ted 690 tpe domain c
TRANSCRIPT
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DOMAIN B: ASSESSING STUDENT LEARNING 1
Domain B: Assessing Student Learning
Lara Landry
National University
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DOMAIN B: ASSESSING STUDENT LEARNING 2
Abstract
The following paper discusses the expectation of TPE Domain C: Engaging and
Supporting Students in Learning. I discuss my competencies in this TPE Domain area
and provide artifact to support my competencies. I include a literature review as my third
artifact on the articleProfessional Development: Why Developmentally Appropriate
Practice is Still Important. The review is posted as a hyperlink in the TPE Domain C
page on my PDQP BLOG.
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DOMAIN B: ASSESSING STUDENT LEARNING 3
TPE Domain C: Engaging and Supporting Students in Learning includes TPE 4:
Making Content Accessible, TPE 5: Student Engagement, TPE 6: Developmentally
Appropriate Teaching Practices, and TPE 7: Teaching English Learners. I believe I meet
the expectations of TPE 4: Making Content Accessible. I prioritize and sequence skills
and strategies in a logical, coherent manner and I make content relative to students
current level of achievement. I explain content clearly and reinforce content in multiple
ways, such as the use of written and oral presentation, manipulatives, physical models,
visual and performing arts, diagrams, non-verbal communication, and computer
technology. I provide opportunities and adequate time for students to practice and apply
what they have learned. I distinguish between conversational and academic language, and
develop student skills in using and understanding academic language. I teach students
strategies to read and comprehend a variety of texts and a variety of information sources.
I model active listening in the classroom and encourage student creativity and
imagination. I motivate students and encourage effort. When students do not understand
content, I take the additional steps to foster access and comprehension for all learners. I
also feel capable with keeping students engaged in the classroom, TPE 5: Student
Engagement. I make sure my students understand objectives and academic goals. If
students are struggling, I use strategies to re-engage them. I encourage my students to
share their points of view and I try to make all content relevant. I like to have students
engage in discussion by asking stimulating questions and challenging student ideas.
TPE 6: Developmentally Appropriate Teaching Practices describes professional
practices that are most commonly used and needed for students in each major phase of
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DOMAIN B: ASSESSING STUDENT LEARNING 4
schooling, grades K-3, 4-8, and 9-12. Because I am obtaining a multi-subject credential,
only TPE 6A and 6B apply to me. TPE 6A covers developmentally appropriate practices
in grades K-3, and TPE covers grades 4-8. Although I feel most confident with the older
primary and middle school students, I feel confident I am capable of teaching K-3 grades
as well. I realize with younger students academic activities must be designed to suit the
attention span of young learners. I understand that instructional activities must connect
with the childrens immediate world, draw on key content from more than one subject
area, and include hands- on experiences and manipulatives that help students learn. I also
understand the importance of modeling norms of social interactions like consideration,
cooperation, responsibility, and empathy. I understand that some children hold nave
understandings of the world around them and it is my job to provide educational
experiences that help students develop more realistic expectations and understandings of
their environment. Additionally, I know how to make special plans for students who
require extra help in exercising self-control among their peers or who have exceptional
needs or abilities. In regards to the older primary and middle school students, I realize my
role to build on students' command of basic skills and understandings while providing
intensive support for students who lack basic skills.
I understand how to design learning activities to extend students concrete
thinking and foster abstract reasoning and problem-solving skills. I love to help students
develop learning strategies to cope with increasingly challenging academic curriculum
and to assist students, as needed, in developing and practicing strategies for managing
time and completing assignments. I develop students collaborative skills and build on
peer relationships to maximize learning and support students in trying new roles and
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DOMAIN B: ASSESSING STUDENT LEARNING 5
responsibilities in the classroom. I support students taking of intellectual risks such as
sharing ideas that may include errors. I am careful to distinguish between misbehavior
and over-enthusiasm, and I can respond appropriately to students who are testing limits
and students who alternatively assume and reject responsibility.
Teacher candidates are expected to show competency in TPE 7: Teaching English
Learners as well. I feel that I am familiar with the philosophy, design, goals and
characteristics of programs for English language development. I am able to implement an
instructional program that facilitates English language development, including reading,
writing, listening and speaking skills. I understand how and when to collaborate with
specialists and para-educators to support English language development, and I know to
select instructional materials and strategies based on appropriate assessment information
to develop students' abilities to comprehend and produce in English. I understand the
importance of using English that extends students' current level of development, yet is
still comprehensible, and I understand how to analyze student errors in oral and written
language in order to understand how to plan differentiated instruction. I understand how
cognitive, pedagogical and individual factors affect students language acquisition, and I
know to take these factors into account in planning lessons for English language
development and for academic content.
To demonstrate my competency in TPE Domain C, I have decided to include a
webquest I created on The Effects of the Transcontinental Railroad. I am particularly
proud of this assignment and feel it demonstrates my competency in making content
accessible (TPE 4), engaging students (TPE 5), and developing appropriate teaching
practices for 4th grade (TPE 6B). Simply by its format it is more engaging to students
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DOMAIN B: ASSESSING STUDENT LEARNING 6
than a traditional lesson. Students' creativity and imagination is encouraged by having
them decide which effects of the construction of the Transcontinental Railroad are the
most significant and should therefore get the new exhibit at the Railroad Museum. Being
faced with a real-life problem and having to come up with a solution to the problem is a
very effective way of getting students engaged in a lesson or activity. It makes the lesson
relevant by engaging in real world critical and creative thinking and problem solving.
The webquest develops students collaborative skills and builds on peer relationships to
maximize learning.
Another artifact I decided to include for TPE Domain C is a differentiated lesson
plan I created for sixth grade Earth science on Topographic and Geologic Maps. I feel
this demonstrates my competency in TPE Domain C because of the multiple engaging
activities within the lesson. The lesson meets the expectations of TPE 7 in that English
Language Learners are accommodated. I draw upon information about students
backgrounds by having students review topographic and contour maps of the regions
their families are from. I chose this lesson too because it meets the needs of a diverse
group of learners; avoidant, participative, competitive, collaborative, dependent, and
independent. It engages student of all intelligences too. The variety of activities the
students engage in allow for simple modifications to accommodate students at any level. I
am also very proud of this lesson.
For the literature review, I decided to include a review of an article called
Professional Development: Why Developmentally Appropriate Practice is Still Important
by T. Berry Brazelton, MD and Stanley I. Greenspan, MD. The article discusses how
students master developmental tasks at very different paces and hurrying a child through
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DOMAIN B: ASSESSING STUDENT LEARNING 7
any stage can actually slow him or her down. The full review is posted on the TPE
Domain C page on my PDQP BLOG.
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DOMAIN B: ASSESSING STUDENT LEARNING 8
References
Appendix a: The california teaching performance expectations (TPEs) (2008). Cal
TPA: California Teaching Performance Assessment Candidate Handbook.
Sacramento, CA: California Commission on Teacher Credentialing. Retrieved
from http://www.ctc.ca.gov/educator-prep/tpa-files/candidatehandbook-
appendixa-tpes.pdf
Brazelton, T. Berry MD, and Greenspan, Stanley I. MD. Professional Development: Why
Developmentally Appropriate Practice is Still Important (2013). Scholastic: Early
childhood today. Retrieved from
http://www.scholastic.com/teachers/article/professional-development-why-
developmentally-appropriate-practice-still-important