Domain C: Engaging and Supporting Students in Learning

TPE
TPE
TPE
TPE

4:
5:
6:
7:

Making Content Accessible

Student Engagement
Developmentally Appropriate Teaching Practices
Teaching English Learners

14. Connects students' prior knowledge, life experiences, interests, and cultural factors with learning goals, curricular and
instructional strategies, and methods of assessing student learning. (TPE 4)
15. Uses community resources, student experiences, questions, and applied learning activities to make instruction relevant,
challenge students' ideas, share their viewpoints, work collaboratively and achieve PK12 academic standards. (TPE 4)
16. Uses a variety of instructional strategies, technologies, and resources to model, guide, support, and promote all students in
problem solving, critical thinking, and self-directed, reflective learning making subject matter meaningful. (TPE 4)
17. Teaches students literacy skills needed to comprehend and use a variety of texts and information sources, in the subject(s)
taught. (TPE 4)
18. Uses a variety of instructional strategies, technologies (including assistive), and resources to respond to students' diverse
learning needs (including full range of language and special populations) and promote high achievement of PK12 academic
standards by all students. (TPE 5)
19. Provides developmentally appropriate practices supporting all students' emotional, social, physical, and intellectual needs.
(TPE 6)
20. Uses a variety of strategies, technologies, materials, and resources to differentiate instruction based upon students' culture,
level of acculturation, primary language and proficiency levels (CELDT) in English and non-dominant varieties of English, and
advanced learners. (TPE 7)
21. Applies pedagogical theories, principles, and instructional practices for designing and implementing comprehensive
instruction for English learners, including non-dominant varieties of English and advanced learners and for students with multiple
socio-cultural backgrounds. (TPE 7)
Integrating - The candidate provides clear, consistent, and convincing evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of appropriate, relevant, accurate, and clear or detailed
evidence. The evidence is purposefully connected and reinforced across this TPE Domain.
Applying - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected across
this TPE Domain.
Emerging - The candidate provides partial evidence demonstrating the competency or competencies. Candidate's practices
demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
Beginning - The candidate provides little or no evidence demonstrating the competency or competencies. Candidate's practices
demonstrate a preponderance of inappropriate, irrelevant, inaccurate or missing evidence. Evidence is unconnected across the
TPE Domain.
Rubric Level
... Applying

Evidence/Feedback/Next Steps
Ms. Ulloa connected students' prior knowledge, life experiences, and interests as many of the students are taking
Advanced Placement Enviromental Science. The students are also encouraged to recycle and to take care of the mother
nature throughout the unit as well as this lesson. A student shared her experience with perfumed soaps and encouraged
her classmates to not use perfumed soaps and condtioners because it also hurts our ecosystem.