California Baptist University

TPE Tracking Sheet - Multiple/Single Subject Candidate

Candidate’s Name: Priscilla Sepulveda Semester/Year/Week: Spring 2020

School: __________________________________ District ______________________

University Supervisor: _______________________ Mentor Teacher: __________________

Purpose: This report will be used along with other information to: 1) award a grade for a CBU course, 2) decide whether to
recommend the teacher candidate for a credential, and 3) used by the teacher candidate as a formal job recommendation.

Guidelines: Please use the following scale to assess the level of performance reached by the teacher candidate by the end of the
placement. In rating each skill, please evaluate this person based on their ability to assume the responsibilities of a novice, first-
year teacher. Use this information to complete the mid-point and final evaluations.

Score Level 1: Skill CAN NOT BE ASSESSED due to a lack of opportunity to complete work in this area.
Score Level 2: Skill demonstrated by candidate is MINIMAL. Candidate still needs CONSIDERABLE MENTORING.
Score Level 3: Skill demonstrated by candidate is SATISFACTORY. Candidate will be successful with MODERATE MENTORING.
Score Level 4: Skill demonstrated is STRONG with the expectations of a beginning first-year teacher. MINIMAL MENTORING
is still needed.

TPE #1 - Engaging and Supporting All Students in Learning

1.1: 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.
TPE 1.1 was fulfilled in reading response #1 as well as my direct instruction lesson plan. To apply 1 2 3 4
knowledge of students including their prior experiences, I used a KWL chart to see what students already
know about the concept. I engage students through this activity by filling out the chart together.

1.2: 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. (See TPE Reflection.)

1 2 3 4
During my observation at Nuview Elementary school, the teacher expressed that she uses a form of
connection called the Parent Square application on her cellphone where she could make posts,
announcements, and direct messages to parents. The teacher also used parent square to message parents
if the student had a great day, if they had some trouble that day, or if an important note was sent home.
1.3: 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.
TPE 1.3 was used in my generalized lesson plan by explaining to students why we are continuing our unit
1 2 3 4
on maps and why it is important to understand the subject matter of maps in their life. Connecting it to
their real-world experience would motivate them more to further learn about this topic and also trigger
more curiosity to extend their learning in this subject.
1.4: 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.
1 2 3 4
TPE 1.4 was used in my inquiry lesson plan by providing a universal design of learning by having a
variety of ways the lesson was taught and students have a variety of ways to show their understanding
and engagement.

1.5: Promote students’ critical and creative thinking and analysis through activities that provide 1 2 3 4
opportunities for inquiry, problem solving, responding to and framing meaningful questions, and
reflection.
I used TPE 1.5 my generalized lesson plan after the data chart is presented to students, they will begin to
think critically and make connections about old maps and new maps. They will thus make generalizations
about maps for their journal responses. This activity will prime questions and critical thinking in
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 students. I also used it in my inquiry lesson plan to promote students critical and creative thinking,
students thought about what they wanted to learn about maps and expressed inquiry questions. They
voted on the topic they were most curious about which was about map scaling.

1.6: Provide a supportive learning environment for students’ first and/or second language acquisition by
suing 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. 1 2 3 4

TPE 1.6 is used in my concept attainment lesson plan by by scaffolding students who are EL or have
another learning disability to trace my highlighted definition of a map or copy the definition that I
provide for them. They can orally repeat the definition and the components of a map after me to help
them practice their English speaking skills.
1.7: Provide students with opportunities to access curriculum by incorporating the visual and performing
arts, as appropriate to the content and context of learning.

For my E-unit project, I added poetry about maps for the unit and created my own map poem for a
potential extension activity with students. This activity is connected to the unit as it is about maps but also 1 2 3 4
provides them with art. This art activity can take place in several ways, students can listen to spoken
poetry, students can write their own poems, and students may copy their favorite poem and paint a
beautiful picture to go with it. This activity gives students the opportunity to have fun while learning and
get creative.
1.8: Monitor student learning and adjust instruction while teaching so that students continue to be actively
engaged in learning.
TPE 1.8 was used in my concept attainment lesson plan by monitoring students learning and keeping 1 2 3 4
students engaged by asking them to repeat the components of a map. Adjustment to instruction would be
made by priming students and scaffolding to those who need more support.
Explanatory Comments or Additional Concerns:

TPE #2 - Creating and Maintaining Effective Environments for Student Learning

2.1: 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.

During field work observation in a first-grade classroom, students had morning tub time with their table. 1 2 3 4
This is a time for students to work with blocks, puzzles, etc. This gives an opportunity for them to problem
solve and work as a team as well as collaborating with others and practice showing respect for one
another. Many times, students need to use conflict resolution by communicating, asking nicely, and
sharing with other team members.
2.2: Create learning environments (i.e., traditional, blended, and online) that promote productive student 1 2 3 4
learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and
are culturally responsive.

For one of my extension activities in my E-unit project, I assigned a community map project. Students
had the opportunity to go on a community walk with their family or listen to their family describe their
community. Then, students are able to create a map drawing of their community. This activity creates a
dual learning environment (home and school) as well as encourages positive interactions with students

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 and family about their community.

2.3: Establish, maintain, and monitor inclusive learning 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.

1 2 3 4
During my observation for fieldwork, I visited a classroom that was a great inclusive learning
environment for different physical and educational needs. The teacher had a welcoming environment and
had posters on her wall about kindness and respect. These were great visual reminders for students to
treat their peers and staff with respect.

2.4: Know how to access resources to support students, including those who have experienced trauma,
homelessness, foster care, incarceration, and/or are medically fragile. (See TPE Reflection.)

On 4/7/2020, for our E-class, we had two guest speakers who were a school psychologist and an English
teacher. The guest speakers expressed how important it is to communicate with the school psychologist 1 2 3 4
and school counselor about our students. Students come from diverse backgrounds and situations that we
may be unaware of. It’s important to be careful and be mindful about what potential harm they face and
being aware of warning signs. We learned to always communicate with the school counselor and school
psychologist about these signs, even if we think it is nothing “major”.
2.5: Maintain high expectations for learning with appropriate support for the full range of students in the
classroom.

This TPE was used in my second reading response as it ties into the concept for differentiated instruction 1 2 3 4
that Tompkins describes in chapter two. Having differentiated instruction means that each student is
receiving the appropriate and full support that they need in the classroom.

2.6: Establish and maintain clear expectations for positive classroom behaviors and for student-to-student
and student-to-teacher interactions by communication classroom routines, procedures, and norms to
students and families.

During my observation in a first-grade classroom, I noticed that the teacher had and organized and clear
1 2 3 4
routine for her students. A general schedule of her routine was written on the white board. There were
class room rules posted on the wall as a visual reminder to students. During a spelling test, the teacher
went over the rules quickly with the class before passing out the papers. The rules were: no talking, no
wandering eyes, and “I will repeat the word twice, if you missed it, wait for the end to ask to repeat the
word”.
Explanatory Comments or Additional Concerns:

TPE #3 - Understanding and Organizing Subject Matter for Student Learning

3.1: Demonstrate knowledge of subject matter, including the adopted California State Standards and
curriculum frameworks.
I used TPE 3.1 in my concept attainment lesson plan by stating the standards and objective as well as 1 2 3 4
demonstrating knowledge of subject matter by explaining to my first-grade class what a map is and
describing its components to them.
3.2: 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.
1 2 3 4
TPE 3.2 is used in my MTSS vocabulary lesson by understanding of students’ individual cognitive, social
and physical development and scaffolding instruction based on those needs.

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 3.3: 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 applicable to the discipline.
1 2 3 4
TPE 3.3 was used by Dr. Timmons during our first E-class, our assignment was to look up several
videos/samples of different types of appropriate poetry for children and add them to our E-project. This
applies to TPE 3.3 because we are integrating arts into our concept taught.
3.4: Individually and through consultation and collaboration with other educators and members of the
larger school community, plan for effective subject matter instruction and use multiple means of
representing, expressing, and engaging students to demonstrate their knowledge.

On 2/11/20, professor Timmons assessed effective subject matter instruction in our class activities and 1 2 3 4
demonstrated effective teaching of the lesson plan assigned. She demonstrated an example of multiple
means of representation of the subject as well as how to engage student learning and how to give
students the opportunity to demonstrate their knowledge.

3.5: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of
academic language within learning activities to promote the subject matter knowledge of all students,
including the full range of English learners, Standard English learners, students with disabilities, and
students with other learning needs in the least restrictive environment.

TPE 3.5 was used in my third reading response by promoting the subject matter knowledge of all 1 2 3 4
students, assessing their word knowledge level whether that is knowing the vocabulary, being familiar
with the vocabulary, or having full “ownership” of that vocabulary. This helps me know where the
students are at so that I could modify and adapt my lesson plans accordingly. In addition to this, I will
always be mindful of keeping the least restrictive environment for my students.

3.6: Use and adapt resources, standards-aligned instructional materials, and a range of technology,
including assistive technology, to facilitate students' equitable access to the curriculum.

In the first grade classroom that I observed, the teacher used many adaptive resources for her students. 1 2 3 4
Additionally, she taught standard-aligned instruction by meeting with other first grade teachers when
planning and making sure their teaching standard content. Students had assistive technology resources to
use such as the i-ready and Dreambox program for math and reading.
3.7: Model and develop digital literacy by using technology to engage students and support their learning,
and promote digital citizenship, including respecting copyright law, understanding fair use of guidelines
and the use of Creative Commons license, and maintaining Internet security.

1 2 3 4
I used TPE 3.7 in my direct instruction plan by modeling and developing digital literacy by using the
internet (YouTube video) to engage students learning. Always by respecting copyright law, I will show
the videos on YouTube link where it is publically and legally available for all viewers.

3.8: Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized
education technology standards.

For my generalized lesson plan in the E-unit project, I provided a description of various extension 1 2 3 4
strategies as well as technology resources for the lesson. Some of these resources are slideshows and kid
friendly YouTube videos for students to watch. These resources are coupled with strategies from the 50
Literacy Strategies text and the 50 Social Studies Strategies textbook.
Explanatory Comments or Additional Concerns:

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TPE #4 - Planning Instruction and Designing Learning Experiences for All Students
4.1: Locate and apply information about students' current academic status, content- and
standards-related learning needs and goals, assessment data, language proficiency status,
and cultural background for both short-term and long-term instructional planning purposes.
(See TPE Reflection.)
1 2 3 4
The teacher that I met during my field work expressed that she communicated with kindergarten teachers
about her first grade students that were in their class the previous years. They updated her on students
behavior and let them see their last running records, sight word assessment, etc from previous grade to
implement now in her teaching at the beginning of the first grade school year.
4.2: Understand and apply knowledge of the range and characteristics of typical and atypical
child development from birth through adolescence to help inform instructional planning and learning
experiences for all students. (See TPE Reflection.)
TPE 4.2 was used by Dr. Timmons on 2/25 by explaining that we have to be mindful when teaching
1 2 3 4
because there are a variety of different needs that students have. Some students might have a different
need physically/emotionally/mentally than other students and we have to tailor our lesson plans for those
students to help them succeed.

4.3: Design and implement instruction and assessment that reflects the interconnectedness of academic
content areas and related student skills development in literacy, mathematics, science, and other
disciplines across the curriculum, as applicable to the subject area of instruction. 1 2 3 4
TPE 4.3 was used by Dr. Timmons during the second-class meeting by assessing the unit lessons and how
us as students have implemented instruction and assessments that reflects academic content areas.
4.4: Plan, design, implement and monitor instruction, making effective use of instructional time to
maximize learning opportunities and provide access to the curriculum for all students by removing
barriers and providing access through instructional strategies that include:
• appropriate use of instructional technology, including assistive technology;
• applying principles of UDL and MTSS;
• use of developmentally, linguistically, and culturally appropriate learning activities,
instructional materials, and resources for all students, including the full range of English
learners;
• appropriate modifications for students with disabilities in the general education
classroom; 1 2 3 4
• opportunities for students to support each other in learning; and
• use of community resources and services as applicable.

TPE 4.4 is applied in my third reading response by using community resources (the community itself) to
do a community map as a part of the child’s learning experience. Students of all English language stages
can participate in a community walk or observing their community outside of school with a
parent/guardian.

4.5: Promote student success by providing opportunities for students to understand and advocate for
strategies that meet their individual learning needs and assist students with specific learning needs to
successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.) (See TPE Reflection.)

In my field work and my E-Unit project, there were a few students that had IEP’s. The teacher that I 1 2 3 4
observed shared a few strategies that she used to modify work for these students. This included asking
them about their ideas and writing it in highlighted for the student and they would trace over it in pencil.
Some students needed less modification in which they received a sentence starter or simply explaining the
directions over to them individually.
4.6: Access resources for planning and instruction, including the expertise of community and 1 2 3 4
school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.
(See TPE Reflection.)

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 On 4/14/20, in our E-class we collaborated virtually and worked with each other to discuss lesson plans
and TPE’s as well as our experiences with field work observations. This gave us more insight and
understanding about our assignments, planning, and TPE examples.
4.7: Plan instruction that promotes a range of communication strategies and activity modes
between teacher and student and among students that encourage student participation in learning.
TPE 4.7 was implemented in the listening/talk lesson plan by using different communication strategies for 1 2 3 4
students and with students to encourage expression and participation in their learning.

4.8: Use digital tools and learning technologies across learning environments as appropriate to create new
content and provide personalized and integrated technology-rich lessons to engage students in learning,
promote digital literacy, and offer students multiple means to demonstrate their learning.

For our online instruction after the COVID-19 shut down, professor Timmons has adjusted and modified 1 2 3 4
our learning experiences through a variety of ways. Using video and audio to communicate with us as
well as a live chat box to interact and provide our oral responses for our modified exam. We can
demonstrate our learning and turn in work through the Blackboard system and communicate by email
and live chat if necessary.
Explanatory Comments or Additional Concerns:

TPE #5 - Assessing Student Learning

5.1: Apply knowledge of the purposes, characteristics, and appropriate uses of different types of
assessments (e.g., diagnostic, informal, formal, progress- monitoring, formative, summative, and
performance) to design and administer classroom assessments, including use of scoring rubrics.

TPE 5.1 was used in my second reading response as it ties into assessment mentioned in chapter two
1 2 3 4
because there are appropriate forms of assessment. Tompkins mentions that authentic assessment is
better than standardized testing because it is a more accurate measurement of students understanding. It
is important to have a variety of testing that takes place, not only one form of testing to have a more
accurate measure of students learning and understanding about the concepts taught.

5.2: Collect and analyze assessment data from multiple measures and sources to plan and modify
instruction and document students’ learning over time. (See TPE Reflection.)

I used TPE 5.2 in my concept attainment lesson plan by having a variety of assessment data and multiple 1 2 3 4
measures of assessing student’s understanding. With this data, I adjust my lesson and modify when
needed and document for record keeping. By assessing student’s understanding, it will help me better my
teaching methods.
5.3: Involve all students in self-assessment and reflection on their learning goals and progress and provide
students with opportunities to revise or reframe their work based on assessment feedback.

TPE 5.3 is used in the writing lesson plan by giving students extra time to look over their work, read it to
1 2 3 4
themselves and make some corrections before turning it in. This gives them the opportunity to revise their
work, they will also have the opportunity to revise their work after they have gotten their work back from
me.

5.4: Use technology as appropriate to support assessment administration, conduct data analysis, 1 2 3 4
and communicate learning outcomes to students and families. (See TPE Reflection.)

At Nuview Elementary School, in the first grade class that I observed, the teacher would assign students
to log into I-ready and Dreambox online. These are two popular online websites that students use for
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 reading and math lessons online. These programs track each individual student’s progress and adapts to
their level of understanding in each subject. For I-ready, teachers can assign assessments for every
semester to check student growth and placement. The teacher mentioned that she uses this data for report
cards.
5.5: Use assessment information in a timely manner to assist students and families in understanding
1 2 3 4
student progress in meeting learning goals. (See TPE Reflection.)
5.6: Work with specialists to interpret assessment results from formative and summative assessments to
distinguish between students whose first language is English, English learners, Standard English learners, 1 2 3 4
and students with language or other disabilities. (See TPE Reflection.)
5.7: Interpret English learners’ assessment data to identify their level of academic proficiency in English
as well as in their primary language, as applicable, and use this information in planning instruction. 1 2 3 4
(See TPE Reflection.)
5.8: Use assessment data, including information from students’ IEP, IFSP, ITP, and 504 plans, to
establish learning goals and to plan, differentiate make accommodations and/or modify instruction.
(See TPE Reflection.)
1 2 3 4
TPE 5.8 was used in my writing mini lesson plan, I would differentiate by making accommodations and
modifying instruction by providing students who are struggling such as EL learners and some students
with IEP’s with sentence starters, highlighting their sentences to trace if needed, etc.

Explanatory Comments or Additional Concerns:

TPE #6 - Developing as a Professional Educator

6.1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan
and implement instruction that can improve student learning.

TPE 6.1 was implemented in the lesson plans by reflecting on my teaching practice and my knowledge
1 2 3 4
of maps to seek where I could improve and increase my knowledge for the good of my students.
Additionally, learning more about maps myself to be prepared to answer questions for students and have
enough content knowledge and strategies to provide an exceptional learning experience for them.

6.2: Recognize their own values and implicit and explicit biases, the ways in which these values and
implicit and explicit biases may positively and negatively affect teaching and learning, and work to
mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions 1 2 3 4
of caring, support, acceptance, and fairness toward all students and families, as well as toward their
colleagues.
6.3: Establish professional learning goals and make progress to improve their practice by routinely
engaging in communication and inquiry with colleagues. 1 2 3 4
6.4: Demonstrate how and when to involve other adults and to communicate effectively with peers and
colleagues, families, and members of the larger school community to support teacher and student 1 2 3 4
learning.
6.5: Demonstrate professional responsibility for all aspects of student learning and classroom
management, including responsibility for the learning outcomes of all students, along with appropriate
concerns and policies regarding the privacy, health, and safety of students and families. Beginning 1 2 3 4
teachers conduct themselves with integrity and model ethical conduct for themselves and others.
6.6: Understand and enact professional roles and responsibilities as mandated reporters and comply with
all laws concerning professional responsibilities, professional conduct, and moral fitness, including the
responsible use of social media and other digital platforms and tools. (See TPE Reflection.)

1 2 3 4
On April 7, 2020 during our online class, we conversed with guest speakers (teacher and school
psychologist) about the importance of reporting when a child may be in danger of hurting another person
or themselves and what steps we should take as an educator and mandated reporter. As a mandated
reporter, signs of possible harm are important to report to the school psychologist or school counselor.
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 6.7: Critically analyze how the context, structure, and history of public education in California affects and
influences state, district and school governance as well as state and local education finance. N/A

Explanatory Comments or Additional Concerns:

University Supervisor Signature ______________________________

Date ______________

Candidate Signature _______________________________________

Date ______________

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