Running Head: DOMAIN C LITERATURE REVIEW

TPE Domain C Artifact Literature Review

Nicole Rodamer

National University
DOMAIN C LITERATURE REVIEW

Abstract

This literature review describes the two artifacts in my Professional Development Quest

Portfolio (PDQP) in Domain C. Domain C includes TPE 4, TPE 5, TPE 6, and TPE 7; it focuses

on “Engaging and Supporting Students” (Commission on Teacher Credentialing, "California

Teaching Performance Expectations", 2013, p. 17). The first artifact is a 5th grade Language Arts

lesson plan. The second artifact is a 4th grade Project Based Learning lesson plan. I have

discussed the rationale of using these specific artifacts in my PDQP.

DOMAIN C LITERATURE REVIEW

TPE Domain C Artifact Literature Review

According to Constantino and Lorenzo (2009) “Using national or state standards when

developing a portfolio provides credibility to the documentation” (p.11). I will be using the

California Teaching Performance Expectations as a guide to populate my PDQP. The California

TPE Domain C is “Engaging and Supporting Students in Learning” (Commission on Teacher

Credentialing, "California Teaching Performance Expectations", 2013, p. 2). My PDQP can be

found at: https://rodamer-pdqp.weebly.com/

Artifact 1

The first artifact I choose for Domain C is a lesson plan I designed for a 5th grade

Language Arts lesson. This lesson plan includes focus students that are within the class it was

designed for. This is a thorough lesson plan that includes an analysis of the class as a whole and

as well as the two focus students. It represents my ability to create a content-based lesson while

making the content accessible for all students. The lesson includes adaptation that would be used

for the two focus students. The first focus student is an English Learner, and the second focus

student is a student with a diagnosed learning disorder.

I feel that this artifact demonstrates my proficiency in TPE 4 which states “Candidates

incorporate specific strategies, teaching/instructional activities, procedures and experiences that

address state-adopted academic content standards for students in order to provide a balanced and

comprehensive curriculum” (Commission on Teacher Credentialing, "California Teaching

Performance Expectations", 2013, p. 12). This artifact also demonstrates my proficiency in TPE

7, which states “Candidates know and can apply pedagogical theories, principles, and

instructional practices for comprehensive instruction of English learners. They know and can
DOMAIN C LITERATURE REVIEW

apply theories, principles, and instructional practices for English Language Development leading

to comprehensive literacy in English” (Commission on Teacher Credentialing, "California

Teaching Performance Expectations", 2013, p. 14).

Artifact 2

Artifact 2 is a different type of lesson compared to artifact 1. This lesson is a project-

based learning lesson for a 4th grade Social Studies Unit. This artifact demonstrates to the reader

that I can add a variety of lessons to help keep student engagement throughout the year. I have

heard from many students that they find Social Studies a bit boring to learn about; this PBL

brings the unit to life and allows students more participation which will decrease the boring and

dry text book readings. I believe Project-Based Learning is a great way to activate student

engagement and provide students with real-world applications. This artifact demonstrates my

proficiency in TPE 5 “Student Engagement”.

I believe both artifacts also demonstrate my aptitude in TPE 6 “Developing Appropriate

Teaching Practices”.
DOMAIN C LITERATURE REVIEW

References

Commission on Teacher Credentialing. (2013). California Teaching Performance Expectations.

Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/adopted-tpes-2013.pdf

Constantino, P. M., & De Lorenzo, M. N. (2009). Developing a Professional Teaching Portfolio

A Guide for Success(3rd ed.). Pearson.