Running head: TELLING MY STORY 1
Telling My Story
Janet Castro
National University
In partial fulfillment of the requirements for
TED 690−Capstone Course
Dr. De Vore
TELLING MY STORY 2
Abstract
The assignment will outline the six TPE domains, also known as the California Teacher
Performance Expectations. Furthermore, I will focus on Domain A by evaluating my progress,
identifying my strengths and needs, discuss potential TPE competencies, and present a rationale
for the selected artifacts. The selected artifacts are proof of evidence in meeting the expectations
for subject matter pedagogical skills.
TELLING MY STORY 3
California Teaching Performance Expectations (TPEs)
It is vital for California educators to utilize all six TPE domains in the classroom because
it is the road map to providing all students with quality education. It is a resourceful guide that
can be referenced for lesson planning due to the fact that it “closely aligns with the California
state standards” (California Teacher Credentialing, 2013). It is important that educators apply the
state standards in their lessons “to improve the quality of teaching and increase student
achievement” (Costantino, De Lorenzo, & Tirrell-Corbin, 2009, p. 9). The Cal TPEs guide
includes thirteen-teacher performance expectations (TPEs) distributed amongst six domains A-F:
A. Making Subject Matter Comprehensible to Students
B. Assessing Student Learning
C. Engaging and Supporting Students in Learning
D. Planning Instruction and Designing Learning Experiences for Students
E. Creating and Maintaining Effective Environments for Student Learning
F. Developing as a Professional Educator
Now, let us take a closer look at Domain A: Making Subject Matter Comprehensible to
Students, and the corresponding artifacts that I have selected for my professional development
quest portfolio (PDQP). This domain is the foundation of all domains because it is crucial that
students comprehend and understand the concepts that are being taught and are able to apply it in
real life.
The artifacts in Domain A include a nutrition lesson plan, universal design lesson (UDL)
analysis, and literary review of supporting literature. The artifacts I chose are great tools for me
to reference in the future because the UDL analysis guidelines will help me to ensure my lesson
plans include multiple means of learning through engagement, representation, and action and
TELLING MY STORY 4
expression. Also, it can be used as a checklist to ensure students are learning the pedagogical
skills that can help them to problem solve, analyze, and critically think on their own. These skills
will not only help them in the classroom, but in the real world as well.
The nutrition lesson plan, on the other hand, I chose as another artifact because the
template incorporates technology. It is important to incorporate technology to keep students
motivated and engaged. I have noticed that when I apply technology in my lessons I get more
active participations in the classroom. This lesson plan template (similar to a checklist) takes
lesson planning to another level because it includes guided tools that can help me meet the needs
of all students. The template includes areas in which I must check for their understanding, create
bridging opportunities (making connections to previous lessons), have anticipatory sets in which
I can get their attention, include focused areas for gifted and students with disabilities, and last
but not least, give students an opportunity to practice independently.
The third artifact I chose is a literary review of supporting literature. The journal article I
chose comes from the Journal of Physical Education, Recreation & Dance written by Emily S.
Pharez. The article addresses a potential challenge I may face in the future as a new hire. The
challenge is learning how to motivate middle school students to participate and engage in
standard based program activities and using technology as a tool to assist learning.
Telling My Story
I have had six years of substitute teaching experience. In that time I have had the
opportunity to long-term substitute teach twice in my subject area of physical education. I did
struggle with Domain A, prior to the credential program because I was not equipped with the
tools to be successful in helping students comprehend concepts. What I did well was explaining
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and modeling for students. However, I did not know how to check for their understanding and
have them apply the pedagogical skills beyond the classroom.
I have seen growth in my teaching journey in the last two years since enrolling in the
credential/masters program. I have been challenged in ways I did not imagine. I am more
prepared today then I was a few years ago when I first started substitute teaching. I know now
what extra steps I need to take in my lesson planning to help my students comprehend concepts
that are being taught to them. The beauty of education like technology is that it is constantly
evolving. One can never get too comfortable. I know I still have a long way to go. This is only
the beginning. There will be a lot more to learn and I will need to make the adjustments along the
way. I look forward to learning from my students and colleagues. My journey does not stop here.
Strengths and Needs
A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
Area for Growth: What do
I want to learn more
Domain Strengths
about? Where can I
strengthen my skills?
Teaching Having a Kinesiology Create lessons in which
Physical Education in a background helps me to students can activate their
Single Subject Assignment explain & demonstrate critical thinking, analytical,
skills (breakdown) in and problem-solving skills.
simple terms.
Create lessons in which
Team building activities. multicultural education is
Students learn to work with incorporated.
peers as a group and/or
partners. Differentiate lesson
activities to appeal all
Keep students students with varied
engaged/motivated learning styles.
throughout lessons.
Motivate students to
Active supervisor. embrace a healthy lifestyle.
Ensure safe and productive Technology integration.
participation.
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Potential Competencies to be Used for the Professional Development Quest Portfolio
Creating this PDQP will help me to analyze and reflect upon my ability to teach
effectively by reviewing my work overtime. The keyword in the PDQP is “quest,” meaning it
will be an ongoing project that will showcase my growth, strengths, and weaknesses throughout
my teaching career. The beauty behind this working portfolio is that it will “reflect work in
progress and growth overtime and are not intended to be polished documents” (Costantino, De
Lorenzo, & Tirrell-Corbin, 2009, p. 3). Keeping my PDQP up to date over the years will help me
to grow as an educator by identifying areas where I still need improvement and strengthen areas
where I am already competent. A potential competency to be used is definitely technology
integration. Physical education does not need to be off limits. I have done it before and have seen
it in various PE classroom observations. My goal is to make my lessons fun, interactive,
innovative, engaging, and challenging for my students. Technology is everywhere and used more
than ever before. It will continue to evolve overtime. This would be a potential competency to
utilize in the classroom to connect with student interests and motivation.
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References
Commission on Teacher Credentialing. (2013). California teaching performance expectations
[PDF file]. Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-
prep/standards/adopted-tpes-2013.pdf
Costantino, P.M., De Lorenzo M.N., & Tirrell-Corbin, C. (2009). Developing a professional
teaching portfolio: A guide for success. (3rd ed). Upper Saddle River, NJ: Pearson.
