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Running head: Telling My Story

Telling My Story using my PDQP

Veronica Sandoval
National University

In partial fulfillment for the requirements for

TED 690 Capstone
Professor Barbara Ray
October 1, 2015

Running Head: Telling My Story

This assignment outlines the six domains of the California Teacher Performance Expectations.
Based on a Professional Development Quest Portfolio, three artifacts have been established and
briefly explained. Followed by an evaluation in the progress of achieving competencies in the
Teacher Performance Expectation (TPEs), Domain A: Making Subject Matter Comprehensible to
Students. As well as to identifying strengths and needs within this domain. It concludes with a
rationale for selecting and completing areas of professional needs and goals achieved for this

Running Head: Telling My Story

Teaching Performance Expectations

What is teaching without learning? Constantino (2009) states that there is a direct
correlation between performance standards for students and performance standards for teachers.
What teachers know and are able to do is the most important influence on what students learn
(p. 11) Teachers can provide guidance and they can show students the way to knowledge. The
TPEs converge on different facets of the teaching profession and this are:
A. Making Subject Matter Comprehensible to Students

B. Assessing Student Learning

C. Engaging and Supporting Students in Learning

D. Planning Instruction and Designing Learning Experiences for Students

E. Creating and Maintaining Effective Environments for Student Learning

F. Developing as a Professional Educator

The first domain I used to develop my teaching portfolio is domain A, Making Subject
Matter Comprehensible to students. As we know multiple subject credential holders work in selfcontained classrooms and are responsible for instruction in several subject areas. The area that I
am focus and which I chose several artifacts is teaching students mathematics. As a substitute
teacher I have been going through many strategies to actually being able to meet this domain. As
well as through teacher observation I been able to acquire domain of this standard. Although I
am aware that I still have a lot to learn.

Running Head: Telling My Story

The first artifact I integrated into my professional quest portfolio (PDQP) is a

mathematics lesson that I designed and planned and it teaches students data and measurement. I
choose this lesson because it incorporates the use of technology. As we know that in order to
meet the demands of this 21st Century it is essential to incorporate technology in our everyday
teaching and student learning. It also promotes students engagement in learning using
chromebooks. The second Artifact is a presentation of a students work. It is always good to
present and acknowledge students achievements. Since this is a pre-assessment, the teacher may
identify who is still struggling with this concept and differentiate instruction as needed.
Differentiation is a tool that cannot be overlooked in todays classrooms. The third artifact is an
article review that discusses how technology is incorporated into a third grade math lesson and
compared to another class that only uses concrete manipulatives. I also believe that Students are
no longer being asked to learn to use technology but to develop skills and learn with technology
(ISTE 2007 as cited in Teaching Children Mathematics pg. 229).
Strengths and Needs within TPA Domain A. Making Subject Matter Comprehensible to
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments
Many years as a substitute teacher have giving me the opportunity to apply some of my
strengths in meeting this domain. One of them is that in todays schools we see a diversity of
cultures in a classroom and coming from one of this cultures I am able to identify myself with
them. Motivating students to go above and beyond on what they can accomplish on their own or

Running Head: Telling My Story

with the teachers assistance. I have a bachelors in science and this has help me to encourage
students to apply critical thinking asking more why questions and to think like scientist. I am
able to solve a problem using different strategies, so students can have the same answer either
working individually or working as a group in order to have a better understanding.
Potential Competencies to be used for the Professional Development Quest Portfolio
Though out the Teaching Credential and Masters Program I have acquired many skills that I feel
competent in at this time. However, as I mentioned earlier I feel that in the teaching profession
there is always something new to learn. Creating this PDQP it well help me analyze and reflect
on areas that I need improvement and at the same time it will help in reinforcing my strengths.
Constantino (2009) found that the process and product of portfolio development comprise one
of the most meaningful activities that teachers can pursue for their professional growth (pg.
xiv). I believe that technology will be a great competency to use in the development of my PDQP
and in my classroom.
Rationale for selecting TPE Domain A
One reason I chose this domain, is because students need the opportunity to be able to
understand what it is being taught in the classroom in order to achieve the standards. For this
reason, teachers need to be prepared in all possible ways to help students meet this goal.
Teachers need to be able to manage classroom behaviors, creating an environment where all
students can learn and comprehend the material. The teacher needs to be able to differentiate
instruction in order to meet students needs and this domain as well. Overall, I want to be able to

Running Head: Telling My Story

make a difference in every student I teach, knowing that when they go to the next level they have
the foundation to accomplish and achieve more challenging assignments.

Constantino, P. M., De Lorenzo, M.N. (2009) Developing a Professional Teaching Portfolio: A
Guide for Success. (3rd Ed.) Upper Saddle River, NJ: Pearson.
Burris J. T (2014) Virtual Place Value. Teaching Children Mathematics, Vol. 20, pg.228- 236.
Published by: National Council of Teachers of Mathematics. Retrieved from
California CTC, (2013) California Teaching Performance Expectations Retrieved from

Running Head: Telling My Story