TED 690 â€“ Master of Education Capstone Professor John Luster National University 2013

Chest Hair & Chalkboards: A Modern Man in the Contemporary ClassroomA Professional Teaching Portfolio by A.T. Hall TED 690 – Master of Education Capstone Professor John Luster National University 2013

INTRODUCTION The following Personal Development Quest Portfolio (PDQP) displays and evaluates my personal proficiency as a professional educator in the six domains of the Teaching Performance Expectations (TPEs) compiled by the California Commission on Teacher Credentialing (CTC). Andrew T. Hall (408)768-8323 Andrew.Timothy.Hall@gmail.com Each TPE domain is discussed in detail and is accompanied with multiple artifacts demonstrating my professional development, understanding of the importance of each expectation, and proficiency in each area.

TABLE OF CONTENTS • Identifying the Six Teaching Performance Expectation (TPE) Domains…………...................................4 • Domain A: Making Subject Matter Comprehensible to Students……………………………………………5-15 • TPE 1B • Artifacts 1-4 in Support of Domain A • Domain B: Assessing Student Learning…………………………………………………………………………...16-28 • TPEs 2-3 • Artifacts 1-3 in Support of Domain B • Domain C: Engaging and Supporting Students in Learning………………………………………………...29-41 • TPEs 4-7 • Artifacts 1-3 in Support of Domain C • Domain D: Planning Instruction and Designing Learning Experiences for Students…………………42-62 • TPEs 8-9 • Artifacts 1-4 in Support of Domain D • Domain E: Creating and Maintaining Effective Environments for Student Learning……………..….63-73 • TPEs 10-11 • Artifacts 1-3 in Support of Domain E • Domain F: Developing as a Professional Educator……………………………………………………………..74-85 • TPEs 12-13 • Artifacts 1-4 in Support of Domain F • References…………………………………………………………………………………………………………………86-88

IDENTIFYING THE SIX TPE DOMAINS The Six Teaching Performance Expectation (TPE) Domains: • Making Subject Matter Comprehensible to Students • Assessing Student Learning • Engaging and Supporting Students in Learning • Planning Instruction and Designing Learning Experiences for Students • Creating and Maintaining Effective Environments for Student Learning • Developing as a Professional Educator

DOMAIN A MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

DOMAIN A:MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS Teaching Performance Expectation (TPE) Domain A compiles one expectation standard with one subject-specific pedagogical skill: • TPE 1B: Subject-Specific Pedagogical Skills for Single-Subject Teaching Assignments • Teaching English-Language Arts in a Single-Subject Assignment This expectation and skill require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure subject comprehension and mastery among all learners.

DOMAIN ATPE 1B: SUBJECT-SPECIFIC PEDAGOGICAL SKILLS FOR SINGLE-SUBJECT TEASHING ASSIGNMENTS Teaching English-Language Arts in a Single-Subject Assignment Candidates for a Single-Subject Teaching Teaching Credential: • demonstrate the ability to teach the state-adopted academic content standards for students in English-Language Arts (Grades 7-12). • understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications. • know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards. • understand how to make language (e.g., vocabulary, forms, uses) comprehensible to students and the need for students to master foundational skills as a gateway to using all forms of language as tools for thinking, learning and communicating. • understand how to teach the advanced skills of research-based discourse; incorporate technology into the language arts as a tool for conducting research or creating finished manuscripts and multimedia presentations; focus on analytical critique of text and of a variety of media; and provide a greater emphasis on the language arts as applied to work and careers.

ARTIFACTS 1 & 2 in Support of Domain A:EXAMPLE HANDOUT AND ASSIGNMENT In an effort to better make subject matter comprehensible, I create informative handouts and creative and diverse assignments that introduce new material to students, ease them into the concepts and standards of the material, and challenge them to practice, use, and apply their learning in an relevant manner. Each and every student learns differently and must, therefore, be taught subject content and allowed to practice that content in a diverse manner that appeals to both their preferred learning styles and intelligence modalities. While handouts and assignments teach and challenge the student to practice specific content standards, they also require the student to follow directions, practice their reading comprehension skills, apply their skills in brainstorming, mapping, and writing, and sticking to deadlines. An example of such a handout and assignment are displayed on the following four slides to highlight the importance of making subject matter accessible and comprehensible to students of all backgrounds, abilities, learning preferences, and intelligence modalities.

ARTIFACT 1 in Support of Domain A:EXAMPLE HANDOUT

ARTIFACT 2 in Support of Domain A:EXAMPLE ASSIGNMENT “Rewriting the 17thCentury” Assignment British Literature, West Valley Christian School, Winter 2010 As you should know by now, the 17th Century was a time of great turbulence, manipulation, and unstoppable upheaval. It was a period of civil war, political change, and religious rebellion. And, despite these terrible realities, it was an age where the voiceless learned to speak, the nameless earned a reputation, and the royally corrupt found themselves in the gallows. Much of the drama was aired out in public, but great change happened behind closed doors, within churches, and locked away in royal chambers. The 17th Century was a time of change, pure and simple. This period inspired playwrights and poets, motivated religious and political leaders, and empowered the lowly laymen of the land to rise up and protest, again. Retrospection allows us to see these events and characters more clearly, but there is only one question to ask yourself at this time: what would you have done differently?

ARTIFACT 2 continued:EXAMPLE ASSIGNMENT To begin rewriting the pages of history, we must first know our boundaries. Please follow the steps below: • Randomly select a character(s) off the board. • Meet with those in your similar field at your designated headquarters. • Choose to conspire with your peers or act alone as you envision the new religious, political, and dramatic landscape of the country. • Draft speeches or letters to be read aloud to the country announcing your plans for power, deception, or conversion. • The instructor will select which group/individual receives power through the most realistic conceits. • Groups shall merge depending upon the new line of power and succession as directed. • Repeat steps 3-6 until ONE STUDENT/GROUP IS SELECTED AS THE NEW LEADER(S) OF THE WESTERN WORLD. • THE SELECTED STUDENT/GROUP WILL RECEIVE 5 EXTRA CREDIT POINTS TOWARD THEIR FINAL PROJECT GRADE.

ARTIFACT 2 continued:EXAMPLE ASSIGNMENT The characters of this chaotic British world are listed below. Once you receive your designated character or demographic, meet with your fellow peers to begin conspiring. CHARACTERS: • The Artists • John Bunyan • John Donne • John Milton • Sir John Suckling • Thomas Carew • The Internationals • The Irish • The Scots • The Spaniards • The Monarchy • The Cavaliers • King Charles I • Prince Charles II • Queen Henrietta Maria • Parliament • Oliver Cromwell • The Puritan Majority • The Roundheads • The Protestants • Archbishop William Laud • Church of England • The Puritans If you wish to hold power at the end of our era, you must try your hardest to select strategic conspirators, draft the most realistic and prolific speeches to sway the omnipotent judge, and be not afraid of betraying those who threaten your powerful vision. This is a game of strategy, deceit, power, rebellion, and vision. Do not hold back. Do not surrender. And remember, it is never too late to take hold of the reins and change the direction of our country forever.

ARTIFACT 3 in Support of Domain A:STUDENT INTERVIEW “Mr. Hall utilized various different methods and techniques in an effort to make the curriculum both interesting and understandable. For example, in most English classes I had taken the format would usually include reading books, taking quizzes, writing papers, and taking tests. Although Mr. Hall’s class did involve those tasks, they were approached in a far more interesting way. We had in-class debates, intense discussions- we watched movies, read poetry, and listened to related music. One of the most interesting projects we had involved writing a script in groups, and then having to direct and film movies using scripts that were written by other groups.” - Ahmed Akbar West Valley Christian School Alumnus Senior Graduate Class of 2011 “Mr. Hall had a very keen understanding of how to talk to teenagers. He never patronized or condescended. He broke down big complex ideas into segments that we could understand without sacrificing their integrity.” - IjaazNoohu West Valley Christian School Alumnus Senior Graduate Class of 2011 “Mr. Hall is an extraordinary teacher who cares for the wellbeing of his students. Mr. Hall would spend time explaining the material in the day’s lesson and stay after school for those who needed extra help. He would find other ways to teach the lessons instead of just worksheets and lectures. Mr. Hall had us keep a journal that we would write reflections, self-evaluations, and answer tough questions that challenged my way of thinking.” - Alexis Hoevel West Valley Christian School Alumna Eighth Grade Graduate Class of 2012

ARTIFACT 4 in Support of Domain A:REVIEW OF SUPPORTING LITERATURE“Differentiated Instruction”. Teaching Tolerance. Retrieved from http://www.tolerance.org/differentiated-instruction Making subject matter comprehensible to students of all backgrounds, abilities, readiness levels, learning preferences, and intelligence modalities requires keeping the student in mind when preparing lesson plans and selecting teaching strategies. Particularly for teachers of English and Language Arts, being able to manipulate the content so that it appeals directly to the learners present in the classroom is a much-needed key to success when teaching for transfer and mastery. Teaching Tolerance, an organization dedicated to changing the landscape of modern education and developing strong, professional educators, published an article regarding the importance of differentiating instruction so as to make information accessible and comprehensible to all students.

ARTIFACT 4 continued:REVIEW OF SUPPORTING LITERATURE“Differentiated Instruction”. Teaching Tolerance. Retrieved from http://www.tolerance.org/differentiated-instruction

DOMAIN B ASSESSING STUDENT LEARNING

DOMAIN B:ASSESSING STUDENT LEARNING Teaching Performance Expectation (TPE) Domain B compiles two expectation standards: • TPE 2: Monitoring Student Learning During Instruction • TPE 3: Interpretation and Use of Assessments Each of these expectation standards require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure student learning is being assessed, analyzed, evaluated, interpreted, and used appropriately.

DOMAIN BTPE 2: MONITORING STUDENT LEARNING DURING INSTRUCTION Candidates for a Teaching Credential: • use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students. • pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. • anticipate, check for, and address common student misconceptions and misunderstandings.

DOMAIN BTPE 3: INTERPRETATION AND USE OFASSESSMENTS Candidates for a Teaching Credential: • understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction. • know about and can appropriately implement the state-adopted student assessment program. • understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. • use multiple measures, including information from families, to assess student knowledge, skills, and behaviors. • know when and how to use specialized assessments based on students’ needs. • know about and can appropriately use informal classroom assessments and analyze student work. • teach students how to use self-assessment strategies. • provide guidance and time for students to practice these strategies • understand how to familiarize students with the format of standardized tests.

ARTIFACT 1 in Support of Domain B:EXAMPLE ASSESSMENT In an effort to properly assess my students’ learning, I create creative and diverse formative, interim, and summative assessments that evaluate what the student already knows, what the student is learning, and what the student has comprehended and mastered through the lessons, activities, and assignments administered in class. Just as every student learns differently, so too does each student present and communicate their learning differently also. I create each assessment for the specific class and students in question, keeping learning goals and standards at the foundation of the assessment. Assessments analyze a student’s mastery of the, concepts, knowledge, and skills taught in the lessons at hand, but they also evaluate a student’s ability to think critically and creatively, apply their learning to real-world, real-life situations, and transfer previous concepts, knowledge, and skills to current, relevant material. An example and discussion of one such assessment is displayed on the following five slides to highlight the importance of creating, utilizing, and interpreting creative, engaging, and diverse assessments to gauge student comprehension and allow students to express their understanding in a manner that appeals to their learning preferences and intelligence modalities.

ARTIFACT 1 continued:EXAMPLE ASSESSMENT “Killing the Black Rider” Assessment In Response to Laurie Halse Anderson’s Historical Fiction Novel Fever 1793 English 7, West Valley Christian School, Spring 2012 Fever 1793 details the horror of arguably the worst epidemic known to American life. Philadelphia was the capitol of a growing country in the late 18th century. It was the largest American city at the time, and it housed President George Washington among other cultural icons. Thousands of people from hundreds of different countries bustled in and out of the streets, looking to make a living and raise a family in “the new world”. Looking back on it all, we know now that it was the slave trade and the crowded harbor that eventually brought Yellow Fever into this metropolitan, but, without medicine and inoculations, the desperate citizens could not prevent the spread of the disease. Before they knew it, over 5,000 of the 55,000 citizens were dead, and even more had fled for safety, leaving Philadelphia a skeleton of what it once was. Had winter never come, and had people never begun isolating themselves from their beloved neighbors, the disease may never have died out. Family became distant, friends became enemies, and neighbors become just another threat to one’s possibility of survival. A new epidemic has broken out in Los Angeles. This city, although NOT the nation’s capital in 21st century-America, has a busy harbor, an ever-evolving business district, and is crowded with hundreds of thousands of people with differing backgrounds who speak different languages and believe in different gods. Although we may have advanced technology and new and improved medicines, this epidemic is unlike anything humanity has ever seen. Once someone is infected, their eyes turn black, their pours slowly begin to bleed, and, within 48 hours, they die. It is highly contagious, quite efficient, and downright deadly. It is called The Black Rider. The Black Rider is transmitted from person to person through blood. Mosquitoes, ticks, chiggers, fleas, and other biting bugs are now the enemies. Coughing, hacking, and open bleeding bring danger to an escalated level. Humans are the only susceptible species to the disease. We are in relatively the early stages of this epidemic, and it is up to YOU to save us from further infection… or total extinction.

ARTIFACT 1 continued:EXAMPLE ASSESSMENT YOUR MISSION • You must create a detailed plan that will save us from becoming extinct. Below is a short list of the requirements for this most-important UNIT PROJECT: • You must first choose whether or not you wish to work alone or with a partner. If you choose a partner, your group will be expected to do double the work. Choose wisely, for not everyone in the class has a good reputation turning in work… • INDIVIDIUALS: you are to create SIX steps or stages that will slow and stop the spread of the disease and ultimately save our race. • PARTNERS: you are to create TWELVE steps or stages that will slow and stop the spread of the disease and ultimately save our race. • Each step/stage must have a specific title, be described in a minimum of three seventh grade paragraphs, and appear on its own page. Steps/stages must be creative yet practical, radical yet possible. This assignment requires a lot of writing and even more thinking. The bare minimum will not get you the grade you desire. • Your stages, a cover page, and a table of contents must all be bound together in a clean, organized folder or small binder. For INDIVIDUALS, this means you will be submitting a minimum of EIGHT pages. For PARTNERS, this means you will be submitting a minimum of FOURTEEN pages. YOU ARE ALLOWED AND ENCOURAGED TO ADD MORE STAGES AND PARAGRAPHS THAN THE MINIMUM REQUIREMENT.

ARTIFACT 1 continued:EXAMPLE ASSESSMENT THINGS TO KEEP IN MIND • We do not know what ignited The Black Rider. It could be rotting food, putrefying waste, a new form of cancer, or even sin made manifest. This is all left up to YOUR IMAGINATION. What we do know is that LA is ground zero for the disease, meaning it has originated from here. It is only a matter of days that this disease leaks out into other communities. Los Angeles is one of the largest cities in the world, let alone the nation. Los Angeles is known for being one of the most traffic-congested cities in the nation, meaning The Black Rider is out and about with every rotation of a tire. With every cough, hack, and open wound, there lies the possibility of transmission and eventual domination. • For many of you, the title Christian brings with it a lot of baggage. You have to decide how your faith will affect your plan, and how the ten commandments will define who you kill, who you allow to die, and who you choose to save. God did not create disease, but he did indeed create us. It is in moments of great adversity that the strongest believers stand out. Is it possible to save your family, friends, and neighbors without killing a few others? Is it possible to live without sacrificing our convictions? • Much of your grade depends upon your professionalism and the sincerity with which you accomplish the project. This is the UNIT EXAM for Fever 1793. Take what you have learned from the book, use your own imagination, and write to the best of your ability. • If I so choose, I will be keeping your project to use as an example for future years. Do not become so attached to this one copy that you cannot let it go. • Most importantly, remember that this assignment is entirely fictional. While your instructor wishes for you to take it seriously for the sake of your grade, The Black Rider does not exist nor will ever exist. This assignment gives you the opportunity to see with what these 18th century Americans were faced and the decisions they had to make .

ARTIFACT 1 continued:EXAMPLE ASSESSMENT

ARTIFACT 1 in Support of Domain B:EXAMPLE ASSIGNMENT This assignment is an example of how I use creative, diverse, and personalized assessments to evaluate student learning and mastery of subject content. This particular example was used in response to a unit based on historical fiction and Laurie Halse Anderson’s novel Fever 1793. This requires students to analyze what they have learned and apply their learning to a current, relatable, and relevant situation. While the assignment is based entirely on a fictional disease, they are to approach the material as if it were real, tapping into what they have learned about literature, sociology, anthropology, and science to create a writing project that reflects their mastery of the material in question. The assessment provides options for students to encourage them to take ownership of and have pride in the assignment. They can choose to either work alone or in collaborative grouping patterns. Each option has different requirements and ensures that students do the same amount of work and meet the same standards and expectations. A rubric is given to the students with the assignment handout, about halfway through their designated work time, on the day of their final submission, and after the final grading so that students are constantly aware of what is expected of them and how they can achieve the grade they desire. Exemplary work is shown to them on the day the assessment is assigned, but students are also reminded that creativity and innovation are an element of their final grade. Many facets of the subject matter are assessed first and foremost through this assignment, while their ability to brainstorm, imagine, plan, organize, work in a group, write, create media, and present are also evaluated as secondary skills.

ARTIFACT 2in Support of Domain B:STUDENT INTERVIEW “Mr. Hall always returned assignments in a timely fashion and took the time to write in-depth criticisms and praises on each assignment he handed back. He was one of the most accessible teachers I have had and was always available to talk to students after and between classes about how we were doing academically or anything else. He truly wanted his students to succeed and, even though his class wasn’t easy, it was fair in the sense that you got out of it what you put into it.” - Ahmed Akbar West Valley Christian School Alumnus Senior Graduate Class of 2011

ARTIFACT 3in Support of Domain B:REVIEW OF SUPPORTING LITERATURECotton, Kathleen. (1998). “Effective Monitoring Practices”. Monitoring Student Learning in the Classroom. Retrieved from http://educationnorthwest.org/webfm_send/541

ARTIFACT 3 continued:REVIEW OF SUPPORTING LITERATUREEducational Testing Service (ETS). (2003). “Linking Classroom Assessment with Student Learning”. Retrieved from http://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf

DOMAIN C ENGAGING AND SUPPORTING STUDENTS IN LEARNING

DOMAIN C:ENGAGING AND SUPPORTING STUDENTS IN LEARNING Teaching Performance Expectation (TPE) Domain C compiles four expectation standards: • TPE 4: Making Content Accessible • TPE 5: Student Engagement • TPE 6: Developmentally Appropriate Teaching Practices • TPE 7: Teaching English Learners Each of these expectation standards require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure student engagement and support.

DOMAIN CTPE 4: MAKING CONTENT ACCESSIBLE Candidates for a Teaching Credential: • incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum. • use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students’ current level of achievement. • vary instructional strategies according to purpose and lesson content. • provide opportunities and adequate time for students to practice and apply what they have learned. • distinguish between conversational and academic language, and develop student skills in using and understanding academic language. • teach students strategies to read and comprehend a variety of texts and a variety of information sources, in the subject(s) taught. • encourage student creativity and imagination.

DOMAIN CTPE 5: STUDENT ENGAGEMENT Candidates for a Teaching Credential: • clearly communicate instructional objectives to students. • ensure the active and equitable participation of all students. • ensure that students understand what they are to do during instruction and monitor student progress toward academic goals. • examine why and use strategies to re-engage them. • encourage students to share and examine points of view during lessons. • use community resources, student experiences and applied learning activities to make instruction relevant. • extend the intellectual quality of student thinking by asking stimulating questions and challenging student ideas. • teach students to respond to and frame meaningful questions.

DOMAIN CTPE 6C: DEVELOPMENTALLY APPROPRIATE PRACTICES in Grades 9-12 Candidates for a Single Subject Teaching Credential: • establish intellectually challenging academic expectations and provide opportunities for students to develop advanced thinking andproblem-solving skills. • frequently communicate course goals, requirements, and grading criteria to students and families. • help students to understand connections between the curriculum and life beyond high school, and they communicate the consequences of academic choices in terms of future career, school and life options. • support students in assuming increasing responsibility for learning, and encourage behaviors important for work such as being on time and completing assignments. • understand adolescence as a period of intense social peer pressure to conform, and they support signs of students’ individuality while being sensitive to what being “different” means for high school students.

DOMAIN CTPE 7: TEACHING ENGLISH LEARNERS Candidates for a Single Subject Teaching Credential: • know and can apply pedagogical theories, principles and instructional practices for comprehensive instruction of English Learners. • know and can apply theories, principles and instructional practices for English Language Development leading to comprehensive literacy in English. • are familiar with the philosophy, design, goals and characteristics of programs for English language development, including structured English immersion. • implement an instructional program that facilitates English language development, including reading, writing, listening and speaking skills, that logically progresses to the grade level reading/language arts program for English speakers. • use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners. • allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as para-educators, peers, and books.

ARTIFACT 1 in Support of Domain C:EVALUATION OF TEACHING PERFORMANCE “Mr. Hall’s enthusiasm coupled with an incredible knowledge base in literature has provided his students with the ability to grow in their knowledge and appreciation of literature. I commend him for his creative and enthusiastic approach to the presentations that he implements with the introduction of new books and authors. He is always prepared and following curriculum standards.” “Using questions at multiple cognitive levels is a strength for him, and he conjures total buy-in when helping students see the value of learning.” - Dr. Robert Lozano Chief Administrator West Valley Christian School

ARTIFACT 2in Support of Domain C:STUDENT INTERVIEW “From the first day of class, I knew it was going to be an engaging class. I knew right away Mr. Hall was passionate about what he was teaching us and wanted us to be invested in the class. There was something about the way he spoke and the way he taught that drew us in and held our attention. He supported my education in a big way. Early on in the school year I had the chance to sit and talk with him about my plans for college. He recommended that I checked out his Alma Mater, Azusa Pacific University as he thought it would be a good fit for me. I took his advice, visited the school and I fell in love with it. He wrote me a letter of recommendation, I was accepted, and now three years later I’m halfway through my junior year.” - Ahmed Akbar West Valley Christian School Alumnus Senior Graduate Class of 2011 “Engagement was by and large the strongest part of his class. His curriculum was designed to bring the text alive. We had activities where we looked at the historical context of a book, broke it down, and then applied our own critical skills to see how we would’ve changed it. I really remember these exercises (3 years later) because that’s what drew me into the texts. Understanding the context of the book in way where I could bring in and compare it against my own experiences made excited about going to class. It was what made the difference between a good teacher and a great teacher.” - IjaazNoohu West Valley Christian School Alumnus Senior Graduate Class of 2011

ARTIFACT 3in Support of Domain C:REVIEW OF SUPPORTING LITERATUREVentriglia, L.D. (2010). Motivation & Student Engagement: Creating Power Learners. Mexico: YounglightEducate. Motivation & Student Engagement: Creating Power Learners by Dr. L.D. Ventriglia analyzes, evaluates, discusses, and presents contemporary strategies of motivating, engaging, and supporting students in learning. This best practices perspective sheds light on the philosophy behind engaging and supporting student learning and how this philosophy can be brought to life in learning communities of all kinds and in all places. The text directly and indirectly addresses TPEs four through seven and domain C as a whole. Ventriglia’s other books in her Best Practices series provide similar and progressive insights to other teaching philosophies, methodologies, and strategies practiced in contemporary classrooms by modern educators.

ARTIFACT 3 continued:REVIEW OF SUPPORTING LITERATUREVentriglia, L.D. (2010). Motivation & Student Engagement: Creating Power Learners. Mexico: YounglightEducate.

DOMAIN D PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS

DOMAIN D:PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS Teaching Performance Expectation (TPE) Domain D compiles two expectation standards: • TPE 8: Learning About Standards • TPE 9: Instructional Planning Each of these expectation standards require for teachers and teacher candidates to demonstrate specific methodologies and strategies to ensure teachers are planning appropriate instruction and designing functional learning experiences for students.

DOMAIN DTPE 8: LEARNING ABOUT STANDARDS Candidates for a Teaching Credential: • draw upon an understanding of patterns of child and adolescent development to understand their students. • assess students’ prior mastery of academic language abilities, content knowledge, and skills, and maximize learning opportunities for all students using formal and informal methods. • learn about students’ abilities, ideas, interests and aspirations. They encourage parents to become involved and support their efforts to improve student learning through interpersonal interactions. • understand how multiple factors, including gender and health, can influence students’ behavior, and understand the connections between students’ health and their ability to learn. • identify students needing specialized instruction, including students whose physical disabilities, learning disabilities, or health status require instructional adaptations, and students who are gifted based on assessment data, classroom observation, reflection and consultation.

DOMAIN DTPE 9: INSTRUCTIONAL PLANNING Candidates for a Teaching Credential: • plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students. • establish clear long-term and short-term goals for student learning, based on state and local standards for student achievement as well as on students’ current levels of achievement. • use explicit teaching methods such as direct instruction and inquiry to help students meet or exceed grade level expectations. • plan how to explain content clearly and make abstract concepts concrete and meaningful. • understand the purposes, strengths and limitations of a variety of instructional strategies, including examining student work, and they improve their successive uses of the strategies based on experience and reflection. • sequence instruction so the content to be taught connects to preceding and subsequent content. In planning lessons, they select or adapt instructional strategies, grouping strategies, and instructional material to meet student learning goals and needs. • connect the content to be learned with students’ linguistic and cultural backgrounds, experiences,interests, and developmental learning needs to ensure that instruction is comprehensible and meaningful.

ARTIFACTS 1 & 2 in Support of Domain D:EXAMPLE SYLLABUS AND LESSON PLAN Careful planning and organization are keys to success in teaching any course. The creation of a well-organized course outline, an informative syllabus, and a detailed daily lesson plan ensure that all appropriate standards are addressed in the span of an academic year through the implementation and use of various denoted materials, resources, activities, assignments, and assessments. While course outlines and lesson plans are to be seen and used just by the teacher and school, a syllabus breaks down the component parts of the course and outlines expectations and requirements for all students and families involved with the course in question. On the following thirteen slides, an example of a class syllabus and lesson plan are used to highlight the importance of integrating standards and detailed instructional planning.

ARTIFACT 1 in Support of Domain D:EXAMPLE SYLLABUS English 7 Class Syllabus Course Description: English 7 is the study of language, literature, and writing, bringing to life the imaginations and worlds of great minds who have come and gone before us. This course will study the literary elements, characters, themes, and plot of many different stories and genres, help develop each student’s personal writing skills, and challenge students to both read critically and think creatively. The class will incorporate six novels, the Biblical book of 1 Corinthians, as well as assorted poems and short stories. This course will encourage students of all backgrounds to have faith in their beliefs, seek God in both religious and secular literature, and come to understand and respect the differences they see between themselves and those whom they read about and discuss in and out of class.

ARTIFACT 1 continued:EXAMPLE SYLLABUS Required Texts: • Bradbury, Ray Something Wicked This Way Comes. Avon, 1998. • L’Engle, Madeleine. A Wrinkle in Time. New York: Square Fish, 2011. • London, Jack. White Fang. New York: Dover Publications, Inc., 1991. • Lowry, Lois. The Giver. New York: Bantam Doubleday Dell Books for Young Readers, 1994. • Steinbeck, John. The Pearl. New York: Penguin Books, 1992. • Taylor, Mildred D. Roll of Thunder, Hear My Cry. New York: Puffin Books, 1997. Supplies: • 3-Ring Binder (1) • Single-Subject Spiral Notebook (1) • College-Rule Composition Notebook (1) • Blue or Black Ink Pens (5) • #2 Pencils (5) • Flash Drive (1)

ARTIFACT 1 continued:EXAMPLE SYLLABUS Objectives: Students will… • develop a deeper understanding of language, literature, and writing. • learn, and use the concepts, lessons, and principles learned to develop their skills in language, writing, critical reading, creative thinking, debate, and literary study. • learn to measure the differences between themselves and various cultures and people groups while also learning tolerance. Class Expectations: Students will… • come with open hearts and minds. • be attentive and prepared to learn more about language, writing, and how communication defines us as humans. • complete and submit all assignments and assessments on time. • be prepared to take notes at the start of class. • ask for help when necessary. • understand LCS’s Academic Dishonesty Policy: “knowing involvement in cheating will result in receiving no credit for the assignment in question and being reported to the principal.” • display respectful behavior on field trips and for speakers, recognizing that these experiences are an opportunity for us to display the excellent characteristics of Life Christian School.

ARTIFACT 1 continued:EXAMPLE SYLLABUS Grading: • Homework & Worksheets: Worksheets and homework will be assigned throughout the term. Their aim, focus, and method will vary according to the subject being discussed and concepts being learned. These assignments will most often be graded on a 100-point scale and logged in the Classwork/Homework/Quizzes category that weighs 60% of the student’s cumulative grade for the semester. • Quizzes: There will be approximately one quiz per week. Quizzes will cover assigned reading material and notes from previous class lectures. Quizzes will be graded on a 100-point scale and logged in the Classroom/Homework/Quizzes category that weighs 60% of the student’s cumulative grade for the semester. • Tests & Projects: Each novel unit will be completed with either a test or creative project. Tests will be cumulative and will ask students to make extensions with the materials and apply concepts learned in class and through the novels. Further information on creative projects will be discussed in depth at a time to come. Tests and projects will most often be graded on a 100-point scale and logged in the Tests/Projects category that weighs 30% of the student’s cumulative grade for the semester. • Papers: One essay will be assigned each quarter. Essay topics will explore different subjects and the essays themselves will be framed according to the prose genre being studied. Papers will most often be graded on a 100-point scale and logged in the Tests/Projects category that weighs 30% of the student’s cumulative grade for the semester. • Participation: Students will be given several opportunities in each class block to discuss key concepts or be actively involved in a small group to earn participation points. Participation is awarded depending upon the degree of involvement and whether or not the task was accomplished by the individual student in question. Students will not receive a grade based on what their group has accomplished but by only what they themselves contributed. Participation points will most often be distributed on a 100-point scale and logged in the Participation category that weighs 10% of the student’s cumulative grade for the semester.

TED 690 â€“ Master of Education Capstone Professor John Luster National University 2013