RUNNING HEADER: PDQP PROGRESS REPORT AND REFLECTION

PDQP Progress Report and Reflection

Sean Watson

National University

TED 690 – Professor Daniel Weintraub

6/20/2019
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Abstract

This paper is a progress report and reflection of my Professional Development Quest

Portfolio (PDQP) in accordance with the completion of TED690 Capstone course. The report

takes a look at explanations of artifacts chosen in the domains of the Teacher Performance

Expectations of California and also reflects my goal achievements, frustrations, questions,

concerns, and next steps in developing my PDQP.

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My Professional Development Quest Portfolio for TED690 has been a very educational

course of not only my accomplishments and reflections as a teacher but also taking a deep look

into the California Teacher Expectations (TPEs) Domains. For the past 3 weeks I have wisely

and reflectively choosing artifacts that I feel celebrate my professionalism as an up and

becoming teacher. I came into this course not knowing anything about shaping, planning, and

creating an eportfolio but to embark on the development of my eportfolio, I first had to answer

the question just exactly what is a professional teaching portfolio? “A professional teaching

portfolio is an organized, goal-driven set of documents that provide evidence of a teacher’s

knowledge, dispositions, and skills.” (Costantino & De Lorenzo, 2009, p. 2) This report will

take a look at how my PDQP is developing explanations of artifacts that I have chosen for

certain domains, and providing a reflection of my goal achievements, frustrations, questions,

concerns, and next steps in developing my PDQP.

In diving into creating an eportfolio at first, I found out that I was having a difficult time

uploading not only artifacts but using an internet website builder such as Weebly. After the first

week of this course, I was able to breathe, relax, and learn by repetition how Weebly can be user-

friendly. With a lot of patience and time dedicated to enhancing my PDQP through the different

application builders, I was inspired to continue building this portfolio. This portfolio is

dedicated to reflecting on the six domains of the California Teaching Performance Expectations.

(TPE) The six domains are listed as follows:

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

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E. Creating and Maintaining Effective Environments for Student Learning

F. Developing as a Professional Educator

These domains in my eyes represent the different features and experiences teachers

should possess and implement in the classroom. For example, in Domain A, I chose artifacts

that relate to how students can grasp and understand a certain objective. Artifact # 2 in this same

domain is a lesson plan that was observed during my student teaching in Kindergarten the spring

of 2019. The lesson was during addition sentences for Kindergartens as they learn how to

recognize sentences like 2 and 3 is 5. The lesson itself was on developing addition sentences

using the plus and equal signs. We finished the lesson rolling dice which the students then

writing down their addition sentences as (2+3=5). I feel this lesson really captured how fun and

engaging simple and effective lessons can help Kindergarteners learn how to use addition in their

lives. Another great example of two artifacts I used can be found in Domain B, Assessing

Student Learning. I believe these two artifacts complement one another as one is a rubric

document that I created for a lesson unit on simple machines in the 5th grade during my student

teaching and the other is the a video showing how I go other the rubric with the entire class

introducing the lesson unit on simple machines. Rubrics are excellent tools to meet the

objectives and while being clear about what is expected. Rubrics can be discussed further with

students helping to create them as well. The other artifact in the domain is a video of the rubric

being discussed with the class before the lesson takes place. The video shows the goals and

objectives as well as the activation questions as the students begin the lesson on simple

machines. These two artifacts are examples of accomplishments I want to share with future

schools, principals, and professional settings.

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My goals in creating my PDQP include freedom to select appropriate and personally

meaningful evidence of artifacts in all domains of the teacher expectations. One thing I am

grateful for is the use of photos. Aside from being professional a portfolio, I want to also make it

personal through photos that express my passion and that illustrates day to day atmosphere in the

classroom. The viewer should feel this as they observe and view my portfolio. I had the

opportunity to complete my student teaching this past spring semester in a Title One school in

the San Juan Unified School District in Sacramento, CA. The photos were taken by my master

teachers who are granted secure permission to reveal the students in the photos. The photos

capture key highlighted expectations that I have included in some of my artifacts. For example,

a photo is taken of myself and other students participating in a “brain break.” This break was a

freeze dance where music was played and when stopped, everyone had to freeze in their dance

position. These breaks enable students to get out of their seats after a 40 to 50 minute lesson.

This is a strategy that I will always implement in my classroom.

Another goal in creating this PDQP is how I will present my findings and celebrations to

others in a professional setting. “The self-evaluation process helps you fine-tune your portfolio

product, while the presenting your portfolio process, provides helpful hints in using your

portfolio in a professional setting.” (Costantino & De Lorenzo, 2009, p. 74) I am planning on

sharing my portfolio with potential new employers. My portfolio will reflect questions I know I

will be ask to explain in an interview. For example, how I differentiate instruction can by

referenced to an artifact that I put in my PDQP. In domain D, Planning Instruction, artifact #1 is

a language arts lesson I gave to Kindergarteners where they identify and pronounce the long

vowel sounds. In this lesson, I provided visuals for ELL students, accommodations for special

needs students with seating and monitoring, and for focus learners I provided music, poster
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reading, and modeling where I pronounced the long vowel sounds with the class. Another

example of how I will use my portfolio is if I am ask about my goals for continued professional

growth I will be able to direct them to my online portfolio and my five year professional

development plan. Potential employers can view my path and intention to attain my California

credential.

It has been a long journey as this is my last course before receiving my Masters in

Education. There have been many frustrations with exams, TPA’s, and written lesson plans. I

recently took the RICA and I am still waiting to find results. Once I pass the RICA, I will be

able to apply to the CTC for my preliminary credential in California. I realize that learning is

always constant no matter where we are or at what level of intelligence we have obtained. I

really want to have my own classroom where I can make an impact and difference in the lives of

students who are in need of guidance and direction from start to finish.

This capstone course has given me new light in developing my PDQP and knowing that I

can change and update it as I grow professionally. I can strategically position certain artifacts

within the domains to really highlight my strengths and meet current expectations and show my

unique teaching style attained during my teaching career. Thus far, this portfolio will be a strong

reference for my next interview as I embark on my teaching career. “Anticipating interview

questions and being prepared to share well-organized, quality, supporting documents helps you

appear more competent and knowledgeable when presenting your portfolio.” (Costantino & De

Lorenzo, 2009, p. 74) Overall, the ability and effectiveness of reflection has given me many

opportunities to grow as a person that recognizes the importance of community and someone

who is willing to use my unique talents and gifts as an educator to make an impact in others

peoples’ lives who are not so fortunate, and help prepare children for a brighter future.
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Reference
Costantino, P., & De Lorenzo, M. (2009). Developing a professional teaching portfolio: A guide
for success. Upper Saddle River, NJ: Pearson.