Domain A – Artifact Review 1

Domain A - Artifact Review

Kimberlie Ramirez

National University
Domain A – Artifact Review 2

Abstract

Through the following essay, I will be discussing the selection of Artifact #2 for my Professional

Development Quest Portfolio (PDQP). The focus of this essay will be centered around Artifact

#2 because I believe this artifact is the one that greatly highlights my achievement of TPE 1B:

Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments.

Domain A – Artifact Review 3

Artifact #2: Review

Teacher evaluations are designed to show teachers where they are exceeding with their practice

and where improvement is suggested. Teacher evaluations can also be used to “help colleagues

to understand what particular question or problem he or she is working on” (Rush and Scherff).

This means that an evaluation can be used to measure the level of practice on a target that the

teacher and administrator had already discussed in a previous observation. One of the things I

learned at America’s Finest Charter School is that evaluations are not only used to measure how

well you teach the content, or how well you are meeting standards, but rather how well you

practice your teaching skills and how well you implement these in class. This evaluation showed

how well I planned for my course, how I supported my students, and how engaged the students

were. These areas are all specifically targeted towards TPE 1B because it states that “candidates

demonstrate the ability to teach in a proficiency-oriented program with a commitment to

teaching and learning using the four languages skills or listening, speaking, reading, and writing,

thus enabling their students to demonstrate communicative ability in the target language from

level 1 to advanced” (Cal TPE). This skill is demonstrated under the four proficients received in

the evaluation. Furthermore, the evaluation states how I plan, and I am very meticulous with my

preparation. This also demonstrates how well I take time to implement skills where I can ensure

student success. Coming into the academic year halfway through and having to organize the

program was not an easy task, however, I did take on the challenge with the ultimate goal to

advance all students skills and ensure they were guided towards their goals. Lastly, the final two

sections of the evaluation, number 7 and number 8, are guided toward communicating and

collaborating with parents and the school and developing as a professional educator. In these two

categories I received a perfect score or “distinguished.” This was a very special moment and
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proud moment for me because I did make it a great part of student development to involve

everyone in their lives. Before we can put any practice to work in a classroom, before we do any

type of evaluation or assessing of teachers or students, we need to ensure that we have all the

support systems in place to ensure success. The years I have spent in a classroom planning for all

levels of academic students I have pride myself in my ability to successfully guide students and

help them achieve their academic goals.

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Resources

Commission on Teacher Credentialing (2013, March). California Teaching Performance

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

prep/standards/adopted-tpes-

2013.pdf?TSPD_101_R0=084e6f7cb6ab20004be28235b693a6b7c6bbd6d051d9426ddd1

5fe954e869283ca7e03a9a1c19b3208fc1a12ed143000f48f50c5ae5245aa2997ed6a6b5711

457b9277e57cdb8f3e51c8a626ef13894cec8dee816e9fce686f089cc20e0ca77e

Rush, L. S., & Scherff, L. (2014). Teacher evaluations that improve teacher practice. English

Education, 46(2), 87-89. Retrieved from

https://nuls.idm.oclc.org/login?url=https://search-proquest-

com.nuls.idm.oclc.org/docview/1470801480?accountid=25320