California Teaching Performance Expectations

Candidates will . . .

TPE 1: Engaging and Supporting All Students in Learning

1.1: Applies knowledge of students - prior knowledge, interests, SEL, and cultural background - to engage them in learning.

1.2: Communicates learning expectations and feedback effectively.

1.3: Connects content to real life contexts and provides active learning experiences.

1.4: Uses a variety of instructional strategies so that all students, including ELLs, can access the learning.

1.5: Promotes critical/creative thinking and analysis (inquiry, problem-solving, responding to and framing questions, reflection).

1.6: Supports second language acquisition.

1.7: Finds opportunities to incorporate visual & performing arts to content learning.

1.8: Monitors student learning and adjusts the instruction to maintain student engagement

TPE 2: Creating and Maintaining Effective Environments for Student Learning

2.1: Promotes students' social-emotional growth & individual responsibility through positive interventions, restorative justice, & conflict resolution.

2.2: Creating learning environments that encourage positive interactions among students.

2.3: Establishes a safe learning environment that is free from intolerance, bullying, or harassment of any kind.

2.4: Knows how to access resources to support students' wide varied needs.

2.5: Maintains high expectations for learning and gives appropriate support for full range of learners.

2.6: Establishes a well-managed classroom based on the effective implementation of specific and clear procedures. 

TPE 3: Understanding and Organizing Subject Matter for Student Learning

3.1: Demonstrates knowledge of her/his content area, including the California State Standards and Frameworks.

3.2: Makes accommodations and/or modifications to promote student access to the learning.

3.3: Plans and designs instruction consistent with subject-specific pedagogy.

3.4: Provide for multiple ways in which students can represent and express their knowledge.

3.5: Adapts lessons so that all students, including ELLs, can experience and access the learning.

3.6: Uses and adapts resources to facilitate equitable access to the curriculum. 

3.7: Teaches and models to students the ethical use of technology to promote learning.

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

4.1: Applies background information about students when planning for instruction.

4.2: Planned learning activities demonstrate an understanding of developmental characteristics appropriate for the grade/age level.

4.3: Designs instruction that reflects the interconnectedness of academic content areas. 

4.4: Designs instruction that effectively accounts for time and removes barriers to learning through instructional strategies.

4.5: Promotes student success by encouraging self-advocacy for students.

4.6: Accesses resources for planning and instruction through colleagues and community.

4.7: Instruction includes a range of strategies and activities that engage students in active learning. 

4.8: Plans technology rich lessons to engage students, promote digital literacy, and offer multiple ways to demonstrate learning.

TPE 5: Assessing Student Learning

5.1: Administers appropriate learning assessments, both formative and summative, including the use of rubrics. 

5.2: Collects and uses assessment data from multiple sources to plan, adjust instruction, and track progress over time.

5.3: Involves students in self-assessment and reflection on their learning goals, while providing feedback for possible revisions. 

5.4: Uses technology to provide assessment feedback to students and families.

5.5: Uses assessment information in a timely manner to assist students and families in understanding student progress toward goals. 

5.6: Works with specialists to interpret formative and summative assessments to distinguish language needs of students.

5.7: Interprets ELL assessment data to plan for instruction.

5.8: Uses data from IEPs, IFSPs, ITPs, 504s to appropriately plan for and differentiate/accommodate/modify instruction.

TPE 6: Developing as a Professional Educator

6.1: Reflects on their own teaching practice to plan and implement instruction that will improve student learning. 

6.2: Recognizes their own values and biases and the ways in which their biases can positively or negatively affect students.

6.3: Makes progress to improve their practice.

6.4: Effectively communicates with students, peers, and colleagues to support student learning.

6.5: Demonstrates professionalism in dealing with matters of privacy, health, and safety related to students and colleagues. 

6.6: Understands responsibility as a mandated reporter & laws concerning professional responsibilities, conduct, and moral fitness. 

TPE 7: Faith and Learning

7.1: Demonstrate a knowledge & understanding of the SDA religion standards as well as the ability to teach to the standards by using effective teaching strategies.

7.2: Enable students to construct ideas and beliefs through the study and analysis of God's Word. Model to students how to read and understand Biblical text. 

7.3: Inspire students to recognize the importance of a personal relationship with Jesus.

7.4: Encourage curiosity regarding God's will and desire to pursue His will in their own lives. Candidates will also provide opportunities for students to apply Scripture and Christian principles to their daily lives.

7.5: Create and nurture a secure environment from which a student can consider their own spiritual journey. 

7.6: Develop in students an awareness and acceptance of others who are religiously different from themselves, and a respect for differing viewpoints on religious topics. 

7.7: Seek to develop in students a growing appreciation of Seventh-day Adventist beliefs.

7.8: Model to students that Christianity is a lived experience that influences how we live our lives. Unselfish service to those in need benefits both the giver and the receiver and follows Christ's example. 

Candidates will . . .

ELA TPE A: Demonstrates the ability to teach the state-adopted academic content standards for students in English-Language Arts.

ELA TPE B: Understand how to plan and deliver instruction of increasing complexity in reading, writing, speaking and listening, and language to ensure that students meet or exceed the standards.

ELA TPE C: Understand how to make English-Language Arts comprehensible to students and the need for students to use all forms of language as tools for thinking, learning and communicating. 

ELA TPE D: Understand how to teach the skills for reading and comprehending complex literary and informational texts; interpreting meaning; analyzing structure of texts; and evaluating perspective.

ELA TPE E: Teach students how to produce argumentative, informative, and narrative text; implement the writing process; conduct research projects; and write for a range of tasks, purposes, and audiences.

ELA TPE F: Select appropriate teaching strategies to develop students' abilities to read and comprehend narrative and informational texts and to cite specific evidence when offering an oral or written interpretation of a text.

ELA TPE G: Understand how to teach formal and informal speaking and listening skills including collaboration, conversation and presentation of knowledge and ideas.

ELA TPE H: Understand how to teach vocabulary acquisition and use, standard English conventions, and functions of language in various contexts. 

ELA TPE I: Model and assist students to integrate technology and media into language arts when conducting research, producing and publishing writing, creating muti-media presentations, and interacting and collaborating with others.

ELA TPE J: Provide students the opportunity to use and evaluate strengths and limitations of media and technology as integral tools in the classroom. 

ELA TPE K: Know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction.

ELA TPE L: Know how to determine the effectiveness of instruction and students' proficiency after instruction.