Telling My

Story 1

Telling My Story
Matt Oswandel
MAT 690 Capstone
National University
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Abstract

This assignment identifies the six domains of the California Teacher Performance Expectations (TPEs). In

this assignment I have selected Domain A: Making Subject Matter Comprehensible to Students, TPE 1B:

Teaching Mathematics in a Single Subject Assignment. Included in this assignment will be proof of my

growth, strengths, and needs associated with making mathematics understandable to students. A

description of the artifacts chosen will provide examples of my competency in Making Subject Matter

Comprehensible to Students.
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Professional Development Quest Portfolio

Developing and maintaining a professional teaching portfolio (ePortfolio) is a beneficial

way to tell the story of my progression on becoming a teacher. This is an essential task for all

new and veteran teachers because it provides them a documented way to identify strengths, and

areas of growth, as we continue forward in the teaching profession (Constantino, De Lorenzo &

Tirrell-Corbin, 2009, p. 5). I will be creating an ePortfolio for TED 690 Capstone for National

University. The intent of this type of portfolio is to integrate academic coursework and field

experiences so that there is a meaningful connection between theory, practice, and the

documentation presented in the portfolio (Constantino, De Lorenzo & Tirrell-Corbin, 2009, p.

3).

The California Teaching Performance Expectations

Research shows that effective teachers are the most important factor contributing to student

achievement. Although curriculum, reduced class size, district funding, family and community

involvement all contribute student achievement, the most influential factor is the teacher. The

responsibilities for teachers are great while effectively educating students and continuing to

develop as an educator. The Teaching Performance Expectations (TPEs) aligned with the

California Standards for the Teaching Profession (CSTP) provide the foundation for being an

effective teacher while also providing the overall framework from which a teacher is evaluated.

Teachers must learn and understand the following six teaching performance expectations:

A. Making Subject Matter Comprehensible to Students

B. Assessing Student Learning

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C. Engaging and Supporting Students in Learning

D. Planning Instruction and Designing Learning Experiences for Students

E. Creating and Maintaining Effective Environments for Student Learning

F. Developing as a Professional Educator

Beginning with Domain A: Making Subject Matter Comprehensible to Students

encompasses many areas of the teaching profession. We must know and understand each of the

standards for our grade level, plan to guide our students to achieve each of these standards, and

be able to teach the information required to attain the goals set forth for each student.

Throughout my five years as an educator, I have benefited greatly from having an excellent

master teacher, encouraging mentors, and inspiring colleagues, that have guided me in

developing effective strategies that allow me to make subject matter comprehensible to students

in mathematics. The time spent learning under the knowledge tree of those who have more

experience than myself has allowed me to develop engaging lessons that help to create a

classroom that is conducive to learning.

The first artifact that I have chosen is a 7th-grade math lesson (Proportional and

Nonproportional Relationships) that I created because it demonstrates my ability to craft a

lesson. The lesson demonstrates that virtually all math that is taught is relevant, and when

connected to the real world can develop a deeper understanding and appreciation of math for

students. An additional artifact that I have included is the Formal Observation from the Vice-

Principal that took place when I originally taught this lesson. Formal observations can be

stressful and nerve-racking but the opportunity to learn what I am doing right as an educator and

what I can do to improve as an educator demonstrates my willingness to develop my craft.

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Rationale for Lesson:

The lesson on Proportional and Nonproportional Relationships was the fifth lesson in a ten

lesson chapter on Ratios. In the seventh-grade students extend their reasoning about ratios and

proportional relationships in several ways. They identify unit rates in representations of

proportional relationships. They work with equations in two variables to represent and analyze

proportional relationships. In grade seven students extend their understanding of multiplicative

reasoning to proportions. Students determine if two quantities are in a proportional relationship

and they represent proportional relationships. Students use various methods to model, explain

and solve ratio problems with fractions. Grade seven students identify unit rates in tables, graphs,

equations, diagrams, and verbal descriptions of proportional relationships.

Telling My Story

As a second career teacher, I pride myself on drawing on my experiences as an

Accountant for ten years and blending it with the education and experiences that I have received

as a teacher. My five years as a teacher has shown me the without making math relevant to

students, teachers run the risk of students viewing math as uninteresting, unimportant, and

unnecessary. When math lacks relevance, students struggle to understand the how and why

which can create negative feelings towards math and lead to students not participating in math

and the learning process.

Strengths and Needs within TPE Domain A:

A. Making Subject Matter Comprehensible to Students

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TPE 1B: Teaching Mathematics in a Single Subject Assignment

Area for Growth: What

do I want to learn more
Domain Strengths
about? Where can I
strengthen my skills?

Teaching Mathematics in My experience working I look forward to

a Single Subject the in the Business improving math
Assignment World has provided me relevancy by
an abundance of incorporating more
experience and technology into my
opportunities for me to lessons. It seems junior
make math relevant to high school students are
students. Math is either on their iphones or
everywhere you look and ipads, and incorporating
when made relevant, it multiple forms of
becomes understandable technology is a goal of
and maybe even mine.
enjoyable.

Potential Competencies to be used for the Professional Development Quest

The time spent creating my PDQP has revealed to me that I am able to create lessons that

are relevant to students which develops math understanding. I have also learned, while creating

my PDQP, that my knowledge of technology is in need of improvement and I must seek out

ways to introduce additional forms of technology in my classroom. Todays students have

grown up in the Technological Age and incorporating relevant technology in the classroom will

only benefit student understanding.

Rationale for selecting TPE Domain A

The reason I chose TPE 1B, Teaching Mathematics in a Multiple Subject Assignment, is

because Mathematics is what I teach every day and making math understandable to students is a
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daily goal of mine. My ability to make math lessons relevant and being able to relate to junior

high students allows for my lessons to be engaging which contributes to my goal of making math

understandable for my students. I look forward to increasing math understanding for my

students by learning to employ various modes of technology in daily math lessons.

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Bibliography

Costantino, P., De Lorenzo, M, and Tirrell-Corbin, C. (2009). Developing a professional

teaching portfolio: A guide for success (3rd ed.). Upper Saddle River, NJ: Pearson.