Professional Documents
Culture Documents
Telling My Story
Telling My Story
Telling My Story
2
Abstract
I have incorporated the six domains of the California Teacher Performance Expectations (TPEs).
I have chosen three artifacts to show mastery of domain A within the TPE guidelines. This
assignment also self evaluates progress of proficiency in the domain selected. Listed are
strengths and weaknesses after self-reflecting on my intern experience, possible TPE
competencies to be used in my Professional Development Quest Portfolio (PDQP). A rationale
is also provided for each artifact I have selected for completion of the selected domain.
learners, read a short story out loud to perhaps give visual images to students and as an auditory
strategy, as well as, allowing students to kinesthetically act out personification examples using
realia in the classroom.
The second artifact I selected to represent was the observation evaluation from my
supervising principal from the lesson from the plan above. Tomlinson (2001) suggests:
the goal of the teacher is, therefore, not to suggest that individuals from a particular
culture ought to learn in a particular way, but rather to come to understand the great range
of learning preferences that will exist in any group of people and to create a classroom
flexible enough to invite individuals to work in ways they find most productive. (p. 62)
The principal had the opportunity to sit in on an hour lesson and give immediate feedback to my
teaching. I chose this artifact because in her written feedback, she applauds the use of varied
instructional tools to meet the needs of every student.
The third artifact I selected was a review of supporting literature written by an education
consultant about learning styles. He mentions the one size fits all phrase is inadequate.
Teachers need to get to know each students learning preference and incorporate those learning
styles in their lessons. Students are able to make connections to the content of the lesson if
different learning modalities are used (McCarthy, 2014). I chose this artifact because it
correlates with making connections in ELA by using different teaching modalities to target every
student.
Telling My Story
I began my journey first as a substitute and second as an intern. The growth I have made
from the beginning of the school year until now has been tremendous. I have struggled with
making connections for TPE Domain A but am able to make sense of it and apply it in ways that
will encourage student success. Everyday I learn something new from colleagues, students, selfreflection, and research. I will continue to grow and seek strategies that will best suit my
students!
Strengths and Needs within TPE Domain A:
A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
Domain
Teaching EnglishLanguage Arts in a
Multiple Subject
Assignment
7
References
Costantino, Patricia M., De Lorenzo Marie N., & Tirrell-Corbin, Christy. (2009).
Developing a Professional Teaching Portfolio: A Guide for Success. Upper Saddle
River, NJ: Allyn & Bacon/Pearson.
Commission on Teaching Credentialing. (2013). California teaching performance expectations.
Retrieved from http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbookAppendixA-TPEs.pdf
McCarthy, J. (2014, August 13). How Learning Profiles Can Strengthen Your Teaching.
Retrieved July 05, 2016, from
http://www.edutopia.org/blog/learning-profiles-john-mccarthy
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.