded according to rubrics either attached to the assignment or given prior to the completion of the assignment. Handouts, organizers, and journal entries will be graded into the Classwork/Homework/Quizzes category, discussions, presentations, and group work will be graded in the Participation category, and creative writing assignments will be graded in the Tests/Projects category.


Closure At the end of the lesson, the students and teacher will again discuss the

standards and objectives of the course and uncover what has been accomplished and what has not yet been mastered.

The teacher will ask a few wrap-up questions that firmly implant the themes of the lesson in the students’ minds and keep them thinking about their lesson as they go to their next class.

The teacher will assign the final assessment and clarify any confusion as to how the assessment will be accomplished or graded.

The teacher will play one final clip from the audio recording, repeating the phrase and motif “nevermore” as the students exit the classroom.

Follow-Up or Independent Practice The teacher will inform students that any handouts/organizers not

completed in class will be required to be completed by the beginning of the following class.

Students will be assigned the final assessment to be completed by a week from the class date. Assistance can be acquired by scheduling a meeting with the instructor.


Reflection What Would I Change: I would change the use of homogenous grouping patterns

into heterogeneous grouping patterns so that students can help one another uncover elements that they may not have been able to see before. Homogenous grouping patterns keep students of the same readiness levels in the same group, but the lower-achieving students and their associated groups had difficulty accomplishing the learning goals set before them. Heterogeneous groups should produce more team work and better peer-to-peer interaction and tutoring.

What Surprised Me: I was surprised by the depth of insight some students had regarding Poe’s underlying themes and unspoken plot points. The discussions and dialogues regarding the meaning of certain elements of the poem allowed for some students to make very educated and accurate estimations as to what happened before and after the single night mentioned in the poem. I was also surprised by who made these insights considering previous assignments and grades.

What Did I Learn: I learned that, regardless of previous assignments or grades, much of student interest relies on the story itself. Many students who had never participated or appeared to be interested in earlier readings of other stories and poems all of a sudden became the most engaged and most active participants when reading a story or genre they appreciated. Their ability to criticize and analyze was brought to light because of the genre and author being read that day. I now need to find a way to tap into that engagement and interest level for all stories, regardless of author or genre. The students have shown their abilities, the trick now is in bringing those abilities out whether they love the story or not.

ARTIFACT 3 in Support of Domain D:STUDENT INTERVIEW

“Simply put, it was not a boring class. I loved the in-class discussions and journal prompts that started each class and put us in the mode to think and grow. It was a class I looked forward to every day. The fact that we wrote in each and every class really pushed me and improved my writing skills. In my first college English class, I wrote a paper that was submitted to a school-wide writing competition. I attribute that largely to the skills I developed in Mr. Halls English class.”



“The class was designed as a discussion-based class. The way we were seated, the way Mr. Hall lectured, it was all designed in way that was diametrically different to the paradigms of teaching that I had experienced prior. It wasn’t about a teacher talking down to a student about a boring old book. He helped my education by engaging me, and my fellow students, in an egalitarian discussion. He made the stories relevant to us.”



ARTIFACT 4 in Support of Domain D:REVIEW OF SUPPORTING LITERATUREChilders, D. (2007). “Classroom Education: Organizing and Planning Instruction”. Retrieved from http://voices.yahoo.com/classroom-education-organizing-planning-instruction-421024.html


Supportive Evidence

TPE 8: Learning About Standards

“In essence, there is no accurate procedure for good instruction; however, good instruction initiates with good organization and planning. Traditionally, educational institutions organize subjects into consecutively related courses then delineate them into units and lessons. Educators responsible for curriculum and instruction in an educational setting should concentrate on the needs of the students and have an effectual process to plan units, organize lessons, and prepare instruction. Students have a comprehensive understanding of what they are learning when educators reflect on the organization of content with awareness and can clarify why they communicate subject matter in a specific order.

Planning involves setting goals and developing a rationale for instruction, defining objectives, constructing a method of evaluation, and creating units of study that encompass the content of the course of study. Planning for instruction is a continual process, and the steps in planning are interdependent and overlap (Gunter, Estes& Schwab, 2003). In addition, planning instruction involves measurement techniques to determine student outcomes, thus aligning evaluation with instruction” (Childers).

ARTIFACT 4 continued:REVIEW OF SUPPORTING LITERATUREAlrasian, P.W., Engemann, J.F., & Gallagher, T.L. (2007). “Instructional Planning and Assessment”. Classroom Assessment: Conceptsand Application. Columbus, Ohio: McGraw-Hill Higher Education.


Supportive Evidence

TPE 9: Instructional Planning

“Teachers plan in order to modify the curriculum to fit the unique characteristics of their students and resources. To plan, teachers reflect on and integrate information about their students, the subject matter to be taught, the curriculum they are following, their own teaching experience, the resources available for instruction, the classroom environment, and other factors. Their reflection and integration of these factors leads to an instructional lesson plan. The plan helps teachers allocate instructional time, select appropriate activities, link individual lessons to the overall unit or curriculum, sequence activities to be presented to students, set the pace of instruction, select the homework to be assigned, and identify techniques to assess student learning.

Planning helps teachers in five basic ways:1. By helping them feel comfortable about instruction and giving them a

sense of understanding and ownership over the teaching they plan.2. By establishing a sense of purpose and subject matter focus.3. By affording the chance to review and become familiar with the

subject matter before actually beginning to teach it.4. By ensuring that there are ways in place to get instruction started,

activities to pursue, and a framework to follow during the actual delivery of instruction.

5. By linking daily lessons to broader integrative goals, units, or curriculum topics”

(Alrasian 42).

CREATING AND MAINTAINING

EFFECTIVE ENVIRONMENTS FOR STUDENT

LEARNING

DOMAIN E

DOMAIN E:CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

Teaching Performance Expectation (TPE) Domain E compiles two expectation standards:

TPE 10: Instructional Time

TPE 11: Social Environment

Each of these expectation standards require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure the creation and maintenance of effective learning environments.

DOMAIN ETPE 10: INSTRUCTIONAL TIME


allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks.

establish procedures for routine tasks and manage transitions to maximize instructional time.

adjust the use of instructional time to optimize the learning opportunities and outcomes for all students based on reflection and consultation.

DOMAIN ETPE 11: SOCIAL ENVIRONMENT


develop and maintain clear expectations for academic and social behavior.

promote student effort and engagement and create a positive climate for learning.

know how to write and implement a student discipline plan.

know how to establish rapport with all students and their families for supporting academic and personal success through caring, respect, and fairness.

respond appropriately to sensitive issues and classroom discussions.

help students learn to work responsibly with others and independently.

recognize how well the social environment maximizes academic achievement for all students and makes necessary changes based on observations of students and consultation with other teachers.

ARTIFACT 1 in Support of Domain E:EXAMPLE CLASSROOM STRUCTURE AND POLICIES

The Kingdom and Classrooms of Hall

Literature is the medium by which future generations may glean knowledge and insights discovered and refined by individuals and cultures of the past. It is

the realm where dreams are both created and realized.

Language is a gateway for expression and communication so that we may open the doors of change and opportunity in all realms of life. Through it, worlds can

be built, destroyed, and resurrected.

Mr. Hall’s classroom is broken up into three concentric parts: CLASS STRUCTURE, CLASS POLICIES, and CLASS PROCEDURES. Each of these elements is essential to the creation and maintenance of a good and functional learning environment. Each student has a right to an equal opportunity to learning, and the proper adherence to these three elements will ensure just that.

ARTIFACT 1 continued:EXAMPLE CLASSROOM STRUCTURE AND POLICIES

CLASSROOM STRUCTURE

Physical Environment

DESK ARRANGEMENTSMost class blocks will be spent with desks arranged in small groups. The design of the desks and the creation of the student groups will be chosen by teacher and changed at will. Certain activities will require for either the teacher or the students to temporarily move their desks into different patterns or locations. Poor cooperation may result in undesirable seating arrangements. By the beginning of the second semester, students can submit formal written recommendations for group changes and present said recommendations orally to the teacher and in front of the rest of the class.

CLASS RESOURCESMany of the resources in the classroom (i.e. books, films, props, etc.) are available to be loaned to students on a student-by-student basis. Students desiring to borrow a resource must fill out the proper paperwork and submit it to the instructor. Failure to follow directions or return the resource on time may result in the suspension of borrowing privileges. Lost or stolen items may result in required replacement.

DÉCORThe classroom has many posters, props, and stations set up around the room. These elements are intended to provide an inviting, entertaining, and educational environment. Many different resources and props will be used during lessons and activities to engage and support student learning. Failure to follow directions or the misuse of any element of the classroom décor may result in the removal of said element from the classroom.


CLASSROOM STRUCTURE continued

House StructureThe class will be broken into houses and seated together in groups. Houses will be responsible for creating a name, logo, mascot, flag, and motto. A new leader will be chosen by each house each week. Leaders will be responsible for delegating group work responsibilities and communicating with the teacher on behalf of the house. Houses will remain together unless otherwise directed by the teacher. Formal recommendations for house changes can be submitted for approval. Houses will earn points according to attendance, adherence to classroom policies, and grades. Points will be added up regularly and a running tally of house rank will be kept and posted each week. The house with the most points at the end of the academic school year will win a coveted prize.

Differentiated InstructionThe teacher will use many different lessons, activities, assignments, and assessments to reach all students and appeal to all learning preferences and intelligence modalities. No two classes, assignments, or assessments may appear or function exactly the same. Students are expected to arrive to class flexible and open-minded. The teacher will explain the rules, expectations, and purpose of each lesson, activity, assignment, and assessment.

Student PrivilegesStudents have a voice and a say in the classroom. At the teacher’s discretion, students may be given the opportunity to vote, as either houses or individuals, on assignment length requirements, due dates, point values, etc. These opportunities are to be viewed as privileges, not rights. Any privileges abused or corrupted will be taken away from the individual first and then as a group if the abuse or corruption persists.


CLASSROOM POLICIES

Respect AuthorityThe teacher is the ultimate authority of the classroom. What the teacher says goes. What the teacher asks for happens. If students respect the teacher, the teacher will respect the students. All classes will be treated as adults until that treatment is abused.

Respect One AnotherThe classroom is a sacred place. The classroom is to be safe environment where students can speak freely. What is said or done in the classroom will not be mocked or used as a weapon outside the classroom. All opinions, beliefs, desires, and comments are to be respected and valued. Any student who disrespects another student will be disciplined by the teacher first and the administration second.

Respect YourselfEvery student will believe in themselves and their respective strengths and abilities. Students will not limit themselves by giving up on a task or assignment or saying “I can’t do this”. Students will own their education and be responsible for their actions and their grades. Students will understand that cheating and apathy hurt only the student in question, no one else.

ARTIFACT 2 in Support of Domain E:STUDENT INTERVIEW

“Mr. Hall’s classroom was an extremely comfortable and safe learning environment. A lot of class time was spent in discussion and debate, and although Mr. Hall really promoted participation and wanted to hear everyone’s thoughts, he was never forceful and it created really authentic discussions. There was always a mutual respect between him and his students.”



“Mr. Hall would change the mood of the classroom by changing the décor or the lighting of a classroom. For example, when reading ‘The Raven’ by Edgar Allen Poe, Mr. Hall lit the room with candles and dimmed the lights. This helped me remember the literary elements of the story and, at the same time, showing me how much I love Poe’s writing. Mr. Hall cares about all of his students individually and takes the time to invest in each of their unique learning experiences, which I believe to be the most important responsibility for a teacher to accomplish.”

- Alexis HoevelWest Valley Christian School Alumna

Eighth Grade Graduate Class of 2012

ARTIFACT 3 in Support of Domain E:REVIEW OF SUPPORTING LITERATUREMcLeod, J., Fisher, J., & Hoover, G. (2003). “Managing Instructional Time”. The Key Elements of Classroom Management: ManagingTime and Space, Student Behavior, and Instructional Strategies. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).


Supportive Evidence

TPE 10: Instructional Time

“For each learning experience, the time for each element of the lesson varies with the type of activity and the students' ages. Use of time and choice of instructional strategies are also based on the scheduled time for the learning experience. However, regardless of the length of time, successful lessons include the entire sequence of events shown in Figure 2.1 above. Time wasted getting materials and supplies at the beginning of the lesson sets a negative tone and encourages off-task behavior. Lectures and seatwork assignments that are too long and group work and hands-on activities that are too short fail to accomplish the learning objective. A hurried ending to the lesson leaves students without closure—one of the key elements important for permanent learning. It is also a critical time for teachers to assess which students accomplished the objective and which students need more time. The old adage ‘time lost is never found rings especially true in the classroom” (McLeod).

ARTIFACT 3 continued:REVIEW OF SUPPORTING LITERATUREMiller, A. & Cunningham, K. (2011). “The Psychological Environment”. Classroom Environment. Retrieved from http://www.education.com/reference/article/classroom-environment/


Supportive Evidence

TPE 11: Social Environment

“Many teachers equate student engagement and on-task behavior with classroom participation, typically a top concern for teachers. Researchers support teachers' intuition of a difference in the participation style of the different genders. Whereas girls are more likely to participate as part of the relational responsibility they feel toward the teacher, boys tend to respond more often if they feel the class is interesting and less often if the class is perceived as boring—indicating that for these students, teachers may be equally responsible for the participation level and learning. Most studies have found that boys speak out in class about three times as frequently as girls do; however, both genders typically perceive girls as better class participants. Although responses vary when students are asked what participation consists of, the most common response, and one frequently examined by researchers, is that participation is defined as answering questions when specifically asked. Both boys and girls seem to indicate a need for relational aspects to be present in order for this type of participation to occur; however, whereas girls more frequently participate by responding to teachers' questions, boys are more likely to participate as a means of obtaining attention or being noticed by the teacher. Teachers who want to encourage development of relational aspects for both genders may need to utilize different acknowledgement techniques for male students to enhance their perceptions of feeling supported as a class participant” (Miller).

DEVELOPING AS A PROFESSIONAL

EDUCATOR

DOMAIN F

DOMAIN F:DEVELOPING AS A PROFESSIONAL EDUCATOR

Teaching Performance Expectation (TPE) Domain F compiles two expectation standards:

TPE 12: Professional, Legal, and Ethical Obligations

TPE 13: Professional Growth

Each of these expectation standards require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure professional development.

DOMAIN FTPE 12: PROFESSIONAL, LEGAL, AND ETHICAL OBLIGATIONS


take responsibility for student academic learning outcomes.

are aware of their own personal values and biases and recognize ways in which these values and biases affect the teaching and learning of students.

resist racism and acts of intolerance.

appropriately manage their professional time spent in teaching responsibilities to ensure that academic goals are met.

understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students, and individuals with disabilities, including implications for their placement in classrooms.

can identify suspected cases of child abuse, neglect, or sexual harassment.

maintain a non-hostile classroom environment.

carry out laws and district guidelines for reporting such cases.

DOMAIN FTPE 13: PROFESSIONAL GROWTH


evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.

improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies.

use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness.

develop appropriate plans for professional growth in subject matter knowledge and pedagogy.

access resources such as feedback from professionals, professional organizations, and research describing teaching, learning, and public education.

PRESENT(2013)

ARTIFACT 1 in Support of Domain F:5-YEAR PROFESSIONAL DEVELOPMENTTIMELINE

2019 & BEYON

D

① 2014 – COMPLETE STUDENT TEACHING, RECEIVE SINGLE-SUBJECT TEACHING CREDENTIAL AND MASTERS OF EDUCATION, COMPLETE GRE EXAM, AND APPLY FOR DOCTORATE PROGRAMBy June of 2014, I intend to complete my 80-day student teaching placement and the supervision and courses attributed to it. By August of 2014, I intend to have completed all necessary requirements to receive my Masters in Education from National University and be recommended to the California Commission on Teacher Credentialing to receive my single-subject teaching credential in English. Completing my student teaching placement program and courses will give me the knowledge, skill set, and experience necessary to enter the field of public education as a professional educator. Receiving my Masters of Education and a single-subject teaching credential will give me the credibility and degrees necessary to earn a position in public education and develop as a teaching professional through the ranks of an institution or the institution of education local or online doctorate program studying comparative literature and culture.

② 2015 – BEGIN DOCTORATE PROGRAM IN COMPARATIVE STUDIES IN LITERATURE AND CULTUREIn 2015, I intend to begin a doctorate program at a local or online university to receive my PhD in Comparative Studies in Literature and Culture. This experience will give me further knowledge and insight as an educator and instructor of literature and culture. This degree will further prepare me to serve as a teacher at a secondary institution of a professor at an institution for higher education.

1(2014)

2(2015)

3(2016)

4(2017)

5(2018)

ARTIFACT 1 continued:5-YEAR PROFESSIONAL DEVELOPMENTTIMELINE

③ 2016 – ATTEND THE ANNUAL NATIONAL COUNCIL OF TEACHERS OF ENGLISH (NCTE) CONFERENCE (November 17-20, 2016, Atlanta, GA)In November of 2016, I intend to attend the annual NCTE conference in Atlanta, Georgia to experience workshops and seminars that will educate and better prepare me to teach English to students of all ages. As a member of this national organization, I will receive financial assistance to attend the conference and learn from its courses. This conference will assist in my professional development by updating my understanding of current teaching methodologies and supplying me with the most recent resources.

④ 2017 – ATTEND THE ANNUAL MODERN LANGUAGE ASSOCIATION (MLA) CONFERENCE (January, Location TBD)In January of 2017, I intend to attend the annual MLA conference to experience workshops and seminars that will educate and better prepare me to teach modern languages and writing to students of all ages, backgrounds, and readiness levels. As a member of this national organization and a graduate student, I will receive financial assistance to attend the conference and benefit from its courses and resources. This conference will assist in my professional development by updating my understanding of current teaching strategies, current research methodologies, and how to use the most recent resources.

PRESENT(2013)

2019 & BEYON

D

1(2014)

2(2015)

3(2016)

4(2017)

5(2018)

ARTIFACT 1 continued:5-YEAR PROFESSIONAL DEVELOPMENTTIMELINE

⑤ 2018 –COMPLETE DOCTORATE PROGRAM IN COMPARATIVE STUDIES IN LITERATURE AND CULTUREBy the Summer of 2018, I intend to complete all coursework and requirements to receive my Doctorate in Comparative Studies in Literature and Culture. Completing the doctorate program will give me the knowledge, skill set, experience, credibility, and degree necessary to continue my tenure as a secondary educator and possibly enter the field of higher education as a professor of literature. At this point in my education, this degree will be my final formal educational degree and will serve as the foundation upon which I can grow and strengthen my career in secondary and higher education and become a full-time, tenured teacher at a secondary institution or professor at a public or private college or university.

PRESENT(2013)

2019 & BEYON

D

1(2014)

2(2015)

3(2016)

4(2017)

5(2018)

“Mr. Andrew Hall, I want to say how amazed I am with you as a first-year teacher. Rarely do I give high marks to first year teachers as I have for you. You are always prepared and following curriculum standards. Always maintain your integrity and professional standards between you and your students as you have so done this school year. Proud to have you aboard our staff.”

- Dr. Robert LozanoChief Administrator

West Valley Christian School

ARTIFACT 2 in Support of Domain F:EVALUATION OF TEACHING PERFORMANCE

ARTIFACT 3 in Support of Domain F:STUDENT INTERVIEW

“One of my favorite things about Mr. Hall as a teacher was his demeanor. He was one of the nicest teachers but he was in no way a pushover. He wasn’t easy but he was fair. He was the type of teacher that cared for his students both inside and outside of the classroom. I graduated in 2011 and still maintain close contact with Mr. Hall. He has been an amazing mentor and guiding presence in my life. I would say what defines him the most as a “professional educator” is his ability to get up in front of class filled with all different kinds of people and appeal to them in a way that is captivating and relatable to everyone present.”



“I had a tremendous working relationship with Mr. Hall. He had a knack for identifying my strengths and weaknesses. There wasn’t a time with Mr. Hall where he was on the clock or off the clock - he was always a teacher. Therefore, we spent more time than I can remember, in and out of the classroom, discussing my progress in the class and developing skills that I still use to this day. Mr. Hall’s pedagogy was characterized by his relationships with his students. He knew us. More importantly, he cared about us. That made us interested in the class. It made us want to come in and engage with the material. His personal connections with each and every one of us made us strive to be better students. Frankly, it made me strive to be a better person. It was a privilege to be his student, because he forced me, sometimes kicking and screaming, to be a better writer, reader, and observer.”



ARTIFACT 4 in Support of Domain F:REVIEW OF SUPPORTING LITERATURE

The Association of American Educators (AEE) publishes a Code of Ethics that outlines a teacher’s professional, legal, and ethical obligations to their students, classroom, school, district, and education as a whole. These ethics explore educational philosophy, approach to practice and performance, relationships with students, and interactions with colleagues and the families of students.

The Commission on Effective Teachers and Teaching (CETT), a national and independent commission created by National Education Association (NEA) President Dennis Van Roekel in 2010, published a 2011 document that examines teaching as a 21st-century profession and how good teachers are to be trained and utilized in the modern classroom. In this document, the CETT explores how teachers are to continue their professional development and how schools are to support this development for the betterment of their students and classrooms.

Both literary resources, created by two separate education associations, are reviewed to discuss the professional, legal, and ethical obligations of teachers and their professional growth.

ARTIFACT 4 continued:REVIEW OF SUPPORTING LITERATUREAssociation of American Educators (AAE). (2013). “Code of Ethics for Educators”. Retrieved from, http://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics


Supportive Evidence

TPE 12: Professional, Legal, and Ethical Obligations

“The professional educator strives to create a learning environment that nurtures to fulfillment the potential of all students.

“The professional educator acts with conscientious effort to exemplify the highest ethical standards.

“The professional educator responsibly accepts that every child has a right to an uninterrupted education free from strikes or any other work stoppage tactics” (AAE).

http://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics

ARTIFACT 4 continued:REVIEW OF SUPPORTING LITERATURECommission on Effective Teachers and Teaching (CETT). (2012). “A Professional Career Continuum”. Transforming Teaching:Connecting Professional Responsibility with Student Teaching. Washington, DC: National Education Association.

Teaching Performan

ce Expectatio

n

Supportive Evidence

TPE 13: Professional Growth

“We believe that over the course of their career, effective teachers must reassess their practice and learn new approaches. We also believe that school districts must ensure that the learning needs of educators are addressed through professional development that is a significant part of a teacher’s work. Too often, professional development is disconnected from the realities of classroom practice. We know that teachers want high-quality professional learning that is meaningfully connected to their daily work and to the students they serve. We propose that resources be redirected to high-quality student-centered professional development informed by teacher self-assessments and evaluations.

“Effective teachers work collaboratively with their colleagues and are continually learning and growing in ways that improve their teaching practice and enhance student learning. We envision a system in which school districts invest resources in creating teacher-led learning communities that design and implement professional development and assess its impact on teacher practice. By defining the content and design of a professional development program, teachers can ensure that their professional learning and classroom practice are connected, which in turn strengthens student learning” (CETT, 12-13).

REFERENCES

Alrasian, P.W., Engemann, J.F., & Gallagher, T.L. (2007). “Instructional Planning and Assessment”. Classroom Assessment: Conceptsand Application. Columbus, Ohio: McGraw-Hill Higher Education.

Akbar, A. (2013). Student Interview.

Association of American Educators (AAE). (2013). “Code of Ethics for Educators”. Retrieved from http://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics

“California Teaching Performance Expectations (TPEs)”. (2008). Appendix A of the CalTPA Candidate Handbook. Sacramento, CA: California Commission on Teacher Credentialing (CTC).

Childers, D. (2007). “Classroom Education: Organizing and Planning Instruction”. Retrieved from http://voices.yahoo.com/classroom-education-organizing-planning-instruction-421024.html



http://voices.yahoo.com/classroom-education-organizing-planning-instruction-421024.html



REFERENCES

Commission on Effective Teachers and Teaching (CETT). (2012). “A Professional Career Continuum”. Transforming Teaching: Connecting Professional Responsibility with Student Teaching. Washington, DC: National Education Association.

Costantino, P.M., De Lorenzo, M.N., & Tirrell-Corbin (2009). Developing a professional teaching portfolio: A guide for success. Upper Saddle River, NJ: Pearson.

Cotton, Kathleen. (1998). “Effective Monitoring Practices”. Monitoring Student Learning in the Classroom. Retrieved from http://educationnorthwest.org/webfm_send/541

“Differentiated Instruction”. Teaching Tolerance. Retrieved from http://www.tolerance.org/differentiated-instruction

Educational Testing Service (ETS). (2003). “Linking Classroom Assessment with Student Learning”. Retrieved from http://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf





REFERENCES

Hoevel, A. (2013). Student Interview.

Lozano, R. (2011). Evaluation of Teaching Performance.

McLeod, J., Fisher, J., & Hoover, G. (2003). “Managing Instructional Time”. The Key Elements of Classroom Management: ManagingTime and Space, Student Behavior, and Instructional Strategies. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Miller, A. & Cunningham, K. (2011). “The Psychological Environment”. Classroom Environment. Retrieved from http://www.education.com/reference/article/classroom-environment/

Noohu, I. (2013). Student Interview.

Ventriglia, L.D. (2010). Motivation & Student Engagement: Creating Power Learners. Mexico: YounglightEducate.

http://www.education.com/reference/article/classroom-environment/



ted 690 – master of education capstone professor john luster national university 2013

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