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Running Header: Week 1 – Review of Research Article

Week 1 – Review of Research Article

Tatianna Ortega

National University

In partial fulfillment of the requirements for

TED 690−Capstone Course

Daniel Weintraub
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Week 1 – Review of Research Article
Abstract

Teaching Performance Expectations are a set of thirteen standards that California has

implemented for all teaching candidate and current teachers. “Each set of standards captures the

knowledge, disposition, and skills related to effective teaching in general or relative to a specific

domain.” (Patricia M. Costantino, 2009) This paper is going to talk about the TPE’s and how

they relate to teachers based on what I read from a research article titled Pre-Service Teacher

Perceptions and Knowledge Regarding Professional Development: Implications for Teacher

Preparation Programs.
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Week 1 – Review of Research Article
Teacher Performance Evaluations are not just items on a check list that teaching

candidates must complete. They are standards and requirements that all teachers should adhere

too while working on becoming teachers and also should continue to follow once fully

credentialed.

According to the CTC (Commission on Teacher Credentialing) “the Teaching

Performance Expectations (TPEs) comprise the body of knowledge, skills, and abilities that

beginning general education teachers have the opportunity to learn in approved teacher

preparation programs in California.” (California Commission on Teacher Credentialing, 2016)

The TPE’s are thirteen different areas ranging from helping to ensure all subject matter is

covered while teaching, all the way to professionalism in and out of the classroom. Teaching

candidates must know, understand, and use all thirteen areas in order to become credentialed in

California.

“The quality of teacher preparation programs is fundamental as teacher quality is

inseparably linked to all aspects of student learning.” (Maria B. Peterson-Ahmad, 2018)

Ensuring that teachers receive a high level of education on not only curriculum, but also on

student needs, equality, ethnicity, language, and so many other variables is what makes a teacher

understand his/her students more effectively. The CTC created and implemented these TPE’s to

make sure all future and current teachers are well prepared and continuing to prepare and insure

all students have an equal opportunity for a well-rounded education.

Teachers are life-long learners and continue to enhance their learning with different

opportunities, especially with Professional Development days. “Teacher preparation programs

must present and assess knowledge, provide examples of differentiated instruction, and then

promote necessary individual adaptation methods and practice opportunities in these skills.”
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Week 1 – Review of Research Article
(Maria B. Peterson-Ahmad, 2018) Professional development are opportunities for teachers to get

further information or education on a specific topic or subject matter that they feel would benefit

themselves as well as their students. Professional developments can range from a few hours in a

day to a week-long conference. These opportunities also come with the chance of teachers being

able to talk amongst other teachers, share ideas, concepts, and wins in the classroom. While also

being able to ask each other questions and share concerns with colleagues that understand and

can help with support.

Teacher performance expectations are not the only guidelines teachers must follow, but

they are a very important part in the life of a teacher. These expectations not only help to show

what should be expected out of every teacher, but also gives requirements and support. Whether

you are a teaching candidate or a veteran teacher, TPE’s are the foundation you can always come

back to for help or information in your teaching career.

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Week 1 – Review of Research Article
References

California Commission on Teacher Credentialing. (2016, June). California Teaching

Performance Expectations. Retrieved from Commision on Teacher Credentialing:

https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-

2016.pdf

Maria B. Peterson-Ahmad, P. K. (2018). Pre-Service Teacher Perceptions and Knowledge

Regarding Professional Development: Implications for Teacher Preparation Programs.

The Journal of Special Education Apprenticeship, v2 n7, 16.

Patricia M. Costantino, M. N. (2009). Developing a Professional Teaching Portfolio. Upper

Saddle River: Pearson.