Professional Documents
Culture Documents
PDQP Telling My Story
PDQP Telling My Story
Julie Lansing
National University
Abstract
Quest Portfolio or PDQP for my Capstone at National University. My website will be made up
of an Introduction page, Table of Contents page, a page for each of the six different Domains A-
F, and an About Me Page. These domains will represent the thirteen different California
Teaching Performance Expectations or TPEs. This paper will be used in reference to TPE 1 in
Domain A and how my artifacts will be covering Making Subject Matter Comprehensible to
Assignments.
TELLING MY STORY 3
My journey to becoming an educator has been many years in the making. I graduated in
2004 with a Bachelor of Science degree in Kinesiology. From there I continued as a swim
instructor for the rest of the summer. I had always had a passion for helping others learn and I
used that passion to help find ways to teach each swimmer how to swim. I knew then that not
everyone was going to be able to pick up swimming the same way as the next swimmer. This
goes along with making subject matter comprehensible to students (Domain A), as coaching is
very similar to teaching. Through coaching, I realized that I wanted to be more involved in
teaching and helping others learn, so I became a substitute teacher to continue my love of
educating others.
After I had been a substitute for about a year, I knew that I wanted to become a teacher. I
also wanted to take care of my daughter and then my son, so I decided to continue being a
substitute until my own children were in school full time. I went back to school in November of
of 2018, and I was hired to teach 4th grade in Hemet, CA for the 2018-2019 school year. Now I
Which leads to the Professional Development Quest Portfolio (PDQP), which includes
artifacts for each of the six domains from the California Teaching Performance Expectations
(TPEs). I will be exploring each of the six domains and giving specific evidence and artifacts for
each TPE and sharing from my own experiences in the classroom. The first domain that I am
artifacts will be showing a group of my students reading an informational text in a small group at
their appropriate grade level. According to the Commission on Teacher Credentialing, candidates
TELLING MY STORY 4
should understand, “how to use instructional materials that include a wide range of increasingly
complex literary and informational texts for the appropriate grade level.” (CTC, 2013). I use
small reading groups to make sure that the students are able to comprehend the text at their
reading level and adjust the text if necessary. The small groups help ensure that each student is
able to meet the standards that we are working on and the students are also able to collaborate
References
prep/standards/adopted-tpes-2013.pdf