California Teacher Performance Expectations

The following documents are evidence of how I've met the CA TPE requirements thus far.

TPE 1: Engaging and Supporting All Students in Learning

I met the TPE 1 requirement by getting acquainted with my students from start and learning the DNA of our 5th grade family. Each student created an "About Me" presentation to share with the class a week prior to the start of school. Moreover, as new students enrolled through the year, I provided opportunities for scholars to connect (i.e., lunchtime socials, questions of the day, etc.). Additionally, I distributed a Pop Culture Survey to find commonalities in what my 5th graders enjoy reading, listening to, watching, and playing. Furthermore, I connected with families weekly to share the glows and grows of each student academically, socially and behaviorally. By collecting the following data and communicating with parents, I've been able to build trustworthy relationships with students and families.

Additionally, I have attended professional development trainings (Summer 2021) focused on antiracism and universal design for learning (UDL). Because of my diverse learners, it's important to offer choice and develop a culture where students are the drivers of their learning. This is how students will develop autonomy and discover their "Why" for success. Moreover, as a part of the training, I completed reading the book, Antiracism and Universal Design for Learning by Andratesha Fitzgerald. Through the reading, I've been inspired to destigmatize failure, but rather to see failure as a stepping stone to growth.

TPE 2: Creating and Maintaining Effective Environments for Student Learning Elements

I met the TPE 2 requirement by completing wellness checks with my students weekly. I asked them how they're doing personally, socially, emotionally and academically. It was clear that if one of the basic needs (Maslow) was not met first, then their academic success was a direct correlation. Thus, each morning during advisory during distanced learning, I would first ask students, "how are you? tell me in the chat, or unmute and share out." Then, I'd ask students to tell me in the chat if they still needed to take care of specific needs before instruction (i.e., brush teeth, eat breakfast, comb hair), so that they feel they can start the day off strong.

Secondly, there were several opportunities to engage students about their cultures and the adversities that Black and Latin X communities often face. For example, one of our novel units, One Crazy Summer, allowed students to look back and reflect on the Civil Rights Movement through the lens of the Black Panther Party and their Ten Point Program. Students were then able to connect the past and present movements that work toward justice for Black and other oppressed communities.

TPE 3: Understanding and Organizing Subject Matter for Student Learning Content Specific Pedagogy

I met the requirements for TPE 3 by allowing students to respond to various assignments using different technological tools such as text-to-speech and platforms such as Google Classroom, Google Jamboard, Nearpod, Mentimeter (Word Clouds), Zoom chat and polls, Storyboard That, Canva and Flipgrid.

Additionally, as mentioned in TPE 2, ELA and History subject matter often connects particularly through the Novel studies used in my 5th grade room such as One Crazy Summer by Rita Williams Garcia (Civil Rights and Black Panther Movement), Number the Stars by Lois Lowry (Holocaust, German Occupation and World War II), and Esperanza Rising (Great Depression Era in Mexico and California). The historic content allows students to connect past and present as well as provides a platform for students to develop their own multicultural worldview.

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

I met the requirements for TPE 4 by ensuring a wide range of access to curriculum. For example, prior to the start of the 2020-2021 academic year, computers, composition books, and physical copies of novels were distributed to students. Additionally, digital copies of the novels were also provided for easy student access.

Furthermore, because of diverse groupings of learners, there were opportunities for students to submit assignments various ways. Students are assessed verbally either 1:1 with me or the ELA tutor or can record responses on Nearpod, Flipgrid, or through text-to-speech. Students were also offered opportunities to create story boards and to draw out meanings for content specific and academic vocabulary allowing students to have more than one way to recall the meaning of terms.

At Summer Professional Development 2021, I received clearer understand of what an IEP and a 504 Plan is. I know that both contribute to providing students with exceptional needs the services required to thrive academically, socially, and emotionally. Additionally, I gained more knowledge and definitions for students who have auditory disorders, students who have autism, dyslexia, ADHD, physical impairments such as spinal bifida, or chronic illness such as asthma or epilepsy. Through these trainings, I was reminded that it's important to remember student first language. It's also important to communicate with families and other stakeholders to best support students in the classroom to help them feel safe and build trust. We must offer opportunities for all students to feel liberated, heard, and understood.

TPE 5: Assessing Student Learning

I've met the requirements for TPE 5 by weekly having students set goals for their learning. They have to choose two glows and and one grow. Additionally, before students take the NWEA MAP test each trimester, I have them analyze their previous MAP data, compare that data to normative 5th grade growth, then choose a new goal before taking the new exam.

After students take the exam, I then analyze the data to determine which students met the goal, have exceeded the goal or have not yet reached 5th grade mastery. Based on this information, I am able to differentiate and create guided reading groups, tutoring groups, and offer to those who have exceeded mastery, the opportunity to become small group leaders to help encourage and support their peers or to start book clubs offering them some autonomy and choice.

Furthermore, I attended a professional development meeting in Summer 2021 focused on "Accelerating Learning through Student Work Analysis" through RELAY/GSE. I received practice in zooming in on rubrics in order to closely analyze student work samples to identify gaps to inform teaching.

TPE 6: Developing as a Professional Educator

I met the requirements for TPE 6 by consistently reflecting on my teaching practice. I meet with my coach weekly who observes my teaching beforehand then gives me positive feedback as well as suggestions of how to better engage students, improve pacing, assess or reteach to name a few examples.

Furthermore, I meet with my grade level team to reflect on the needs of students and discuss ways that we can better serve our 5th grade scholars. Most recently, the entire teaching and admin staff met for Professional Development (PD) to discuss Universal Design for Learning (UDL) and Cross Cultural Teaching. Through that experience, I was able to recognize some of my implicit biases and identify strategies to better serve our Black population of students.