Running Head: TELLING MY STORY USING MY PDQP 1

Telling My Story Using My PDQP

Lara Porte

10 June 2019

TED 690 – National University

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Abstract

This paper discusses part of my teaching story in regards to Domain A and the related TPE 1

Making Subject Matter Comprehensible to Students. Based on the PDQP artifacts and textbook

information about the importance of e-portfolios in educator development, there will be

information provided about my progress in achieving competencies and strengths and needs

identified, which are associated with this domain. A rational for selecting and completing areas

of professional goals and growth are also explored.

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Progress in Achieving Competencies

One of the many juggling acts of a teacher is ensuring that the California Teaching

Expectations are immersed into all that we do as teachers both in the classroom and in our

lessons. There are six domains to keep in mind and listed below those are the TPEs that fall

under each Domain category. Through my PDQP, I am able to tell my story and who I am as an

educator. I can showcase my growth and work as a teacher toward becoming the best teacher I

can be. E-portfolios are an authentic assessment of an individual's performance, [teacher

evaluation] or achievement in real-life situations tied to technology standards. They are used to

showcase proficiencies and demonstrate the professional’s growth overtime regarding specific

standards (Costantino & De Lorenzo, 2009, p. 30). After having dug through some of my most

prideful lessons, reflections, student assignment and assessments, I realize even more that I am

on a life-long journey of learning and personal and professional growth. It’s a journey to

continuous progress toward the goal of making subject matter comprehensible to students. The

best English Language Arts teachers “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” (CTC, 2013, p. 4). Not only do they “teach the skills for

reading and comprehending complex literary and informational texts; interpreting meaning;

analyzing structure of texts; and evaluating perspective” but they are expected to model, guide

and assess students in “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” (CTC, 2013, p. 4).

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Strengths and Needs in Domain A

It is my responsibility as a professional educator to always be evolving. I strive to “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” (CTC, 2013, p. 4). By having the skills to carefully determine the best

approaches and practices to deliver the material in appropriate ways, I will likely reach through

to all learners. Students will succeed in the classroom using speaking and listening skills,

collaboration, and presentation of their knowledge, ideas and findings. In my Catcher in the Rye

Intro lesson, I demonstrate student group work and collaboration and provide scaffolding to

those who may require more support as the lesson prepares students for comprehending the text.

One of my strengths within Domain A, as demonstrated through the Catcher in the Rye Lesson

artifact included in my PDPQ is “assist students to integrate technology and media into language

arts when conducting research, producing and publishing writing, creating multimedia

presentations, and interacting and collaborating with others” (CTC, 2013, p. 4). I do this in this

artifact by incorporating an online web quest, an article adopted from NewsELA, providing

vocabulary practice and activities in Quizlet and using a SmartBoard for instruction. This has

always come easily to me and I consider this part the most fun in designing instruction. I also

feel effective and detailed in the way that I explain topics and subjects to people. I find that my

love of reading and learning comes through when I teach students. I can help the be passionate

about English as well! One area I could improve is to remember to take the time to break down

the lessons even more to ensure students have all the building blocks they will need for next

steps. I can also be more confident in my abilities in planning and trust that the amount of time I

spend on my planning. I can be a perfectionist sometimes and tend to spend way more time on
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tasks than the average person and I don’t need to be so critical on myself because I do my job

well.

Potential TPE competencies used for PDQP

I selected a lesson plan that embodies the essence of making subject matter

comprehensible to students. Because it is an introductory lesson before diving head first into a

novel, it sets students up for success by giving them the vocabulary and background information

they need to develop an understanding and appreciation for the text when we analyze the text

structure and interpret the meaning. I have completed the areas of TPE 1B: Subject-Specific

Pedagogical Skills for Single Subject Teaching Assignments and met many of the goals that are

assessed in this teacher performance expectation in this lesson that show how I am competent in

understanding what it takes to build on prior knowledge, student interests and allow students

some exploration in their learning endeavors. I feel that this artifact enhances my strengths as

well as areas of improvement. Additionally, there will be a paper review of supporting literature

to further my research and study in this category of Domain A.

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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.). Upper Saddle River, NJ: Pearson.

TED 690 Capstone Course Unit One Lecture PPT. Retrieved from

https://nu.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_1030

14_1&content_id=_7720358_1&mode=reset
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