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TPE 6.2 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.

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ITL 602: Roles, Rights, & Responsibilities Brochure

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ITL 602: Roles, Rights, & Responsibilities Brochure

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TPE 6.6 Understand and enact profession roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including responsible use of social media and other digital platforms and tools.

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TPE 5.8: 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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ITL 606: Learning Environments and Classroom Management

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ITL 606: Learning Environments and Classroom Management

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TPE 2.2: 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.

TPE 2.3: 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.

TPE 2.5: Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

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TPE 4.4: 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.

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ITL 520: Academic Texts for ELLs and SELLs

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ITL 520: Academic Texts for ELLs and SELLs

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TPE 1.6: 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.

TPE 1.8: Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

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Prestridge_Week 2 Assignment_Academic Texts for ELLs and SELLs

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TPE 3.2: 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.

TPE 3.5: 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.

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TPE 2.1: 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.

TPE 2.3: Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually and emotionally healthy and safe to enable all students to learn, and recognized and appropriately address bullying, racism, and sexism.