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Over the course of this year I have demonstrated skill in each area of the Teacher Performance Expectations. These expectations ensure that all teachers are truly effective educators. What this means is that teachers who shows competency in each TPE are able to properly plan and implement lessons, assess their students and plan accordingly, create safe and effective learning environments, and continuously reflect and improve on their teaching practice. The California Standards for the Teaching Profession align with these expectations to assure that all teachers maintain a professional attitude to their role as educators. Both the TPE's and the CSTP Standards call for teachers to provide equitable education for all students. As educators, we must examine our practices to ensure that everyone in our class has access to the same level of education. This means making adaptations for those who are behind and those who are ahead. These standards ask us to plan for students who need extra help and support. A symptom of this extra planning is that all of our students get access to these extra supports, which makes for a better learning experience. Rather than "teaching to the middle" and requiring our students to figure out where they fit in for themselves, we instead teach each student as an individual, an make sure that they reach their full potential. In order to do this, professional educators must be experts in much more than just their content area. The artifacts I have included below are meant to show my development in the many areas that we must master as educators. I am a new teacher, and I have plenty of room to develop still, but these artifacts show that I have the ability to meet each Standard and that I can be an effective teacher already.

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Standard 1: Engaging and Supporting All Students in Learning 

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Standard 1: Engaging and Supporting All Students in Learning 

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1.3 Connecting subject matter to meaningful, real-life contexts
This artifact is the black-line master of a vocabulary assignment I gave at the beginning of a unit centered around police brutality. Some of my students asked me repeatedly about some of the police brutality incidents that they saw on tv and on social media, and they seemed genuinely interested in my opinions on the subject. I also noticed that many of my students had very strong opinions of their own, and were often unwilling to listen to an opposing viewpoint. For this reason, I thought it would make for a meaningful and engaging unit to investigate the theme of good vs. evil as well as the systems of power at play in our society. This assignment was a way to introduce my students to some important vocabulary that was later used in discussions of race, power, and socioeconomic class. We held class debates, and even had a police officer join our class for the day as a guest speaker. By the end of the quarter, my students were able to open their mind to the possibility that not every situation is black and white, and that in human conflicts there is often a lot of grey area. It was a learning experience for the entire class, and because the content was so relevant to their everyday lives, my students stayed engaged.

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Standard 2: Creating and Maintaining Effective Environments for Student Learning 

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Standard 2: Creating and Maintaining Effective Environments for Student Learning 

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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.
This artifact is an example of a Thought of the Day that was provided by one of my students. This was one of the routines our class had on a daily basis that was intended to create a positive and optimistic class atmosphere. It also established an appropriate time and place to discuss anything that my students were thinking about that day in a low-pressure environment. This helped to create more meaningful relationships in the class, and it also provided a positive start to the day. When a thought was shared, other students would respond or comment with their own opinions, and everyone got to practice backing up their opinions and claims with support. Furthermore, after the brief discussion, we would do out other daily routine which was 5 minutes of mindfulness meditation. In the beginning of each quarter, I taught my students the purpose of meditation, and we discussed how it was supposed to be done. After the first week of mini-lectures on the topic, we had 5 minutes of meditation to start the class every day. This was 5 minutes in which everyone was quiet and thoughtful. I think these 5 minutes were huge for my students, who feel rushed and pressured to work all day long. This segment of time was a time in which they set an intention for their day, and centered their focus for the next hour they were about to spend in my class. These daily routines combined to make the class feel more like their own space.

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Standard 3: Understanding and Organizing Subject Matter for Student Learning

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Standard 3: Understanding and Organizing Subject Matter for Student Learning

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3.6 Adapt subject matter curriculum, organization, and planning to support the academic language acquisition and 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.
The artifact I chose to represent my progress in this standard is a copy of the paragraph structure that we used in my class for our formal writing assignments. We used this structure for writing assignments of any length, and it helped to provide my students with an idea of how to meet the requirements of each writing assignment, even if they haven't been taught how to write academically before. For my English Learners, this structure was invaluable, as it primarily helped them with beginning to write. Many don't know where to start in their writing. However, with this structure provided, students know they have to begin with a claim. This gives them a task to accomplish before they can move on to the next task, which is finding textual evidence. Therefore, rather than seeing a writing assignment as a large, impossible task, it is just a series of smaller tasks that build upon each other to create an effective writing style. This writing style also perfectly meets the Common Core standards for writing, so my English Learners are able to access grade level learning at the same rate as their Native English Speaking peers.

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

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

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4.3 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

The article for this CSTP is Don Miguel's book, TheFour Agreements. This book offered an opportunity to investigate the ruling beliefs in our society and in our personal lives. The "Learning Experience" that I planned and implemented for my students was to engage in a critical, close reading of Don Miguel's book while investigating the themes it presents through formal writing as well as informal group discussions in class. During this unit I provided direct instruction on multiple different reading strategies. In our class notebooks students would practice these strategies as we read, and also keep track of important details that they would later include in their writing assignments. The direct instruction of reading strategies provided equitable access to the book for all students, as it allowed all students to engage with the concepts on a deeper level than they would on their own. The use of strategies like 2 page summaries, "question, comment, critique," and main idea vs. detail allowed all of my students to come to our group discussion on common ground. Everyone was looking for the same type of information during the reading, and therefore, everyone was able to mention relevant information during our discussions. These discussions deepened student understanding of the text, and also called for students to make personal connections to the ideas presented. This type of thinking translates directly into better writing, as students are asked to respond the text critically while also connecting it to their lives. For this book, we wrote one paragraph per chapter, and at the end of the book students were asked to create their own 5th agreement for their own lives. Thus, students became better readers while also making personal connections to the content and further investigating their own values and beliefs.

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5.2 Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students’ learning over time.
The artifact I chose for this Standard is the results of a quick-write survey I conducted in the middle of a prolonged research project we completed in Quarter 3. The students had to collect 6 sources on a topic of their choice within the larger theme of "gender equity." After reading these sources, they were supposed to document important information that would be relevant to their report. The goal was to collect information from a variety of sources in order to produce a high school version of a Literature Review on a topic that was relevant to their own lives. The artifact I chose represents an informal assessment I used to gauge the confidence and progress of my students in an early stage of the inquiry process. I collected some of the responses that were common between many of them, and created a single document to display the most common answers. I then discussed these responses with the class to come up with a plan for how to tackle the next steps of our ongoing project. From this survey, I realized that my students were having trouble figuring out how to begin writing the actual report, so I gave a lesson on introductory paragraphs and thesis statements. We reviewed how to make a claim and how to brainstorm ideas for body paragraphs. Essentially, this survey was the basis for my lesson plans for the next few days of class. Furthermore, I was able to document student learning over time using Google Docs, as all of their research notes and writing progress was saved in a Google Doc that I had access to. As such, I was able to monitor each students' progress individually, and meet with them if they had any pressing issues.

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Standard 6: Developing as a Professional Educator

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Standard 6: Developing as a Professional Educator

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6.1 Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to initiate learning that can improve instruction and learning for students.
Throughout my Teacher Preparation Program at UCSD, I was constantly encouraged to reflect on my teaching practice and my current level of competence as an educator. Over the course of the year, one of the goals that I developed for myself was to spend more time learning about planning for a unit, quarter, and year. On a day-to-day level I feel competent as a new teacher. But one major advantage that veteran teachers have is that they have already planned and implemented multiple years worth of lesson and unit plans. I have only done one year, so this is a clear gap in my development as a teacher, even if it is expected at this point in my career. As such, I have been investigating resources in order to find out how other educators plan and implement their long term plans. In order to improve my instruction, I am reading several books over the course of the summer which are geared toward giving new teachers practical strategies to plan a unit and a year. The artifact I have included below is a curriculum map that was made by several veteran teachers. It aligns with Common Core standards, and the authors offer unit themes, example texts, and activities that could be done within each unit. It is a wealth of knowledge that I will be able to refer back to as I plan my own curriculum for the upcoming year. Other books that I will be consulting include The First Year Teacher's Survival Guide and 100 Strategies That Work. My goal is to be as effective as possible in my first year of teaching, and I will continue to develop my planning skills before the year begins in order to maximize my effectiveness.