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This course focused on the developmentally appropriate practices to design instruction in science. I learned how to support students to think critically and develop problem-solving skills through inquiry and investigations in science. The course emphasized on the integration of health science, physical education, and STEM to support conceptual understanding and skills in science.

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This learning map includes stages 1 & 2 of a life science lesson,  Do plants need sunlight and water to grow? Students will collaborate individually and in groups as they engage in a hands on scientific investigation. This lesson plan is created for a diverse group of learners, providing the necessary accommodation and modifications for student success. Creativity, inquiry, and critical thinking will be used by students as they gain a deeper understanding of this particular science concept.

TPE 1- Element 3 & 5
TPE 3- Element 6

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This course focused on managing an equitable and inclusive learning environment. Social-emotional growth, development, and individual responsibility. Positive interventions and supports, restorative justice, and conflict resolution practices. Prevention of common classroom problems. Effectively work with challenging students. Establishment of safe classroom and school environments to prevent bullying.

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TPE's:
1.3, 1.4, 1.7, & 1.8
2.5
3.2, 3.3, & 3.4

This fieldwork experience focused on classroom management and student behavior. The teacher exemplified many characteristics and qualities that I myself would like to demonstrate in my future classroom, such as, order, organization, empathy, and confidence.

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TPE 1: Engaging and Supporting All Students in Learning

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TPE 1: Engaging and Supporting All Students in Learning

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Elements

Beginning teachers:

1. Apply knowledge of students, including their prior experiences, interests, and social- emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

2. Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.

3. Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

5. Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.

6. Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

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TPE 2: Creating and Maintaining Effective Environments for Student Learning

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TPE 2: Creating and Maintaining Effective Environments for Student Learning

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Elements

Beginning teachers:

1. Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.

5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

6. Establish and maintain clear expectations for positive classroom behavior and for student- to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

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TPE 3: Understanding and Organizing Subject Matter for Student Learning

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TPE 3: Understanding and Organizing Subject Matter for Student Learning

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Elements

Beginning teachers:

1. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

2. Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

3. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.1

4. Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

7. Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security. 8. Demonstrate knowledge of effective teaching strategies aligned with the internationally
recognized educational technology standards.

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TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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Elements

Beginning teachers:

1. Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.

2. Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.

3. Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

4. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

appropriate use of instructional technology, including assistive technology;

applying principles of UDL and MTSS;

use of developmentally, linguistically, and culturally appropriate learning activities,

instructional materials, and resources for all students, including the full range of English

learners;

appropriate modifications for students with disabilities in the general education

classroom;

opportunities for students to support each other in learning; and

use of community resources and services as applicable.

5. Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)

6. Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.

7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

8. Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

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Elements

Beginning teachers:

1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.

3. Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

4. Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.

5. Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.

6. Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.

7. Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

8. Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

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TPE 6: Developing as a Professional Educator

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TPE 6: Developing as a Professional Educator

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Elements

Beginning teachers:

1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.

3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.

4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.

5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.

6. Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.
7. Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.

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This course taught me how students in elementary school think and learn math. I learned a multitude of research-based approaches to enable students to use their critical thinking skills to become math proficient. I Learned numerous instructional strategies and methods to assist all learners. Lastly, I learned how to integrate visual and performing arts, history, and STEM to support students’ conceptual understanding and procedural fluency in mathematics.

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TPE's:
1.4, 3.1, 3.2, 3.5, 4.1, & 4.3,

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Complete Learning Map for Grade 3- Number and Operations in Base Ten

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Complete Learning Map for Grade 3- Number and Operations in Base Ten

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TPE 1- Element 4
TPE 3- Element 5

This learning map was based off of a group of diverse students and their assessments. The content assessed includes: 3.NBT.A.1. Number and Operations in Base Ten. The two TPE elements that connect with this assignment include TPE 1.4 and 3.5. These TPE's reflect my teaching practices, vision, and beliefs as a teacher. My Learning Map assignment includes relevant instructional strategies, principles of UDL, and MTSS to support every student needs and assets to achieve effective learning.

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Awareness and Prevention of Social Isolation in Schools 

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Awareness and Prevention of Social Isolation in Schools 

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TPE's: 2.1 2.3, 2.5

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TPE's: 2.6 & 6.5

This assignment provides you with strategies, procedures, and rules that I will implement in my future classroom.

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This course focused on the socio-cultural, linguistic, and individual factors affecting students’ language and literacy levels in grades K-12. I completed a two part project that involved conducting an individual assessment, analysis, and data application to design, modify, and deliver a comprehensive language and literacy program of instruction. Both parts of this project are found below under the course assignments tab.

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1) Part 1: Individual Assessment, Analysis, & Planning Project

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1) Part 1: Individual Assessment, Analysis, & Planning Project

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TPE's:
1.1, 1.3, 1.4, 1.6, & 1.8
2.2 & 2.5
3.1 & 3.7
4.1, 4.2, 4.4, 4.6, & 4.7

This two part assignment gave me the opportunity to apply my knowledge of assessments by conducting assessments, collecting assessment data, and analyzing the data (decoding skills, vocabulary, comprehension, and fluency rates of a student) to locate specific areas of need to plan and modify instruction.

Part 1 focuses on the individual assessments administered and analyzed.

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2) Part 2: Individual Assessment, Analysis, & Planning Project

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2) Part 2: Individual Assessment, Analysis, & Planning Project

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Part 2 focuses on planning a course of instruction based on the assessment data collected.

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This course focused on the socio-cultural, linguistic, and individual factors affecting students’ language and literacy levels in grades K-12. In this course I completed a fieldwork observation, learning map, and the instructional portion of the learning map.

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This course focused on research-based theories, methods, and strategies aligned with CA-CCSS and the California ELA/ELD framework. I learned how to teach foundational reading, writing, listening, speaking, and language for all learners (English speakers, English learners, standard English learners, students with disabilities, and students with other learning needs) in the PK-8 classroom.

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TPE's:
1.4
2.4, 2.5
3.7
4.6, 4.7, & 4.8

This is a toolbox that includes effective resources, activities, and apps to help students master phonemic awareness. Phonemic awareness is very important for every child to understand in order to become successful readers and writers. Explore this tablet and find effective resources to help your child/student master the sound construction of language. The activities provided focus on the early stages of phonemic awareness to more developed phoneme awareness skills.

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2) Learning Map: Planning Stage Example Lesson for 2nd Grade

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2) Learning Map: Planning Stage Example Lesson for 2nd Grade

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TPE:
1.1, 1.3, 1.4, 1.5, 1.6, & 1.8
4.7

I have learned many teaching practices from this course, but using the UDL and the MTSS is in my personal opinion two of the most important. It is key to plan instruction to meet every students’ individual needs, instead of viewing the class as a whole. Providing students with multiple means of representation, expression, and engagement allows all learners to understand knowledge and produce their learned knowledge in a way that is best suited for them. Every student is different and that is why designing instruction to meet the variety of learners is of the utmost importance.

This is an example of the planning stage of a lesson for a diverse 2nd grade classroom.

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This course focused on instructional design and ways to evaluate the instructions effectiveness, by integrating the principles of learning theories and factors that influence human development.

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1) Fieldwork Observation and Interview: First Grade Literacy Lesson

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1) Fieldwork Observation and Interview: First Grade Literacy Lesson

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TPE's:
1.3, 1.4, 1.7, & 1.8
2.5
3.2, 3.3, & 3.4

This fieldwork experience assignment includes an observation, reflection, and teacher interview. I identified ways to measure student learning, analyzed the information collected (classroom observation and teacher interview), and reflected on the data. The information collected for this assignment was collected and applied in the lesson plan assignment below.

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This course focused on the development of typical and atypical child and adolescent development and learning, through a variety of learning theories and instructional approaches. I learned various ways to collect data and assess learning to support the full range of learners with the most effective instructional strategies, resources, practices, and technologies.

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Learning Environments and Classroom Management

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Learning Environments and Classroom Management

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TPE's: 2.2, 2.5, & 2.6

This assignment addresses how classroom management will be achieved when implementing Social Skills Instruction and Cooperative Learning.

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In this course I learned about the  psychological, socio-cultural, linguistic, and other factors that influence the development of learning in all learners (English Learners, standard-English learners, students with disabilities, and students with other needs). I have learned to identify appropriate resources (community-based) and strategies to support these diverse learners and their families.

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TPE's:
1.1 & 1.6
2.5
4.1, 4.2, 4.4, & 4.5
5.3, 5.6, 5.7, & 5.8

This assignment addresses the similarities and differences of two assessments that determine the English proficiency of a student. These assessments provide teachers with information regarding areas in which they are struggling.

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TPE's:
1.2, 1.2, 1.4, & 1.6
2.4 & 2.5
3.2, 3.5,& 3.6
4.1, 4.2, 4.4, & 4.5
5.6, 5.7, & 5.8

This Fieldwork assignment includes detailed information of my experience in a specialized classroom and how it applies to my knowledge learned in this course.

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TPE: 2.2, 4.1, 6.4

In this brochure you will find strategies and tools for teachers to us in order to increase parent involvement in the classroom.

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This course examined: (1) the historical, socio-political, economical, and cultural factors that influence and impact education throughout the years, (2) the role and responsibilities of a professional educator, (3) the importance and benefits of Co-teaching and adult-student/student-student collaboration, and (4) the importance of lifelong learning.

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TPE:
4.6
6.3, & 6.4

This Infographic depicts the importance of continuously growing as an inspired educator and ways that growth can be achieved.

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This course set the stage for the courses to follow. It covered how to successfully complete the programs requirements, what it means to be an inspired teacher, and how to reach your personal teaching goals.

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TPE's: 1.3 & 1.5
6.2, 6.3, 6.4

This paper examines my first thoughts of education through different teaching philosophies, my goals as a professional educator, and how I will continuously learn and grow professionally throughout my teaching career.

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TPE's: 6.1-7

This collaborative group assignment was designed to express mine and my group members beliefs on what it means to be a dedicated, motivated, ethical, and inspired teacher.

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Group 1 Inspired Teacher Collaborative  Group Presentation

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TPE:
1.3, 1.4, 1.7, 1.8
2.5
3.2, 3.3, 3.4
4.1-4.8

This learning plan was created for the first grade class that I observed in my field experience assignment above. This lesson plan was designed based on the UDL principles and LMM model.

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1) Roles and Responsibilities of Teachers

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1) Roles and Responsibilities of Teachers

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TPE's:
2.1, 2.2, 2.3, 2.5, & 2.6
6.1-6.6

This assignment was designed to present my knowledge and understanding of a professional educators role and responsibilities.

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TPE: 4.1, 4.2

This assignment shows my growth in educational learning theories, specifically in Bandura's Theory in Social Learning. I apply this theory to a situation involving a teacher and student.

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TPE's:
2.2, 2.3, & 2.6
3.4
4.6 & 4.7
6.3 & 6.4

Through this assignment I learned the importance of teacher- teacher, teacher- student, and student-student collaboration in the classroom. The benefits of incorporating collaboration in and outside of the classroom is countless, which is why I will model and use collaboration endlessly throughout my professional life.

Collaboration is KEY!

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TPE's: 1.3 & 1.4

This learning map was designed for a 4th grade class of diverse learners. This lesson plan was designed based on the UDL principles and LMM model.

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TPE's:
1.8
3.1-7
4.3, 4.5, & 4.7
6.2

This video represents the teaching portion of the above learning Map.