Barajas TPE Running Record

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School

National University College *

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Course

650A

Subject

Mathematics

Date

Feb 20, 2024

Type

docx

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Uploaded by hipporenee9

TPE Running Record for: ______Cassandra Barajas_____________ Grade/Subject Level: ____5 th Grade/Multiple Subject_____ School Site: ____Huron Elementary___ Site Support Provider: _________Edith Solorio_____________________ Directions : Candidates will enter weekly evidence to document how each TPE is being met. Candidates should collaborate with their SSPs to plan experiences that will fulfill each TPE. Entries should provide sufficient detail to make a clear connection between the entry and the TPE. The USP will include evidence from this document as part of the end- of-course Assessment. Below are two sample Running Record entries: 8/20 Presented video on digital responsibility; guided class discussion (TPE 3.7) 11/15 Allowed student with IEP to use notes during assessment (TPE 4.5) Please color-code the evidence and include dates. By the end of each course, all sections should contain multiple pieces of evidence to document having met the TPEs. Color Key Evidence: Student Teachers Red Weeks 1-3 (dates) Green Weeks 4-6 (dates) Blue Weeks 7-9 (dates) Interns: Red Month 1 (dates) Green Month 2 (dates) Blue Month 3 (dates) Black Month 4 (dates) Expectations Date Evidence TPE1: Engaging and Supporting All Students in Learning 1. 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. 10/31 11/01 Teacher taught a lesson on the History of Halloween for students to know what is being celebrated. This was done to incorporate more background to their interests and traditions with Halloween. Teacher did a powerpoint lesson on the origin of Dia De Los Muertos. Teacher then had an activity for students to write about their own ofrenda and draw one on their sugar skull template. I did this to ensure they were given a chance to experience their cultural language and allow the students to state their own experiences with their holiday celebration. 2. Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. 01/28 Teacher sent home a Home School Connection note to parents for the new SEAL unit. This is to ensure that parents know what we are working on and give a brief summary of what home school projects students will be working on throughout the next 6 weeks. 3. 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. 12/13 Teacher taught a vocabulary lesson on ecosystem and interconnection. We as a class discussed that our ecosystem is our classroom and we are all interconnected together because students need a teacher just like the teacher needs their students. . June 2023

Teacher was able to use real-life contexts to ensure students will understand the definitions better. Teacher gave a lesson on invasive species. Class had a discussion of what invasive species they have in their hometown or home. A lot of students were willing to share about different bugs in the area or weeds in their house and how it affects them. This discussion helped students understand truly what invasive species do to our own environment and ecosystem. 4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment. 01/16 Students were introduced to a new graphic organizer for opinion writing. Students were able to work collaboratively to build of their graphic organizer with the topic: What is the best snack? This is to ensure that students are organizing their thoughts before they write their paper. 5. Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection. 6. Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability. 11/07 11/17 Teacher has accessable Academic Cohesion Structures (fill in the blank sentence structures) on the wall for every unit. This allows students to always be able to look at the wall when they are stuck with how to start their sentences. I do this to ensure that students make it easier to contribute to discussions/writing. Teacher gives IEP student a safe and secluded space for them to take their test and provides sensory tools to help student focus. I do this to allow the student to have the best chance of success on their tests. 7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning. 8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning. TPE2: Creating and Maintaining Effective Environments for Student Learning 1. Promote students' social-emotional growth, 11/06 Teacher set up a classroom money system June 2023

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. with rent, fines, and a snack bar every Friday. Students are able to earn money by doing their classroom jobs. I did this to promote social-emotional growth allowing the students to learn the value of finances and savings. 2. 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. 3. 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. 12/04 The class as a whole had a discussion on consent and what that word means. We started very small discussing how students do not like when their pencils or other school supplies are taken without being asked and built upon that. We ended with talking about how if we do not hear a “yes” then it is only right to assume the answer is “no” with any question. This was to help ensure that my students get their proper life skills and ease the situation of “stealing” and “touching.” 4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile. 01/25 Teacher guided student to the guidance counselor when student opened up about their depression. Student was able to talk to the teacher and the counselor in order to make sure they got the support they needed. This is to ensure that the student was kept safe and knew that they had adults that they could trust. 5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom. 01/26 Teacher reminds students during their math lesson to use full sentences and academic language. Teacher ensures this by walking around during Think, Pair, Shares and guiding students through conversations if needed. This is done to remind students that there is a time and a place for social language versus academic language. Walking around is to ensure that students know they will be held accountable for using complete sentences. 6. Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families. 01/09 Teacher led a social contract activity for students. Students had to decide how they wanted to be treated by teacher, by each other and by themselves. They also decided how they want to treat teacher, students and themselves. This was to ensure that students remember all the classroom management behavior we worked on before winter break. June 2023

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