EXPLANATION OF TPES
A. Making Subject Matter Comprehensible to Students
TPE 1: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments
B. Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
D. Planning Instruction and Designing Learning
Experiences for Students
TPE 8: Learning About Students
TPE 9: Instructional Planning
E. Creating and Maintaining Effective Environments
for Student Learning
TPE 10: Instructional Time
TPE 11: Social Environment
F. Developing as a Professional Educator
TPE 12: Professional, Legal and Ethical Obligations
TPE 13: Professional Growth
A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
Background Information: TPE 1. TPE 1 is divided into two categories intended
to take into account the differentiated teaching assignments of multiple
subject and single subject teachers. Multiple subject credential holders
work in self-contained classrooms and are responsible for instruction in
several subject areas; single subject teachers work in departmentalized settings
and 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 1B: Subject-Specific Pedagogical Skills for Single Subject
Teaching Assignments
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 (Grades 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.
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.
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. 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 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 LEARNINGTPE
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.