RUNNING HEAD: Domain E Literature Review
Domain E Literature Review
Brendon Boitano
National University
December 14, 2016
RUNNING HEAD: Domain E Literature Review
Abstract
In this paper I will discuss domain E of the California Teacher Performance Expectations.
Domain E is about creating and maintaining effective environments for student learning.
I will discuss how the artifacts I chose for my PDQP relate to this domain.
RUNNING HEAD: Domain E Literature Review
Domain E of the California Teacher Performance Expectations (TPE) articulates
creating and maintaining effective environments for student learning. This domain
includes two different TPEs, TPE 10 that examines instructional time, and TPE 11 that
examines social environment. I used artifacts that meet both of these TPEs. The first
artifact is a BTSA observation where my support provider made comments about
instructional time and learning environment. The second artifact I used was an
anonymous survey I had my students take about classroom culture.
Maximizing academic learning time is a critical tool, which is needed to improve
student achievement, and requires multiple policies and programs to support great
teaching and learning. (PSEA, n.d.) During my observation for BTSA, one of the things
my support provider was looking for was the use of instructional time and social
environment. I know the importance of instructional time. I recognize and articulate the
critical importance of time management in my instructional planning. (CTC, 2013)
During my observation I did take time out my lesson time to make sure all students were
out of the caf. Because we do not have bells like a traditional school sometimes students
are working with teachers or working on a lesson in the caf and do not realize that the
class has started. Because of this is nontraditional school setting I do not see a problem
that I went to check for students. Once I was in my class and we started working my
support provider commented that during the rest of the observation time my class was
structured and on time. I believe that this shows my commitment to instructional time. I
have also established procedures for routine tasks and manage transitions to maximize
my instructional time. (CTC, 2013)
RUNNING HEAD: Domain E Literature Review
I take the social environment in my classroom very seriously. It is one of the
things that I pride myself on. I learned from the first time I was in a classroom, as a
teacher, the importance of the social environment. Through coaching and my work with
young adults I have always found it easy to create positive relationships with my
students. By far the most important variable is how you relate to the students in your
class. The challenge is creating an emotionally safe environment without relinquishing
your role as the teacher. To achieve this, you have to find the right balance of being
emotionally open and authentic without sacrificing the boundaries and hierarchy that
keep you and your students secure. (Phillips, 2014) Some of the strategies that can help in
the relationship with students is beginning each Monday with an opportunity for kids to
report on the weekend and identify kids who seem withdrawn or listless and go the extra
mile of reaching out to them. (Phillips, 2014) I do both of these things in my classes. I try
to know hobbies my students enjoy outside of school and talk with them about them
when I feel like they are starting to become unengaged with lessons. I think that the
survey I conducted about classroom culture shows that I have great relationships with my
students and I create a quality social environment.
For my survey, I asked ten random students to take a survey on our classroom
culture. Nine students ended up taking it, one student declined. In this survey I asked
students five questions based on what the TPE discusses. The first question was asking
about if I created a positive climate for learning. On this question about ninety percent of
students said they completely agreed that I created a positive climate for learning. The
second question was about establishing a physically, socially and emotionally safe
classroom environment for students by developing and maintaining clear expectations for
RUNNING HEAD: Domain E Literature Review
academic and social behavior. On this question, about ninety percent of students also
completely agreed that I did do this. The third question was about if I establish a sense of
community, and promote student effort and engagement by creating a structure that
emphasizes collaborative activities and joint problem solving. On this question about
sixty five percent of the students completely agreed. This is one thing I look to build on
throughout the rest of the year with my students. I am always looking to add new
activities to emphasize collaboration among students. The forth question was about if I
establish rapport with all students and their families for supporting academic and personal
success through establishing a climate of caring, respect, and fairness. Once again about
sixty five percent of students said they completely agreed. I look to work on this
throughout the year as well. The final question was about if I respond appropriately to
sensitive issues and classroom discussions in a culturally responsive manner. On this
question about ninety percent of students completely agreed. While I think these results
of the five questions are great, I still think I can help improve the classroom environment.
I think that my BTSA observation and my survey on classroom culture show that
I meet domain E in that I use strategies to make maximize instructional time, and I create
a quality social environment for student learning.
RUNNING HEAD: Domain E Literature Review
Resources
Commission on Teacher Credentialing, Revisions Adopted, March 2013. California
Teaching Performance Expectations. Retrieved on November 27, 2016 from
[Link]
Philips, Mark, Creating an Emotionally Healthy Classroom Environment, June 25, 2014.
Retrieved on December 14, 2016 from [Link]
PSEA, Maximize instructional time, Retrieved on December 14, 2016 from
[Link]
[Link]
