Artifacts

TPEs
MAKING SUBJECT MATTER
COMPREHENSIBLE TO STUDENTS
TPE 1B Teaching Science in a Single Subject Assignment.
explanations, demonstrations, and class activities serve to illustrate science concepts, and principles, scientific
investigation, and experimentation.









This artifact is a design your own experiment lab. I use it for scientific
investigation. The many steps that students perform, create learning
opportunities that I sometimes miss as a first year teacher. One example is the
discussion that we have had about collecting errors. This lab helps me to
incorporate real world application with scientific analysis and problem solving
skills.

Assessing Student Learning
TPE 2 Monitoring student learning during instruction.
Pace instruction and re-teach content based on evidence gathered using assessment strategies such as
questioning students and examining student work and products.









This artifact is a survey for our current
progress on the energy unit. I use it to
monitor progress, as well as to
anticipate, check for, and address
students misunderstandings.
This helps me to pace instruction or re-
teach content based on the evidence
gathered from such assessments.
(Formative)

Assessing Student Learning CSTP B
TPE 2: Monitoring Student Learning During
Instruction
Anticipate, check for, and address common student misconceptions and misunderstandings.
This artifact is one of many ways
that I anticipate, check for, and
address common misconceptions
or misunderstandings.

I use it to build on my students
prior knowledge and ask them to
analyze which meaning would
pertain to our current topic.

Which helps me to to assess how
well students understand the
concept of displacement not just
the definition.


Assessing Student Learning CSTP B


Assessing Student Learning
TPE 3 Interpretation and use of assessments
Give students specific, timely feedback on their learning, and maintain
accurate records summarizing student achievement.










This artifact is a picture of students grades posted by pseudonyms. I chose well known
physicists as the names. Many of the Famous physicists were white and male so I
chose current physicists as well. All the current physicists are minorities. I use the posting
of grades to keep the students informed of their progress which helps me to students
informed of the achievement. This is the weakest example of how I keep my students
informed. Others include written feedback that specifically highlights the strengths and
possible areas of improvement, informal conversations where we discuss content.

Engaging and Supporting
Students in Learning CSTP C

TPE 4: Making Content Accessible
Engaging and Supporting
Students in Learning CSTP C
Meet student academic learning needs,
candidates explain content clearly and
reinforce in multiple ways, such as the use
of written and oral presentation,
manipulatives, physical models, visual and
performing arts, diagrams, non-verbal
communication, and computer
technology.
Engaging and Supporting
Students in Learning CSTP C

TPE 4: Making Content Accessible
These artifacts show how I reinforce content in multiple ways. I
try to deliver each topic in written, verbal, and visual ways but
I also incorporate manipulatives, physical models, and
computer technology.

I use the following artifacts to solidify student understanding
with manipulative projects. These projects give the student an
opportunity to work with with 3-D visuals and discuss the
project with their peers. Students are better able to visualize
what a problem actually looks like. On the right hand side is a
simulator that lets the class adjust for different forces applied
to a rope and work with the balancing of forces.

I am able to reinforce the learning because the topic is
revisited many times from varying perspectives.
Engaging and Supporting
Students in Learning CSTP C

TPE 5: Student Engagement

I use this board everyday to
clearly communicate the
instructional objectives to my
students.
The topic, standard, essential
question (objective), Agenda,
and homework are always
listed.
Students enter class and write
their homework in their
homework calendar. Then they
set-up Cornell style notes
where they write down the
topic and essential question.
Engaging and Supporting
Student Learning CSTP C
Clearly communicate instructional objectives to students.

TPE 6C: Developmentally
Appropriate practices in grades 9-12
This artifact shows one of
the ways that I frequently
communicate the course
goals, requirements, and
grading criteria for students
and families.
The students and I
collaborated to create this
rubric. I feel that it is
important to involve
students in the learning
goals and lead them to
intrinsic motivation for their
own learning.
Engaging and Supporting
Student Learning CSTP C
Frequently communicate course goals, requirements, and grading criteria to students and families.
Reflecting on Teaching English Learners
TPE7
Scaffolding my lessons is an integral part of the role I play to
support my English Language Learners.
I have found that collaborative discussions help my students
to access and integrate the academic language into their
vocabulary and support proper grammar use.
Strategies such as sentence starters help to scaffold student
mastery of justifying claims or opinions with evidence. As the
scaffolds begin to lessen, students learn to modify their work
and add details.
Scaffolded Lesson Plan
Reflecting on Teaching English Learners
TPE7
My student population includes English Language Learners
at the early expanding and early bridging levels. I have no
students that are emerging.
To address the levels of English fluency and development of
my students, I have incorporated many strategies into my
daily lessons.
Choral response, Advanced organizer, read aloud, and
dialectical journals help support all levels of fluency and
development.
Sentence frames, Quickwrites, KWLs further support my
students levels.
TPE 7: Teaching English Learners

Engaging and Supporting
Student Learning CSTP C
Based on
appropriate
assessment
information, they
select
instructional
materials and
strategies,
including
activities in the
area of visual and
performing arts,
to develop
students abilities
to comprehend
and produce
English.
TPE 7: Teaching English
Learners
These artifacts are a graphic organizer and visual
vocabulary.
They serve as a way to use English that extends students
current level of development but is till comprehensible.
I select instructional materials and strategies based on
appropriate assessment information such as CELDT scores,
formative, and summative assessments. My artifacts
scaffold new language demands and help to develop
students abilities to comprehend and produce English.
These instructional strategies are used in a systematic
manner to contextualize key concepts that aid in making
advanced content comprehensible to English learners.
The graphic organizer also helps to model common English
sentence structures.

Engaging and Supporting
Students in Learning CSTP C
Planning Instruction and Designing
Learning Experiences for Students
TPE 8 Learning about students
Through interpersonal interactions, they learn about students abilities, ideas, interests and aspirations.
encourage parents to become involved

This artifact is a questionnaire
where students discuss their
personal lives and struggles.
They talk about how our school
Will help them to achieve their
Goals.
I use it to give my students an
Opportunity to discuss the
struggles that they face, which
helps me to find ways to make
the content more relevant to my
Students lives. (In to understand
their point of view)

Planning Instruction and Designing
Learning Experiences for Students
TPE 9 Instructional planning
Use explicit teaching methods such as direct instruction and inquiry to help students meet or exceed grade
level expectations.



I use a blend of power point presentation and white board work to
bridge prior knowledge to new concepts. (see next slide for the
artifact)




This artifact is a portion of a power point presentation from February
5, 2014. I use it to build on students prior knowledge of momentum
and total momentum which helps me to bridge that knowledge to the
law of momentum conservation.

So the Ptot that goes into a system..
Is the Ptot that comes out.





Total initial momentum



So the Ptot that goes into a system..
Is the Ptot that comes out.





Final total momentum



TPE 10: Instructional Time
Establish procedures for routine tasks and manage transitions to maximize instructional time.
Creating and Maintaining an
Effective Environment CSTP E
Creating and Maintaining an
Effective Environment CSTP E
These artifacts are part of the classroom
routine.
I use them to establish and maintain
procedures for routine tasks which helps
me to better manage transitions and
maximize instructional time.
Students have participated in creating
the daily routine.

TPE 10: Instructional Time
Establish procedures for routine tasks and manage transitions to maximize instructional time.
TPE 11: Social Environment
Develop and maintain clear expectations for academic and social behavior.
Creating and Maintaining an
Effective Environment CSTP E
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TPE 11: Social Environment
Develop and maintain clear expectations for academic and social behavior.
Creating and Maintaining an
Effective Environment CSTP E
Students participated
in developing and
posting the
expectations for social
behavior.
To maintain the
expectations, I refer to
the posters or adjust
seating arrangements.
This helps the students
to learn to work
responsibly alone or
with others.
The infraction log is a
way to consult with
other teachers and
monitor the social
environment so that
positive changes can
be made.
TPE 12: Professional, Legal,
and Ethical Obligations
Maintain a non-hostile classroom environment
In my Classroom,
My students and I
have rapport.
We treat each
other with mutual
respect.
It is a classroom of
acceptance and
safety.
Creating and Maintaining an
Effective Environment CSTP E
TPE 13: Professional Growth
Improve teaching practices by soliciting feedback and engaging in cycles of planning,
teaching, reflecting, discerning problems, and applying new strategies.
I welcome all feedback and
reflect on it to improve my
practice.
I personally reflect on every
lesson but I also solicit student,
parent, peer, administration,
and supervisor feedback.
When I am unsure how to
improve that part of my
practice, I ask for advice and
seek out best practices from
master teachers.
I understand that I can always
improve and I work to do so
everyday.
Creating and Maintaining an
Effective Environment CSTP E
Parent Communication

This parent contact log is very useful for
documenting calls to
parents/guardians.
The log has every students name,
phone number, and contact person.
Keeping all the information needed in
one place tends to make life easier.
There are also sections for logging what
the call was about and how the
conversation went with the guardian.
Most importantly there is a section for
future actions. This allows me to work
with the parents to set goals and
progressive consequences if needed.
Parent communication actually helps
with planning. As Jones said,be
prepared. Information for a follow up
plan acts as a guide and gives me a
sense of direction for what to do next to
help the student.
Communication is key!

Whats Next?
I plan to further evaluate and analyze my
own teaching practices to meet students
needs and address the new standards.
I saw a really cool educational system of
common core with a focus on ELD that met
elementary standards and that inspired me to
develop a stronger curriculum for ELD.
I plan to solicit feedback and use it to reflect
on and enhance my teaching practices.
I also plan to develop master questioning
skills.