550B TPE Running Record 6-16-23 1 to 3 weeks

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National University College *

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550B

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Communications

Date

May 10, 2024

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docx

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Uploaded by nanamel on coursehero.com

TPE Running Record for: ___Nada EL Masri___________________________________ Grade/Subject Level: _Grade 3_____________________ School Site: _____Rogers Elementary school ___________ Site Support Provider: _Mrs Huynh_________________________________________________ Directions : Candidates will enter weekly evidence to document how each TPE is being met. Candidates should collaborate with their SSPs to plan experiences that will fulfill each TPE. Entries should provide sufficient detail to make a clear connection between the entry and the TPE. The USP will include evidence from this document as part of the end- of-course Assessment. Below are two sample Running Record entries: 8/20 Presented video on digital responsibility; guided class discussion (TPE 3.7) 11/15 Allowed student with IEP to use notes during assessment (TPE 4.5) Please color-code the evidence and include dates. By the end of each course, all sections should contain multiple pieces of evidence to document having met the TPEs. Color Key Evidence: Student Teachers Red Weeks 1-3 (dates) Green Weeks 4-6 (dates) Blue Weeks 7-9 (dates) Interns: Red Month 1 (dates) Green Month 2 (dates) Blue Month 3 (dates) Black Month 4 (dates) Expectations Date Evidence TPE1: Engaging and Supporting All Students in Learning 1. Apply 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. 4/03/24 I am conducting a Literacy-Art lesson in which students utilize their prior knowledge of analyzing explanatory prompts about segregation from the text “It is My Right.” We are gathering resources from digital and print, which can help them take digital responsibility when doing their research. 2. Maintain 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. 04/03/24 Student share with their parents upcoming learning goals for the last quarter. The information was shared with parents through the class dojo. 3. Connect 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. 4. Use 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. 4/04/24 In UDL (CHECKPOINT 1.3), we offer alternatives for visual information. Video or text are often the optimal ways to present information, especially when the information is about the relationships between objects, actions, numbers, or events. Students can see and hear the text at the same time, audio speech, which can facilitate their learning needs CHECKPOINT 1.2 Offer alternatives for June 2023

auditory information. 5. Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection. 4/03/24 During our class discussion on the analyzing explanatory prompt about segregation and justice, students were prompted to defend their placement of facts to each side as we discussed them. We also discussed why Martin Luther King needed to speak to the rights of farmers. Additionally, we talked about what each of us would do if we were assigned to defend people's rights. 6. Provide a supportive learning environment for students' first 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, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability. 4/03/24 Almost all of our reading text and all of the assignments are provided with a digital version and print. In the digital version, students can adjust sizes and lighting to their needs. Students also have headphones and are allowed to listen to the material via their laptops. Additionally, every assignment is modeled out for the student prior to them completing it. Note layouts are discussed and demonstrated when we are setting up to take notes on a new topic as well. 7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning. 8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning. TPE2: Creating and Maintaining Effective Environments for Student Learning 1. Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers. 4/03/24 We had to address our students' lunch cafeteria behavior as a grade since they were acting a little too rowdy. We discussed proper manners towards cafeteria staff and indoor voices. The student then wrote a short apology note to the cafeteria staff. 2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive. 3. Establish, maintain, and monitor inclusive learning 4/04/24 While I am teaching I am constantly making June 2023

environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism. small corrections to behavior while students take notes or read so they show respect to each other and their learning efforts. I also move around the room to monitor students work, behavior, and interactions while being available for assistance. 4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile. 4/03/24 We recently got a new school counselor which has been a great resource for student support. 5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom. 4/03/24 whenever we take notes on anything in the classroom we model how to lay them out with a table of contents, headers, titles column and multiple colors. This allows students to produce notes that assist them much more efficiently. 6. Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families. 4/04/24 We use our morning meeting to work on social behavior and personal responsibility. However, events do arise that need additional addressing. Such as flicking hand sanitizer at each other. We then had a class discussion about the ingredients of hand sanitizers and why it hurts. TPE3: Understanding and Organizing Subject Matter for Student Learning 1. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. 4/03/24 modeled changing a fraction division problem into a multiplication problem so it can then be solved appropriately. We also made a connection to the prior lesson on fraction multiplication, showing how our lessons build upon one the previous one. 2. Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum. 4/04/24 Prior to lessons in history, I set up note sheets on the board for students. This includes a title and columns for the information (labeled). We place one example into notes, so students get modeled examples. Then the students are asked to fill in key information as well as we read. We discuss their finding after our reading is completed. 3. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as June 2023

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