TPE 1: Engaging and Supporting All Students in Learning
Apply knowledge of students, including their prior experiences, interests, and social-
emotional learning needs, as well as their funds of knowledge and cultural, language,
and socioeconomic backgrounds, to engage them in learning.
Maintain ongoing communication with students and families, including the use of technology
to communicate with and support students and families, and to communicate achievement
expectations and student progress.
Connect subject matter to real-life contexts and provide active learning experiences
to engage student interest, support student motivation, and allow students to extend
Use a variety of developmentally and ability-appropriate instructional strategies,
resources, and assistive technology, including principles of Universal Design of Learning
(UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum
for a wide range of learners within the general education classroom and environment.
Promote students' critical and creative thinking and analysis through activities that
provide opportunities for inquiry, problem solving, responding to and framing meaningful
questions, and reflection.
Provide a supportive learning environment for students' first and/or second language
acquisition by using research-based instructional approaches, including focused English
Language Development, Specially Designed Academic Instruction in English (SDAIE),
scaffolding across content areas, and structured English immersion, and demonstrate
an understanding of the difference among students whose only instructional need is
to acquire Standard English proficiency, students who may have an identified disability
affecting their ability to acquire Standard English proficiency, and students who
may have both a need to acquire Standard English proficiency and an identified disability.
Provide students with opportunities to access the curriculum by incorporating the
visual and performing arts, as appropriate to the content and context of learning.
Monitor student learning and adjust instruction while teaching so that students continue
to be actively engaged in learning.
TPE 2: Creating and Maintaining Effective Environments for Student Learning
Promote students' social-emotional growth, development, and individual responsibility
using positive interventions and supports, restorative justice, and conflict resolution
practices to foster a caring community where each student is treated fairly and respectfully
by adults and peers.
Create learning environments (i.e., traditional, blended, and online) that promote
productive student learning, encourage positive interactions among students, reflect
diversity and multiple perspectives, and are culturally responsive.
Establish, maintain, and monitor inclusive learning environments that are physically,
mentally, intellectually, and emotionally healthy and safe to enable all students
to learn, and recognize and appropriately address instances of intolerance and harassment
among students, such as bullying, racism, and sexism.
Know how to access resources to support students, including those who have experienced
trauma, homelessness, foster care, incarceration, and/or are medically fragile.
Maintain high expectations for learning with appropriate support for the full range
of students in the classroom.
Establish and maintain clear expectations for positive classroom behavior and for
student- to-student and student-to-teacher interactions by communicating classroom
routines, procedures, and norms to students and families.
TPE 3: Understanding and Organizing Subject Matter for Student Learning
Demonstrate knowledge of subject matter, including the adopted California State Standards
and curriculum frameworks.
Use knowledge about students and learning goals to organize the curriculum to facilitate
student understanding of subject matter, and make accommodations and/or modifications
as needed to promote student access to the curriculum.
Plan, design, implement, and monitor instruction consistent with current subject-specific
pedagogy in the content area(s) of instruction, and design and implement disciplinary
and cross-disciplinary learning sequences, including integrating the visual and performing
arts as applicable to the discipline.
Individually and through consultation and collaboration with other educators and members
of the larger school community, plan for effective subject matter instruction and
use multiple means of representing, expressing, and engaging students to demonstrate
Adapt subject matter curriculum, organization, and planning to support the acquisition
and use of academic language within learning activities to promote the subject matter
knowledge of all students, including the full range of English learners, Standard
English learners, students with disabilities, and students with other learning needs
in the least restrictive environment.
Use and adapt resources, standards-aligned instructional materials, and a range of
technology, including assistive technology, to facilitate students' equitable access
to the curriculum.
Model and develop digital literacy by using technology to engage students and support
their learning, and promote digitalcitizenship, including respecting copyright law,
understanding fair use guidelines and the use of Creative Commons license, and maintaining
Demonstrate knowledge of effective teaching strategies aligned with the internationally
recognized educational technology standards.
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Locate and apply information about students' current academic status, content- and
standards-related learning needs and goals, assessment data, language proﬁciency status,
and cultural background for both short-term and long-term instructional planning purposes.
Understand and apply knowledge of the range and characteristics of typical and atypical
child development from birth through adolescence to help inform instructional planning
and learning experiences for all students.
Design and implement instruction and assessment that reﬂects the interconnectedness
of academic content areas and related student skills development in literacy, mathematics,
science, and other disciplines across the curriculum, as applicable to the subject
area of instruction.
Plan, design, implement and monitor instruction, making effective use of instructional
time to maximize learning Opportunities and provide access to the curriculum for all
students by removing barriers and providing access through instructional strategies
that include: appropriate use of instructional technology, including assistive technology;
applying principles of UDL and MTSS; use of developmentally, linguistically, and culturally
appropriate learning activities, instructional materials, and resources for all students,
including the full range of English learners; appropriate modiﬁcations for students
with disabilities in the general education classroom; opportunities for students to
support each other in learning; and use of community resources and services as applicable.
Promote student success by providing opportunities for students to understand and
advocate for strategies that meet their individual learning needs and assist students
with speciﬁc learning needs to successﬁilly participate in transition plans (e.g.,
IEP, IFSP, ITP, and 504 plans.)
Access resources for planning and instruction, including the expertise of community
and school colleagues through in-person or virtual collaboration, co-teaching, coaching,
Plan instruction that promotes a range of communication strategies and activity modes
between teacher and student and among students that encourage student participation
Engage students in learning, promote digital literacy, and offer students multiple
means to Use digital tools and learning technologies across learning environments
as appropriate to create new content and provide personalized and integrated technology-rich
lessons to demonstrate their learning.
TPE 5: Assessing Student Learning
Apply knowledge of the purposes, characteristics, and appropriate uses of different
types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative,
summative, and performance) to design and administer classroom assessments, including
use of scoring rubrics.
Collect and analyze assessment data from multiple measures and sources to plan and
modify instruction and document students' learning over time.
Involve all students in self-assessment and reﬂection on their learning goals and
progress and provide students with opportunities to revise or reframe their work based
on assessment feedback.
Use technology as appropriate to support assessment administration, conduct data analysis,
and communicate learning outcomes to students and families.
Use assessment information in a timely manner to assist students and families in understanding
student progress in meeting learning goals.
Work with specialists to interpret assessment results from formative and summative
assessments to distinguish between students whose ﬁrst language is English, English
learners, Standard English learners, and students with language or other disabilities.
Interpret English learners‘ assessment data to identify their level of academic proﬁciency
in English as well as in their primary language, as applicable, and use this information
in planning instruction.
Use assessment data, including information from students' IEP, IFSP, ITP, and 504
plans, to establish learning goals and to plan, differentiate, make accommodations
and/or modify instruction.
TPE 6: Developing as a Professional Educator
Reﬂect on their own teaching practice and level of subject matter and pedagogical
knowledge to plan and implement instruction that can improve student learning.
Reeognize their own values and implicit and explicit biases, the ways in which these
values and implicit and explicit biases may positively and negatively affect teaching
and learning, and work to mitigate any negative impact on the teaching and learning
of students. They exhibit positive dispositions of caring, support, acceptance, and
fairness toward all students and families, as well as toward their colleagues.
Establish professional learning goals and make progress to improve their practice
by routinely engaging in communication and inquiry with colleagues.
Demonstrate how and when to involve other adults and to communicate effectively with
peers and colleagues, families, and members of the larger school community to support
teacher and student learning.
Demonstrate professional responsibility for all aspects of student learning and classroom
management, including responsibility for the learning outcomes of all students, along
with appropriate concerns and policies regarding the privacy, health, and safety of
students and families. Beginning teachers conduct themselves with integrity and model
ethical conduct for themselves and others.
Understand and enact professional roles and responsibilities as mandated reporters
and comply with all laws concerning professional responsibilities, professional conduct,
and moral ﬁtness, including the responsible use of social media and other digital
platforms and tools.
Critically analyze how the context, structure, and history of public education in
California affects and inﬂuences state, district, and school governance as well as
state and local education ﬁnance.