Академический Документы
Профессиональный Документы
Культура Документы
Sean Watson
National University
6/20/2019
PDQP Progress Report and Reflection 2
Abstract
Portfolio (PDQP) in accordance with the completion of TED690 Capstone course. The report
takes a look at explanations of artifacts chosen in the domains of the Teacher Performance
My Professional Development Quest Portfolio for TED690 has been a very educational
course of not only my accomplishments and reflections as a teacher but also taking a deep look
into the California Teacher Expectations (TPEs) Domains. For the past 3 weeks I have wisely
becoming teacher. I came into this course not knowing anything about shaping, planning, and
creating an eportfolio but to embark on the development of my eportfolio, I first had to answer
the question just exactly what is a professional teaching portfolio? “A professional teaching
knowledge, dispositions, and skills.” (Costantino & De Lorenzo, 2009, p. 2) This report will
take a look at how my PDQP is developing explanations of artifacts that I have chosen for
In diving into creating an eportfolio at first, I found out that I was having a difficult time
uploading not only artifacts but using an internet website builder such as Weebly. After the first
week of this course, I was able to breathe, relax, and learn by repetition how Weebly can be user-
friendly. With a lot of patience and time dedicated to enhancing my PDQP through the different
application builders, I was inspired to continue building this portfolio. This portfolio is
dedicated to reflecting on the six domains of the California Teaching Performance Expectations.
These domains in my eyes represent the different features and experiences teachers
should possess and implement in the classroom. For example, in Domain A, I chose artifacts
that relate to how students can grasp and understand a certain objective. Artifact # 2 in this same
domain is a lesson plan that was observed during my student teaching in Kindergarten the spring
of 2019. The lesson was during addition sentences for Kindergartens as they learn how to
recognize sentences like 2 and 3 is 5. The lesson itself was on developing addition sentences
using the plus and equal signs. We finished the lesson rolling dice which the students then
writing down their addition sentences as (2+3=5). I feel this lesson really captured how fun and
engaging simple and effective lessons can help Kindergarteners learn how to use addition in their
lives. Another great example of two artifacts I used can be found in Domain B, Assessing
Student Learning. I believe these two artifacts complement one another as one is a rubric
document that I created for a lesson unit on simple machines in the 5th grade during my student
teaching and the other is the a video showing how I go other the rubric with the entire class
introducing the lesson unit on simple machines. Rubrics are excellent tools to meet the
objectives and while being clear about what is expected. Rubrics can be discussed further with
students helping to create them as well. The other artifact in the domain is a video of the rubric
being discussed with the class before the lesson takes place. The video shows the goals and
objectives as well as the activation questions as the students begin the lesson on simple
machines. These two artifacts are examples of accomplishments I want to share with future
meaningful evidence of artifacts in all domains of the teacher expectations. One thing I am
grateful for is the use of photos. Aside from being professional a portfolio, I want to also make it
personal through photos that express my passion and that illustrates day to day atmosphere in the
classroom. The viewer should feel this as they observe and view my portfolio. I had the
opportunity to complete my student teaching this past spring semester in a Title One school in
the San Juan Unified School District in Sacramento, CA. The photos were taken by my master
teachers who are granted secure permission to reveal the students in the photos. The photos
capture key highlighted expectations that I have included in some of my artifacts. For example,
a photo is taken of myself and other students participating in a “brain break.” This break was a
freeze dance where music was played and when stopped, everyone had to freeze in their dance
position. These breaks enable students to get out of their seats after a 40 to 50 minute lesson.
Another goal in creating this PDQP is how I will present my findings and celebrations to
others in a professional setting. “The self-evaluation process helps you fine-tune your portfolio
product, while the presenting your portfolio process, provides helpful hints in using your
sharing my portfolio with potential new employers. My portfolio will reflect questions I know I
will be ask to explain in an interview. For example, how I differentiate instruction can by
a language arts lesson I gave to Kindergarteners where they identify and pronounce the long
vowel sounds. In this lesson, I provided visuals for ELL students, accommodations for special
needs students with seating and monitoring, and for focus learners I provided music, poster
PDQP Progress Report and Reflection 6
reading, and modeling where I pronounced the long vowel sounds with the class. Another
example of how I will use my portfolio is if I am ask about my goals for continued professional
growth I will be able to direct them to my online portfolio and my five year professional
development plan. Potential employers can view my path and intention to attain my California
credential.
It has been a long journey as this is my last course before receiving my Masters in
Education. There have been many frustrations with exams, TPA’s, and written lesson plans. I
recently took the RICA and I am still waiting to find results. Once I pass the RICA, I will be
able to apply to the CTC for my preliminary credential in California. I realize that learning is
always constant no matter where we are or at what level of intelligence we have obtained. I
really want to have my own classroom where I can make an impact and difference in the lives of
students who are in need of guidance and direction from start to finish.
This capstone course has given me new light in developing my PDQP and knowing that I
can change and update it as I grow professionally. I can strategically position certain artifacts
within the domains to really highlight my strengths and meet current expectations and show my
unique teaching style attained during my teaching career. Thus far, this portfolio will be a strong
questions and being prepared to share well-organized, quality, supporting documents helps you
appear more competent and knowledgeable when presenting your portfolio.” (Costantino & De
Lorenzo, 2009, p. 74) Overall, the ability and effectiveness of reflection has given me many
opportunities to grow as a person that recognizes the importance of community and someone
who is willing to use my unique talents and gifts as an educator to make an impact in others
peoples’ lives who are not so fortunate, and help prepare children for a brighter future.
PDQP Progress Report and Reflection 7
Reference
Costantino, P., & De Lorenzo, M. (2009). Developing a professional teaching portfolio: A guide
for success. Upper Saddle River, NJ: Pearson.