TPE Reflection and Tracking Sheet – Multiple Subject

     

Fieldwork Description:
Due to Covid 19 fieldwork must be done virtually rather than in a classroom. Therefore, each fieldwork
activity will include watching teaching videos and connecting them to a TPE and explaining how each TPE
point observed was met. A list or teaching videos is provided below. You may also find additional videos of
your choosing for each Activity. Use this TPE Tracking Sheet to record your learning.

A list for teaching videos will be provided. You may also find additional videos of your choosing for each
Activity. Some TPEs are also explicated in your text books so include them where they support your
learning of each TPE. Feel free to use your reading notes and copy and paste into this chart where
appropriate.

Each activity is worth 50 points for a total of 200 points for Fieldwork Activities. The activities are described
below.

Activity 1: View a minimum of three social studies teaching videos and reflect on your learning by finding 4-
5 TPEs demonstrated in each video. Explain what the teacher did to demonstrate each TPE. Write your notes
directly under each TPE you noticed during the video

Activity 2: View a video(s) on Teaching writing. Evaluate the lesson(s) by using the TPE chart and writing a
reflection on your learning. Be very specific on what you learned.

Activity 3: View another video on teaching social studies and explain how the teacher engaged and supported all
students in learning.

Activity 4: After viewing several videos for language arts explain how the teacher(s) provided an effective
learning environment for each student.

Note: The viewing and reflecting on the teaching videos must be 20 hours. Please indicate on your time log how
you spent those hours (i.e., viewing video, writing reflection, analyzing the TPE. Also provide the link to the
videos you viewed.

Each activity is worth 50 points for a total of 200 points for Fieldwork Activities. The activities are described
below and are aligned with TPEs. This TPE tracking sheet will be submitted in your Blackboard assignment
for Fieldwork Activities.

Video Resources:
This is a general website that has good teaching videos in all content areas.

https://www.learner.org/

Social Studies Video Resources: Use this link to find social studies videos.

https://www.learner.org/series/social-studies-in-action-a-teaching-practices-library-k-12/california-missions/
Video on teaching Writing:
https://www.youtube.com/watch?v=ov3jehZ9-iI

https://www.youtube.com/watch?v=uI2LBpCwyOE

Activity 1: TPE 1 - Engaging and Supporting All Students in Learning

View a minimum of three social studies teaching videos and reflect on your learning by finding 3-5
TPE points under TPE 1 that are demonstrated in each video. Explain what the teacher did to
demonstrate each TPE. Write your notes directly under each TPE point on the recording sheet (in the
following pages) that you noticed during the video.

Post your video links here:

1) Video 1 - https://www.learner.org/series/social-studies-in-action-a-teaching-practices-library-k-12/california-missions/
2) Video 2 - Leaders, Community, and Citizens - Annenberg Learner

3) Video 3- Understanding Stereotypes - Annenberg Learner

Activity 2: TPE 2 - Creating and Maintaining Effective Environments for Student Learning

View 2 additional videos on teaching social studies and explain how the teacher engaged and supported
all students in learning. Record your notes on the TPE Tracking Sheet.

Post your video links here.

1) Video 1 - Caring for the Community - Annenberg Learner
2) Video 2 - Using Primary Sources - Annenberg Learner

Activity 3: TPE 3 – Understanding and Organizing Subject Matter for Student Learning in Language Arts

After viewing 3-5 videos for language arts explain how the teacher(s) provided an effective learning
environment for each student. Also explain teaching strategies you observed being used as well as
how the strategies supported learning the lesson objective.

Post your video links here.

1) Video 1 - (25) 4th Grade ELA, Main Idea - YouTube
2) Video 2- (25) Literacy Lesson First Grade - YouTube
3) Video 3 - (25) Second grade Language Arts - YouTube

Activity 4: TPE 4 – Planning Instruction and Designing Learning Experiences for all Students

View 1-2 video(s) on Teaching Writing. Evaluate the lesson(s) by using the TPE chart and writing a
reflection on your learning. Be very specific on what you learned and what strategies were used for
teaching a writing lesson.
1) Video 1- (25) Short example of a Guided Write within the Classroom - YouTube
 View 2-4 videos on language arts in general…not reading. Stick with the language arts described in our
textbooks.

Post your video links here.

1) Video 2- https://www.youtube.com/watch?v=uI2LBpCwyOE
2) Video 3- (25) 1st Grade Writing Workshop Lesson- Editing in Opinion Writing - YouTube

Note: The viewing and reflecting on the teaching videos must be 20 hours. Please indicate on your time log how
you spent those hours (i.e., viewing video, writing reflection, analyzing the TPE. Also provide the link to the
videos you viewed.

Candidate – Self- Analysis: Rate where you are in your professional development for each TPE. You can record
your growth by adding a date to your entries in each TPE. Sections expand as you type your explanations
Provide feedback per reflection entry and date your comments. Sections expand as you type. Most of your scores will
end up in the 3-4 range as you grow in your professional development in each TPE area. Highlight your growth as you
go through the course by using color highlights when you mark your score levels.

Sections expand as you type.

1: Candidate demonstrates EMERGING skills in this area. This skill level is appropriate for candidates in Fieldwork or beginning Clinical
Practice where opportunities for experience and mentoring are available.

2: Candidate demonstrates OBSERVABLE PROGRESS in this area. Candidate requires additional experience and mentoring to grow in
this area, but progress is clearly observed.

3: Candidate demonstrates EXEMPLARY PROGRESS toward the expectations and is at a suitable level for the completion of Clinical
Practice. Candidate shows skills necessary for employment where minimal mentoring is needed.

N/A: Skills were not yet observed.

TPE #1 - Engaging and Supporting All Students in Learning        

Teacher Analysis
Date: 7/0
5/17 6/16 7/05
6
1.1: Apply knowledge of students, including their prior experiences, interests, and social- 1 1 1 1 1
emotional learning needs, as well as their funds of knowledge and cultural, language, and 1 2 2 2 2 2
socioeconomic backgrounds, to engage them in learning.
2 3 3 3 3 3
3 4 4 4 4 4
 Video 1 – Prior to beginning the assignment as a group, Mr. Rubio
4
checked for his students, prior experiences as well as gaining an
understanding of their funds of knowledge on key vocabulary words
and history of the missions.
 Video 1 – Mr. Rubio’s goal for the lesson what to teach students that
our history is what makes us who we are today and why we are here.
 Video 2 – The teacher opened the lesson by asking students to read the
words out loud that were on her premade grid.
 Video 3 – The teacher opened the lesson by first having students write
down what they believe they already know about the meaning behind
the word “stereotype” and whether or not they have had any
experience with it.
1.2: Maintain ongoing communication with students and families, including the use of technology 1 1 1 1 1 1
to communicate with and support students and families, and to communicate achievement
expectations and student progress.  2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
1.3: 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.

 Video 1 – Mr. Rubio provided the students with a map of California.

He helped each group find the location of their mission using
longitude and latitude. This is something that they can relate to.
 Video 2- The teacher is providing students with photographs and 1 1 1 1 1 1
images of the people and places of the city, state, and country. 2 2 2 2 2 2
 Video 3 – Students had the opportunity for open ended question 3 3 3 3 3 3
discussion. They got the chance to talk about stereotypes that they are 4 4 4 4 4 4
already aware of and how they feel about those situations.
 Video 3 – Discussed goals to persuade publishers for certain books to
add or take away something that has been written.

1.4: 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.

 Video 1 – The teacher provided the students with the opportunity to

use the internet to find images of the different missions in California.
 Video 2 – Teacher puts students in pairs so students that may not be at 1 1 1 1 1 1
the same level can work collaboratively. 2 2 2 2 2 2
 Video 2 – She did the assignment with the kids during a guided whole 3 3 3 3 3 3
group instruction prior to expecting them to do it in pairs. 4 4 4 4 4 4
 Video 2 – Provided students with a writing prompt to allow students to
extend their learning using their writing and language skills.
 Video 3 – Students were placed in small groups to use their resources
including any literature to use on their writing worksheet.

1.5: Promote students’ critical and creative thinking and analysis through activities that provide 1 1 1 1 1 1
opportunities for inquiry, problem solving, responding to and framing meaningful questions, and
reflection.
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
 Video 1 - All students were given an opportunity to tell Mr. Rubio
their prior knowledge. He expanded the questions by asking “wh”
questions to create more meaningful reflections.
 Video 1 – When Mr. Rubio asked who the missions are named after,
the students needed some examples in order to correctly answer. He
gave them specific examples to help them relate the missions together
to who founded them.
 Video 1- Mr. Rubio stayed near a group of students to monitor their
progress. He suggested for a student to expand her question by asking,
“what is it like today?”.
 Video 2 – Teacher provides teachers with information on how to use
 grids when learning new information.
 Video 2 – She was asking student open ended questions as a whole
group to promote class discussion.
 Video 3 – Students had the opportunity to discuss what they already
know. Students were able to build on their knowledge from their
peers.

1.6: 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 1 1 1 1 1 1
to acquire Standard English proficiency, and students who may have both a need to acquire 2 2 2 2 2 2
Standard English proficiency and an identified disability. 3 3 3 3 3 3
4 4 4 4 4 4
 Video 1 – Mr. Rubio speaks to his students in both English and
Spanish.

1.7: Provide students with opportunities to access curriculum by incorporating the visual and
performing arts, as appropriate to the content and context of learning.

 Video 1 – The students collaborated in a small group to create a

presentation using a video camera, internet, or slide show. This was 1 1 1 1 1 1
considered their practice for an exhibition project to present to the 2 2 2 2 2 2
community. 3 3 3 3 3 3
 Video 1 – Each presentation required the students to include a drawing 4 4 4 4 4 4
or a painting.
 Video 2 – The teacher incorporated arts into this lesson by having the
students construct buildings to create Rooftop town.
1.8: Monitor student learning and adjust instruction while teaching so that students continue to be
actively engaged in learning.

 Video 2 – The teacher provided the students at a higher-level

opportunity to stay actively engaged in the lesson by having those 1 1 1 1 1 1
students increase their map reading skills. It is often new information 2 2 2 2 2 2
that has not been presented before. 3 3 3 3 3 3
 Video 3 – The teacher walked around the room encouraging students 4 4 4 4 4 4
to use any strategy to write down what they know. To just brainstorm
the idea of what they think stereotype is. Students were able to draw
graphic organizers and write down sentences.

Areas of Strength & Areas for Growth:

All videos displayed the teachers providing students with multiple opportunities to deepen their knowledge in the specific
content areas. The teachers provided students with realia and multiple means of visual aids to extend the content of learning.
The students in video two were able to create a drawing or a picture. That opened it up to let them be creative and do what
they were more comfortable with. Showing students maps and how to use them was beneficial and will only lead to better
understanding of our culture and the world around us.
TPE #2 - Creating and Maintaining Effective Environments for Student Learning       

2.1: Promote students’ social-emotional growth, 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.
1 1 1 1 1 1
Video 1 – Students were sitting quietly as their peers were speaking aloud when called upon. 2 2 2 2 2 2
Video 1 – Students worked in small groups to try to come to a decision of who should and who shouldn’t 3 3 3 3 3 3
help with the school remodel.
4 4 4 4 4 4
Video 2 – Students had to collaborate with one another to read different advertisements.
Video 2 – Students were provided with supports to learn new vocabulary words prior to the assignment.

2.2: 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.
1 1 1 1 1 1
Video 1 – Students were working off each other when speaking about the meaning of the word community 2 2 2 2 2 2
and why they consider their classroom to be a community.
3 3 3 3 3 3
Video 2 – Teacher put students in small groups and they were able to then provide each other with multiple
perspectives and come to a better understanding of what was needed to for assignment. 4 4 4 4 4 4

2.3: 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. 1 1 1 1 1 1
2 2 2 2 2 2
Video 1 – The teacher puts the 1st grade students with 2nd and 3rd grade students that they are comfortable 3 3 3 3 3 3
working with. 4 4 4 4 4
4
Video 2 – Students were placed into groups to collaborate with one another. One student suggested they
that each take turns reading a paragraph and they can combine their ideas to create something better.

2.5: Maintain high expectations for learning with appropriate support for the full range of students in the
classroom.

Video 1 – The teacher kept giving the students examples of what a community is to make sure all students
had an understanding of the meaning.
Video 1 – The teacher grouped the 1st grade students who are just learning in this content area with students 1 1 1 1 1 1
in the 2nd and 3rd grade. 2 2 2 2 2 2
Video 2 – If the students were unsure of a word, they were told that it was okay to use the dictionary as a 3 3 3 3 3 3
resource instead of asking her.
4 4 4 4 4 4
Video 2 – Preview the vocabulary prior to looking at the documents.

2.6: Establish and maintain clear expectations for positive classroom behaviors and for student-to-student
and student-to-teacher interactions by communication classroom routines, procedures, and norms to
students and families.
1 1 1 1 1 1
Video 1- Students were respectful when Dr. Smith came in to answer the questions from the class. 2 2 2 2 2 2
Video 2 – Students were placed in another group to translate words that they did not understand in writing 3 3 3 3 3 3
that would be better understood by them and their peers. 4 4 4 4 4
4
 Areas of Strength & Areas of Growth

Video 1 - The teacher provided the students many examples and opportunities to describe what a community it, but some
students may have been able to gather a better understanding of the meaning of word with visual aids (images of different
types of communities). She provided the students with in-person resources where they were able to ask specific questions
regarding their own school. They also had the opportunity to choose whether to write a speech or to draw how they were going
to ask the community for their help.
Video 2 – The teacher wanted the students to make connections with primary sources. She was using upper-level words that
some students may not recognize without a visual (colonial, silversmith). I do feel that technology should have been used as a
resource for the students and would have been able to be easily incorporated into this unit.

TPE #3 - Understanding and Organizing Subject Matter for Student Learning     

3.1: Demonstrate knowledge of subject matter, including the adopted California State Standards and
curriculum frameworks.
1 1 1 1 1 1
Video 1 – Lesson objective for the lesson is part of the CCSS. 2 2 2 2 2 2
Video 2 – Teach uses subject matter knowledge to go over prior vocabulary. 3 3 3 3 3 3
Video 3 – Teacher begins lesson by showing a Venn Diagram on the whiteboard and asked students if they 4 4 4 4 4 4
have seen it before.

3.2: Use knowledge about students and learning goals to organize the curriculum to facilitate student
understanding of subject matter and make accommodations and/or modifications as needed to promote
student access to the curriculum. 1 1 1 1 1 1
2 2 2 2 2 2
Video 1 – Teacher helped students to find the meaning of the word classify. 3 3 3 3 3 3
Video 2 – Teacher provided students with sentence starter, In the past______. 4 4 4 4 4 4
Video 3 – Teacher offered students their choice of how the book was going to be read aloud.

3.3: Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in
the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning
sequences, including integrating the visual and performing arts as applicable to the discipline. 1 1 1 1 1 1
2 2 2 2 2 2
Video 1 – Students were able to play a game of Bingo to look for the main ideas from a text.
3 3 3 3 3 3
Video 2 – During a picture walk, students were able make a prediction about the story.
4 4 4 4 4 4

3.4: Individually and through consultation and collaboration with other educators and members of the larger
school community, plan for effective subject matter instruction and use multiple means of representing,
expressing, and engaging students to demonstrate their knowledge.
1 1 1 1 1 1
Video 1 – Students played a game of Bingo to find the main ideas of the text. They had to express their 2 2 2 2 2 2
answer by stating in which paragraph and sentence it was found and to read aloud their answer. 3 3 3 3 3 3
Video 2 – Read with gestures to act out some of the words as they read aloud.
4 4 4 4 4 4
Video 2 – Teacher created different centers to engage all students as they demonstrate their knowledge.
Video 3 – Teacher uses a Venn Diagram to compare and contrast between herself and another teacher.

3.5: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of 1 1 1 1 1 1
academic language within learning activities to promote the subject matter knowledge of all students, 2 2 2 2 2 2
including the full range of English learners, Standard English learners, students with disabilities, and
students with other learning needs in the least restrictive environment. 3 3 3 3 3 3
4 4 4 4 4 4
Video 1 – Teacher had learning objective on board and orally described it prior to beginning lesson.
Video 1 – Use of highlighters to find answer in text.
 Video 2 – Students are actively listening to story while recording key concepts using a graphic organizer.
Video 3 – Teacher offered help when it was time to read if the students felt the reading was too difficult.

3.6: Use and adapt resources, standards-aligned instructional materials, and a range of technology,
including assistive technology, to facilitate students' equitable access to the curriculum.

1 1 1 1 1 1
Video 1- Teacher typed up students answers on whiteboard for all to see.
2 2 2 2 2 2
Video 2 – Students had access to dictionaries to look for unknown words.
Video 3 – Students were able to use technology to compare and contrast between two teachers.
3 3 3 3 3 3
4 4 4 4 4 4

3.7: Model and develop digital literacy by using technology to engage students and support their learning,
and promote digital citizenship, including respecting copyright law, understanding fair use of guidelines and 1 1 1 1 1 1
the use of Creative Commons license, and maintaining Internet security. 2 2 2 2 2 2
N/A 3 3 3 3 3 3
4 4 4 4 4 4

3.8: Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized
education technology standards. 1 1 1 1 1 1
2 2 2 2 2 2
Video 2 – Teacher uses the white board to show the whole class each page of the story and asked questions.
3 3 3 3 3 3
4 4 4 4 4 4

Areas of Strength & Areas for Growth:

All teachers reviewed background knowledge with the students prior to beginning lesson. They used different
types of graphic organizers as visual representations. The only technology used in these lessons was the smart
board for students and teacher to interact with together. Students were given the opportunities to work with their
peers and to build from their knowledge as well as their own. They could have provided students in need with an
audio version of a book.

TPE #4 - Planning Instruction and Designing Learning Experiences for All Students      

4.3: Design and implement instruction and assessment that reflects the interconnectedness of academic
content areas and related student skills development in literacy, mathematics, science, and other disciplines 1 1 1 1 1 1
across the curriculum, as applicable to the subject area of instruction. 2 2 2 2 2 2
Video 3 – Teacher told her story to the students about her doctors check up and pointed to body parts and 3 3 3 3 3 3
named them as she was speaking.
4 4 4 4 4 4
4.4: Plan, design, implement and monitor instruction, making effective use of instructional time to 1 1 1 1 1 1
maximize learning opportunities and provide access to the curriculum for all students by removing barriers 2 2 2 2 2 2
and providing access through instructional strategies that include:
3 3 3 3 3 3
• appropriate use of instructional technology, including assistive technology;
4 4 4 4 4 4
• applying principles of UDL and MTSS;
• use of developmentally, linguistically, and culturally appropriate learning activities,
instructional materials, and resources for all students, including the full range of English
learners;
• appropriate modifications for students with disabilities in the general education
 classroom;
• opportunities for students to support each other in learning; and
• use of community resources and services as applicable.
Video 1 – They wrote the first sentence together after being able to repeat the sentence out loud. First was
hard for both students to write out as they were told to sound it out.
Video 1 – Teacher asked students how to make the ir sound and used an example of another known word of
girl to help.
Video 1 – Provided students with whiteboards and markers with erasers.
Video 2 – Teacher writes out expectations at the beginning of the lesson. This helps the students to know
what they are to be doing during the lesson.
Video 2 – Teacher was asking students to help her spell certain words when writing (bed).
Video 2 – After writing, the teacher grabbed a pointer and they all read the story aloud together.
Video 2 – Students were able to think out loud when writing their own stories.
Video 2 – Students were able to write in their home language.
Video 3 – The teacher explained the reasons why it is important to use a checklist when writing.
Video 3 – Teacher provided students with an edit and revision checklist.

4.7: Plan instruction that promotes a range of communication strategies and activity modes
between teacher and student and among students that encourage student participation in learning.
Video 1 – Teacher began lesson by asking students what they did over the weekend and what was the best
way to put there ideas together to form one sentence.
Video 1 – Students repeated their first sentence to one another.
Video 2 – Teacher begins lesson by reading a book aloud to the class. Then the students were able to do a 1 1 1 1 1 1
think-pair-share. 2 2 2 2 2 2
Video 2 – Teacher told the students a story and wrote it on the anchor chart with illustrations. 3 3 3 3 3 3
Video 2 – Students turned to their partner to tell them what they were thinking about writing. 4 4 4 4 4 4
Video 2 – Students were grouped together so if they needed help on a spelling word, they would be able to
ask a peer.
Video 3 – Students were able to use a checklist to review their peers’ work.
Video 3 – Students worked with the teacher to look for spacing on her writing.

4.8: Use digital tools and learning technologies across learning environments as appropriate to create new
content and provide personalized and integrated technology-rich lessons to engage students in learning, 1 1 1 1 1 1
promote digital literacy, and offer students multiple means to demonstrate their learning. 2 2 2 2 2 2
N/A 3 3 3 3 3 3
None of the videos used digital tools or learning technologies. 4 4 4 4 4 4

Areas of Strength & Areas for Growth:

The teachers in all 3 videos kept their students engaged throughout the lesson. They were provided with the I do, We do, You do
strategies. The teacher did the first writing and demonstrated how it should be done and then provided a checklist to help revise and
edit their work. Students were also able to work with a partner during the we do section of the lesson. At the end, all students were able
to complete an independent writing. No digital tools were involved in the writing workshops for these lessons. Offering digital tools
would have given all students multiple means to demonstrate their learning of the content.

Four Reflections:

1. Evaluate the teaching practice in the videos for areas of strengths in each of the 4 TPE areas and explain
your findings.
2. Then provide your own area of strength in each of the 4 big TPE areas (ex., TPE 1: Engaging and
Supporting All Students in Learning).
 3. Finally, provide an area of growth for your personal professional development with all 4 TPE areas (ex.,
Engaging and Supporting All Students in Learning).

Note: Each reflection will be about ¾ to 1 page single spaced. This is your chance to show that you are ready for
student teaching so don’t be skimpy in your explanations.

Reflection #1: Engaging and Supporting All Students in Learning        

Include areas of strength and areas for growth. Date: 5/19/21

Reflection #2: - Creating and Maintaining Effective Environments for Student Learning       
Include areas of strength and areas for growth. Date:

Reflection #3: Understanding and Organizing Subject Matter for Student Learning     
Include areas of strength and areas for growth. Date:

Reflection #4: Planning Instruction and Designing Learning Experiences for All Students      
Include areas of strength and areas for growth. Date: