This document contains a portfolio reflection form summarizing various artifacts used in a teaching credential program. For each artifact, the form lists the title, which California Teaching Performance Expectations (TPEs) are addressed, and a brief reflection on how the artifact provided evidence of the TPE. The artifacts included a syllabus, websites with helpful information for students, articles on learning styles and why teaching is worthwhile, information sheets on transferring schools and CBEST exam requirements, and classroom activities to build knowledge and engage students in learning.
This document contains a portfolio reflection form summarizing various artifacts used in a teaching credential program. For each artifact, the form lists the title, which California Teaching Performance Expectations (TPEs) are addressed, and a brief reflection on how the artifact provided evidence of the TPE. The artifacts included a syllabus, websites with helpful information for students, articles on learning styles and why teaching is worthwhile, information sheets on transferring schools and CBEST exam requirements, and classroom activities to build knowledge and engage students in learning.
This document contains a portfolio reflection form summarizing various artifacts used in a teaching credential program. For each artifact, the form lists the title, which California Teaching Performance Expectations (TPEs) are addressed, and a brief reflection on how the artifact provided evidence of the TPE. The artifacts included a syllabus, websites with helpful information for students, articles on learning styles and why teaching is worthwhile, information sheets on transferring schools and CBEST exam requirements, and classroom activities to build knowledge and engage students in learning.
This document contains a portfolio reflection form summarizing various artifacts used in a teaching credential program. For each artifact, the form lists the title, which California Teaching Performance Expectations (TPEs) are addressed, and a brief reflection on how the artifact provided evidence of the TPE. The artifacts included a syllabus, websites with helpful information for students, articles on learning styles and why teaching is worthwhile, information sheets on transferring schools and CBEST exam requirements, and classroom activities to build knowledge and engage students in learning.
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PORTFOLIO REFLECTION FORM (10-07)
Artifact Title
CSTP/TPEs
Reflection (what evidence it occurred)
1Syllabus
4-2 Establishing and
articulating goals for students learning.
The syllabus lists all of the dates and work
needed to be successful in class
2-5 Planning and
implementing classroom procedures and routines that support student learning.
The syllabus has a list of all that is required
in the class. What is acceptable and what is not. It also contains a schedule of items covered in class and assignments due.
3-5 Using materials,
resources, and technologies to make subject matter accessible to students.
This handout contains information that
can be helpful when needing help with spelling, grammar, punctuation, and even study guides and test preparation making information available to the student
5-3 Involving and
guiding all students in assessing their own learning
This handout also gives the student an
opportunity to research information when needed. So it guides them but also involves them in the research.
2Some helpful websites
PORTFOLIO REFLECTION FORM (10-07)
Artifact Title
CSTP/TPEs
Reflection (what evidence it occurred)
1Multiple Intelligence: A Theory
for everyone
3-4 Developing students understanding through instructional strategies that are appropriate to the subject matter.
This article informs you of the different
learning styles. It gives you an insight and understanding of different instructional strategies needed for each independent students needs.
4-5 Modifying instructional plans to adjust for students needs
This article allows you to realize that not
everyone learns the same way and changes sometimes are necessary to teach and evaluate the student.
5-2 Collecting and
using multiple sources of information to assess students learning.
This article helps the student develop an
understanding of what it means to go into teaching. It is sources of information that will help someone make a better decision on a teaching career.
5-3 Involving and
guiding all students in assessing their own learning
This article involves and guides the student
into seeing the importance of going into teaching.
2Why its worth it
PORTFOLIO REFLECTION FORM (10-07)
Artifact Title
CSTP/TPEs
Reflection (what evidence it occurred)
1Liberal Studies Department
Dominguez Hills University
5-1 Establishing and
communicating learning goals for all students.
This handout gave us a better
understanding of the requirements to successfully achieve our goal, to become a teacher.
3-5 Using materials,
resources, and technologies to make subject matter accessible to students
This handout gave us the opportunity to
search for information regarding our transfer to Cal State Dominguez Hill. Through websites, phone numbers and this handout we have valuable information needed to get a degree in Liberal Studies.
4-4 Designing shortterm and long term
plans to foster students learning.
This handout informs the student of things
they should know now and in the future to successfully complete this assessment test.
5-2 Collecting and
using multiple sources of information to assess students learning
In addition to informing the student of the
requirements, this handout gives you sources, websites, book, CD ROMs and test preparation information to successfully complete this requirement.
2CBEST Score Information
PORTFOLIO REFLECTION FORM (10-07)
Artifact Title
CSTP/TPEs
Reflection (what evidence it occurred)
1Find someone who
2-5 Planning and
implementing classroom procedures and routines that support student learning.
At the beginning of each class there was a
warm up. This artifact, allowed us to recognize the classroom procedures and routines.
2-1 Creating a physical
environment that engages all students.
During this activity we had to get off of our
seat and find someone who. This created a fun, learning environment in which everyone had to participate.
1-5 Promoting self,
reflective learning for all students.
This artifact allowed us to read on
different debates and have a better understanding of that subject matter.
3-1 Demonstrating knowledge of subject matter content and student development.
Part of this assignment was to explain
some of the thing you knew and things you learned. This artifact allowed us to develop our knowledge on that debate and learn something new.
