CALIFORNIA BAPTIST UNIVERSITYEDUCATION DEPARTMENT

EDU 405/505 - Elementary Curriculum and Instruction: Math & ScienceFall 2013 Syllabus

September to DecemberSection A

PROFESSOR: Joseph E. De Vol, M.S. Home Phone: 760 -772-9781CLASS TIME: Thursday 7:00 – 9:30 pm Office Phone: 951-343-4324 OFFICE: Yeager B-237 E-mail: jdevol@calbaptist.eduCLASSROOM: Yeager TBA Cell Phone: 760 - 834-1200Office Hours: Tuesday and Wednesday 2:00 – 4:00 pm and Thursday 3:00 – 6:00 pm

I. OVERVIEWPURPOSE OF THE COURSE: This course is designed to prepare future teachers to meet the School of Education program student outcomes (SLOs) which are closely aligned with California State and national requirements for certification in mathematics and science and to equip students with knowledge and skills necessary for the successful teaching of these subjects. Integrated lesson planning and unit development with appropriate assessment will also be a strong component of the course content. This course is also designed to provide opportunity to demonstrate use of critical thinking and informed decision making concerning teaching and learning.

COURSE DESCRIPTION: This course consists of the study of current best practice techniques and curriculum development used in teaching mathematics and science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. A minimum of 20 hours of observation and participation in Math and Science classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings.

COURSE OBJECTIVES: By the end of the semester, students will be able to:1. Gain in depth knowledge in the content areas of Math/Science. (TPE 1) (See BB for

TPEs)2. Demonstrate knowledge of skills and theory involved in teaching mathematics and

science. (TPE 1)3. Plan six math/science lesson plans. (TPE 1, 3,4, 7, 9 & 10)

a. Three math lessons: Computational/math procedures and logic/problem-solving.b. Three science lessons: Life science, Earth science, and Physical science.c. Lesson Plan Formats: Concept Attainment, Direct Instruction (modified Hunter),

Inquiry, Guided Discovery, Induce-A-Generalization and the SIOP model (Sheltered Instruction Observation Protocol)

d. Identify key elements of the Common Core for math and science frameworks and select standards for the math and science lesson plans. (TPE 1, 4 & 9)

e. Integrate science and ELD/ELA standards into each lesson. (TPE 9)

f. Specify how to modify instruction (SDAIE) for EL and students with special needs in the lesson plan. (TPE 7) (*NOTE: SDAIE means Specially Designed Academic Instruction in English.)

4. Understand and develop appropriate assessment strategies for math and science. (TPE 2) 5. Give, score, and interpret a diagnostic math test of arithmetic computation. (TPE 2, 3, &

8)6. Assess student error patterns to gain information for instructional planning. (TPE 2, 3, 8

& 9)7. Demonstrate the use of rubrics to evaluate projects. (TPE 3 & 5)8. Identify the current student achievement. Teach a lesson on a given math concept, then

give a post-test to evaluate effectiveness of the instruction. (TPE 2, 3, 5, 8, & 9)9. Show how to relate lesson planning to students’ prior knowledge of math. (TPE 1, 4, 5, 7

& 9)10. Demonstrate the ability to use best practice teaching strategies to support the learning for

all students. (group presentation) (TPE 1, 5, 6, 7, 9, 10 & 11)11. Demonstrate knowledge of effective teaching strategies (SDAIE) for linguistically and

culturally diverse students, students at varied levels of ability/disability, and of different genders. (TPE 1,4, 5, 6, 8 & 7, 9, 10)

12. Demonstrate the use of constructed manipulatives and “hands-on” activities in teaching math and science. (TPE 6 & 7)

13. Identify, design, and model cooperative learning activities/lessons that facilitate problem-solving and critical thinking skills in the math/science classroom. (TPE 1, 5, 6 & 11)

14. Demonstrate ability to use models/technology in the teaching of math/science. (TPE 1)15. Participate in Project Aquatic Wild and earn the certificate upon completion. (TPE 1)16. Gain teaching insights as students complete 20 hours of observations in the public

classroom and complete the fieldwork activities. (TPE 5, 8, 10 & 11)17. Students are expected to successfully complete fieldwork activities which include the

following: observe/participate in math tutoring with individuals, investigate math assessment procedures, identify helpful curriculum resources, evaluate effectiveness of SDAIE strategies, and learn classroom management techniques. (TPE 1, 2, 3, 6, 7, 8, 9, & 10)

18. Explain how effective math/science instruction can promote responsible behavior and understand the balance and responsibility of teaching religious and moral education in public schools. (TPE 4, 5, 12 & 13)

20. Demonstrate how to correct computational errors that are commonly made in addition, subtraction, multiplication and division by elementary students.

II. REQUIRED TEXTS

1. Van de Walle, J (2013) Elementary and Middle School Mathematics (8th edition) Boston: Pearson Education Inc. http://wps. Ablongman.com/ab_vandewalle_math_6/

2. Van de Walle, J (2010) Field Experience Guide (3rd edition). a free resource from the Publisher.

3. Martin, R., Sexton C., and Franklin, T., (2009) Teaching Science for All Children (5th edition) Boston, MA: Pearson Education Inc. http://wps.ablongman.com/ab_martin_teaching sci_4/236054/1549880.cw/index.html

4. Echevarria, Jana, Vogt, MaryEllen and Short, Deborah, (2010) The SIOP Model for Teaching Mathematics to English Learners, Boston, MA: Pearson.

5. Carr, J. (2004) A Map for Teaching and Assessing California’s Standards for English Language Development (5th edition), San Francisco: WESTED.

6. Ashlock, R.B. (2010) Error Patterns in Computation (10th edition) Boston: Allyn & Bacon.

7. Live TextPORTIONS OF COMMON CORE STANDARDS (DO NOT PRINT ENTIRE SITE!!

[400 PAGES] WAIT FOR ASSIGNMENT!!)Science Framework for California Public Schools

See website: http://www.cde.ca.gov/board/pdf/science.pdf

Math Framework for California Public Schools.See website: http://www.cde.ca.gov/board/pdf/math/pdf

REQUIRED MATERIALS: A student calculator Student whiteboard and marker (BIG LOTS, Dollar Store or 99 cent Store)

Recommended but not required: Ed. Stephen B. McCarney Ed.D., Kathy Cummins Wunderlich, M.Ed., Edited by S. N.

House PRIM Pre-Referral Intervention Manual 4th

Brown, W. (2012) In the Beginning: Compelling Evidence for Creation and the Flood (8th edition).

Strobel, L. (2004) The Case for a Creator, Grand Rapids, MI: Zondervan Quick Glance, Common Core Standards 2013; Rightway Company, Riverside, Ca. Cuisenaire’s Manipulative Starter Kit available on-line

III. ASSIGNMENTS AND GRADING SYSTEMGrades are assigned within the following areas:

1. ATTENDANCE & PARTICIPATION2. JOURNAL & ACTVITIES 3. LESSONS PLANS4. TEACHING MINI-LESSON PLAN5. FIELDWORK & OBSERVATIONS6. PORTFOLIO & RESEARCH

IV. GRADING POLICY:A = (100 - 93%) C = (76 - 73%) A- = (92 - 90%) C - = (72 - 70%)

B+ = (89 - 87%) D+ = (67 – 69%) B = (86 - 83%) D = (66 - 63%)B- = (82 - 80%) D - = (62- 60%)C+ = (79 - 77%)

V. COURSE ASSIGNMENTS Course Assignments - Points

PossiblePoints My

ScoreMath Autobiography and Integrated lesson model Clay Boats/Graphing

10 each = 20

Cooperative Learning Jigsaw of New Common Core Standards Math and Science

20 each = 40

TPA #1 DraftTPA #2 Draft

50 points50 points

Elementary and Middle School Math (#1) Text Journal of Writing: Summary or Activity (10 points/Chapter) 18 x 10 =180Week 1 1______, 2______, 3______Week 2. 4 _____, 5______, 6 ______Week 3. 7______, 8______, 9______Week 4. 10_____,11______,12______Week 5. 13_____,14______,15______Week 6. 16_____,17______,18______

The SIOP Model Textbook (#2) Prepare a Student Quiz of five questions per chapter for class discussion. (2 points per question = 10/chapter.Read Appendix A (pp. 133 – 138) ________Chp. 1 Academic Language ________Chp. 2 SIOP Lesson Planning ________Chp. 3 Activities & Techniques/LP, BB ________Chp. 4 Strategies/Interaction/Practice/appl._______Chp. 5 Lesson & Unit Design K - 2 ________Chp. 6 Lesson & Unit Design Grades 3 – 5_______Chp. 9 Pulling it All Together ________

Error Patterns in Computation (#3)10 pts/chapter = 80 pointsChp. 1 _______ Chp. 2 ________Chp. 3 ________ Chp. 4 ________Chp. 5 ________ Chp. 6 ________Chp. 7 ________ Chp. 8 ________

Textbook #1 180

Textbook #2 80

Textbook #3 80

Math Lesson Plan #1 (Direct Instruction) 100Math Lesson Plan #2 (Concept Attainment) 100

Math Lesson Plan #3 (Generalization) 100Math Assessment Packet for your math lessons (math inventory, pretest, diagnostic, post test, authentic rubric, informal checklist with full rationale for each assessment tool and a report card.

50

Field Trip 100Science Responses to Chapters (1-10) Answer 1 question per chapter from the “Reflect & Respond” or 1 myeducationlab activity.Chp. 1 _______ Chp. 2 ________Chp. 3 ________ Chp. 4 ________Chp. 5 ________ Chp. 6 ________Chp. 7 ________ Chp. 8 ________Chp. 9 _______ Chp. 10 ________

100

Life Science Lesson Plan # 1 Project Aquatic Wild (SIOP)

100

Physical Science Lesson Plan # 2 (Inquiry) 100

Earth Science Lesson Plan # 3 (Guided Discovery)

100

Math or Science Lesson In-class Mini-Presentations (12-15 min) plus Self Reflection

Lesson Presentation 50Lesson Reflection 50

Creation/Evolution Paper 50Science Fieldwork & Hours (10 hours) 100Portfolio 3 Ringed Binder of Course work 100E-Unit in Live Text and bound copy (50 pts each)

100

Class Participation/Attendance/In-class assignments

140

GRAND TOTAL FOR CLASS= 1940

Note: Dates of Absences or Tardy/Leaving Early 1. 2. 3.______4.______ 5.______ 6.______7._______8._______9._______10._______11._______12._______13.______14.______

VI. Assignment Explanations and Expectations

1. Attendance, Work, Participation, & Professionalism 140 pointsThis is a Graduate/Master’s level course, which is also part of the California Multiple Subject Credentialing Program requirements. You are now a member of the education profession. Professionalism at the highest level is expected in all areas.

Attendance Come to class on time, and be prepared for discussion and activities. (Participation points 10 per

class session and 5 points for each half session.) Missing a class means missing points for in-class assignments, group work and attendance. (These points cannot be made up)

If you have more than two unexcused absences, your grade will drop a full letter. _________ If you are having a problem that is affecting your class performance, please see your professor as

soon as possible. An “incomplete” will be awarded only in cases of dire emergency as described by University

policy. An “SP” (Satisfactory Progress) is given when fieldwork is not complete and all other work is

completed.

Thank you for helping to make our learning journey valuable and exciting!

In-Class Conduct/ParticipationAs a professional, you are expected to collaborate with your colleagues during in-class activities, and respect one another with exemplary listening skills during presentations and class discussions. Professionalism would also require supporting all members of the class with positive body language and verbal communication. Please silence all cell phones and other electronic devices. (see Disposition Checklist for more details)

PlagiarismNo plagiarizing. Plagiarism will result in a zero for the assignment on the first offense, and a grade of “F” for the course thereafter. Therefore, be sure to give credit for supplemental worksheets or major lesson ideas from books, Internet sites, etc. See www.plagiarism.com for additional information.

Work DueIn keeping with the standards of professionalism, work must be typed using APA format, edited and spellchecked, and submitted when due. Late work will be awarded 50% of the points. If you know you must miss a class notify the instructor and ask someone in the class to collect all handouts and apprise you on class proceedings. Please arrange this before the class in question if possible.

Revising workNot all students get it "right" on the first try! The grade of the first and last submission will be averaged.

2. Math Autobiography (In class activity) 10 points Write a description of your experiences as a math student, good and bad,

interesting and boring. What kind of teachers did you have? What methods of teaching do you recall? How did your experience with math change as you got older? Do you consider yourself to be a math person? These will be shared in small groups and a class discussion will follow.

3. Common Core Math Framework Assignment (Cooperative Learning) 20 points In teams, you will be assigned a grade level or part of the Common Core Californian Math Framework to summarize and then present the most important information. You will tutor your team on your section; teams will then compete in a Jeopardy Game. Type your notes (2-3 page minimum) and make copies for your team members to use during the competition.

4. Common Core Science Framework Assignment (Cooperative Learning) 20 points

In groups, you will summarize a grade level or part of the Common Core California Science Framework and then present the most important information. You will tutor your colleagues on your section; your group will then compete against each other. Type your notes (2-3 page minimum) and make copies for your team members.

5. Math Activities & Journal Responses (10 pts/chp) 180 points

For Chapters with math activities use the following steps. 1. First state the problem. If possible, identify standards and benchmarks

addressed. Identify the grade level.2. Explain how you solved the problem and show your work.3. Note new math learning and deeper understanding or applications for math

teaching you may have gained as you worked through the activity. Did your thinking change due to the activity? What do you need to remember to tell students in order for them to do this type of problem/activity? How will this activity help students learn? Are there any unanswered questions or wonderings that this activity

brings to mind? (*** VERY IMPORTANT!!) What modifications can you suggest for Focus students? (see PRIM

textbook)4. Prepare and bring the manipulative/model that will help you teach this activity

to your group members.5. Place all your Journal entries into a three-ring binder.

For Chapters that do not have activities, respond to one of the “Writing to Learn” questions or “For Discussion and Exploration” or google an author/article/online resource topics at the end of each chapter (prepare a summary ½ page minimum)

*NOTE: If you purchase the Cuisenaire’s Manipulative Kit, you will not need to create any of your own models.

6. Three Math Lesson Plans (100 pts each) (TPE 1, 4, 5, 6, 7, 9 & 10) 300 points

Three different kinds of math lesson plans will be created with materials. Students will choose math objectives from the California Math Framework. The math activities can be taken from the course textbook, current curriculum, Mathematics Framework for California Public Schools/standards, and ELD/ELA standards for English learners.

Utilize each of the following lesson plan formats. (See Blackboard for Lesson Plan Rubrics) Direct Instruction Concept Attainment Lesson Induce-A-Generalization Lesson

Each lesson should have a video selected from College Live Text, (United Streaming or You Tube) to be used as the anticipatory set.

7. Science Responses to Chapters 1-10: (l0 pts/chp) 100 pointsWrite a reflective answer to one question from “Reflect and Respond” or complete one activity from MyEducationLab at www.myeducationlab.com found at the end of each chapter. Typical responses should be a minimum of half a page.

8. Three Science Lesson Plans (100 pts each) (TPE 1, 9, & 10) 300 points You must select a “Life Science” topic from the Project Wild or Project Aquatic Wild textbook and a “Physical Science” and ”Earth Science” topic from the textbook Part Two. pp. 346 to 526. Common Core California State Science standards should be cited in the lesson plan as well as ELL strategies. Use the three lesson formats listed below. Objectives and activities may be selected from Common Core California Science Standards, Project Wild, or textbook.Lesson must include a VIDEO from www.unitedstreaming.com or www.youtube.com as an anticipatory set. Submit all lesson plans to College Live Text. (See Blackboard for Lesson Plan guidelines or SIOP textbook)

SIOP lesson plan Guided Discovery Inquiry (5-Es)

9. In class Mini-Presentations of Math or Science Lessons (50 pts presentation and 50 pts for your Self-reflection of TPEs) 100 points

Students will choose one math OR one science lesson to teach in class. Students are expected to teach the lesson as if their peers are students in an elementary classroom. Provide all necessary manipulatives, worksheets, and teaching materials for the lesson presentation. A rubric will be provided. Utilize all technology available, “Smart Board”, videos from United Streaming (Live Text). Classroom management strategies will also be evaluated.

9. Math Assessment Packet 50 pointsStudents will create an assessment packet to match one of your lessons. A variety of assessments will be required: a math inventory (Saxon), pre-test, post-test, diagnostic test, informal (individual whiteboard), check lists, journaling including a rubric, and a local school report card. (Place in a folder)

10. Field Trip to a Math or Science Facility 100 points

See Blackboard for details and required paperwork. Be prepared to share information and an evaluation of the field trip attended. (You must answer the 13 questions posted in BB)

11. Creation/Evolution Paper 50 points Select a topic from Dr. Brown’s text (available on line) and complete a thorough response utilizing three primary sources. (3 – 5 pages)

12. Portfolio (personal portfolio for your reference use) 50 points Each student will assemble a portfolio, which contains the following: Use a 3” ringed binder. o Cover page with course documentation and student’s nameo Table of contents o Class handouts/other student’s presentations

o In-class writings/homework etc. (Some assignments will be given in class relative to certain topics)

o Math and science activities you have participated in and are capable of presenting to students. These activities are in addition to the ones in your Math Journal. These are ones completed in class or shared in a presentation which you may have copied, etc.

o Drafts and final copies of assignments o Journal articles ex. Fibonacci Sequence or Numbers and biographical summarieso Appropriate dividers to provide clear organization.

13. Fieldwork and Log (TPE 1, 2, 3, 6, 7, 8, 9, & 10) Math Fieldwork Suggested goal due date: Week 7 50 points Science Fieldwork Final due date: Week 14 50 points

Each student will complete the observations and fieldwork activities.

A 20-hour field assignment observing and assisting in a K-6 public school classroom during math and science classes. (Not more than half of the observations may be completed in an accredited, private school.)

Complete ten Field Experiences for 10 hours of math observation. Complete ten Field Experiences for 10 hours of science observations All arrangements for fieldwork must be approved through the Education Office in Rm.

B226. All of the fieldwork activities must be in grades K-6. A log of actual fieldwork hours in classrooms must be kept and signed by master

teacher(s) to fulfill state requirements for your permanent record and credential. Written documentation of each fieldwork activity is required, via a written report using a

field experience activity from the Fieldwork Packet. This fieldwork will be submitted in a folder with your name and course documentation on

the folder. This will not be returned, so make copies if you wish to keep this assignment. Fieldwork should be approximately half completed by week 7. A final evaluation

form completed by the master teacher(s) observed must be submitted. A satisfactory recommendation from the master teacher(s) is required for advancement to student teaching. Teachers employed on contract are not exempt from this requirement.

Due Week 14. Final Master Teacher’s Evaluation (one per Master Teacher observed and the Visitation Log must be placed in the pocket of the folder).

NOTE: The fieldwork must be used for this course only (with the exception of overlapping 10 hours with Edu.512 and 10 hours with EDU 518.)

Note: No grade will be issued without all fieldwork hours & activities completed.

15. E-Unit submitted to Live Text and a Bound copy 100 points

Submit lesson plans and student Evidence of Meeting TPE/SLO (see Black Board for details)

16. TPA # 1 & #2 Drafts 50 points each 100 points

Methods of Teaching Math and ScienceWeekly Activities Assignments due the following classWeek 1: 9/5

Introductions Math Autobiography homework Syllabus Explained TPEs/Fieldwork Clay Boat Activity in class Sign up: Common Core California

Math Standards Jigsaw

Spend time on Black Board Common Core California Math

Standards Jigsaw Read chapters 1 – 3 in VdW. Prepare

a journal activity or response to Writing to Learn and Google one author ex. Ball, D.L. report on a video from Mich. Univ. School of Education or check out an online resource.

Answer questions about Clay boats Display data on a bar graph Print out Direct Instruction Rubric

Week 2: 9/12 Whiteboard Math Quiz Analyze Results of Clay Boat

Activity Share in small groups Ch. 1-3 Explain Direct Instruction LP Share Jigsaw- CA Math Standards Explain Objectives, prepare 3 math

objectives Sign up for Lesson Presentations

Read Chapters 4-6 in VdW Read SIOP pp. 133-139 and chapter 1

prepare a summary or outline. Read Ch. 1 in Ashlock: solve a

problem Design Direct Instruction Math

Lesson Plan TPA #1 draft

Week 3: 9/19 Explain Concept Attainment LP Share in small groups Chapters 4-6 Discuss SIOP Academic Language Peer Edit Direct Math Lesson Plan TPA # 1 Draft

Read Chapters 7-9 in VdW Read SIOP Chapter 2 & 3 plus design

5 quiz questions per chapter Direct Lesson Plan Final Draft

Week 4: 9/26 Share Chapters 7-9 Discuss/share quizzes SIOP Ch. 2-3 Explain Generalization Lesson

Plan Direct Lesson Plan Due Mini Lesson Presentations (3-5)

Read Chapters 10 -12 in VdW Read SIOP Chapter 4 & 5 plus 5 quiz

questions per chapter Concept Attainment LP Final Draft Download Fieldtrip from Black Board Download Generalization LP

Week 5: 10/3 Share Chapters 10-12 Discuss SIOP 6 & 9 Lesson Presentations (3-5) Concept Attainment Lesson Plan

Due Mini Lesson Presentations (3-5)

Read Chapters 13-15 in VdW Read SIOP Chapter 6 & 9 plus 5 quiz

questions per chapter Read Ashlock Ch. 1-3, prepare one

error/solution per chapter Generalization LP Final Draft TPA # 2 Draft

Week 6: 10/10 Share Chapters 13-15 in Van de

Walle Discuss SIOP Chapter 6 & 9 plus 5

quiz questions Review Ashlock Ch. 1-3, prepare

one error/solution per chapter Generalization Lesson Plan Due Mini Lesson Presentations (3-5) TPA Draft # 2

Read Chapters 16-18 in VdW Read Ashlock Ch. 4-6, prepare one

error/solution per chapter Math Assessment Packet

Week 7: 10/17 Correction Strategies Ashlock ch.4-

6 Share Activities from 16-18in VdW Share a rationale for each tool from

Math Assessment Packet Assessment Video by M. Burns Mini Lesson Presentations (3-5)

Classroom Observation 10 Hours Common Core California Science

Framework & Standards Jigsaw SIOP Instruction and Inquiry

Rubrics Read Martin Chapters 1 & 2, and

write Journal Response or activity

Week 8: 10/24 Common Core Jigsaw Science

Framework & Standards Share Journal Responses 1 & 2 Project Wild Workshop

Read Martin Chapters 3 & 4, and write Journal Response or activity

SIOP Instruction LP (Life Science) First Draft

Week 9: 10/31 Share Journal Responses 3 & 4 SIOP Instruction LP First Draft Mini Science Lesson Presentations

(3-5) Explain Inquiry Lesson Plan

Read Martin Chapters 5 & 6, and write Journal Response or activity

Final Draft SIOP lesson plan Inquiry LP (Physical Science) First

Draft

Week 10: 11/7 ON-LINE CLASS Share Journal Responses 5 & 6 SIOP Lesson Plan Due Inquiry LP First Draft Share math conference reports Mini Science Lesson Presentations

(3-5) Explain Guided Discovery lesson

Read Martin Chapters 7 & 8, and write Journal Response or activity

Guided Discovery LP, (Earth Science) First Draft

Inquiry Lesson Plan Final Draft

Week 11: 11/14 Share Journal Responses 7 - 8 Mini Science Lesson Presentations

(3-5) Peer Edit Guided Discovery

Science LP

Read Martin Chapters 9 & 10, and write Journal Response or activity

Guided Discovery (Earth science) Final Draft

Inquiry Lesson Plan DueWeek 12: 11/21

Share Journal Responses 9 & 10 Life Science activities/mini lessons Guided Discovery Final Draft

Week 13: 12/5 (Dr. Karen DeBerry) Video “Expelled” by Ben Stein or

“Evolution Conspiracy” Physical science activities/mini

lessons

Fieldwork Final Reports Creation/Evolution Paper

Week 14: 12/12 Share Creation/Evolution Papers Share Fieldwork Observations Earth Science activities/mini

lessons

Lesson Plans bound in one copy Portfolio in Three ringed binder LiveText submission of 6 lesson plans

and SLO/TPE Reflection

This calendar is tentative and subject to change if circumstances so dictate.

SLO (Student Learning Outcomes) for The School of Education at CBU)1Alignment of the SLOs with the Interstate New Teachers Assessment and Support Consortium (INTASC) Standards,

the National Board Five Core Propositions, and the California Teacher Performance Expectations (TPEs) which are also the CA Standards for the Teaching

Profession

SOE/CBU - Program Student Learning Outcomes – (SLOs)

University LevelCA/State - TPEs – Teacher Performance Expectations

National - INTASC Standards

National - NBPTS Five Core Propositions

1. Content Pedagogy: The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.

Making subject matter comprehensible to students

TPE 1. Specific pedagogical skills for subject matter instruction (reading/language arts, math, science, history/social science)

1. The teacher understand central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Teachers know the subjects they teach and how to teach those subjects to their students.

2. Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.

Engaging and supporting students in learning

TPE 4. Making content accessibleTPE 5. Student engagementTPE 6. Developmentally-appropriate teaching practicesTPE 7. Teaching English learners

2. The teachers understands how children learn and develop, and can provide learning experiences that support their intellectual, social, and personal development.

1. Teachers are committed to students and their learning.

3. Diversity: The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education

Engaging and supporting students in learning

TPE 4. Making content accessibleTPE 5. Student engagementTPE 6. Developmentally-appropriate teaching practicesTPE 7. Teaching English learners

3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

1. Teachers are committed to students and their learning.

3. Teachers are responsible for managing and monitoring student learning.

4. Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Planning instruction and designing learning experiences

for students

TPE 8. Learning about studentsTPE 9. Instructional planning

4. The teacher understands and uses a variety of instructional strategies and materials to encourage students’ development of critical thinking, problem solving, and performance skills.

1. Teachers are committed to students and their learning.2. Teachers know the subjects they teach and how to teach those subjects to their students.

3. Teachers are responsible for managing and monitoring student learning.

5. Motivation and Management: The candidate uses an understanding of individual and group motivation and behavior to create a learning/counseling environment that encourages positive cross cultural interaction, active engagements in learning, and self-motivation.

Creating and maintaining effective environments for

student learning

TPE 10. Instructional time

TPE 11. Social environment

5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.

1. Teachers are committed to students and their learning.3. Teachers are responsible for managing and monitoring student learning.

6.Communication and Technology: The candidate uses knowledge of effective cross cultural verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction with diverse student populations

Engaging and supporting students in learning

TPE 4. Making content accessibleTPE 5. Student engagementTPE 6. Developmentally-appropriate teaching practicesTPE 7. Teaching English learners

6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction on the classroom.

1. Teachers are committed to students and their learning.2. Teachers know the subjects they teach and how to teach those subjects to their students.3. Teachers are responsible for managing and monitoring student learning.

7. Planning: The candidate plans and organizes instruction based upon knowledge of culturally relevant subject matter, resources, students, the community, and curriculum goals.

Planning instruction and designing learning experiences

for students

TPE 8. Learning about studentsTPE 9. Instructional planning

7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

1. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to their students.

8. Assessment: The candidate monitors student learning and assesses student proficiency by using formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and spiritual development of the learner and to inform programmatic development and improvement

Assessing student learningTPE 2. Monitoring student learning during instructionTPE 3. Interpretation and use of assessments

8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual social and physical development of the learner.

1. Teachers are committed to students and their learning.

9. Professional Growth: The candidate is a responsible, reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Developing as a professional educator

TPE 12. Professional, legal and ethical obligations

TPE 13. Professional growth

9. The teacher is a reflective practitioner who continually evaluates the effects of his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

10. School and Community: The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being

Developing as a professional educator

TPE 12. Professional, legal and ethical obligationsTPE 13. Professional growth

10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

5. Teachers are members of learning communities.

11. Faith Integration: The candidate integrates the principles of the Christian faith and philosophy in all aspects of education with students, families, and communities.

12. Ethical Practice: The candidate applies an understanding of professional codes of ethics and current legal mandates, as well as an awareness of the range of legal issues, such as statutory, regulatory, and case law affecting the delivery of pupil services to practice13. Research: The candidate is a proficient consumer and disseminator of research and demonstrates competence in evaluating research.

14. Critical thinking: The candidate uses critical thinking, reasoning, and problem solving skills (i.e., analysis, synthesis, application, and evaluation of various forms of data) and presents the results in appropriate oral and written format using academic writing and APA guidelines.15. Technology: The candidate uses technology to enhance their productivity and professional practice.

Teaching Performance Expectations

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

Background Information: TPE 1. TPE 1 has two categories since self-contained classroom teachers are responsible for instruction in several subject areas, while departmentalized teachers have more specialized assignments. These categories are Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments (1-A), and Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments (1-B).

TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments

Teaching Reading-Language Arts in a Multiple Subject Assignment

Candidates for a Multiple Subject Teaching Credential demonstrate the ability to teach the state- adopted academic content standards for students in English-Language Arts (K-8). They understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications. They know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards. Candidates create a classroom environment where students learn to read and write, comprehend and compose, appreciate and analyze, and perform and enjoy the language arts. They understand how to make language (e.g., vocabulary, forms, uses) comprehensible to students and the need for students to master foundational skills as a gateway to using all forms of language as tools for thinking, learning and communicating. They understand how to use instructional materials that include a range of textual, functional and recreational texts and how to teach high quality literature and expository text. They understand that the advanced skills of comprehending narrative and informational texts and literary response and analysis, and the creation of eloquent prose, all depend on a foundation of solid vocabulary, decoding, and word-recognition skills. Candidates teach students how to use visual structures such as graphic organizers or outlines to comprehend or produce text, how to comprehend or produce narrative, expository, persuasive and descriptive texts, how to comprehend or produce the complexity of writing forms, purposes, and organizational patterns, and how to have a command of written and oral English-language conventions. They know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts taught directly, and how to determine the effectiveness of instruction and students’ proficiency after instruction.

Teaching Mathematics in a Multiple Subject Assignment

Candidates for a Multiple Subject Teaching Credential demonstrate the ability to teach the state -adopted academic content standards for students in mathematics (K-8). They enable students to understand basic mathematical computations, concepts, and symbols, to use these tools and processes to solve common problems, and apply them to novel problems. They help students understand different mathematical topics and make connections among them. Candidates help students solve real-world problems using mathematical reasoning and concrete, verbal, symbolic, and graphic representations. They provide a secure environment for taking intellectual risks and approaching problems in multiple ways. Candidates model and encourage students to use multiple ways of approaching mathematical problems, and they encourage discussion of different solution strategies. They foster positive attitudes toward mathematics, and encourage student curiosity, flexibility, and persistence in solving mathematical problems.

Teaching Science in a Multiple Subject Assignment

Candidates for a Multiple Subject Teaching Credential demonstrate the ability to teach the state-adopted academic content standards for students in science (K-8). They balance the focus of instruction between science information, concepts, and investigations. Their explanations, demonstrations, and class activities serve to illustrate science concepts and principles, scientific investigation, and experimentation. Candidates emphasize the importance of accuracy, precision, and estimation.

Teaching History-Social Science in a Multiple Subject Assignment

Candidates for a Multiple Subject Teaching Credential demonstrate the ability to teach the state-adopted academic content standards for students in history-social science (K-8). They enable students to learn and use basic analytic thinking skills in history and social science while attaining the state-adopted academic

content standards for students. They use timelines and maps to give students a sense of temporal and spatial scale. Candidates teach students how social science concepts and themes provide insights into

historical periods and cultures. They help students understand events and periods from multiple perspectives by using simulations, case studies, cultural artifacts, works of art and literature, cooperative

projects and student research activities.

TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

Teaching English-Language Arts in a Single Subject Assignment

Candidates for a Single Subject Teaching Credential demonstrate the ability to teach the state-adopted academic content standards for students in English-Language Arts (7-12). They understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications. They know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards. They understand how to make language (e.g., vocabulary, forms, uses) comprehensible to students and the need for students to master foundational skills as a gateway to using all forms of language as tools for thinking, learning and communicating. They understand how to teach the advanced skills of research- based discourse; incorporate technology into the language arts as a tool for conducting research or creating finished manuscripts and multimedia presentations; focus on analytical critique of text and of a variety of media; and provide a greater emphasis on the language arts as applied to work and careers. Candidates teach students how to comprehend and produce complex text, how to comprehend the complexity of writing forms, purposes, and organizational patterns, and how to

have a command of written and oral English-language conventions. They know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts taught directly, and how to determine the effectiveness of instruction and students’ proficiency after instruction.

Teaching Mathematics in a Single Subject Assignment

Candidates for a Single Subject Teaching Credential in Mathematics demonstrate the ability to teach the state-adopted academic content standards for students in mathematics (7-12). They enable students to understand basic mathematical computations, concepts, and symbols, to use them to solve common problems, and to apply them to novel problems. They help students understand different mathematical topics and make connections among them. Candidates help students solve real-world problems using mathematical reasoning and concrete, verbal, symbolic, and graphic representations. They provide a secure environment for taking intellectual risks and approaching problems in multiple ways. Candidates model and encourage students to use multiple ways of approaching mathematical problems, and they encourage discussion of different solution strategies. They foster positive attitudes toward mathematics, and encourage student curiosity, flexibility, and persistence in solving mathematical problems.

Additionally, Single Subject Candidates help students in Grades 7-12 to understand mathematics as a logical system that includes definitions, axioms, and theorems, and to understand and use mathematical notation and advanced symbols. They assign and assess work through progress-monitoring and summative assessments that include illustrations of student thinking such as open-ended questions, investigations, and projects.

Teaching Science in a Single Subject Assignment

Candidates for a Single Subject Teaching Credential in Science demonstrate the ability to teach the state-adopted academic content standards for students in science (7-12). They balance the focus of instruction between science information, concepts and principles. Their explanations, demonstrations and class activities serve to illustrate science concepts, and principles, scientific investigation, and experimentation. Candidates emphasize the importance of accuracy, precision, and estimation. Candidates encourage students to pursue science interests, especially students from groups underrepresented in science careers. When live animals are present in the classroom, candidates teach students to provide ethical care. They demonstrate sensitivity to students' cultural and ethnic backgrounds in designing science instruction.

Additionally, Single Subject Candidates guide, monitor and encourage students during investigations and experiments. They demonstrate and encourage use of multiple ways to measure and record scientific data, including the use of mathematical symbols. Single Subject Candidates structure and sequence science instruction to enhance students’ academic knowledge to meet or exceed the state-adopted academic content standards for students. They establish and monitor procedures for the care, safe use, and storage of equipment and materials, and for the disposal of potentially hazardous materials.

Teaching History-Social Science in a Single subject Assignment

Candidates for a Single Subject Teaching Credential in History-Social Science demonstrate the ability to teach the state-adopted academic content standards for students in history-social science (7-12). They enable students to learn and use analytic thinking skills in history and social science while attaining the

state-adopted academic content standards for students. They use timelines and maps to reinforce students’ sense of temporal and spatial scale. Candidates teach students how social science concepts and themes provide insights into historical periods and cultures. They help students understand events and periods from multiple perspectives by using simulations, case studies, cultural artifacts, works of art and literature, cooperative projects and student research activities.

Additionally, History-Social Science Single Subject Candidates connect essential facts and information to broad themes, concepts and principles, and they relate history-social science content to current or future issues. They teach students how cultural perspectives inform and influence understandings of history. They select and use age-appropriate primary and secondary documents and artifacts to help students understand a historical period, event, region or culture. Candidates ask questions and structure academic instruction to help students recognize prejudices and stereotypes. They create classroom environments that support the discussion of sensitive issues (e.g., social, cultural, religious, race and gender issues), and encourage students to reflect on and share their insights and values. They design activities to counter illustrate multiple viewpoints on issues. Candidates monitor the progress of students as they work to understand, debate, and critically analyze social science issues, data, and research conclusions from multiple perspectives.

B. ASSESSING STUDENT LEARNING

TPE 2: Monitoring Student Learning During Instruction

Candidates for a Teaching Credential use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the state-adopted academic content standards for students. They pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. Candidates anticipate, check for, and address common student misconceptions and misunderstandings.

TPE 3: Interpretation and Use of Assessments

Candidates for a Teaching Credential understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction. They know about and can appropriately implement the state-adopted student assessment program. Candidates understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. They use multiple measures, including information from families, to assess student knowledge, skills, and behaviors. They know when and how to use specialized assessments based on students 'needs. Candidates know about and can appropriately use informal classroom assessments and analyze student work. They teach students how to use self-assessment strategies. Candidates provide guidance and time for students to practice these strategies.

Candidates understand how to familiarize students with the format of standardized tests. They know how to appropriately administer standardized tests, including when to make accommodations for students with

special needs. They know how to accurately interpret assessment results of individuals and groups in order to develop and modify instruction. Candidates interpret assessment data to identify the level of

proficiency of English language learners in English as well as in the students’ primary language. They give students specific, timely feedback on their learning, and maintain accurate records summarizing student achievement. They are able to explain, to students and to their families, student academic and behavioral strengths, areas for academic growth, promotion and retention policies, and how a grade or

progress report is derived. Candidates can clearly explain to families how to help students achieve the curriculum.

C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING

TPE 4: Making Content Accessible

Candidates for Teaching Credentials incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum. They use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students' current level of achievement. They vary instructional strategies according to purpose and lesson content. To meet student academic learning needs, candidates explain content clearly and reinforce content in multiple ways, such as the use of written and oral presentation, manipulatives, physical models, visual and performing arts, diagrams, non-verbal communication, and computer technology. They provide opportunities and adequate time for students to practice and apply what they have learned. They distinguish between conversational and academic language, and develop student skills in using and understanding academic language. They teach students strategies to read and comprehend a variety of texts and a variety of information sources, in the subject(s) taught. They model active listening in the classroom. Candidates encourage student creativity and imagination. They motivate students and encourage student effort. When students do not understand content, they take additional steps to foster access and comprehension for all learners. Candidates balance instruction by adjusting lesson designs relative to students’ current level of achievement.

TPE 5: Student Engagement

Candidates for Teaching Credentials clearly communicate instructional objectives to students. They ensure the active and equitable participation of all students. They ensure that students understand what they are to do during instruction and monitor student progress toward academic goals. If students are

struggling and off-task, candidates examine why and use strategies to re-engage them. Candidates encourage students to share and examine points of view during lessons. They use community resources,

student experiences and applied learning activities to make instruction relevant. They extend the intellectual quality of student thinking by asking stimulating questions and challenging student ideas.

Candidates teach students to respond to and frame meaningful questions.

TPE 6: Developmentally Appropriate Teaching Practices

Background information for TPE 6: TPEs describe knowledge, skills, and abilities for all credential candidates, and they underscore the importance of generically-effective strategies for teaching a broad range of students. The purpose of TPE 6 is to establish additional expectations that are of greatest importance in teaching students at distinct stages of child and adolescent development. It is not the intent of TPE 6 to describe practices that are appropriate or effective only at one developmental level. This TPE describes professional practices that are most commonly used and needed for students in each major phase of schooling, grades K-3, 4-8, and 9-12. 1

1 TPE 6 does not represent a comprehensive strategy for teaching students at any particular stage; the elements of TPE 6 are intended merely to supplement and not replace the broader range of pedagogical skills and abilities described in the TPEs.

TPE 6A: Developmentally Appropriate Practices in Grades K-3

During teaching assignments in Grades K-3, candidates for a Multiple Subject Teaching Credential understand how to create a structured day with opportunities for movement. They design academic activities that suit the attention span of young learners. Their instructional activities connect with the children’s immediate world; draw on key content from more than one subject area; and include hands-on experiences and manipulatives that help students learn. Candidates teach and model norms of social interactions (e.g., consideration, cooperation, responsibility, empathy). They understand that some children hold naïve understandings of the world around them. Candidates provide educational experiences that help students develop more realistic expectations and understandings of their environment. They know how to make special plans for students who require extra help in exercising self-control among their peers or who have exceptional needs or abilities.

TPE 6B: Developmentally Appropriate Practices in Grades 4-8

During teaching assignments in Grades 4-8, candidates for a teaching credential build on students’ command of basic skills and understandings while providing intensive support for students who lack

basic skills as defined in state-adopted academic content standards for students. They teach from grade-level texts. Candidates design learning activities to extend students’ concrete thinking and foster abstract

reasoning and problem-solving skills. They help students develop learning strategies to cope with increasingly challenging academic curriculum. They assist students, as needed, in developing and

practicing strategies for managing time and completing assignments. Candidates develop students’ skills for working in groups to maximize learning. They build on peer relationships and support students in

trying new roles and responsibilities in the classroom. They support students' taking of intellectual risks such as sharing ideas that may include errors. Candidates distinguish between misbehavior and over-

enthusiasm, and they respond appropriately to students who are testing limits and students who alternatively assume and reject responsibility.

TPE 6C: Developmentally Appropriate Practices in Grades 9-12

During teaching assignments in Grades 9-12, candidates for a Single Subject Teaching Credential establish intellectually challenging academic expectations and provide opportunities for students to develop advanced thinking and problem-solving skills. They frequently communicate course goals, requirements, and grading criteria to students and families. They help students to understand connections between the curriculum and life beyond high school, and they communicate the consequences of academic choices in terms of future career, school and life options. Candidates support students in assuming increasing responsibility for learning, and encourage behaviors important for work such as being on time and completing assignments. They understand adolescence as a period of intense social peer pressure to conform, and they support signs of students’ individuality while being sensitive to what being "different” means for high school students.

TPE 7: Teaching English Learners

Candidates for a Teaching Credential know and can apply pedagogical theories, principles and instructional practices for comprehensive instruction of English Learners. They know and can apply theories, principles and instructional practices for English Language Development leading to comprehensive literacy in English. They are familiar with the philosophy, design, goals and characteristics of programs for English language development, including structured English immersion. They implement an instructional program that facilitates English language development, including reading, writing, listening and speaking skills, that logically progresses to the grade level reading/language arts program for English speakers. They draw upon information about students’

backgrounds and prior learning, including students' assessed levels of literacy in English and their first languages, as well as their proficiency in English, to provide instruction differentiated to students’ language abilities. They understand how and when to collaborate with specialists and para-educators to support English language development. Based on appropriate assessment information, candidates select instructional materials and strategies, including activities in the area of visual and performing arts, to develop students’ abilities to comprehend and produce English. They use English that extends students’ current level of development yet is still comprehensible. They know how to analyze student errors in oral and written language in order to understand how to plan differentiated instruction.

Candidates for a Teaching Credential know and apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. They use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners. They allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as para-educators, peers, and books.2 They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit.

Candidates understand how cognitive, pedagogical and individual factors affect students’ language acquisition. They take these factors into account in planning lessons for English language development and for academic content.

D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS

TPE 8: Learning about Students

Candidates for a Teaching Credential draw upon an understanding of patterns of child and adolescent development to understand their students. Using formal and informal methods, they assess students’ prior mastery of academic language abilities, content knowledge, and skills, and maximize learning opportunities for all students. Through interpersonal interactions, they learn about students’ abilities, ideas, interests and aspirations. They encourage parents to become involved and support their efforts to improve student learning. They understand how multiple factors, including gender and health, can influence students’ behavior, and understand the connections between students’ health and their ability to learn. Based on assessment data, classroom observation, reflection and consultation, they identify students needing specialized instruction, including students whose physical disabilities, learning disabilities, or health status require instructional adaptations, and students who are gifted.

TPE 9: Instructional Planning

Candidates for a Teaching Credential plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students. They establish clear long-term and short-term goals for student learning, based on state and local standards for student achievement as well as on students’ current levels of achievement. They use explicit teaching methods such as direct instruction and inquiry to help students meet or exceed grade level expectations. They plan how to explain content clearly and make abstract concepts concrete and meaningful. They understand the purposes, strengths and limitations of a variety of instructional strategies, including 2 Teachers are not expected to speak the students’ primary language, unless they hold an appropriate credential and teach in a bilingual classroom. The expectation is that they understand how to use available resources in the primary language, including students’ primary language skills, to support their learning of English and curriculum content.

examining student work, and they improve their successive uses of the strategies based on experience and reflection. They sequence instruction so the content to be taught connects to preceding and subsequent content. In planning lessons, they select or adapt instructional strategies, grouping strategies, and instructional material to meet student learning goals and needs. Candidates connect the content to be learned with students’ linguistic and cultural backgrounds, experiences, interests, and developmental learning needs to ensure that instruction is comprehensible and meaningful. To accommodate varied student needs, they plan differentiated instruction. When support personnel, such as aides and volunteers are available, they plan how to use them to help students reach instructional goals.

E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

TPE 10: Instructional Time

Candidates for a Teaching Credential allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks. They establish procedures for routine tasks and manage transitions to maximize

instructional time. Based on reflection and consultation, they adjust the use of instructional time to optimize the learning opportunities and outcomes for all students.

TPE 11: Social Environment

Candidates for a Teaching Credential develop and maintain clear expectations for academic and social behavior. The candidates promote student effort and engagement and create a positive climate for

learning. They know how to write and implement a student discipline plan. They know how to establish rapport with all students and their families for supporting academic and personal success through caring,

respect, and fairness. Candidates respond appropriately to sensitive issues and classroom discussions. They help students learn to work responsibly with others and independently. Based on observations of

students and consultation with other teachers, the candidate recognizes how well the social environment maximizes academic achievement for all students and makes necessary changes.

F. DEVELOPING AS A PROFESSIONAL EDUCATOR

TPE 12: Professional, Legal, and Ethical Obligations

Candidates for a Teaching Credential take responsibility for student academic learning outcomes. They are aware of their own personal values and biases and recognize ways in which these values and biases affect the teaching and learning of students. They resist racism and acts of intolerance. Candidates appropriately manage their professional time spent in teaching responsibilities to ensure that academic goals are met. They understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students, and individuals with disabilities, including implications for their placement in classrooms. Candidates can identify suspected cases of child abuse, neglect, or sexual harassment. They maintain a non-hostile classroom environment. They carry out laws and district guidelines for reporting such cases. They understand and implement school and district policies and state and federal law in responding to inappropriate or violent student behavior.

Candidates for a Teaching Credential understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals. They are aware of and act in accordance

with ethical considerations and they model ethical behaviors for students. Candidates understand and honor all laws relating to professional misconduct and moral fitness.

TPE 13: Professional Growth

Candidates for a Teaching Credential evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning. They improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies.

Candidates use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness. They develop appropriate plans for professional growth in subject matter knowledge and pedagogy. Candidates access resources such as feedback from professionals, professional organizations, and research describing teaching, learning, and public education.