Running head: ASSIGNMENT 1 TELLING MY STORY

Assignment 1 Telling My Story

Steven Bambauer
National University

In partial fulfillment of the requirements for

TED 690 - Capstone Course
Professor Nanci Hanover

ASSIGNMENT 1 TELLING MY STORY

Abstract
Domain A of the the California Teacher Performance Expectations (TPEs) is
explained followed by brief explanations of domains B-F. Next, an evaluation
of my progress in achieving competencies in Domain A is provided. This
assignment then focuses on the strengths and needs within the Domain as
well as potential TPE competencies. Finally, a rationale for the selected
artifacts for Domain A is given.

ASSIGNMENT 1 TELLING MY STORY

California Teacher Performance Expectations

All performance standards, whether national, state, or local, are based on shared views
within the educational community of what constitutes professional teaching (Constantino &De
Lorenzo, 2009). California has a set of teacher performance expectations (TPEs) that govern
how a teacher should interact and teach students, as well as how they should look at professional
development. There are six Teaching Performance Expectations (TPEs):
A. Making Subject Matter Comprehensible to Students
B. Assessing Student Learning
C. Engaging and Supporting Students in Learning
D. Planning Instruction and Designing Learning Experiences for Students
E. Creating and Maintaining Effective Environments for Student Learning
F. Developing as a Professional Educator
Domain A: Making Subject Mater Comprehensible to Students is intended to help teachers
understand what students need to learn in their given subject area. In mathematics, the TPE for
Domain A highlights and focuses on teaching math in a way where the student can make real
world connections as well as providing students with the understanding that they need to reason
through the problems while collaborating with other students and communicating their
understanding orally. In my student teaching and substitute experience I believe that I am taking
the necessary steps to meet these expectations as I work through the material with the students
and use pre and post assessments to understand student progress.

ASSIGNMENT 1 TELLING MY STORY

Evaluating Progress: Artifacts A-C

In demonstrating my competency of Domain A I have decided on including an artifact of
a lesson plan, an artifact of pupil work via a cumulative assessment, and an artifact of literature
review. Artifact A is a lesson plan that showcases making matter comprehensible because it
incorporates, among other things, both individual and group learning which allows students the
ability to present their understanding of the material to others while listening to what others say.
This supports the domain requirement of collaboration as well as reasoning and proof. Artifact B
is pupil work, more specifically a cumulative performance task where a significant amount of the
material learned across multiple chapters is presented in an assessment that requires students to
make real world connections. This directly supports the expectation of teaching students how to
use their math skills in the real world. Finally, Artifact C is a literature review that supports the
learnings of Domain A by focusing on the importance of teacher preparedness and understanding
of the material that they are teaching.

Strengths and Needs within Domain A

In working through Domain A to compile my PDQP I am aware of both strengths and
weaknesses in this area. My strengths in this domain is requiring the student collaboration and
making sure that the material is presented in a way that will require students to make those real
world connections. My progress in this domain is by making an effort to plan lessons that meet
the expectations and making adjustments to ensure that I am meeting the needs of my students.
An area of weakness in this domain is making sure that the students recognize relationships
between the different substantive areas that are presented. I need to check for understanding of

ASSIGNMENT 1 TELLING MY STORY

how the areas cross over so that those connections are always in their minds as they work
through the different areas.
Potential TPE Competencies
In addition to the artifacts selected for Domain A that are outlined above, I also intend on
including the following in my PDQP: (i) a lesson plan that focuses on differentiated instruction
which is required under both Domain B TPE 2 and Domain C TPE 7; (ii) a time management
philosophy and classroom floor plans for different types of instruction which is covered in
Domain D TPE 9 and Domain E TPE 10; and (iii) a self-assessment on my student teaching
experience which is covered in Domain F TPE 13.
Rationale
Domain A was selected because I believe that it covers the most basic expectations that
must be met in order to have a successful classroom and students. If the material is not
comprehensible to students the rest of the expectations are almost irrelevant because without a
basic level of knowledge, things like differentiation and time management are not going to
change a students understanding of the material. Teachers must be able to break down the
substantive material in a math lesson to where students can reason through the issues making
logical arguments based on what they have learned.

ASSIGNMENT 1 TELLING MY STORY

References
Costantino, P. M., & De Lorenzo, M. N. (2009). Developing a
Professional Teaching
Portfolio: A Guide for Success (3rd edition). Upper Saddle River, NJ:
Pearson Education
Inc.