Evidence of TPEs in Place Through Classroom Observation

• [This is not an exhaustive list, but provides examples of observable characteristics for each of the TPEs.]

A.  Making Subject Matter Comprehensible to Students:

 TPE 1 Specific Pedagogical Skills for Subject Matter Instruction

The teacher candidate:

• uses up-to-date, factually accurate materials to match the standard being taught
• models the expected assignment
• knows the content as shown by level of detail and connections
• uses appropriate modalities for content standards
• correctly answers student questions about content
• organizes activities so students show what they’ve learned
• follows his/her own lesson plan
• uses vocabulary appropriate to the subject
• matches students’ level of subject-matter understanding
• has specific content objectives which are shared with students
• creates worksheets or exams that show knowledge of subject matter
• creates a word wall
• makes lists of appropriate vocabulary words for lessons presented
• displays student work
• facilitates students’ use of computers to conduct research
• uses writing samples and rubrics
• conducts whole class and small group discussions
• uses multiple modalities (e.g., writes a vocabulary word on the board while he/she is saying it)
• designs lesson plans based on the state-adopted content standards
• writes factually accurate information on the board
• develops student timelines

B.  Assessing Student Learning:

 TPE 2 Monitoring Student Learning During Instruction

The teacher candidate:

• moves around the room purposefully
• uses a variety of monitoring techniques
• gives specific feedback
• allows appropriate time lapses between direct teacher instruction and student participation
• checks for students’ understanding, then re-teaches as needed
• asks for repetition of information by example
• uses students’ errors as opportunities to re-teach
• keeps anecdotal records
• encourages students’ responses
• uses a variety of levels of questioning
• frequently reinforces learning
• asks information questions throughout the lesson
• asks questions related to instruction (as a means of checking for understanding)
• asks students to respond by showing thumbs-up or thumbs-down for their understanding
• checks for understanding by asking follow-up questions

 TPE 3 Interpretation and Use of Assessments

The teacher candidate:

•  uses quizzes or pretests before beginning a new unit
• assigns students to groups based on assessment data
• uses assessment data when meeting with parents, support staff, colleagues, and students
• uses assessments to drive curricular progression
• uses multiple measures
• modifies instruction based upon interpretation of assessment results
• returns graded assignments to students with comments
• teaches students self-assessment techniques
• spends time re-teaching, as necessary, after a “thumbs-down” response from students
• gives short quizzes on prior day’s lesson

C.  Engaging and Supporting Students in Learning:

 TPE 4 Making Content Accessible

The teacher candidate:

• identifies academic content standards and objectives in the lesson plan, follows the lesson plan, and refers to standards on the board
• writes an agenda on the board (age appropriate)
• elicits students’ listening, group discussions, written responses, and shared responses
• makes a variety of materials accessible and challenging for all students (age appropriate, language appropriate)
• uses graphic organizers
• uses math manipulatives
• provides adequate time for guided practice
• models active listening to extend students’ thought processes
• works with students one-to-one to differentiate instruction
• writes a daily objective on the board and refers to it
• presents information in several ways
• asks students to summarize a reading assignment in writing 

TPE 5 Student Engagement

The teacher candidate:

• randomly draws students’ names for Q and A
• provides materials for all students
• circulates around the room to ensure that students are on task
• posts as well as states goals
• has multiple activities prepared and knows when to shift strategies appropriately
• keeps a daily/weekly journal
• uses task-specific rubrics
• checks for understanding
• connects with students on a personal level
• makes daily contact with all students
• adapts to changing situations in the classroom
• connects with students by eye contact
• ensures active and equitable participation though interaction with students
• uses “thumbs-up, thumbs-down” to involve students in responding
• keeps students visually engaged (e.g., students eyes track the teacher)
• assists students who are struggling to follow directions
• asks frequently, “Are there any questions?” or “Do you understand what you’re supposed to do?”
• asks students to read in turn\
• uses the pair-share technique

TPE 6 Developmentally Appropriate Teaching Practices

The teacher candidate:

• provides age- and ability-appropriate instruction
• uses a variety of developmentally appropriate teaching methods
• alternates quiet and active tasks
• knows and uses the developmental stages of students
• varies activities with opportunities for physical movement
• uses hands-on activities and manipulatives
• determines accommodations/modifications for students with special needs
• arranges cooperative learning group activities
• provides opportunities for group work
• assigns modified spelling lists to students with special needs
• draws pictures to illustrate vocabulary
• presents small group activities to the entire class
• distributes a rubric and discusses it with students when presenting a new writing assignment
• differentiates instruction
• uses real life events and experiences
• posts goals, course requirements, and grading practices
• makes compassionate exceptions to deadline

TPE 7 Teaching English Learners

The teacher candidate:

• uses visuals, including pictures, video, and realia
• uses age- and ability-appropriate materials
• uses graphic organizers
• employs small-group instruction
• uses paraprofessionals and resources as available
• provides visual dictionaries
• meets one-on-one with students (as needed) to front-load vocabulary prior to presenting it in class
• has students find pictures in magazines to illustrate the day’s vocabulary
• adapts lesson plan for English language learners
• clarifies vocabulary
• expresses meaning in a variety of ways
• translates key or bulleted points
• displays an abundance of realia and refers to it
• provides materials for English learners in their native language

D.  Planning Instruction and Designing Learning Experiences for Students:

TPE 8 Learning about Students

The teacher candidate:

• creates lesson plans that adapt to students’ varied styles and levels
• walks around the room to see student work
• groups students based on specific criteria
• talks to former students about their experiences in clas
• accesses cum folder information
• makes use of school counselor, when available
• makes sure information in the lesson plan is relevant to student interest/ need
• uses student surveys to learn about their homes and interests
• sends a newsletter to parents that includes a survey
• identifies students with special needs and adapts lessons
• ensures accessibility for movement throughout the room for all studen
• assesses students’ knowledge and skills
• incorporates students’ names into sentences on grammar worksheets
•  works with students one-on-one for extra help
• asks students to share their experiences with classmates (as they relate to an upcoming lesson)

TPE 9 Instructional Planning

The teacher candidate:

• states goals in the lesson plan
• lists agenda on the board
• lists goals and standards on the board (as appropriate)
• conducts introductory and closing activities
• is adequately prepared for this lesson
• makes comprehensive lesson plan
• models what is expected of students
• creates lesson plans that show evidence of time considerations
• provides time for closure
• uses formal criteria for student grouping
• varies student grouping
• clarifies instructions given
• lists homework on the board and reviews it prior to dismissing students
• posts daily agenda on the board and reviews it first

E.  Creating and Maintaining Effective Environments for Learning:

 TPE 10 Instructional Time

The teacher candidate:

• uses parameters/time allotted for opening, work time, and closure
• estimates time for each part of the lesson plan
• provides time for closure at the end of the lesson
• begins class on time
• enforces clear procedures
• paces the lesson appropriately
• handles transitions between activities smoothly
• reflects on time management
• indicates time in lesson plan
• asks students “Do you need more time?”
• writes daily plan on the board
• builds in adaptable transitions when needed
• creates lesson plans that indicate time for learning
• posts times to present on the board
• allows time for students to complete their assignments
• manages transitions

 TPE 11 Social Environment

The teacher candidate:

• creates a seating plan that meets individual students’ needs
• establishes and sticks to routines
• shows student respect and offers positive reinforcement
•  recognizes individual student behaviors and enforces class rules
• posts behavior rules
• models rules
• practices team-building activities
• uses ongoing techniques, for example nonverbal, for regaining control
• uses behavioral strategies appropriate to age and maturity levels of students
• sets expectations and maintains them
• provides a safe environment so students feel comfortable speakin
• demonstrates flexibility in dealing with individual disruptions
• effectively handles minor disruptions from students, for example: 
• head on desk
• talking while the teacher is talking
• inattention, note passing
• tardiness
• late papers
• materials not brought to class
• eating
• failure to follow instructions
• rude or unacceptable behavior

F.  Developing as a Professional Educator:
 

TPE 12 Professional, Legal, and Ethical Obligations

The teacher candidate:

• attends staff meetings, parent meetings, IEP meetings, etc.
• covers state standards, responds to staff handbook, and follows district policies
• understands the higher ethical demands placed on teachers
• dresses appropriately and professionally
• stays current with subject-matter knowledge
• consults with Directing Teacher and/or University Supervisor

TPE 13 Professional Growth

The teacher candidate:

• practices reflection, keeps a journal
• adapts and makes changes, as needed
• keeps updated on newest trends
• takes feedback positively
• attends professional conferences
• openly shares ideas, strategies with directing teachers and other colleague