Telling My Story 1

Telling My Story

Erica Savage

National University

Abstract
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In this paper, I will first outline the six domains of teaching performance expectations (TPEs)

and the specific TPEs within each one. Next, I will evaluate my progress in achieving

competencies in my chosen domain, Domain A. I will identify my strengths and needs regarding

Domain A, discuss potential TPE competencies to be used for my PDQP, and provide a rational

for selecting and completing areas of professionals needs and goals achieved for TPE Domain A.

Telling My Story
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Each teacher has a different teaching style that is unique and special in its own way;

however, there are specific “things” that all good teachers do that allow their students to thrive.

These “things” are called the Teaching Performance Expectations (TPEs), which can be

categorized into six domains. When teachers know, understand, and can self evaluate based on

these domains, they are able to constantly improve and become more effective teachers in the

classroom. The thirteen TPEs can be organized into the six domains as follows:

A. Making Subject Matter Comprehensible to Students

1. TPE 1: Subject-Specific Pedagogical Skills for Multiple Subject Assignments
B. Assessing Student Learning
1. TPE 2: Monitoring Student Learning During Instruction
2. TPE 3: Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
1. TPE 4: Making Content Accessible
2. TPE 5: Student Engagement
3. TPE 6: Developing Appropriate Teaching Practices in Grades P-8/9-12
4. TPE 7: Teaching English Learners
D. Planning Instruction and Designing Learning
1. TPE 8: Learning About Students
2. TPE 9: Instructional Planning
E. Creating and Maintaining Effective Environments for Student Learning
1. TPE 10: Instructional Time
2. TPE 11: Social Environment
F. Developing As A Professional Educator
1. TPE 12: Professional, Legal and Ethical Obligations
2. TPE 13: Professional Growth

The domain that I will be choosing to focus on for this assignment is Domain A: Making

subject matter comprehensible to students. Before I had experience in the classroom, I would

tutor peers and friends who needed extra support, but always had a hard time getting them to

understand in a way that was comprehensible to them. A few years ago, I became an instructional

aid and was able to observe and learn from some amazing teachers. This experience, paired with

strategies that I learned in my classes at National, taught me so much about this domain.
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Three artifacts that I have chosen to use in order to evaluate my competency in this

domain are a literature review based on the articles “5 Highly Effective Teaching Practices” and

“Learning Styles,” a lesson plan created for a formal observation during my student teaching in

second grade, and a formal assessment from an observation during my student teaching in fifth

grade. In my literature review, I found that teachers should use an array of strategies and tools in

order to help students meet the state-adopted content standards. The lesson plan for my formal

observation describes a math lesson on equation chains in which students work together to create

a physical chain using construction paper and tape with equivalent math expressions written on

each piece. Lastly, the formal assessment from an observation during my student teaching in fifth

grade shows my advisor’s assessment of my competency in each domain, including Domain A.

Through looking at my artifacts and reflecting on my experiences as an aid, student

teacher, and substitute teacher, I was able to identify some strengths and weaknesses in the area

of Domain A. When reviewing the articles for my lit review, I realized that I use several different

strategies and tools to make subject matter comprehensible to students. For example, in my

lesson plan on equation chains, I use partner grouping and hands on activities to teach students

about equation chains. I made connections that allow students to make connections between past

a present learning when I compare necklace chains to equation chains. Additionally, in my lesson

plan from my formal observation, I use music, metacognitive strategies, group activities,

modeling, and examples to help students understand the concept of figurative speech. In my

Formal Observation Notes, the assessor notes that I “use a variety of materials, resources,

technologies, and literacies to provide all students equitable access and high achievement of the

fifth grade academic standards” (2018).

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In one of the areas on my Formal Observation, I did not score a 4/4, but instead a 3/4,

which signifies that there is room for improvement. On the assessment form, the area where I

scored a 3 was “Demonstrates individual, language, and cultural sensitivities when developing,

implementing, and assessing subject matter” (2018).

In our textbook, Costantino says that “in-service teachers can become self-directed to

identify their goals and plans for continued professional growth instead of depending on an

administrator to determine their teaching effectiveness through one or two yearly evaluations”

(2009). One potential competency to be used for my PDQP is my ability to make subject matter

relatable. For example, in my math lesson plan, I related what students already know about

chains to the material I was teaching. In my formal observation, I used technology to play

popular songs that make use of figurative language.

The reason that I chose TPE Domain A is because I believe it is important that teachers

not only understand the material they are teaching, but are able to help students understand what

they are learning. They can do this through the use of research based teaching strategies that

have proven to be effective in student success and through getting to know students learning

styles and providing a range of activities to facilitate student understanding. I believe that while

I have demonstrated some competency in this Domain, there is always room for improvement.

As I progress in my teaching career, I will continue to use my PDQP as a means for

advancement.

References
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Costantino, P., De Lorenzo, M. (2009) Developing a Professional Teaching Portfolio: A Guide

for Success. (3rd Edition). Upper Saddle River, NJ: Pearson.