PDQP “Telling My Story”
Ciana L.
Whitfield
National
University
Author
Note:
Ciana
Whitfield, Department of Music, Parkside Middle School.
In
partial fulfillment of the requirements for TED 690 Capstone for Professor
Clifton Johnson.
Correspondence
concerning this document should be addressed to Ciana Whitfield, Department of Music,
Parkside Middle School, San Bruno, CA 94066. Contact: cwhitfield@sbpsd.k12.ca.us
Abstract
This document is a
three-part project has three sections.
Section A is the exploration and identification of the six TPE Domains
contained in a PDQP, section B fulfills the expectation to evaluate my
artifacts for one of the six TPE Domains, and section C is my introduction to
my learning community and the sharing of my findings with the learning
community. Based on three PDQP artifacts
and related information I will evaluate my progress in achieving competencies
in my chosen TPE Domain, identify my strengths and needs associated within my
chosen TPE Domain, discuss potential TPE competencies to be used for my PDQP,
and provide a rationale for selecting and completing areas of professional
needs and goals achieved for my chosen TPE Domain.
Keywords: PDQP, Music Education, Professional Development
Week 1- PDQP “Telling My Story”
The California TPE domains and the
use of a PDQP is a powerful tool for an educator’s professional development in
a world of fast-paced technology and innovation. ‘A professional teaching portfolio is an organized,
goal-driven set of documents that provide evidence of a teacher’s knowledge,
dispositions, and skills while also being an evolving collection of carefully
selected or created documents that are accompanied by reflection and
self-assessment that provides authentic evidence of a teacher’s work and is a vehicle
for fostering reflection on the art and practice of teaching’ (Costantino & De Lorenzo, 2009, p. 2). According to (Kilbane
& Milman, 2003 in Costantino & De
Lorenzo, “electronic portfolios have the advantages of accessibility,
portability, creativity, proof of teacher technology skills, enhanced
self-confidence, and dissemination to a broader community” (Costantino & De Lorenzo, 2009, p. 32). With these tools,
we can confidently and productively build the following assignment and
overarching PDQP with clarity and finesse.
Literature
Review
The article selected as a supporting
literature review for this document is entitled “Exploring the Benefits of
Music-Making as Professional Development for Music Teachers” from the Arts Education Policy Review Journal in
2011 by author Kristen Pellegrino.
Kristen Pellegrino is a music educator affiliated with Christopher
Newport University in Virginia.
The article discusses the importance
of a music teacher having the ability to practice and perform as a method of
professional development. It is very often
that an music educator is very overwhelmed with the work involved in doing
their job to their satisfaction and for the happiness of their students that
the teacher themselves ends up in a place where they are too tired, poor, or
simply affected by a complete lack of time in order to be able to be the
musician they need to lead a full life and give the best education to their
students. An example of the importance
of music-making is the need for stress relief, happiness, and skills related to
musicianship that can be modeled and passed on to students.
Elementary
music teachers often teach only once or twice a week for a hundred to three
hundred students. Middle school music
teachers are often worn out from the energy utilized in the numerous groups and
the changing physical attributes associated with middle school students. High school music teachers have numerous
groups as the students are at a level of competence to be involved in many
school and community events. Where is
the time for the teacher to not just have time to find inner peace for
themselves and their students but also to continue to build their skills that
they can pass on to their students?
“For music teachers, the area of
music-making and its meanings can be connected with teachers’ beliefs,
identity, well-being, social connections, and presence in teaching, and can
serve as a powerful pedagogical tool (Dolloff 2006; Dolloff 2007; Fredrickson
2006; Isbell 2006; Jorgensen 2006, 2008; Pellegrino 2010; Russell 2009; Scheib
2006; Stephens 2007; Stanley 2009) and researchers have begun to consider the
potential of music- making as a valuable professional development activity
(Fredrickson 2006; Scheib 2006; Stanley 2009; Pellegrino 2010) (Pellegrino,
2011, p. 80)”. Ms. Pellegrino makes a
point to discuss connections to positive psychology with regards to ‘complete
engagement, well-being, presence in teaching, arts and music literature
regarding “(a) holistic sense of identity; (b) music-making and well-being; (c)
the connections among music-making and job satisfaction, retention,
recruitment, and student learning; and (d) music-making linked to presence in
teaching,” (Pellegrino, 2011, p. 81) and general inclusion of examples of how
these elements have contributed to music education.
Most importantly, Ms. Pelligrino
concludes with suggestions for the incorporation of music-making as
professional development. Ms. Pelligrino
includes four suggestions as follows: “including
music-making in departmental or district wide meetings, granting professional
development credit to music teachers who make music outside of the classroom,
creating in-class reflection opportunities or action research through the
integration of music-making into music teaching, and initiating a collaborative
teacher study group that includes chamber music collaboration” (Pelligrino,
2011, p. 86).
Discussion
The exploration and identification of the six
TPE Domains contained in a PDQP, the evaluation of my artifacts for one of the
six TPE Domains, and my introduction to my learning community with the sharing
of my findings with the learning community shall be outlined in the following
paragraphs. Based on three PDQP
artifacts and related information I will evaluate my progress in achieving
competencies in my chosen TPE Domain, identify my strengths and needs
associated within my chosen TPE Domain, discuss potential TPE competencies to
be used for my PDQP, and provide a rationale for selecting and completing areas
of professional needs and goals achieved for my chosen TPE Domain.
Section
A: Exploration and Identification of The
Six California TPE (Teaching Performance Expectations) Domains in a PDQP
A
consistent factor in comparative education system research shows that
customizable, decentralized, clear, low-stress, and deeper, long-term, meaningful,
and practical standards and curriculum design are an important ingredient in
the recipe for a top education system.
“Higher-achieving countries have much leaner standards; teach fewer
topics more deeply each year; focus more on inquiry, reasoning skills, and
applications of knowledge, rather than mere coverage; and have a more
thoughtful sequence of expectations based on developmental learning
progressions within and across domains” (Darling-Hammond, 2009, p. 285).
The United
States has important to considerations to make in order to change our course to
the path of least resistance and towards success regarding standards,
curriculum, and assessment. Four
outlined points learned from successful top international education systems to
consider as we work on our professional development are ending the curriculum
wars, developing well-disciplined standards (“limited and carefully chosen, as
well as representative of core concepts and modes of inquiry in the disciplines”
(Darling-Hammond, 2009, p. 293)), useful curriculum guidance, and “develop
assessment systems that prioritize the quality of information and its
usefulness for teaching and learning over the quantity of tests and their
deployment in driving decisions that go well beyond their capacity to support” (Darling-Hammond,
Linda, 2009, p. 293). These lessons are important to anchor ourselves as we
travel through our journey of educational professional development.
Returning
to the outline to evaluate and align our goals, the six California Teaching
Performance Expectations (TPEs), are as follows:
Domain A. Making Subject
Matter Comprehensible to Students
Domain B. Assessing
Student Learning
Domain C. Engaging and Supporting Students in
Learning
Domain D. Planning Instruction and Designing
Learning Experiences for Students
Domain E. Creating and Maintaining Effective
Environments for Student Learning
Domain F. Developing as a Professional Educator
The
week one domain to be covered is Domain A, “Making Subject Matter
Comprehensible to Students.” Domain A
covers TPE 1, “Specific Pedagogical Skills for Subject Matter Instruction.” TPE 1 is a two-part TPE; TPE 1A is “Subject-Specific
Pedagogical Skills for Multiple Subject Teaching Assignments” and TPE 1B is “Subject-Specific
Pedagogical Skills for Single Subject Teaching Assignments.” As I have a single-subject credential in
music and teach 6th, 7th, and 8th grade
concert band and choir, I will focus on TPE 1B, subcategory “Teaching Music in
a Single Subject Assignment.” Teaching
music to these standards is absolutely possible and done in class on a regular
basis. The biggest challenges are
time-management, performances, competition relevance, and content distribution.
Section
B: Evaluation of Artifacts for Domain
A/TPE 1 – 1B of PDQP
Artifact one that represents evidence of teaching to
California Domain A, TPE 1 - 1B is a lesson plan that was formulated through
cycle two of my BTSA program. This
lesson plan was created via utilization of lesson plans from my National
University student teaching fused with this new school year’s updates. This artifact represents my ability to create
effective lesson plans that work with California-mandated curriculum standards
as well as making sure I represent an enjoyable and structured daily lesson.
The
second artifact is a final assessment done by Dr. Garo Mirigan at the end my
student teaching at National University.
Presented is the review for Domain A, TPE 1/1B. This final assessment observation was done as
the culmination of five months of student teaching, mentoring, and eight formal
observations over the course of these months.
During this time, I also created detailed lesson plans assisted by the “Writing
Effective Lesson Plans: A 5-Star Approach” and the National University lesson
plan format.
The
third artifact that I have chosen is a review of supporting literature entitled
“Exploring the Benefits of Music-Making as Professional Development for Music
Teachers” by Kristen Pellegrino. This artifact is important because it highlights
a very unique point that would be very beneficial not only to the teacher but
also for the students receiving the teacher experiencing this type of
Professional Development.
Section
C: Telling My Story- Introduction to My Learning Community and the Sharing of
my Findings with Members
This is my last class at National University. I
earned my single-subject music credential in the summer of 2014 and finishing
with my M.Ed. has been a very positive decision for me. My A.A. in Liberal Arts was in 2002 from a
local community college, my B.A. in Music from a local state college in 2004.
I decided to go back to school for my credential in 2012 and after 11
classes in the first year (2012), CSET and TPAs the second year (2013), student
teaching and seminars for four months in the third year (2014), and Master classes
the last four months, I am on my 20th class and completing my specialization of
U.S. Education in a Global Context. I am very glad I selected this
specialization as I was able to study and learn about elements of interest
combined with a love for travel, music, and helping others.
I am in
my second year teaching in a public middle school where I have 5 classes with
two beginning bands, intermediate band, advanced band, and choir. After
school weekly we have rock and jazz band and in the next month we have a
concert, competition, and a tour to the elementary schools (Friday). I
have 155 students and am quite happy in my job. I have taught for
afterschool and summer music programs, private schools (Challenger), marching
band assistance, in 2000-2002 nine elementary schools, in 2012-2013- 13
elementary schools per week, private lessons, and as a substitute teacher.
Evaluating My Progress in Achieving
Competencies in Domain A / TPE 1 – 1B.
In evaluating my
progress in achieving competencies in my chosen TPE, I can happily say that I
feel quite comfortable with Domain A and TPE 1 although there is always room
for growth and improvement. I know I am
doing a good job but I truly believe more professional development would
strengthen my teaching skills and provide for a better outcome for my
students. The specifics of strengths and
needs are listed below.
Identifying My Strengths and Needs Associated
within Domain A / TPE 1 – 1B.
Domain
|
Strengths
|
Needs
|
Teaching Music in a Single Subject
Assignment
|
Passionate about what I teach as a musician myself and am
able to transfer that joy and explanation of music as an outlet to the
students.
Connecting to the students via the use of technology such as
learning aids online and music networking through websites.
Have a strong history of working with a variety of ages,
communities, and backgrounds as well as traveled to be able to teach to a
diverse community.
Communicate with other music professionals for ideas and
collaboration.
|
Better time management skills and planning ahead of time
for scheduling.
Attaining better skills for disciplining students
effectively and aiding them in better completion of the goals in all domains.
Connecting better with the students and families in order
to create a stronger bond for a sense of community to inspire the students to
work harder in and out of class.
|
Potential TPE Competencies to be used for PDQP. Competencies can be described as job-related
skills obtained over time that are required in order to complete the job’s
tasks effectively. According to
Costantino & De Lorenzo, “when used with other methods of evaluating
teacher performance, portfolios can provide a broader perspective of a
teacher’s full range of professional competencies” (Costantino & De
Lorenzo, 2009, p. 7). Competencies that
can be used for the PDQP include using music software, being able to work
one-one-one with students from a variety of backgrounds as well as in a group,
and performing student’s parts on a variety of instruments in order to teach
them in a way other than just reading music.
An example of how this is useful is that from a very young age we learn
by repetition and when a student is getting frustrated or feeling bored, it is
important to access the skill of reaching the student a different way so they
don’t turn away from music. If you have
a few good patterns to show the student without even having to use the music,
they can have start having fun and feeling good and stop worrying about the
difficulty they are having with music and perhaps end up more inspired.
Rationale for Selecting and Completing Areas of
Professional Needs and Goals
Achieved
for Domain A / TPE 1 – 1B. TPE
Domain A / 1 – 1B was selected by the
instructor for week one. The needs and goals that were selected were
selected because they are the ones that need the most attention in order to
achieve the goals of TPE Domain A / 1 – 1B.
Examples of this are the need for better time management affecting the
students. If a teacher is in need of
help and is having difficulty, the time it takes for the teacher to complete
the task ends up affecting the students because they end up having less time to
complete certain tasks. Regarding
disciplining students and the connection to TPE 1B, students must be in a place
of peace in order to have proper learning time.
If certain students are distracting other students because the teacher
could have better procedures for less disruptions, then the learning environment
would be improved. The final example
shows the importance of the need for progress in the improvement of the
education culture of a school and in the United States.
Conclusions and Future Study
There
are many elements that collectively create a PDQP. It is important to draw upon related studies
in order to put the information towards the ultimate goal of improving our
school and country education culture. If
every teacher made one daily effort towards change that has been created by
good leaders and a strong community, eventually our education systems and
subsystems will also improve. PDQP’s are
important tools for collaboration and as exercise to prepare our students for
creating their own educational and career-related profiles. Collectively, this information will
contribute the end-goal our personal professional development, the improvement
of our school’s culture, and improvement of the case of the United States
education system.
References
Costantino,
P. & De Lorenzo, M. (2009). Developing a Professional Teaching
Portfolio: A
Guide for Success, Third Edition. Pearson Education.
Darling-Hammond,
Linda. (2009). The Flat World and Education: How America's Commitment
to Equity Will
Determine Our Future (Multicultural Education Series). Teachers College
Press. Kindle Edition.
Pellegrino,
K. (2011). Exploring the Benefits of Music-Making as Professional Development
for
Music Teachers. Arts Education Policy Review, 112(2),
79-
88.doi:10.1080/10632913.2011.546694
The California Teaching
Performance Expectations (TPEs). (2012). CalTPA Candidate
Handbook, Appendix A, Retrieved
from http://www.ctc.ca.gov/educator-prep/TPA-
files/CandidateHandbook-AppendixA-TPEs.pdf
on October 7, 2012
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