Domain F

Domain 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.

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. They develop appropriate plans for professional
growth in subject matter knowledge and pedagogy. Candidates access resources such as feedback
from professionals, professional organizations, and research describing teaching, learning, and public
education.

Artifacts

1.  Professional Development proposal

This artifact is a PDQP project proposal that I intend to share with my current teaching site.  I have created a power point presentation that explains a current goal that I am very passionate about.  I list three ways that I believe I can achieve this goal, the audience I am intending to address, example artifacts and a timeline for goal achievement.  Please take a look at my proposal.

Please Click Here to View My Professional Development Quest Proposal Presentation

2.  Professional Development Training Certification

This artifact is letter of verification that I completed three full days of training on Systematic English Language Development with the Pajaro Unified School District in 2012.

Please Click Here to View My Verification Letter of ELD Training

3.  Literature Review:  "The Integration of English Language Development and Science Instruction in Elementary Classrooms"

What an inspiring and interesting article.  This article explores one district’s attempt to implement a blended science and English Language Development (ELD) elementary program, designed
to provide English language learners opportunities to develop proficiency in English
through participation in inquiry-based science. This process resulted in blended
program that utilized a combined science/ELD lesson plan format to structure and
guide teachers’ efforts to use science as the context for language development. Data,
collected throughout the first 2 years of the program, include teacher-generated
lesson plans, observation notes, and interviews with teachers and principals. The
process by which the blended program was developed, the initial implementation of
the program, the resulting science/ELD lesson plan format, and teachers’ perceptions about the program and its impact on their students are described.

Click Here to View My Literature Review About Inquiry Based ELD Instruction

Reflection

I feel this is a subject that I am very passionate about and is also very relevant in the school district that I have been substituting and teaching in for the past 5 years.  Pajaro Valley Unified School District in Watsonville, CA.  Because of the tremendous increase in the number of English learners in our schools, many teachers now serve students who are learning English as a second language.  Often, students are assessed on standardized tests in English regardless of their level of English proficiency or length of time in American schools.  I feel that this proposal is solid.  I think that it will provide teachers with ways to accelerate achievement in English learning for their ELLs.  From my experience, systematic ELD instruction is not being done on a consistent basis because many teachers have not had the training or foundation in teaching ELLs.  My goal is to attempt to provide a framework for teachers and administrators to use in designing an effective program designed to teach English learners the language they are not likely to learn outside of school or efficiently pick up on their own.  I feel that this professional development quest project is something that I can carry with me during my teaching advancement and hopefully spark a new movement within my school and district.  I guess we all have to start somewhere.