RUNNING HEAD: THE PDQP: A "LOOK BACKWARD.

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The PDQP: A "Look Backward"
LaMar S. Brown
National University
n !artial "#l"ill$ent o" the re%#ire$ents "or
T&D '()*+a!stone +o#rse
Dr. +arol She!herd
ASSIGNMENT 1 TELLING MY STORY
A,stract: This doc#$ent o#tlines $y -o#rney and disc#sses $y stren.ths
and needs in TP& do$ain B/ Assessin. St#dents Learnin.. t also !rovides a
rational "or a arti"act chose "or TP& do$ain B.
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ASSIGNMENT 1 TELLING MY STORY
A !ro"essional !ort"olio has ,eco$e a sta!le o" necessity on $any
di""erent levels and has !roven to ,e a essential ele$ent to showcase ones
skills on a variety o" !lat"or$s. n Developing a Professional Teaching
Portfolio: A Guide for Success the a#thors $entions, "A !ro"essional teachin.
!ort"olio is an or.ani0ed/ .oal1driven set o" doc#$ents that !rovide evidence
o" a teacher2s knowled.e/ dis!ositions/ and skills. t is an evolvin. collection
o" care"#lly selected or created doc#$ents that are acco$!anied ,y
re"lection and sel"1assess$ent" 3+ostantino/ De Loren0o/ 4))(/ !. 45. This
%#ote alone !laces a hi.h level o" i$!ortance on creatin. a !ort"olio that
acc#rately and e""ectively showcases $y talents. t also !rovides a !er"ect
!lat"or$ "or re"lection allowin. $e to criti%#e and !er"ect skills th#s allowin.
roo$ "or !ositive .rowth. As .et closer and closer to earnin. $y M &d.
view the !ort"olio as a vital tool to "#rther $y career !ast the National
University classroo$ and as a !er"ect se.way into a Los An.eles k64 school.
Since the si.nin. o" No Child Left Behind Act teachers and schools
$#st ,e $ore acco#nta,le "or what .oes on in the classroo$ and it2s
e""ectiveness o" creatin. !ositive res#lts. &verythin. teach $#st "+7UNT8"
+ostantino et al $entions/ "There is a direct correlation ,etween
!er"or$ance standards "or st#dent learnin. and !er"or$ance standards "or
teachers. 9hat teachers know and are a,le to do is the $ost i$!ortant
in"l#ence on what st#dents learn" 3+ostantino/ De Loren0o/ 4))(/ !. 665. As
re"lect on that %#ote and start to review the TP& do$ains and reco.ni0e
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ASSIGNMENT 1 TELLING MY STORY
$y areas o" stren.th and needs. Please note: Since a$ not !#rs#in. a
credential at this ti$e can not incl#de any st#dent teachin. as it is not
re%#ired to co$!lete $y de.ree.
TPE Domain Review including strengths and needs
Domain Strengths Needs
Makin. S#,-ect Matter
+o$!rehensi,le to
St#dents
n &arth Science
have created "#n
activities and lesson
!lans to hel! st#dents
$ake !ersonal1li"e
connections with
lessons.
9hile a$
knowled.ea,le in this
s#,-ect $atter know
there is $#ch needed
roo$ "or i$!rove$ent
,e"ore a$ "#lly
ready to teach in the
classroo$
Assessing Student
Learning
My methods for
assessing student
learning is a
ongoing process
Thought out each
lesson ! have
multiple
assessments that
focus on the "ey
elements in each
lesson
Since ! have not
completed student
teaching ! am
una#le to fully
gauge the
effectiveness in the
classroom
&n.a.in. and
S#!!ortin. St#dents
in Learnin.
All o" $y lessons
allows "or st#dents to
#tili0e their stren.ths
and $#lti!le
intelli.ence. know
there is $ore than
one way to take a test
and co$!lete
assi.n$ents.
+reate $ore ways "or
st#dents to #tili0e
their learnin.
$ethods.
Plannin. nstr#ction
and Desi.nin.
Learnin. &:!eriences
"or St#dents
9ith earth science it
is e:tre$ely easy to
en.a.e st#dent
senses. have
created $any lessons
have a %#ite a "ew
!lanned ,#t $ore is
always ,etter
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ASSIGNMENT 1 TELLING MY STORY
Domain Strengths Needs
that hel!s st#dents
#tili0e all senses and
$ake li"e connections.
+reatin. and
Maintainin. &""ective
&nviron$ents "or
St#dent Learnin.
My lessons will .row
and $eet the needs o"
st#dents. As ti$e
chan.es so will $y
lesson !lans. Also its
$y res!onsi,ility to
hel! ens#re st#dents
"eel sa"e and sec#re in
$y classroo$.
;indin. $ore ways to
en.a.e st#dents to
$ake the$ "eel
sec#re and
e$!owered in the
classroo$.
Develo!in. as a
Pro"essional &d#cator
think the two key
thin.s here are that
a$ willin. to learn
and .row8
N<A
Telling My Story
As co$!lete $y review o" $y co$!etence o" the TP& do$ains
i$$ediately reco.ni0e $y area o" stren.th which are $y $any ways o"
assessin. st#dents learnin. 3B5. 7ne o" the key ele$ents o" the assess$ents
create are the $#lti!le !re assess$ent .iven over the d#ration o" the
lesson. ;or $e to ,e a .reat teacher need to know the startin. !oint "or
each o" $y st#dents ,e"ore can e""ectively .et the$ to the "inish line. n
the ,ook/ Writing ffective Lesson Plans the a#thors e:!lain/ "Assess$ents
and eval#ation "or$ a relationshi! that is ,oth co$!li$entary and vital to
the ed#cational !rocess" 3Serdy#kov/ =yan/ 4))>/ !. 6)'5. This constant
assess$ent and eval#ation will hel! $e track $y st#dents !ro.ress
thro#.ho#t each lesson and $ake needed ad-#st$ents to ,etter their
learnin. style and .rowth. This assess$ents incl#des a "ive %#estion %#i0 at
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ASSIGNMENT 1 TELLING MY STORY
the very ,e.innin. o" the lesson that hi.hli.hts key !oints st#dents $#st
learn and de$onstrate ,y the end o" the lesson. D#rin. the initial %#i0
st#dents are not .raded on their knowled.e ,#t !artici!ation. This initial
assess$ent .ives $e the startin. !oint to each individ#al st#dent and hel!s
$e track their knowled.e and !ro.ression as the lesson $oves "orward. This
%#i0 is re!eated d#rin. each $ilestone o" the lesson and ,y the end st#dents
sho#ld have co$!lete knowled.e and a,le to de$onstrate key ite$s.
My assess$ents also incl#des creatin. to#ch !oints were st#dents are
a,le to $ake !ersonal li"e connections to the $aterial which also creates a
hei.htened level o" #nderstandin.. "An assess$ent is "#nda$entally an
evol#tionary !rocess o" enhancin. one2s sel"1knowled.e ,ased on the
"eed,ack that contin#o#sly hel!s the learner to ada!t to di""erent learnin.
environ$ents" 3Serdy#kov/ =yan/ 4))>/ !. 6)'5. This is i$!ortant as
st#dents are $ore en.a.ed and likely to retain in"or$ation i" they can
connect to it.
Since these $ethods have not ,een tested in the classroo$ see this
as $y ,i..est need. 9o#ld these $ethods work? n theory and on !a!er
they see$s to ,e winners since they closely $onitors each st#dents !ro.ress
thro#.h each lesson and allows $e 3the teacher5 to acc#rately track the
st#dent and $ake ad-#st$ents as needed. This $ethod constantly kee!s
st#dents aware o" what the key "take away" ite$s are "or a !artic#lar lesson
and is likely to "air well in the classroo$/ "Meas#rin. how $#ch a st#dent

ASSIGNMENT 1 TELLING MY STORY

has learned .ives #s val#a,le in"or$ation a,o#t the e""icacy o" the lesson
!lan and instr#ction" 3Serdy#kov/ =yan/ 4))>/ !. 6)@5.
=e"erence
!
ASSIGNMENT 1 TELLING MY STORY
+ostantino/ P.M./ De Loren0o/ M.N./ A Tirrell1+or,in 34))(5. Developing a
professional teaching portfolio: A guide for success. U!!er Saddle
=iver/ NB: Pearson.
Serdy#kov/ P./ =yan/ M. 34))>5. 9ritin. e""ective lesson !lans. U!!er Saddle
=iver/ NB: Pearson.
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