Your SlideShare is downloading. ×
0
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Tree
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Tree

1,969

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,969
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
21
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. The Teaching Profession
  • 2. Mission Statement
    • The mission of the Brandman School of Education is to prepare inquiring, reflective, ethical, caring and productive educators to work in a variety of educational settings including public and private schools.
  • 3. Teacher Preparation
      • gain a scholarly background in the foundations and functions of education
      • develop an understanding of how different children learn in different ways
      • learn to teach the state adopted K-12 academic content standards in a pedagogically appropriate way
      • become a reflective practitioner
  • 4. What Makes a Good Teacher?
    • The Attributes of a Quality Teacher:
    • Brandman University School of Education Vision Tree
    • The California Teaching Performance Expectations (TPEs)
  • 5. Merriam-Webster Definition of Pedagogy
    • “ The art, science, or profession of teaching”
    The Art of Teaching The Vision Tree The Science of Teaching Teacher Performance Expectations
  • 6. The Brandman Vision Tree TEACHER Constructivist Moral Educator Reflective Practitioner Mediator of Diversity Facilitator Change Agent Nurturer
  • 7. Constructivist
    • Respects Ambiguity
    • Uses Meaning Centered Activities
    • Is Creative
    • Builds on Student’s Previous Knowledge and Experience
    • Uses Socially Constructed – Cooperative Learning
    • Actively Engages All Students with Authentic Experiences
  • 8. Moral Educator
    • Encourages Cooperative Learning
    • Models Concern for Ecological Issues
    • Promotes Social Justice
    • Ethical
    • Promotes Democratic Classrooms
    • Fosters Respect and Caring for Each Other
    • Demonstrate s Global Concern
  • 9. Reflective Practitioner
    • Scholarly
    • Researcher
    • Self-Reflection
    • Open to Change
    • Flexible Attitude
    • Lifelong Learner
    • Problem Solver
  • 10. Mediator of Diversity
    • Cultural Pluralism
    • Unity within Differences
    • Respect and Celebration
    • Equity
  • 11. Facilitator
    • Is Knowledgeable
    • Takes a Creative Approach to Problem Solving
    • Collaborates with Teachers, Parents, Community
  • 12. Change Agent
    • Is Pro-active
    • Models Conflict Resolution
    • Cares to Make a Difference
    • Involved in the Community
    • Is Willing to Fight for Equity and Social Justice
    “ Be the change you seek in the world” M. Ghandi
  • 13. Nurturer
    • Promotes Connected Learning
    • Establishes a Caring Community
    • Is Passionate about Helping Children
    • Respects Values of Community
    • Believes in Unique Potential of All Students
  • 14. California Teacher Performance Expectations: Salient Features A: Making Subject Matter Comprehensible to Students TPE 1 Specific Pedagogical Skills for Subject Matter Instruction Subject-Specific Pedagogical Skills for Multiple & Single Subject Teaching Assignments
    • Understanding the state-adopted academic content standards
    • Understanding how to teach the subject matter in the standards
    • Planning instruction that addresses the standards
    • Demonstrating the ability to teach to the standards
  • 15. B. Assessing Student Learning TPE 2 Monitoring Student Learning During Instruction
    • Determining student progress toward achieving the state-adopted academic content standards
    • Using instructional strategies and techniques to support students’ learning
    TPE 3 Interpretation and Use of Assessments
    • Understanding a range of assessments
    • Using and interpreting a range of assessments
    • Giving feedback on assessment results
  • 16. C: Engaging And Supporting Students In Learning TPE 4 Making Content Accessible
    • Addressing state-adopted academic content standards
    • Prioritizing and sequencing content
    • Selecting and using various instructional strategies, activities, and resources to facilitate student learning
    TPE 5 Student Engagement
    • Understanding of academic learning goals
    • Ensuring active and equitable participation
    • Monitoring student progress and extending student thinking
  • 17. Engaging And Supporting Students In Learning (continued) TPE 6 Developmentally Appropriate Teaching Practices Grades K-3, 4-8, 9-12
    • Understanding important characteristics of the learners
    • Designing instructional activities
    • Providing developmentally appropriate educational experiences
  • 18. Engaging And Supporting Students In Learning (continued) TPE 7 Teaching English Learners
    • Understanding and applying theories, principles, and instructional practices for English Language Development
    • Understanding how to adapt instructional practices to provide access to the state adopted student content standards
    • Drawing upon student backgrounds and language abilities to provide differentiated instruction
  • 19. D: Planning Instruction and Designing Learning Experiences for Students TPE 8 Learning about Students
    • Understanding child and adolescent development
    • Understanding how to learn about students
    • Using methods to learn about students
    • Connecting student information to learning
    TPE 9 Instructional Planning
    • Establishing academic learning goals
    • Connecting academic content to the students backgrounds, needs, and abilities
    • Selecting strategies, activities, material, resources
  • 20. E: Creating And Maintaining Effective Environments for Student Learning TPE 10 Instructional Time
    • Allocating instructional time
    • Managing instructional time
    TPE 11 Social Environment
    • Understanding the importance of the social environment
    • Establishing a positive environment for learning
    • Maintaining a positive environment for learning
  • 21. F: Developing as a Professional Educator TPE 12 Professional, Legal, and Ethical Obligations
    • Taking responsibility for student academic learning outcomes
    • Knowing and applying professional and ethical obligations
    • Knowing and applying legal obligations
    TPE 13 Professional Growth
    • Evaluating teaching practice and subject matter knowledge
    • Using reflection and feedback to improve teaching practice and subject matter knowledge
    • Accessing resources and research
  • 22. Rubric for Evaluating Exit Portfolio Based on the Teacher Performance Expectations
  • 23. Artifacts: Distinguished Category
    • Artifacts provide evidence that clearly and convincingly demonstrates candidate’s
      • ability to make subject matter comprehensible to students.
      • ability to assess learning for all students.
      • ability to engage and support all students in learning.
      • ability to plan and design learning experiences for all students.
      • ability to create and maintain effective environments for student learning.
      • development as a professional.
  • 24. Written Reflections: Distinguished Category
    • Written Reflections provide relevant connections to the domain and a well-developed explanation of how the artifact demonstrates competence in the domain.
  • 25. Domain A: Subject Matter Competence TPE Domains 1 Unsatisfactory 2 Emerging 3 Competent 4 Distinguished TPE 1 Domain A Artifacts provide little or no evidence of candidate’s ability to make subject matter comprehensible to students. Artifacts provide evidence that partially demonstrates candidate’s ability to make subject matter comprehensible to students. Artifacts provide evidence that adequately demonstrates candidate’s ability to make subject matter comprehensible to students Artifacts provide evidence that clearly and convincingly demonstrates candidate’s ability to make subject matter comprehensible to students. Written Reflections demonstrate little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide limited or cursory connections to the domain and a minimal explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and an adequate explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and a well-developed explanation of how the artifacts demonstrate competence in the domain.
  • 26. Domain B: Assessing Student Learning TPE Domains 1 Unsatisfactory 2 Emerging 3 Competent 4 Distinguished TPE 2 & 3 Domain B Artifacts provide little or no evidence of candidate’s ability to assess learning for all students. Artifacts provide partial evidence of candidate’s ability to assess learning for all students. Artifacts provide evidence that adequately demonstrates candidate’s ability to assess learning for all students. Artifacts provide evidence that clearly and convincingly demonstrate candidate’s ability to assess learning for all students. Written Reflections demonstrate little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain. Written Reflections demonstrate limited or cursory connection to the domain and minimal explanation of how the artifacts demonstrate competence in the domain. Written Reflections demonstrate relevant connections to the domain and an adequate explanation of how the artifacts demonstrate competence in the domain. Written Reflections demonstrate relevant connections to the domain and a well-developed explanation of how the artifacts demonstrate competence in the domain.
  • 27. Domain C: Engaging and Supporting Students TPE Domains 1 Unsatisfactory 2 Emerging 3 Competent 4 Distinguished Domain C     TPEs 4, 5, 6, 7 Artifacts provide little or no evidence of candidate’s ability to engage and support all students in learning. Artifacts provide evidence that partially demonstrates candidate’s ability to engage and support all students in learning . Artifacts provide evidence that adequately demonstrates candidate’s ability to engage and support all students in learning. Artifacts provide evidence that clearly and convincingly demonstrates candidate’s ability to engage and support all students in learning. Written Reflections provide little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide limited or cursory connections to the domain and a minimal explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and an adequate explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and a well-developed explanation of how the artifacts demonstrate competence in the domain.
  • 28. Domain D: Planning Instruction TPE Domains 1 Unsatisfactory 2 Emerging 3 Competent 4 Distinguished Domain D     TPEs 8 & 9 Artifacts provide little or no evidence of candidate’s ability to plan and design learning experiences for all students. Artifacts provide evidence that partially demonstrates candidate’s ability to plan and design learning experiences for all students . Artifacts provide evidence that adequately demonstrates candidate’s ability to plan and design learning experiences for all students . Artifacts provide evidence that clearly and convincingly demonstrates candidate’s ability to plan and design learning experiences for all students. Written Reflections provide little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide limited or cursory connections to the domain and a minimal explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and an adequate explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and a well-developed explanation of how the artifacts demonstrate competence in the domain.
  • 29. Domain E: Creating Effective Environments TPE Domains 1 Unsatisfactory 2 Emerging 3 Competent 4 Distinguished Domain E     TPEs 10 & 11 Artifacts provide little or no evidence of candidate’s ability to create and maintain effective environments for student learning. Artifacts provide evidence that partially demonstrates candidate’s ability to create and maintain effective environments for student learning. Artifacts provide evidence that adequately demonstrates candidate’s ability to create and maintain effective environments for student learning. Artifacts provide evidence that clearly and convincingly demonstrates candidate’s ability to create and maintain effective environments for student learning. Written Reflections provide little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide limited or cursory connections to the domain and a minimal explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and an adequate explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and a well-developed explanation of how the artifacts demonstrate competence in the domain.
  • 30. Domain E: Developing as a Professional TPE Domains 1 Unsatisfactory 2 Emerging 3 Competent 4 Distinguished Domain F     TPEs 12 & 13 Artifacts provide little or no evidence of candidate’s development as a professional. Artifacts provide evidence that partially demonstrates candidate’s development as a professional. Artifacts provide evidence that adequately demonstrates candidate’s development as a professional. Artifacts provide evidence that clearly and convincingly demonstrates candidate’s development as a professional. Written Reflections provide little or no connection to the domain and no explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide limited or cursory connections to the domain and a minimal explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and an adequate explanation of how the artifacts demonstrate competence in the domain. Written Reflections provide relevant connections to the domain and a well-developed explanation of how the artifacts demonstrate competence in the domain.
  • 31. Portfolio Organization
    • Include Table of Contents
    • Personal and Professional Section
    • Organize by California Standards for the Teaching Profession and Teacher Performance Expectations
      • Making subject matter comprehensible to students
      • Assessing student learning
      • Engaging and supporting students in learning
      • Planning Instruction and Designing Learning Experiences for Students
      • Creating And Maintaining Effective Environments for Student Learning
      • Developing as a Professional Educator
    • Write a reflective introductory for each section.
    • Make connections between the TPEs and the Vision Tree.
  • 32. Portfolio Content
    • Letter of introduction, resume, personal educational philosophy
    • Reflections on teaching cases, research papers, journal entries, website reviews, rationale papers
    • Lesson plans, unit plans, curriculum maps, theme cycles
    • Assessments – tests, rubrics, checklists, student portfolios
    • Demographic studies, ethnography, case studies
    • Mind maps, graphic organizers, timelines, visual representations
    • Photographs and videotapes
    • Samples of student work and assessments
    • Credentials, certificates, awards
    • Articles you have read and reflected upon and anything else that will demonstrate your growth toward being an effective and reflective teacher.
    What you place in your portfolio should represent the full range of your work.
  • 33. Reflection
    • Distinguished Reflection Criteria
      • Reflections are thoughtful and questioning
      • Connections with experience, theory and practice are evident
    • Include a reflection about the portfolio process.
    • Include a reflection on each of the standards sections.
  • 34. Questions for Reflection
    • Describe the artifacts you have included in your portfolio
    • How do these artifacts demonstrate your proficiency in meeting Teacher Performance Expectations?
    • How do these artifacts demonstrate your understanding of how students learn?
    • How will you build on these proficiencies and improve your teaching?
    • Make connections with the qualities of a teacher represented in the Vision Tree
      • The Art of Teaching
      • The Science of Teaching
  • 35. Lesson Planning
  • 36. Classroom Management
  • 37. Assessment
  • 38. Field Observations
  • 39. Classroom Projects Presentations
  • 40. Exit Interview Your chance to show off!

×