Professional Documents
Culture Documents
Telling My Story
Amanda Boyer
National University
TELLING MY STORY 2
Abstract
and evaluates the progress of achieving competence in TPE domain A. My strengths and
needs are identified and discussed along with a rationale for selecting and completing
areas of professional needs and goals for the TPE domain A. I also explain potential TPE
based on TPE 1.
TELLING MY STORY 3
The California Teaching Performance Expectations define the knowledge and skills a
teacher is expected to demonstrate and are aligned with the California Standards for the Teaching
Profession. The TPEs correlate with student standards because “what teachers know and are able
to do is the most important influence on what students learn” (Costantino & De Lorenzo, p. 11).
Teaching Experience
As a second year visual arts teacher, I have learned about the importance of fostering a
classroom environment that is a positive climate for learning for all students, and
especially those who require adaptations. Spending time self-reflecting and analyzing the
ways that I build rapport with students or encourage them to take responsibility for their
own learning has caused me to analyze my philosophy of teaching and the consistency of
my actions. I have become much more aware of the routines, procedures and expectations
succeeded in areas of classroom culture and management, I have found that I am still
emerging in my skills to make the visual art subject matter comprehensible to all of my
students.
effectiveness and student learning. My first artifact is an analytical summary and synthesis
of the importance of Art Education as discussed in Jon Murray's article, Art, Creativity, and
the Quality of Education. My second artifact is this evaluation and reflection of my progress
work where students learned about creating a monochromatic color scheme and then
using the scale to paint a landscape with atmospheric perspective. Finally, my fourth
artifact is a lesson plan that I designed for students to learn about using the grid method in
order to draw a charcoal portrait with accurate proportions of someone they were inspired
by.
TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments
The potential competencies to be used for my PDQP are my classroom management plan
and relatable lesson planning. In TPE domain A, teachers are expected to “establish and monitor
procedures for the safe care, use, and storage of art equipment and materials,” which is
something that I have done well in my classroom and have been recognized for during
Teacher Credentialing, p. 7). While I am still a beginner when it comes to lesson planning, it is a
potential competency because I am able to create projects that “teach students about the
historical contributions and cultural dimensions of art, providing insights into the role and
development of the visual arts in past and present cultures throughout the world (Commission on
Teacher Credentialing, p. 7). Students are motivated by projects when they can relate to the
subject matter, whether it be their own or a new culture, or have a choice in what they are doing,
TPE Domain A was selected because in order for students to be successful in a visual arts
classroom, they must comprehend the subject material. In an art classroom students begin at very
different level of experience, but all must receive a strong foundation in basics and comprehend
the elements of art and principles of design. This domain is key for a teacher to be strong in to
ensure that all students are meeting or exceeding the visual arts content standards.
TELLING MY STORY 6
TELLING MY STORY 7
References
Bacon/Pearson.
River, NJ: Allyn &