ted 690 tpe domain c

7/27/2019 Ted 690 Tpe Domain c

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DOMAIN B: ASSESSING STUDENT LEARNING 1

Domain B: Assessing Student Learning

Lara Landry

National University


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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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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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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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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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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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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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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

ted 690 tpe domain c

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