The document summarizes how a teacher is assessing and engaging students in an Honors Algebra 1 class at The Preuss School. It discusses how the teacher is meeting several Teacher Performance Expectations (TPEs) including: monitoring student learning during instructional time, making content accessible using various methods, engaging students through relevant real-world examples and community resources, using developmentally appropriate practices like group work, and creating an effective learning environment with parent involvement and respect. It concludes by discussing next steps for instructional planning to set goals and differentiate instruction to meet varied student needs.

1. Final Colloquium
Christobelle Tan
EDS 379A
11.28.12

2. Context:
The Preuss School
Honors Algebra 1 Students
 Students are in 7th – 9th grade, majority 8th
grade
 Total: 25 students
 18 English Learners – all reclassified to R-
FEP.
 52% Latino descent, 24% Asian descent, and
24% are of White or Black or other descent.

3. Assessing Student Learning
 TPE 2: Monitoring Student Learning During
Instructional Time

4. Assessing Student Learning
TPE2: Monitoring Student Learning During
Instruction
• Before: content
with students doing
work, unanswered
questions.
• After: Check and
address students
misconceptions.

5. Engaging and Supporting Students
in Learning
 TPE 4: Making Content Accessible
 TPE 5: Student Engagement
 TPE 6B: Developmentally Appropriate Practices in
Grade 4-8
 TPE 7 : Engaging English Learners

6. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
• Computer
technology,
written and oral
communication,
diagrams,
interactive notes,
physical models.

7. Engaging and Supporting Students in Learning
TPE 5: Student Engagement
• Community
Resources:
Ferny and the
Rockets
• y=mx+b
relevant and
real.

8. Engaging and Supporting Students in Learning
TPE 6B: Developmentally Appropriate Practices
In Grades 4-8
• Group activity, Partner activity, Table Groups,
Partner Project.
• Class in set up in a way to increase group
participation and to work cooperatively.

9. Engaging and Supporting Students in Learning
TPE 7: Teaching English Learners
• To share where
they have heard
of these words
before. Use their
definition or add
on to their
definitions.

10. Creating and Maintaining Effective
Environments for Student Learning
 TPE 10: Instructional Time
 TPE 11: Social Environment

11. Creating and Maintaining Effective Environments for Student Learning
TPE 10: Instructional Time

12. Creating and Maintaining Effective Environments for Student Learning
TPE 11: Social Environment
• Parent
involvement
• Encouragement :
Hollywood
Squares
• Respectfulness
• Respond to
sensitive issues.

13. Next Steps
TPE 9: Instructional Planning
• 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.
• 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.