Running head: TELLING MY STORY 1

Telling My Story

Janet Castro

National University

In partial fulfillment of the requirements for

TED 690−Capstone Course

Dr. De Vore
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Abstract

The assignment will outline the six TPE domains, also known as the California Teacher

Performance Expectations. Furthermore, I will focus on Domain A by evaluating my progress,

identifying my strengths and needs, discuss potential TPE competencies, and present a rationale

for the selected artifacts. The selected artifacts are proof of evidence in meeting the expectations

for subject matter pedagogical skills.

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California Teaching Performance Expectations (TPEs)

It is vital for California educators to utilize all six TPE domains in the classroom because

it is the road map to providing all students with quality education. It is a resourceful guide that

can be referenced for lesson planning due to the fact that it “closely aligns with the California

state standards” (California Teacher Credentialing, 2013). It is important that educators apply the

state standards in their lessons “to improve the quality of teaching and increase student

achievement” (Costantino, De Lorenzo, & Tirrell-Corbin, 2009, p. 9). The Cal TPEs guide

includes thirteen-teacher performance expectations (TPEs) distributed amongst six domains A-F:

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

Now, let us take a closer look at Domain A: Making Subject Matter Comprehensible to

Students, and the corresponding artifacts that I have selected for my professional development

quest portfolio (PDQP). This domain is the foundation of all domains because it is crucial that

students comprehend and understand the concepts that are being taught and are able to apply it in

real life.

The artifacts in Domain A include a nutrition lesson plan, universal design lesson (UDL)

analysis, and literary review of supporting literature. The artifacts I chose are great tools for me

to reference in the future because the UDL analysis guidelines will help me to ensure my lesson

plans include multiple means of learning through engagement, representation, and action and
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expression. Also, it can be used as a checklist to ensure students are learning the pedagogical

skills that can help them to problem solve, analyze, and critically think on their own. These skills

will not only help them in the classroom, but in the real world as well.

The nutrition lesson plan, on the other hand, I chose as another artifact because the

template incorporates technology. It is important to incorporate technology to keep students

motivated and engaged. I have noticed that when I apply technology in my lessons I get more

active participations in the classroom. This lesson plan template (similar to a checklist) takes

lesson planning to another level because it includes guided tools that can help me meet the needs

of all students. The template includes areas in which I must check for their understanding, create

bridging opportunities (making connections to previous lessons), have anticipatory sets in which

I can get their attention, include focused areas for gifted and students with disabilities, and last

but not least, give students an opportunity to practice independently.

The third artifact I chose is a literary review of supporting literature. The journal article I

chose comes from the Journal of Physical Education, Recreation & Dance written by Emily S.

Pharez. The article addresses a potential challenge I may face in the future as a new hire. The

challenge is learning how to motivate middle school students to participate and engage in

standard based program activities and using technology as a tool to assist learning.

Telling My Story

I have had six years of substitute teaching experience. In that time I have had the

opportunity to long-term substitute teach twice in my subject area of physical education. I did

struggle with Domain A, prior to the credential program because I was not equipped with the

tools to be successful in helping students comprehend concepts. What I did well was explaining
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and modeling for students. However, I did not know how to check for their understanding and

have them apply the pedagogical skills beyond the classroom.

I have seen growth in my teaching journey in the last two years since enrolling in the

credential/masters program. I have been challenged in ways I did not imagine. I am more

prepared today then I was a few years ago when I first started substitute teaching. I know now

what extra steps I need to take in my lesson planning to help my students comprehend concepts

that are being taught to them. The beauty of education like technology is that it is constantly

evolving. One can never get too comfortable. I know I still have a long way to go. This is only

the beginning. There will be a lot more to learn and I will need to make the adjustments along the

way. I look forward to learning from my students and colleagues. My journey does not stop here.

Strengths and Needs

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

Area for Growth: What do

Domain
Teaching
Physical Education in a
Single Subject Assignment
Strengths
Having a Kinesiology
background helps me to
explain & demonstrate
skills (breakdown) in
simple terms.
Team building activities.
Students learn to work with
peers as a group and/or
partners.
Keep students
engaged/motivated
throughout lessons.
Active supervisor.
Ensure safe and productive
participation.
I want to learn more
about? Where can I
strengthen my skills?
Create lessons in which
students can activate their
critical thinking, analytical,
and problem-solving skills.
Create lessons in which
multicultural education is
incorporated.
Differentiate lesson
activities to appeal all
students with varied
learning styles.
Motivate students to
embrace a healthy lifestyle.
Technology integration.
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Potential Competencies to be Used for the Professional Development Quest Portfolio

Creating this PDQP will help me to analyze and reflect upon my ability to teach

effectively by reviewing my work overtime. The keyword in the PDQP is “quest,” meaning it

will be an ongoing project that will showcase my growth, strengths, and weaknesses throughout

my teaching career. The beauty behind this working portfolio is that it will “reflect work in

progress and growth overtime and are not intended to be polished documents” (Costantino, De

Lorenzo, & Tirrell-Corbin, 2009, p. 3). Keeping my PDQP up to date over the years will help me

to grow as an educator by identifying areas where I still need improvement and strengthen areas

where I am already competent. A potential competency to be used is definitely technology

integration. Physical education does not need to be off limits. I have done it before and have seen

it in various PE classroom observations. My goal is to make my lessons fun, interactive,

innovative, engaging, and challenging for my students. Technology is everywhere and used more

than ever before. It will continue to evolve overtime. This would be a potential competency to

utilize in the classroom to connect with student interests and motivation.

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References

Commission on Teacher Credentialing. (2013). California teaching performance expectations

[PDF file]. Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/adopted-tpes-2013.pdf

Costantino, P.M., De Lorenzo M.N., & Tirrell-Corbin, C. (2009). Developing a professional

teaching portfolio: A guide for success. (3rd ed). Upper Saddle River, NJ: Pearson.