TPE Running Record for:

Grade Level: School Site: Site Support Provider:

Directions: Use this document as a tool to guide weekly discussions regarding Color Key:
progress and next steps. I suggest sharing this in a Google doc. so that both
student teacher & SSP can document when and how expectations were met. You Purple-Week 1 and 2  (dates)
can do so with a simple sentence, for example: Green-Week 3 and 4 (dates)
8/20 Modeled for students how to properly create a presentation with focus on Blue-Week 5 and 6 (dates)
transitions in Google Slides, using bullet points as guides. Red-Week 7 and 8 (dates)
Please color code the data and include dates. SSP’s, please send a link to this etc.
document, along with the SSP updates, every two weeks.

Expectations Date Evidence

TPE1: Engaging and Supporting All Students in
Learning

1. Apply knowledge of students, including their prior
experiences, interests, and social-emotional learning
needs, as well as their funds of knowledge and cultural,
language, and socioeconomic backgrounds, to engage
them in learning.
11-12- I am conducting a warm-up in which
20 incorporated prior knowledge to determine if
students know how to plot order pairs.
11-19- From prior experiences and prior lessons
20 students know how to solve for the slope of 2
points, and for this lesson I am guiding them
for the students to label the points so that they
determine the equation and graph the
equation.

2. Maintain ongoing communication with students and
families, including the use of technology to communicate
with and support students and families, and to
communicate achievement expectations and student
progress.
11-12- During the warm-up as the students are
20 engaging in determining the order pairs the
students are receiving on the spot feedback
and adjustment to assist them.
11-19- Parents are contacted if the students don’t
20 attend class and on weekly basis the parents
are contact in regards to the performance of
the student.

3. Connect subject matter to real-life contexts and provide
active learning experiences to engage student interest,
support student motivation, and allow students to extend
their learning.
11-12- During the lesson we used the slope to
20 explain how a gps works and how to
determine the location of points.
11-19- I am connecting the direction of the slope to
20 gps so that students can reroute points.

4. Use a variety of developmentally and ability-appropriate
instructional strategies, resources, and assistive
technology, including principles of Universal Design of
Learning (UDL) and Multi-Tiered System of Supports
(MTSS) to support access to the curriculum for a wide
range of learners within the general education classroom
and environment.
11-12- I used a graphic organizer to engage the
20 students, including that students can screen
shot the notes that I post on the screen.
11-19- Using a graphic organizer, to support all
20 learners I incorporated UDL 2.1 for
clarification of vocabulary and symbols.

5. Promote students' critical and creative thinking and 11-12- I engage to think about the content before I
analysis through activities that provide opportunities for 20 lead them in think alouds to answer in context.
inquiry, problem solving, responding to and framing 11-19-
meaningful questions, and reflection. 20
6. Provide a supportive learning environment for students' 11-12-
first and/or second language acquisition by using 20
research-based instructional approaches, including
focused English Language Development, Specially 11-19-
Designed Academic Instruction in English (SDAIE), 20
scaffolding across content areas, and structured English
immersion, and demonstrate an understanding of the
difference among students whose only instructional need
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.
7. Provide students with opportunities to access the 12-1-
curriculum by incorporating the visual and performing arts, 20
as appropriate to the content and context of learning.
8. Monitor student learning and adjust instruction while 11-12-
teaching so that students continue to be actively engaged 20
in learning.
11-19-
20
TPE2: Creating and Maintaining Effective
Environments for Student Learning
1. Promote students' social-emotional growth, 11-12-
development, and individual responsibility using positive 20
interventions and supports, restorative justice, and conflict
resolution practices to foster a caring community where
each student is treated fairly and respectfully by adults
and peers.
2. Create learning environments (i.e., traditional, blended, 11-12-
and online) that promote productive student learning, 20
encourage positive interactions among students, reflect
diversity and multiple perspectives, and are culturally
responsive.
3. Establish, maintain, and monitor inclusive learning 11-12-
environments that are physically, mentally, intellectually, 20
Engaging students in a conversation about
their learning at the end of the class the
students reflected on their achievements.
Engaging students in think-alouds(SDAIE),
the students reflected on theri
For SDAIE strategies I incorporated think
alouds and repetition of examples and
practice problems.
Engaging students in think-alouds(SDAIE),
the students graphed linear equations.
Mr. Clay and I went over TPE1.7
For every activity I engage the student in think
alouds and I engage the students to be part of
graphing the equations and to engage on the
content language.
After scaffolding examples of graphing linear
equations, the students practiced their new
learning and I informally assessed and
provided feedback to support the students’
learning.
At the start of the class I encourage students
to turn on their cameras so that I can verify
that they engaged and are in a safe
environment.
This is an online class that promoted
productive student learning activities by
engaging the students to be part of the
learning process.
I monitored students by asking them to turn
on their camera on and observing for signs of
and emotionally healthy and safe to enable all students to
learn, and recognize and appropriately address instances
of intolerance and harassment among students, such as
bullying, racism, and sexism.
4. Know how to access resources to support students,
including those who have experienced trauma,
homelessness, foster care, incarceration, and/or are
medically fragile.
5. Maintain high expectations for learning with appropriate
support for the full range of students in the classroom.
6. Establish and maintain clear expectations for positive
classroom behavior and for student-to-student and
student-to-teacher interactions by communicating
classroom routines, procedures, and norms to students
and families.
TPE3: Understanding and Organizing Subject Matter
for Student Learning
1. Demonstrate knowledge of subject matter, including the
adopted California State Standards and curriculum
frameworks.
2. Use knowledge about students and learning goals to
organize the curriculum to facilitate student understanding
of subject matter, and make accommodations and/or
modifications as needed to promote student access to the
curriculum.
3. Plan, design, implement, and monitor instruction
consistent with current subject-specific pedagogy in the
content area(s) of instruction, and design and implement
disciplinary and cross-disciplinary learning sequences,
including integrating the visual and performing arts as
applicable to the discipline.
4. Individually and through consultation and collaboration
with other educators and members of the larger school
bullying or if they were taking pictures of their
peers to share on social media.
11-19- As a routine I have stablished the warm-up,
20 as the students are engaged I am monitoring
students behaviors and actions to determine if
they are emotionally healthy for the lesson.
11-12- I constantly log to misis to check on the
20 reports of students.
I constantly log to misis to check on the
11-19- reports of students.
20
11-12- To maintain high expectations at the start of
20 the lesson I described the lesson to the
students and I told them what it was going to
be expected from them.
11-12- To maintain clear expectations for positive
20 classroom behavior students started the
lesson by working on the warm-up.
The class is started by students writing down
11-19- the warm-up and the agenda of the say, the
20 routine helps students to know what they will
be learning.
11-12- I scaffolded several examples of how to graph
20 several linear equations, then students
practiced their new understanding.
11-19- I scaffolded several examples of how to graph
20 several linear equations, then students
practiced their new understanding.
11-12- Accommodation where made accordingly to
20 the learning and needs of the students.
To support students’ needs I incorporated a
11-19- graphic organizer(UDL 3.2) to determine the
20 slope, and y-intercept of equation.
11-12- I monitored the students by asking them to
20 show me their work and by engaging the
class in think-alouds.
11-19- I monitored the students by asking them to
20 show me their work and by engaging the
class in think-alouds.
11-12- This lesson was designed by the master
20 teacher and I’m constantly asking for
community, plan for effective subject matter instruction
and use multiple means of representing, expressing, and 11-19-
engaging students to demonstrate their knowledge. 20
5. Adapt subject matter curriculum, organization, and 11-12-
planning to support the acquisition and use of academic 20
language within learning activities to promote the 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. 11-19-
20
6. Use and adapt resources, standards-aligned 11-12-
instructional materials, and a range of technology, 20
including assistive technology, to facilitate students'
equitable access to the curriculum. 11-19-
20
7. Model and develop digital literacy by using technology 11-12-
to engage students and support their learning, and 20
promote digital citizenship, including respecting copyright
law, understanding fair use guidelines and the use of
Creative Commons license, and maintaining Internet
security.
8. Demonstrate knowledge of effective teaching strategies 11-12-
aligned with the internationally recognized educational 20
technology standards.
TPE4: Planning Instruction and Designing Learning
Experiences for All Students
1. Locate and apply information about students' current 11-12-
academic status, content- and standards-related learning 20
needs and goals, assessment data, language proficiency
status, and cultural background for both short-term and
long-term instructional planning purposes. 11-19-
20
2. Understand and apply knowledge of the range and 11-12-
characteristics of typical and atypical child development 20
from birth through adolescence to help inform instructional
planning and learning experiences for all students.
3. Design and implement instruction and assessment that 11-12-
reflects the interconnectedness of academic content areas 20
and related student skills development in literacy,
mathematics, science, and other disciplines across the 11-19-
curriculum, as applicable to the subject area of instruction. 20
feedback to improve my skills.
This lesson was designed by the master
teacher and I’m constantly asking for
feedback to improve my skills.
I incorporated think-alouds to provide the EL
students to process information, and also
SADIE of a graphic organizer for the students
to know what points should be considered as
the y-intercept.
UDL 2.1-I started the lesson by reteaching
the academic content language.
Provided several examples with think-alouds,
so that Els with listen to the examples and
then transfer information.
For assistive technology students are using
chromebooks and calculators if needed.
Mr. Clay and I went over TPE1.7
I encouraged participation and allowed
students to conclude their own ideas. I
monitored students engagement and answers
to the chat platform.
The students are behind and this lesson
belongs to an algebra 1A class, the goal for
this semester is for the students to perform at
class level.
The students are behind and this lesson
belongs to an algebra 1A class, the goal for
this semester is for the students to perform at
class level.
Mr. Clay and I went over TPE 4.2
At the end of the lesson the students had an
assignment that it was collected and graded.
At the end of the lesson the students had an
assignment that it was collected and graded.
4. Plan, design, implement and monitor instruction, making 11-12- Incorporated a cartesian coordinate plane that
effective use of instructional time to maximize learning 20 can be used as a graphic organizer, I also
opportunities and provide access to the curriculum for all implemented the pre-teaching of content
students by removing barriers and providing access language.
through instructional strategies that include:
● appropriate use of instructional technology,
including assistive technology; 11-19- UDL 2.3-incorporated a cartesian coordinate
● applying principles of UDL and MTSS; 20 plane that can be used as a graphic
● use of developmentally, linguistically, and culturally organizer, I also implemented the preteaching
appropriate learning activities, instructional of content language.
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.

5. Promote student success by providing opportunities for 11-12-
students to understand and advocate for strategies that 20
meet their individual learning needs and assist students
with specific learning needs to successfully participate in
transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
11-19-
20
I promoted opportunities to students by
providing with examples and during the
lesson I engage the students to be part of the
lesson.
Every student is provided with the opportunity
to determine participate to determine the
direction of the slope/gps.

6. Access resources for planning and instruction, including 11-12- Mr. Clay and I went over TPE 4.6
the expertise of community and school colleagues through 20
in-person or virtual collaboration, co-teaching, coaching, 11-19- Currently co-teaching with the Master teacher.
and/or networking. 20

7. Plan instruction that promotes a range of 11-12- Mr. Clay and I went over TPE 4.7
communication strategies and activity modes between 20
teacher and student and among students that encourage
student participation in learning. 11-19- Students are expected to be engaged during
20 the think- alouds, and students will use their
graphic organizer to graph equations

8. Use digital tools and learning technologies across 11-12-
learning environments as appropriate to create new 20
content and provide personalized and integrated 11-19-
technology-rich lessons to engage students in learning, 20
promote digital literacy, and offer students multiple means
to demonstrate their learning.
Mr. Clay and I went over TPE 4.8
For digital tools that students are expected to
screen shot the graphic organizer and saved
it.

TPE5: Assessing Student Learning

1. Apply knowledge of the purposes, characteristics, and 11-12- Mr. Clay and I went over TPE 5.1
appropriate uses of different types of assessments (e.g., 20
diagnostic, informal, formal, progress-monitoring,
formative, summative, and performance) to design and 11-19- After every problem that I scaffold I will check
administer classroom assessments, including the use of 20 for understanding and I will engage the
scoring rubrics. students to participate during the lesson. I will

2. Collect and analyze assessment data from multiple
measures and sources to plan and modify instruction and
document students' learning over time.
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.
4. Use technology as appropriate to support assessment
administration, conduct data analysis, and communicate
learning outcomes to students and families.
5. Use assessment information in a timely manner to assist 11-12-
students and families in understanding student progress in 20
meeting learning goals.
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.
7. 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.
8. Use assessment data, including information from
students' IEP, IFSP, ITP, and 504 plans, to establish
learning goals and to plan, differentiate, make
accommodations and/or modify instruction.
TPE6: Developing as a Professional Educator
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.
2. Recognize their own values and implicit and explicit
biases, the ways in which these values and implicit and
explicit biases may positively and negatively affect teaching
and learning, and work to mitigate any negative impact on
also check their answers, as I will give them
time to deduct their own evaluation.
11-12- Mr. Clay and I went over TPE 5.2
20
11-12- Mr. Clay and I went over TPE 5.3
20
11-12- For the student activities students will send
20 their answers via the chat platform. The
students will work on two independent
problems during the student activities.
11-19- Parents receive emails to check the
20 performance and grades of their students.
Mr. Clay and I went over TPE 5.5
11-12- Mr. Clay and I went over TPE 5.6
20
11-12- Mr. Clay and I went over TPE 5.7
20
11-19- Constantly monitoring missis and the
20 academic proficient in English of students.
11-12- IEPs are considered to meet the learning
20 needs of students and to allow them to
attained the learning goals.
11-19- Constantly monitoring students with IEPS.
20
11-12- At the end of the day I reflected on the
20 strategies to improve the teaching strategies
and pedagogy to improve for the rest of the
classes.
11-19- Currently reflecting on my strengths as a
20 future educator and my weaknesses.
11-12- Mr. Clay and I went over TPE 6.2
20
the teaching and learning of students. They exhibit positive
dispositions of caring, support, acceptance, and fairness
toward all students and families, as well as toward their
colleagues.

3. Establish professional learning goals and make progress 11-12- At the end of the class I inquired from the
to improve their practice by routinely engaging in 20 master teacher to see what areas I can
communication and inquiry with colleagues. improve.
11-19- In the process of establishing professional
20 learning goals .

4. Demonstrate how and when to involve other adults and 11-12- If students missed the lesson then the
to communicate effectively with peers and colleagues, 20 parents were contacted.
families, and members of the larger school community to 11-19- If students missed the lesson then the
support teacher and student learning. 20 parents were contacted.

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.
11-12- I constantly monitored the engagement of the
20 students as well their health by observing
their facial expressions.
11-19- I constantly monitored the engagement of the
20 students as well their health by observing
their facial expressions.

6. Understand and enact professional roles and 11-12- Mr. Clay and I went over TPE 6.6
responsibilities as mandated reporters and comply with all 20
laws concerning professional responsibilities, professional
conduct, and moral fitness, including the responsible use of
social media and other digital platforms and tools.

7. Critically analyze how the context, structure, and history 11-12- Mr. Clay and I went over TPE 6.7
of public education in California affects and influences 20
state, district, and school governance as well as state and
local education finance.