The philosophy of the
Secondary Education Department at San Jose State University
is based on a vision of professional educators who can
funcation effectively and sensitively in the multicultural,
multilingual, and technologically complex environment of
today's secondary schools. The faculty is committed to
preparing teachers who are critical and reflective
practiioners who are prepared to:
make informed and thoughtful decisons in their daily
practice,
serve in diverse educational contexts,
promote equity, respect for person, and social
justice, and
provide fair-minded and
responsive instruction for ethnically and linguistically
diverse populations.
These teachers must also be
aware of uses of technology for learning, and they must be
well-prepared in current education throry, reseach, methods,
and practice.
Outcomes - Single Subject Credential
(based on Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs - Teacher Performance Expectations (TPE))
Single subject candidates
will practice and be able to:
TPE 1: Specific
Pedagogical Skills for Subject Matter Instruction in a
single subject assignment
demonstrate specific
pedagogical skills for subject matter instruction in a
single subject assignment
TPE 2: Monitoring Student
Learning During Instruction
use progress monitoring at key points during
instruction to determine whether students are progressing adequately toward
achieving the state-adopted academic content standards for students
pace instruction and re-teach content based on
evidence gathered using assessment strategies such as questioning students and
examining student work and products
anticipate, check for,
and address common student misconceptions and
misunderstandings
TPE 3: Interpretation and
Use of Assessments
understand and use a variety of informal and formal,
as well as formative and summative assessments, to determine students'
progress and plan instruction
understand the purposes and uses of different types
of diagnostic instruments, including entry level, progress-monitoring and
summative assessments.
use multiple measures to assess student knowledge,
skills, and behaviors
know about and can appropriately use informal
classroom assessments and analyze student work
understand format and administration of standardized
testing
accurately interpret assessment data to identify
level of proficiency of ELL
explain, to students and
to their families, student academic and behavioral
strengths, areas for academic growth, promotion and
retention policies, and how a grade or progress report is
derived
TPE 4: Making Content
Accessible
incorporate specific and varied strategies,
teaching/instructional activities, procedures, materials, and experiences that
address state-adopted academic content standards for students
prioritize and sequence essential skills and
strategies in a logical, coherent manner relative to students' current level
of achievement.
explain content clearly and reinforce content in
multiple ways
provide opportunities and adequate time for students
to practice and apply what they have learned
distinguish between conversational and academic
language, develop student skills in using and understanding academic language,
and teach students strategies to read and comprehend a variety of information
sources in the subject(s) taught
encourage student creativity and imagination
motivate students and encourage student effort
foster access and comprehension for all learners
adjust lesson designs
relative to students' current level of
achievement.
TPE 5: Student
Engagement
clearly communicate instructional objectives to
students
ensure the active and equitable participation of all
students and monitor student progress toward academic goals.
candidates examine off-task behavior and use
strategies to re-engage students
encourage students to share and examine points of
view during lessons
use community resources, student experiences, and
applied learning activities to make instruction relevant
ask stimulating
questions, help students frame meaningful questions, and
challenge student ideas.
TPE 6B: Developmentally
Appropriate Practices in Grades 4-8
build on students' command of basic skills and
understandings
design learning activities to extend students'
concrete thinking, foster abstract reasoning and problem-solving skills, and
help students develop learning strategies to cope with increasingly
challenging academic curriculum
help students develop
personal skills like time management, group work, peer
relationships, appropriate classroom behavior, and
responsibility to maximize learning
TPE 6C: Developmentally
Appropriate Practices in Grades 9-12
establish intellectually challenging academic
expectations and provide opportunities for students to develop advanced
thinking and problem-solving skills
communicate course goals, requirements, and grading
criteria to students and families
help students to understand connections between the
curriculum and life beyond high school, and the consequences of academic
choices in terms of future career, school and life options
promote behaviors important for work such as taking
responsibility, being on time, and completing assignments
understand and show
sensitivity toward characteristics of
adolescence
TPE 7: Teaching English
Learners
know and apply pedagogical theories, principles, and
instructional practices for comprehensive instruction of English learners and
English Language Development leading to comprehensive literacy in English
familiar with the philosophy, design, goals, and
characteristics of programs for English language development, including
structured English immersion
implement an instructional program that facilitates
English language development
draw upon information about students' backgrounds and
prior learning to provide instruction differentiated to students' language
abilities
understand how and when to collaborate with
specialists and para-educators to support English language development
select instructional materials and strategies to
develop students' abilities to comprehend and produce English and extend
students' current level of development
know and apply pedagogical theories, principles and
practices for the development of academic language, comprehension, and
knowledge in the subject area
use systematic, explicit instructional strategies to
make grade-appropriate or advanced curriculum content comprehensible to
English learners
allow students to express meaning in a variety of
ways
apply understanding of
cognitive, pedagogical, and individual factors that
affect students' language acquisition when planning
lessons for English language development and for academic
content
TPE 8: Learning about
Students
use formal and informal methods to assess students'
prior mastery of academic language abilities, content knowledge, and skills,
and maximize learning opportunities for all students
understand how multiple factors, including
family/parental support, gender and health, can influence students' behavior,
and understand the connections between students' health and their ability to
learn
identify students
needing specialized instruction, including students whose
physical disabilities, learning disabilities, or health
status require instructional adaptations, and students
who are gifted
TPE 9: Instructional
Planning
plan instruction that is comprehensive in relation to
the subject matter to be taught and in accordance with state-adopted academic
content standards for students
establish clear long-term and short-term goals for
student learning, based on state and local standards for student achievement
as well as on students' current levels of achievement
use explicit, appropriate, and effective teaching
methods to help students meet or exceed grade level expectations
sequence instruction so the content to be taught
connects to preceding and subsequent content.
select or adapt instructional strategies, grouping
strategies, and instructional material to meet student learning goals and
needs
plan lessons that connect the content to be learned
with students' linguistic and cultural backgrounds, experiences, interests,
and developmental learning needs
plan differentiated instruction
use available aides and
volunteers , when appropriate, to help students reach
instructional goals
TPE 10: Instructional
Time
allocate and adjust instructional time to maximize
student achievement in relation to state-adopted academic content standards
for students, instructional goals and scheduled academic tasks.
establish procedures to
maximize instructional time
TPE 11: Social
Environment
develop and maintain clear expectations for academic
and social behavior that create a positive climate for learning
establish rapport with students and their families to
support academic and personal success
respond appropriately to
sensitive issues and classroom discussions
TPE 12: Professional,
Legal, and Ethical Obligations
recognize ways in which personal values and biases
affect the teaching and learning of students.
intolerant of all forms of harassment,
discrimination, and exploitation
understand important elements of California and
federal laws and procedures pertaining to the education of English learners,
gifted students, and individuals with disabilities, including implications for
their placement in classrooms
can identify suspected cases of child abuse, neglect,
violent behavior, and harassment and implement school and district guidelines
for reporting such cases
understand legal and professional obligations to
protect the privacy, health, and safety of students, families, and other
school professionals
act in accordance with
professional ethical considerations
TPE 13: Professional
Growth
reflect on and evaluate their own teaching practices
and subject matter knowledge
seek to improve their teaching practices by
soliciting feedback and engaging in cycles of planning, teaching, reflecting,
discerning problems, and applying new strategies
use reflection and
feedback to formulate and prioritize goals for increasing
their subject matter knowledge and teaching
effectiveness.
Secondary Education
Assessment Schedule (doc)
Assessment reports for: fall 2006 (doc) spring
2007 (doc) fall
2007 (doc)
