Running Head: JUSTIFICATION FOR DOMAIN B 1

TED 690 Capstone: Justification for Domain B

Carrie Reid

National University

Instructor: Clifton Johnson

December 20, 2017

JUSTIFICATION FOR DOMAIN B 2

Abstract

Domain B of the California Teaching Expectations includes the areas of monitoring student

learning and interpretation and use of assessments. Teacher candidates must be able to show

competence in each of these areas to show they are prepared to be a teacher. In this paper, I will

discuss the artifacts, and how they demonstrate my progress towards competency in each of

these areas.
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Domain B of the California Teaching Performance Expectations encompasses TPE 2,

Monitoring Student Learning During Instruction, and TPE 3, Interpretation and Use of

Assessments. This domain is particularly important in order to guide instruction of teachers in

order to make content comprehensible to students. Teaching candidates must be able to

demonstrate their progress towards competency in this domain in order to obtain a credential. In

my PDQP, I have chosen artifacts that show my progress towards competency in this domain,

specifically I have included artifacts that represent each of the TPEs in this domain.

The first artifact I chose was to represent how I demonstrate progress towards achieving

competency in monitoring student learning during instruction. I chose to include several photos

on ways in which I monitor comprehension. I incorporate white boards into daily instruction in

multiple content areas, but math is the one I use them in the most. After we take notes in our

math notebooks (for students to refer back to during their independent practice), we do some

guided practice together on white boards. I give students problems that relate to our lesson for

them to work on typically with partners first, and check in as I circulate the room. I like to

question my students about their thought process versus just telling them if they did it right or

wrong. The CTC states, “Candidates purposefully use ongoing multiple and, where appropriate,

differentiated assessment options to collect evidence of individual and whole class learning,

including performance-based real-world applications, questioning strategies, work samples and

products” (2013). White boards give the opportunity to get a quick check on whether students

are comprehending material and ready for independent practice, or if I need to continue with

guided practice. The third photo shows how I incorporated whiteboards into an ELA

activity. We were working on homophones. I would read a sentence, and students would write
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which there, their, or they’re fit into that sentence. The fourth picture demonstrates another way

in which I check for student comprehension. This was during an ELA lesson where students

were doing some partner and independent work, where they had to identify main ideas and

details from the text. During partner and independent work time, I circulate the room,

questioning students about the content we were reading.

In order to show progress towards competency for TPE 3, Interpretation and Use of

Assessment, I have included a data spreadsheet I put together as part of my BTSA program. As

part of the BTSA program, we choose areas to focus on, and since we just adopted a new ELA

program, Wonders, and we have been struggling with the implementation and assessments with

this program, I chose to focus on the assessments. Over a period of a couple of months, I kept

track of scores for a variety of the assessments offered. I wanted to see if the students would

perform better with pencil to paper writing portions compared to computer responses. Also, I

looked at the type of assessments given. Originally we used the Weekly assessment, but with

such low performance scores, we switched it to the Approaching Weekly assessment, which was

differentiated from the original one. Being able to analyze assessment results and use it to guide

instruction is part of showing competence in this TPE. The CTC says, “ They know how to

accurately interpret assessment results of individuals and groups in order to develop and modify

instruction” (2013). This data provided not only information for me to use within my own

classroom, but also was sent by my mentor to the district to provide some data based results on

our new curriculum assessments.

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References

Commission on Teacher Credentialing. (2013). The California Teaching Performance

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

prep/standards/adopted-tpes-2013.pdf