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Running Head: ARTIFACT 3

TPE Domain A Artifact Review

Nicole Rodamer

National University
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Abstract

This literature review describes the two artifacts in my Professional Development Quest

Portfolio (PDQP) in Domain A. Domain A focuses on “Making Subject Matter Comprehensible

to Students” (Commission on Teacher Credentialing, "California Teaching Performance

Expectations", 2013, p. 2). The first artifact is a history- social science lesson plan that I

designed and implemented in a 4th grade classroom. The second artifact is a sample of student

work from a 4th grade Language Arts lesson. I have discussed the rationale of using these

specific artifacts in my PDQP.


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TPE Domain A Artifact Review

According to Constantino and Lorenzo (2009) “Using national or state standards when

developing a portfolio provides credibility to the documentation” (p.11). I will be using the

California Teaching Performance Expectations as a guide to populate my PDQP. The California

TPE Domain A is “Making Subject Matter Comprehensible to Students” (Commission on

Teacher Credentialing, "California Teaching Performance Expectations", 2013, p. 2). I am

working towards my multiple subject credential, therefore TPE 1A is applicable to my PDQP.

My PDQP can be found at: https://rodamer-pdqp.weebly.com/

Artifact 1

My first artifact is a lesson plan that I developed during my student teaching semester in a

4th grade classroom. The lesson fulfills 4th grade California history – social science standards of

California Objective H-SS 4.1.3 [Identify the state capital and describe the various regions of

California, including how their characteristics and physical environments (e.g., water, landforms,

vegetation, and climate) affect human activity]. This lesson uses GLAD (Guided Language

Acquisition Design) BIG book strategies to introduce the lesson, as well as pictures and charts.

Using GLAD strategies helps build academic language to for all students. Other teaching

strategies used in this lesson are whole group discussions, partner work, and independent work.

The varied levels of discussions keep students more engaged than a continuous lecture from the

instructor and reaches different student learning styles. Students also had the opportunity to

create their own map and charts and practice their newly acquired knowledge.

The variety of teaching techniques and practices allowed students to achieve the lesson

objectives. This lesson is the first in a series of three lessons. If I were to do this lesson again, I
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would use less work sheets and allow students more creativity and options to express their

learned knowledge. Integrating technology would also provide more variety to the lesson.

Artifact 2

The second artifact I included is a sample of student work. The lesson was taught in a 4th

grade classroom during my student teaching semester. It was a short grammar lesson about

homophones. We had a short whole group lesson where we discussed this idea of multiple

meaning words and how reading the whole passage context will help clarify which meaning of

the word is used. Students finished the lesson by creating examples of their own. We added a fun

creativity aspect to the lesson to keep the students engaged and to encourage enjoyment of the

learning process. Homophones are also referred to as multiple meaning words, so we did a play-

on-words by using the M&M characters.

The California TPE states "Candidates create a print-rich environment where students

learn to read and write, comprehend and compose, appreciate and analyze, and perform and

enjoy the language arts" (Commission on Teacher Credentialing, 2013, p.3). I believe this

artifact demonstrated my ability to provide students with an enjoyable and enriching lesson. At

the end of the lesson, all students demonstrated their lesson objective and enjoyed the learning

experience.
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References

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

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

prep/standards/adopted-tpes-2013.pdf

Constantino, P. M., & De Lorenzo, M. N. (2009). Developing a Professional Teaching Portfolio

A Guide for Success(3rd ed.). Pearson.

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