Running Head: JUSTIFICATION PAPER FOR DOMAIN C 1

TED 690 Capstone: Justification for Artifacts TPE Domain C

Carrie Reid

National University

Instructor: Clifton Johnson

December 16, 2017

JUSTIFICATION FOR DOMAIN C 2

Abstract

Engaging and supporting students in learning is one of the most important domains of the

Teaching Performance Expectations. This domain focuses directly on TPEs 4 (Making Content

Accessible), 5 (Student Engagement), 6 (Developmentally Appropriate Teaching Practices), and

7 (Teaching English Learners). If a teacher is not effectively completing these tasks with their

instruction, they are not meeting the needs of their students. In this paper, I will discuss the

artifacts I have chosen to demonstrate my progress towards achieving competency in this

domain. My artifacts mainly focus on TPEs 4 and 5, but also touch on 6 and 7.
JUSTIFICATION FOR DOMAIN C 3

Domain C focuses on engaging and supporting students in learning. I believe this is easily

one of the most important domains in effective teaching. If a teacher is not maintaining student

engagement, then students are probably not learning. There are many ways in which we can

support our students. TPE 4 is Making Content Accessible. This TPE focuses on teachers using

different strategies or activities to teach the academic content standards to students, while

providing a rigorous learning environment that meets the needs of the classroom. TPE 5,

Student Engagement, covers students being active learners, having equal opportunities, and

monitoring progress of students toward achieving the academic goals. The purpose of TPE 6 is

to establish additional expectations that are of greatest importance in teaching students at distinct

stages of child and adolescent development (CTC, 2013). TPE 7 incorporates the teaching

candidates knowledge about English Learners, and ability to apply that knowledge to effectively

instruct ELs. The artifacts I chose demonstrate my progress in achieving competency in this

domain.

Rather than picking one artifact to represent one specific TPE, I chose artifacts that I felt

encompassed multiple. The first artifact I chose to include in Domain C is an activity I do with

my students often, a picture of my students using an online trivia game called Quizizz. This

activity covers TPE 4, Making Content Accessible, because TPE 4 states, To meet student

academic learning needs, candidates 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 use of media and other technology

(CTC, 2013). Whether to introduce new content, practice content covered, or review before a

test, Quizizz is a fun, engaging way to incorporate standards in classroom instruction, and

incorporates technology in the classroom as well. The students really enjoy using Quizizz as a
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tool for learning material, so tend to stay on task. TPE 5 states, They (teacher candidates)

ensure that students understand what they are to do during instruction and monitor student

progress toward academic goals as identified in the academic content standards (CTC, 2013). I

am able to monitor student progress through importing results of these quizzes, as well as

comparing data received through this activity. I am able to change the settings to allow for no

set timer for answers to be chosen, and take of the Leaderboard, so students are not feeling

pressured by others seeing their results. I can make it so I am the only one who can see results. I

also like to use this to guide instruction when I can use that data to determine what areas I need

to focus more instruction time on if the majority of the class is struggling with the same concept.

The visuals in this activity assist in the learning for EL students, touching on TPE 7.

The second artifact that I chose was a lesson plan I completed for MAT 671, Applied Best

Practice Strategies in Classroom Instruction. The assignment required us to create a technology-

embedded cross-curricular learning activity. The activity I created was a week long, group

research project. As a class, we would introduce the main tribes of California through the lesson

in their Social Studies text. Students would be placed into heterogeneous groups in order to

research a specific tribe. Each student would have a specific role they were responsible to

complete, and teach to their group. Once the completed their research, they would then create

a Google Slideshow, incorporating this information into a creative display. TPE 6B,

Developmentally Appropriate Practices in Grades 4-8, states, Candidates develop students

skills for working in groups to maximize learning. They build on peer relationships and support

students in trying new roles and responsibilities in the classroom (CTC, 2013). Collaborative

assignments allow this type of learning to happen. This learning activity also touches on TPEs 4
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and 5, because collaborative group activities tend to be more engaging for students, and are also

a strategy to teach the content standards in a variety of ways.

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References

Commission on Teacher Credentialing. (2013). California Teaching Performance Expectations.

Retrieved from: https://www.ctc.ca.gov/docs/default-source/educator-prep/tpa-files/tpes-

full-version.pdf