Assignment 1B - Unpacking TPE Rubrics (1)

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Feb 20, 2024

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Assignment 1B – Unpacking the Teacher Performance Expectations (TPEs) & Reflecting on Them (TPE 2) Introduction As a teacher candidate you are acquiring knowledge and skills to understand and begin to apply the Teacher Performance Expectations. We utilize the TPE’s because they also align to how districts will assess you and your readiness, when you apply for a teaching position. After you receive your first teaching assignment, you will be required to clear your credential. Guess what, the TPE’s come into play again! Induction programs (for clearing your credential) will evaluate your strengths and growth areas as a new teacher. In this course and future courses, the TPE assignments will get you prepared and thus help you begin your own individual growth plan as you become a teacher. The goal is to be able to articulate and talk about your teaching practice using the academic language found in the TPEs and your coursework will support this mission! Download ● Evidence for Observation ● CTC TPE Handbook of Multiple and Single Subject credential Program Standards ● Unwrapping the Standards Considerations As you internally reflect on your assets/strengths and areas of growth remember you are considering ALL students, not just the students whom you easily connect with but also the students whom you may need to learn more about to engage them (cognitively and/or emotionally). It is natural that we build relationships with those whom we have experiences or backgrounds that are similar, it is sometimes more difficult to engage with others whom we have differences with (religion, socioeconomic, gender, ethnicity, race). Differentiation Throughout this program we will differentiate for Interns & Student Teachers in various assignments and activities. We will also differentiate for multiple and single subject credential programs. The goal is to connect your own lived experiences, knowledge, and your credential area to all aspects of your learning. If you feel an assignment or activity does not differentiate please share this with the Course Lead so adjustments can be made. Intern Teacher As an Intern Teacher you will complete this reflective practice activity of the Teacher Performance Expectations taking into consideration your current classroom of students. If you do not have a classroom yet, view this assignment through the lens of a student teacher. Student Teacher As a Student Teacher who does not currently have a classroom you will reflect using your personal assets/strength areas (what comes natural to you and draw from past experiences) and what areas you will need to engage in professional activities for growth.

TPE 2.1 TPE 2.1 Examples of Evidence of TPE 2.1 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers. ● Collaborative strategies: set rules for conflicts, how to communicate positively, give choices ● Establish ground rules for respect: talk about speech, physical interaction, peers responding positively and supportive Directions : Self evaluate by highlighting the elements of the TPE in: ● Yellow if you are not familiar with the TPE ● Blue if you are moderately confident with the TPE ● Green if you are very confident with the TPE Student teacher: Consider your ability to engage others based on your knowledge of what you know about them. From the examples of evidence select which ones you feel come natural to you. Intern: Consider your ability to engage and support ALL your students. Reflect on your relationships with your students and select from the examples of evidence which ones you feel are your assets/strengths. Directions : Identify 3 areas of growth with an action you will take to improve this area. 1. I plan on promoting social- emotional growth by creating activities that lures students to express their emotions and learning how to react to them. 2 . By modeling students manners and respect, students will learn how to respect each other. 3. I plan on asking for advice from other teachers. My plan is to share what works and what does not work in my classroom. Teachers can then share advice on what works for them. Directions : Describe examples of evidence you will need to learn about in order to engage ALL students and get to know them on all levels? An example of evidence

TPE 2.1 Examples of Evidence of TPE 2.1 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take that I will need to engage with all my students to get to know them on all levels (ex. culture, interests, learning styles). TPE 2.2 TPE 2.2 Examples of Evidence of TPE 2.2 Current Assets And Strengths Growth Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive. ● End of week exit ticket regarding likes/dislikes, highlights/challenges ● Pair share, collaborative learning ● Physical environment to encourage peer to peer interaction ● High frequency praise, prompts, cues ● Establishing ground rules for acceptance, diversity ● Use of videos ● Peer editing, pair up/peer tutoring Student Teacher and Intern Teacher: Consider your ability to communicate in effort to build relationships, share expectations and progress. Describe : What methods of communication do you currently have strengths in? Describe the communication tools you need to investigate and practice using? I plan on using modern technology such as class dojo. My aim is to increase engagement and create an inclusive environment. I also will practice more positive praise for students for their hard work. Another good strategy I will incorporate is pair sharing and peer editing.

TPE 2.3 TPE 2.3 Examples of Evidence of TPE 2.3 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism ● Makes accommodations for individual classroom seating as well as group needs ● Models ways in which students perceive they are authentically valued within the school community ● Assures the environment is one where students feel safe to take risks and be creative ● Includes learning profiles, learning styles, multiple intelligences, modalities, strengths, interests and vocational goals in everyday routines ● Learns and implements methods in which students understand their learning preferences and areas in which to stretch ● Asks student to self- assess, self-monitor and develop study skills ● Includes authentic Directions : Self evaluate by highlighting the elements of the TPE in: ● Yellow if you are not familiar with the TPE ● Blue if you are moderately confident with the TPE ● Green if you are very confident with the TPE Directions : Identify 3 areas of growth with an action you will take to improve this area. 1 . I will be combining the curriculum with the students' interest. I will need to get to know my students on a personal level to tie in their interests into lesson plans. 2. I will continue my research ways on to provide students with the best possible seating arrangement for optimal learning 3. Modeling positive behaviors and setting a role model example for the students'. This way I can create expectations of fairness in my classroom. Most importantly I can model respect and show sympathy to them when it is needed.

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