Classroom Observation #3

The California Teaching Performance Expectations are set as guidelines for teachers to

implement in their classroom. These guidelines are important to help create a successful and

efficient learning environment. These guidelines can be implemented in the classroom, school,

or district wide. Over the last eight months I have been fortunate enough to be able to work for

an amazing school district, Princeton Joint Unified School District. This school district is

extremely small and in a very rural Agricultural town. There are two schools in PJUSD, the

Elementary School, which provides instruction from TK-6th grade, and the High School, from

7th grade-12th grade. Princeton High School was founded in the early 1900’s and the

Elementary school was built later, in 1973. There is a lot of history in this little community.

PJUSD structures their classrooms by providing combination classes, meaning the

teachers provide curriculum for two grades. Because the teachers are providing curriculum for

two grade levels at once, PJUSD must work as a community to ensure all students' educational

needs are met. Although our district is small, and we lack the funding that many larger schools

are provided. PJUSD does a phenomenal job implementing The California Teaching

Performance Expectations. One way I have noticed CALTPE implemented at PJUSD is shown in

CALTPE 1.2 “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 students' progress.” PJUSD uses the Aeries-Student information

System to track student grades, progress, and stay connected with parents/guardians. The Aeries

platform is an amazing tool for teachers, parents/guardians, and our students because it helps

them keep track of their grades as well as any missing assignments they might have. This is a

fantastic way to keep students motivated and for them to take their grades into their own hands.
 Another notable example of teachers at PJUSD implementing The CALTPE is shown in

CALTPE 4.1 is “Locate and apply information about students' current academic status, content-

and standards- related learning needs and goals, assessment data language proficiency status and

cultural background for both short term and long-term instructional planning.” We implement

this guideline by checking Aeries every Friday to see what assignments the students are missing

(if any) that way they can use the weekend to make up any missing work and turn it in on

Monday. Teachers can access test scores, their attendance records, information about students'

families, and how to get ahold of them. This allows Teachers to stay in contanct with students

and their families as well as keep up to date with any of changes in their test scores or grades.

Princeton High School offers elective classes like, Home Economics, Drivers Education

and Floral Design, to their students which is a splendid example of CAL TPE 1.3 “Connect

subject matter to real life contexts and provide active learning experiences to engage student

interest and support student motivation and allows students to extend their learning.” These

classes are great ways to help students take what they are learning in school and connect to the

real-world situations like learning to cook in Home Economics and learning the rules of the road

in Drivers Education. These are tools the students will utilize in their daily lives. Although

PJUSD is a small school district, and as I mentioned earlier, we do not receive as much funding

as larger schools, we are rich in community. Our student body is close, eager, and helpful. This

allows the students to volunteer as the elementary school Student Aides to help assist the

teachers and provide instruction and support to the younger students. Which is a fitting example

of CALTPE 2.2 “Create learning environments (I.e., traditional, blended, and online) that

promote productive student learning, encourage positive interactions among students, reflect

diversity and multiple perspectives and are culturally responsive.” Another way PJUSD has
implemented CAL TPE 2.2 is by creating a sense of community between both the elementary

and the High School. For example, last Friday we had a special guest speaker come and talk

about Autism and celebrating differences whether its mental, cultural, or physical. After the

assembly, both schools met in the quad, and blew bubbles together for about 20 minutes. We did

this to show that as a community we support differences in all shapes and forms. It allows the

students to express themselves positively and allows the High Schoolers to be role models for the

Littles at the Elementary.