aligned with Teaching California Standards for the Teaching Profession (CSTP) Performance Expectations (TPEs) The TPEs are standards that define the areas of teaching performance expected of credential candidates as they complete professional preparation (credential) programs and are recommended for California teaching credentials. TPEs define credential candidate success in a credential program. TPEs also guide the curriculum of credential programs. As you participate in a credential program, courses will provide instruction in areas related to the TPEs, supervisors and CTs evaluate your teaching on the TPEs, and you will be asked to analyze and reflect on your own growth in relation to the TPEs. Please note that more specific TPEs for special education will be released during the school year by the State of California, at which time additional TPEs may be introduced in courses and supervision. California Teaching Performance Expectations, Revised 2016 TPE 1: Engaging and Supporting All Students in Learning knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning. ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning. a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment. students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection. a supportive learning environment for students' and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas,
California Standards for the Teaching Profession (CSTP) aligned with Teaching Performance Expectations (TPEs) The TPEs are standards that define the areas of teaching performance expected of credential candidates as they complete professional preparation (credential) programs and are recommended for California teaching credentials. TPEs define credential candidate success in a credential program. TPEs also guide the curriculum of credential programs. As you participate in a credential program, courses will provide instruction in areas related to the TPEs, supervisors and CTs evaluate your teaching on the TPEs, and you will be asked to analyze and reflect on your own growth in relation to the TPEs. Please note that more specific TPEs for special education will be released during the school year by the State of California, at which time additional TPEs may be introduced in courses and supervision. California Teaching Performance Expectations, Revised 2016 TPE 1: Engaging and Supporting All Students in Learning knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning. ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning. a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment. students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection. a supportive learning environment for students' and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas,
education-specialist-handbook-jan2018.docx