• 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.

TPE 5: Assessing Student Learning
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.

  • use of community resources and services as applicable.

TPE 5: Assessing Student Learning
Element #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.

Element #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

TPE 6: Developing as a Professional Educator
Element #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.

TPE 1: Engaging and Supporting All Students In Learning
Element #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, Specifically Designed Academic Instruciton in English (SDAIE) scaffolding across content areas and structured English immersion and demonstrate an understanding of the difference among students whose only instructional needs 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 6: Developing as a Professional Educator
Element #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.

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

Element #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.

 • 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.

TPE 5: Assessing Student Learning
Element #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

 • appropriate use of instructional technology, including assistive technology; 

 • applying principles of UDL and MTSS;