TPE 1: Engaging and Supporting All Students in Learning
1. Apply knowledge 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. Artifact Six does this because this is the foundation for breaking down the strengths and weaknesses of each textbook. It is through understanding the students culture, language, and socioeconomic backgrounds that each text can become engaging.
2. Maintain ongoing communication with student and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. Artifact Three does this by introducing three technologies including School Loop, ParentVUE and Class Dojo to parents. All three are capable of communicating achievement, expectations and student progress.
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. Artifact Six does this because understanding the students culture, language, and socioeconomic background is necessary to activate real-life contexts in learning. Artifact Seven does this as PBL puts education into real world contexts.
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. Artifact Two does this by integrating interaction, strategy, graphics and core information into a game form. It uses multiple strategies including repetition, visuals and text-to-life connections to engage the student in learning. It also works as a UDL since it can be used to help educators understand digital literacy as well. Artifact Seven does this because by its very nature PBL involves interviews, collaboration, and research. All of this is multi-modal and virtually requires the incorporation of UDL.
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. Artifact Seven and PBL of course does this because the whole focus is to analyze a problem and look for solutions. This requires the framing of meaningful questions and reflection.
6. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning. Artifact Six does this by adapting the content of the Language of Literature Book and the often-used novel Holes to the needs of ELLs so that instruction can be adjusted to better keep the students engaged.
TPE 2: Creating and Maintaining Effective Environments for Student Learning
1. This requires teachers to promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution. Artifact Ten does this as all of these concepts are a product of effectively dealing with cyber bullying.
3. Requires teachers to establish learning environments that are emotionally healthy and safe. In order to do this the instructor must address issues of intolerance and harassment among students, such as bullying, racism, and sexism. Because this TPE directly addresses bullying achieving this TPE, at least in part, is built into Artifact Ten.
4 Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile. Artifact Five addresses this is because each pairing was carefully chosen to address and mitigate issues childhood trauma.
5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom. Artifact Seven does this as PBL is versatile enough to appeal to all students and rigorous enough without being unmanageable.
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. Artifact Three does this by establishing thirteen positive ways for parents of students to stay involved. Assuming any of these took, it would be easy to use those opportunities to communicate with parents routines, procedures and norms. In fact, there is a great chance some parents would be there to witness them. Artifact Ten does this because needless to say, by definition, this excludes bullying or cyber bullying.TPE 3: Understanding and Organizing Subject Matter for Student Learning
1. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. This TPE asks students to asks that students demonstrate knowledge of California State standards including Common Core. This is the central theme of the ELA lesson plan built around Sandra Cisnero’s excerpt entitled Eleven. Hence Artifact Five addresses this TPE from beginning to end.
3. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. Artifact Three does this because the quickest shortcut to knowledge of what help students need in English, their learning needs and disabilities would be through the parents. A good working relationship with the parents would go along way to gain insight in how the material should be tailored to each individual students.
5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. Artifact Six does this by asking how required texts affect language acquisition. And, how is learning through those texts effected by language acquisition. Through that insight the educator can better tailor the material to meet the needs of English Learners in a less restrictive environment.
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. Artifact Seven does this as PBL often requires the incorporation of assistive technology.
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 guidelines and the use of Creative Commons license, and maintaining Internet security. Artifact Two does this by integrating the nine core elements of Digital Citizenship into a unique format. The game touches on every area of TPE 3.7, and uses concepts like Creative Commons as part of its design.TPE 4: Planning Instruction and Designing Learning Experiences for All Students
4. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies. Artifact Five does this through the accommodations for Ray and Steven. The talk to type accommodation removes on barrier for Steven. The advanced organizers were carefully chosen by our collaborative group to remove barriers for Ray.
6. Access resources for planning and instruction, including the expertise of community and school colleagues through inperson or virtual collaboration, co-teaching, coaching, and/or networking. Artifact Seven covers this as using expert testimony and interviews PBL, often brings in the expertise of the community.
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. Artifact Seven covers this in part because PBL requires collaboration among students.
TPE 5: Assessing Student Learning
1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics. Artifact Seven does this partially because PBL is a very different model for teaching, it may require several different kinds of progress monitoring strategies.
2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time. Artifact Seven does this because PBL collects data from multiple sources by its nature.
4. Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families. Artifact Three does this by using introducing parents to several digital communication tools that track student learning outcomes in real time.
5. Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals. Artifact Three does this because the tools from TPE 5.4 would allow parents to immediately see problem areas. Also, parental involvement in any of the original 13 tips would keep the parent close both virtually and physically. This would allow parents to witness any academic victories and failures up close. As a result, that parent may know what their student needed before any phone call home.TPE 6: Developing as a Professional Educator
1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning. Artifact One does this by identifying my own personal philosophy of teaching. This gives me a strong idea of how I am likely to present subject matter and gives me an opportunity to think about how I would present it to students that the identify with four educational philosophies that differ from my own. Artifact Two also does this by implementing a unique type of instruction that may work better for students who are not easily reached through rote, routine or lectures. Artifact Five addressed this as the author reflects on his own teaching practice. Though, more illuminating revelations came from asking other teachers questions. Among the things the author learned were: include time frames, always have closure activities, and no matter how thorough the plan: try to break it into three basic parts: a beginning, middle, and end. Further, the author was made aware many activities he might expect to accomplish in a day, will take much longer. Artifact Six does this by using pedagogical knowledge about textbooks and their accessibility to allow instructors to implement better instruction for student learning.
2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. Again, Artifact One helps me with this. My own learning style is an implicit bias. Just like Tiarah Umu reminded me in the collaborative slides on ethics, I tend to write in academic not layman terms. From that, I realized I don't learn visually so I tend not to teach visually either. Understanding that bias, is the first step in creating a growth plan to work around it. In doing so I am more likely to reach students whose learning style is a little different from my own. Artifact Three does this because it is impossible not to succumb to your own biases without truly understanding a student's primary support structure, more specifically their family.
4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning. Artifact Three does this because it not only connects the teacher with the parent. It also gives the parent connections to other resources including school hotlines and community forums.
7. Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance. Artifact Seven: Because PBL is so different from traditional lecture and restate education models it is, in a way, a reflection on how education is framed in the state of California. If nothing else, it becomes a comparison against more traditional models of education.
All TPEs from (Ctc.ca.gov, 2018).
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