Assignment 2C-6

Assignment 2C – Unpacking the Teacher Performance Expectations (TPEs) & Reflecting on Them 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 TPE Evidence for Observations PDF CTC TPE Handbook of Multiple and Single Subject Credential Program Standards Understanding how to Unpack 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 1.1 TPE 1.1 Examples of Evidence of TPE 1.1 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Apply knowledge of students, including their: prior experiences, interests, and social- emotional learning needs , as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds , to engage them in learning.  Provides vehicles so that students begin taking ownership of their learning; track own progress, journals, writing activities prior/after  Provides opportunities for students to use available technologies, ensuring equitable access to the curriculum  Differentiates instruction based on students’ strengths, interests, and needs  Builds trust with and among students and fosters relationships so that students can thrive academically  Helps students build friendships with each other  Fosters relationships and develops activities so that students can thrive academically  Shows respect for students and encourages them to show respect to others  Understands reasons for students’ behavior and recognize atypical student behavior  Develops activities that support positive interactions among students  Provides opportunities for students to work together  Creates and maintains a safe learning environment  Adapts teaching to reflect comprehensive knowledge of students 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. 1. Help students build relationships, connecting with parents, showing respect to students, and creating a safe learning environment. Directions : Identify 3 areas of growth with an action you will take to improve this area. 1. Getting to know parents and connecting with them . Action : Checking in with parents weekly and updating them on activities and class dojo. 2. Learning how to bring up behavior issues to parents. Action: Tell parents a lot of the good that goes on in class with their child first before you bring up the “bad”. 3. Adapt lessons plans to students that are struggling with material. Action: Use my understanding of what my students already know and use that as a foundation to create lesson plans and adjust if needed. Directions : Describe examples of evidence you will you need to learn about in order to engage ALL students and get to know them on all levels? 1. Seeing what works best for my students during lessons and activities. If I want to do group work but my class doesn’t work well that way, maybe use a different method that works best for everyone. In addition, I can also be straight forward and ask my students if they would like to do anything different or if they have nay feedback they would like to share.

TPE 1.1 Examples of Evidence of TPE 1.1 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take  Gets to know parents and connect with the teaching community.  TPE 1.2 TPE 1.2 Examples of Evidence of TPE 1.2 Current Assets And Strengths Growth Maintain ongoing communicati on with students and families, including the use of technology to communicate with and support students and families, and to communicat e achievement expectations and student progress . Examples of Observable Evidence: How do you maintain ongoing communication with students to communicate achievement expectations and progress? Examples may include:  Agendas  Email  Remind  Jupiter grades  Phone Logs  Classroom Dojo  Power School  Text  Other How do you maintain ongoing communication with parents to communicate achievement expectations and progress?  Blackboard  Jupiter grades  Classroom Dojo  Weekly letter, newsletter  Progress reports, grades  Parent conferences: student led  Family night  Other Additional Resources: Communication Strategies for All Classrooms: Focusing on English Language Learners and Students with Learning Disabilities (https://www.readingrockets.org/article/com munication-strategies-all-classrooms- focusing-english-language-learners-and- students) Best Messaging Apps and Websites for Students, Teachers, and Parents Student Teacher and Intern Teacher: Consider your ability to communicate in effort to build relationships, share expectations and progress. 1. Communicat ion and creating a safe place for open communication is key in my classroom. I expect students to be able to openly communicate with me and classmates. Occasionally I will do SEL activities that encourage communication and relationship building. Describe : What methods of communication do you currently have strengths in? Class Dojo, Weekly Describe the communication tools you need to investigate and practice using? 1. I would like to practice and learn how to better communicate through phone logs. I find it hard to gather my thoughts on the phone, on the spot.

TPE 1.2 Examples of Evidence of TPE 1.2 Current Assets And Strengths Growth (https://www.commonsense.org/education/to p-picks/best-messaging-apps-and-websites- for-students-teachers-and-parents) How Two-Way Communication Can Boost Parent Involvement (https://www.waterford.org/education/two- way-communication-parent-engagement/) Letter, Family Nights, Email, and Text with parents. I leave myself open for communication in varies forms so that parents can communicate in any way they prefer. TPE 1.3 TPE 1.3 Examples of Evidence of TPE 1.3 Current Assets and Strengths Identify 3 Areas of Growth and an Action you will take Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation and allow students to extend their learning . Examples of Observable Evidence:  Establishes connection between subject matter and purpose for learning: videos, posters, illustrations, realia, etc.  Provides ongoing feedback regarding relevance/connection of subject matter to their lives  E ngages students in multi- modality instructional strategies  Differentiates instruction based on students’ strengths, interests, and needs  Instructional strategies: surveys, exit tickets, jigsaw, skill inventories, interest centers (review/enrich), literature circles, collaborative grouping, peer mentoring/modeling, Socratic seminars, etc. 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 would like to introduce students to multi-modality strategies. Action: Introduce students to multiple ways of learning and seeing which form works best with my group 2. Change instruction based on students needs when all students are at different levels of knowledge. Action: I would like to get better at this because I noticed lessons fall apart and I need to assess the situation and learn why. I need to get better and