Running Head: JUSTIFICATION FOR DOMAIN D 1

TED 690 Capstone: Justification for Domain D

Carrie Reid

National University

Instructor: Clifton Johnson

December 17, 2017

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Abstract

Getting to know students and planning instruction are two very important areas of focus for new

teachers. Domain D of the California Teaching Performance Expectations is dedicated to these.

Beginning teachers must put much time and thought into how they will plan effectively to ensure

they not only cover all of the content standards, but also in order to meet the individual needs of

students. In order to plan effectively, they must get to know their students. In order to plan

instruction, they must know the standards, and various ways to teach those standards. This paper

will focus on how the artifacts chosen represent my progress towards competence in this domain.
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Domain D of the California Teaching Performance Expectations is organized into the

area of Planning Instruction and Designing Learning Experiences for Students. The TPEs in this

domain are TPE 8, Learning about Students, and TPE 9, Instructional Planning. In this domain,

we use a variety of ways to learn about students, and plan instruction in order to incorporate

standards. The artifacts I chose to include in this domain represent a couple of ways I get to

know my students, as well as some of the grade wide planning we use.

The first artifact I chose is a questionnaire for parents to fill out about their child. I give

this to parents at Back to School night. I like to get the perspective of the parent about their

childs strengths, areas they feel they need to improve, some of their interests outside of school,

as well as a few other questions. I feel that this gives me a starting point with each child, and

also allows me to gain some insight on my new students. The second photo I included as part of

this first artifact is an all about me type of activity I have my students complete on the first day

of school. This is their opportunity to tell me about their interests, things they want me to know

about them, and one of my favorites, how they learn best from teachers. The CTC states that as

part of the expectations of TPE 8, Based on assessment data, classroom observation, reflection

and consultation, they (teacher candidates) identify students who need specialized instruction,

including gifted students and/or students with physical disabilities, learning disabilities, or health

conditions requiring instructional adaptations (2013). We must become knowledgeable about

our students in a variety of ways in order to determine how to meet the needs of our

students. This is just one informal way that I like to do this.

Within this domain, we are also focusing on instructional planning. TPE 9 states,

Candidates plan instruction that is comprehensive in relation to the subject matter to be taught

and in accordance with state-adopted academic content standards for students (2013). The
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second artifact I chose to include in this domain is our Math and ELA pacing guides, including

district Benchmark assessments. During the summer, teachers from all over our district meet up

to do our planning for the upcoming school year. We discuss the Eureka Math modules, their

order that we feel makes the most sense, any lessons we could eliminate, as well as when we

plan to complete the mid module and end of module assessments. TPE 9, Instructional Planning,

states, Candidates reflect on and improve their planning based on their instructional experiences

and analyses of student work (2013). This collaboration and reflection allows us to determine

what instruction would best meet not only the standards, but the needs of the students as

well. Our district is great about continuing collaboration throughout the year. Once a month, we

meet with our grade level at all 5 schools in our district, and revisit anything we need to. We talk

about best practices, and look at our pacing guides as needed, and talk about assessments. All of

this is beneficial, especially to us new teachers.

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References

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

Expectations. Retrieved from: https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/adopted-tpes-2013.pdf