Domain D: Planning Instruction and Designing Learning Experiences for Students

TPE 8: Learning about Students

TPE 9: Instructional Planning
22. Uses students' academic, social, emotional, cognitive, cultural, and pedagogical factors in designing a
comprehensive program of rigorous instruction, including Reading, Writing, Speaking and Listening, and Language
within discipline-specific standards to support all students in achieving the PK12 academic standards. (TPE 8/4)
23. Modifies instructional plans based on a full-range of students' academic knowledge/skills, students' special
learning needs, and English learners as well as speakers of non-standard English language abilities (TPE 8)
24. Designs and articulates short and long-term learning goals to foster student learning based on PK12 academic
standards and alignment of the curriculum. (TPE 9)
25. Develops/adapts and sequences subject matter, instructional activities, assessment strategies, resources, and
materials for achieving high achievement of PK12 academic standards by all students. (TPE 9)
26. Develops relevant, differentiated instructional plans by connecting the content to be learned with students'
linguistic and cultural backgrounds, experiences, interests, and developmental learning needs. (TPE 9)
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
While the students were answering the questions on their own paper, after watching the Fotonovela, Ms. Ulloa walked
around the clssroom and was assisting individual students. Students that do not speak spanish would raise their
hands for assistiance and she would help them comprehend the video. She spent a good deal of time helping the
autistic student as well.