Telling My Story Using My PDQP 1

Telling My Story Using My PDQP

Kimberlie Ramirez Gonzalez

National University
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Abstract

The following essay will encapsulate the information about the six domains listed in the

California Teacher Performance Expectations (TPE) and the relation of these to the artifacts

chosen to demonstrate my professional development as an educator. This essay will also help me

identify areas of strengths and needs related to the chosen TPE.

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Evaluate your progress in achieving competencies in your chosen TPE domain.

The three artifacts I have chosen to demonstrate my progress in achieving TPE 1B: Subject-

Specific Pedagogical Skills for Single Subject Teaching Assignments in Spanish demonstrate

how I have implemented the TPE into my course and the development of such. In Artifact #1:

Supervisor Observation, my supervisor, the school’s principal, states how “the content is

appropriate for students at this grade level [9th grade].” However, he does also state how he

“would like to hear the students speak and use the language more as the year goes on” which to

mean is an area where I needed to improve in that time to achieve the competencies in TPE 1B.

TPE 1B states that students will demonstrate communicative abilities “using the four language

skills of listening, speaking, reading and writing” (Cal TPE) which per my observation the

students were not fully demonstrating. This observation helped me develop as an educator and

showed me I needed to develop that skill to help achieve the competencies in TPE 1B.

Identify your strengths and needs associated within your chosen TPE domain.

After reviewing Artifact #1: Supervisor Observation and Artifact #2: Evaluation of Teaching

Performance Form, I can see where I had areas of strength and areas of need. In Artifact #1 it is

stated that the content is appropriate for students of that grade and how the different levels of

Spanish knowledge is used appropriately in class. This is a demonstration of a strength.

However, it also says that the students need to speak the language more in class. This is a

demonstration of a need for improvement toward the TPE. In Artifact #2, most of the reviews are

positive. The evaluation states that the planning and preparation is effective toward helping

students achieve the goal, that I am involved with the community, and that I ensure student

engagement. However, it also says that my supervisor “would encourage [me] to find ways to

measure [my] students’ progress throughout the year in their understanding of Spanish…” which
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is an area of need because I do not know if the students are truly achieving all their academic

goals unless I assess them often; whether formal or informal. In conclusion, areas of strength

include the planning and usage of different levels in class and areas of improvement include

using the language in that class more and assessing effectively.

Discuss potential TPE competencies to be used for your PDQP.

The Professional Development Quest Portfolio is created to successfully or efficiently

demonstrate our ability to implement the TPEs in our practice. One of the TPE competencies I

will be using for my PDQP is the ability to incorporate more language practice (listening,

speaking, reading and writing) and to also “demonstrate an in-depth knowledge and

understanding of the cultures and societies in which the target language is spoken” (Cal TPE).

Due to the design of my course, this TPE will be easy to incorporate because students are

Spanish speakers and can perform well. However, the challenge will come from me knowing

how to efficiently incorporate the language and the culture together and step out of my comfort

zone to push the students to achieve this goal.

Provide a rationale for selecting and completing areas of professional needs and goals

achieved for your chosen TPE domain.

Being a Spanish teacher in a dual language school, students look at me for further development

not only of the Spanish language itself, but also their cultural knowledge of the target language.

Students in my course not only learn about vocabulary words, sentence structures and essays, but

also about the Hispanic/Latino community, the cultural impacts in our society and political needs

of the third world Spanish speaking countries. It is important for me to ensure students develop

their language well, but also the other cultural language skills. Through the year I want to set

goals that will help me maintain organization in meeting these needs for my students, but also
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ensure that I am meeting all the standards needed for the course. Self-organization and thorough

planning will guarantee a quality course for the students and will ensure I am providing the best

of my skills.
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Resources

Commission on Teacher Credentialing (2013, March). California Teaching Performance

Expectations. Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/adopted-tpes-

2013.pdf?TSPD_101_R0=084e6f7cb6ab20004be28235b693a6b7c6bbd6d051d9426ddd1

5fe954e869283ca7e03a9a1c19b3208fc1a12ed143000f48f50c5ae5245aa2997ed6a6b5711

457b9277e57cdb8f3e51c8a626ef13894cec8dee816e9fce686f089cc20e0ca77e