Student teaching is a vital experience for pre-service teachers, but we all recognize that growth and development does not stop there. All teachers continue with their own professional growth and development throughout their entire career. It is important for new teachers to seek support and guidance as they enter the profession. This document aims to serve as a small step in obtaining support and feedback and will be shared with the candidate’s clear/induction program. The IDP is meant to highlight the candidate’s areas of strengths and areas for growth that are aligned with the CTC Teacher Performance Expectations (TPEs). Below are some steps to take in order to complete this document.
● The candidate will schedule a meeting with the mentor and supervisor at the end of spring quarter.
● The candidate completes the “Level of Practice” section indicating areas of strength and growth on the TPEs. The candidate should draw on evidence from mentor and supervisor evaluations. Candidate will share a draft of the IDP with the mentor and supervisor prior to the meeting.
● During the meeting, the mentor, supervisor and candidate will engage in collaborative discussion about each TPE. Discuss one TPE at a time with the candidate leading the discussion. Before moving on to the next TPE, the candidate will take time to summarize aloud and write down additional notes in the “Level of Practice”.
● The candidate will follow the instructions under “Attestations”.
● The candidate will submit the IDP on the ED 158 Canvas course space for the Coordinator (Kris) (w/o the Credential Recommendation section completed) at the end of spring quarter, June 7, 2024.
● The candidate completes the “Credential Recommendation” section during their meeting with the Credential Analyst - Isaac Membreno.
● The candidate submits completed IDP to Kris Houston, Academic Coordinator, houstonk@uci.edu, for archive after credential recommendation meeting.
● The candidate saves the completed IDP to provide to the teacher induction program. School of Education Teacher Credential Programs 2000 Education Irvine, CA 92697-5500
Individual Development Plan 2024
Candidate Name Tuong La
Institution: UC Irvine, School of Education, CalTeach Math and Science Undergraduate Credential Program
Enrollment Dates 1/3/2023 -6/14/2024
Pathway Undergraduate Bachelor’s Degree + Single Subject Credential
Candidate’s Level of Practice (completed by the candidate)
Areas of Strength Areas for Growth
TPE 1: Engaging and Supporting TPE 1.1 & 1.3: Connect to students’ TPE 1.5: Incorporate more All Students in Learning identities and funds of knowledge demonstrations and manipulatives by relating everyday experiences to into the lesson; allow for hands-on the instruction. Whether it is done engagement. as a hook or extension, students are still provided opportunities to make TPE 1.6: Translanguaging support their learning personally for supports (e.g. having students meaningful. engage in decoding a word in - “What’s something you another language, sharing funds of recall about ____? How knowledge, etc.) would you describe this experience?” TPE 1.2: Maintain communication with families by starting early in the TPE 1.7: Use of multimodal means school year. of instruction (visuals, videos, - Make use of systems in place graphs, models, etc.) to contact parents. Establish - Use UDL strategies and a schedule for contacts and provide various tools for stick to it. students to engage in learning through ways they feel most comfortable. - Collaboration and peer-assessment as a way to School of Education Teacher Credential Programs 2000 Education Irvine, CA 92697-5500
empower students and
center them as source of knowledge
TPE 2: Creating and TPE 2.1: Engage students in conflict TPE 2.6: Be consistently and more Maintaining Effective resolution and provide them an firm with students who are Environments for Student opportunity to reach settlements disengaging/distracting others. Learning with peers in a respectful & positive - Uphold high expectations for manner. students and stick to consequences if these TPE 2.2 & 2.3: Establish structure expectations are not held. and routines such as “Homecourt” - Don’t be afraid to get or other strategies to maintain a families involved when positive learning environment for situations or conflicts arise all: calling in vs calling out for concerning a student’s students. behavior, action, or - Strength in handling academic integrity. situations that are supposed to be handled privately. assert yourself as the authority of - Recognizing when a student the room early on! Get to know is truly going through students’ cultural backgrounds and something versus when they behaviors. are giving you attitude.
TPE 3: Understanding and TPE 3.1 & 3.3: Forming connections TPE 3.2: Instead of explaining the Organizing Subject Matter for between sciences (integrated connections that I see, get students Student Learning science approach) as well as other to form these connections and ask disciplines: making sense of science probing questions to guide them. via a critical lens — students are - For example, after asking encouraged to approach problems “how does photosynthesis critically. connect to climate change - Emphasize on the CCC’s, and evolution?”, do not SEP’s, and DCI’s and share the connections. Ask encouraging students to see for students to volunteer! the big picture intentionally organize room and discourse to have all students TPE 3.4 & 3.5: Collaborate with PLC participate and other staff members to plan and design meaningful learning opportunities for students to engage in. School of Education Teacher Credential Programs 2000 Education Irvine, CA 92697-5500
TPE 4: Planning Instruction and TPE 4.1 & 4.4: All students are able TPE 4.5 Holding students Designing Learning Experiences to contribute to modeling, gallery accountable while engaging in these for All Students walks, and notemaking (reflection discourse activities. time). - especially with students that - “Notemake”/reflection have varied learning needs. questions prompt students Enforcing stronger to make connections with rules/routines for these their personal life and prior students so they not only knowledge. know what are expected of - Students are able to make them but also that they meaningful connection with need to contribute. other disciplines by doing so, too. TPE 4.6 & 4.8: - Actively engage in TPE 4.6 & 4.7: Instruction co-teaching opportunities if intentionally plans to have students possible and centering work either in pairs or in small students as sources of groups. Students are able to knowledge through demonstrate composition and presentations, group work, expression by constructing group etc. models with classmates and - Utilization of technology or collaborate to produce some sort of digital tools to monitor artifact as a group. student progress and - Circulate the classroom and prompt students small groups to ensure collaboration. Don’t be students are on task and afraid to use lockdown chatting with peers. browsers, too.
TPE 5: Assessing Student TPE 5.1 & 5.3: Using models as a TPE 5.5, 5.7 & 5.8: Implement more Learning form of assessment during class, quick checks for understanding; gallery walk peer-assessment forms Kahoot, competitions, jeopardy, to hold students accountable. family feud, etc. Don’t be afraid to - Weekly “experience incorporate “review” days into the reflections” where students curriculum. get to connect the concepts - More individualized and skills throughout the assessments at the end of week to the bigger unit the class to easily sort essential questions. through. - This serves as an - provide translated opportunity for students to assessments so students reflect and develop could respond in their metacognitive thinking; primary language. School of Education Teacher Credential Programs 2000 Education Irvine, CA 92697-5500
reflect on their learning - incorporate assessment logs
goals. to keep track of students’ assessments and track TPE 5.2 & 5.5: Constant circulation growth over time. Especially of the classroom to ensure students for students that have varied are engaged and making good learning needs and would progress. These informal, appreciate more structured progress-monitoring, formative assessment formats. assessments help check in on students’ thinking and help decide whether it is necessary to revisit certain concepts.
TPE 6: Developing as a TPE 6.1 & 6.2: Reflect on teaching TPE 6.4 & 6.5: More proactively Professional Educator and lesson sequence by jotting engage faculty members, down notes, adjustments, and next administrators, and families in steps during instruction and co-designing action plans for circulation. students who are misbehaving. - Using student and teacher - Uphold and adhere to feedback to guide reflection regulations and policies in and refine next steps of place to deal with situations. instruction.
TPE 6.3: Make observations of other
teachers and learn about good instructional and discourse strategies to implement in the classroom. - Make good use of teaching podcasts, books, resources, and professional development workshops to better design, facilitate, and assess student learning.
Attestations: Candidate should document collaboration with mentor and supervisor by checking all of the boxes below. Checkmarks indicate program review and confirmation. (Highlight bullet, left/right click to add checkmark when completed.)
1. Verification that the preliminary program, Candidate has reviewed and approved candidate, district-employed supervisor, and program supervisor collaborated on the Mentor teacher has reviewed and approved School of Education Teacher Credential Programs 2000 Education Irvine, CA 92697-5500
individual development plan (district employed)
Supervisor has reviewed and approved
2. The IDP is a portable document archived by the Candidate has reviewed and approved preliminary program and provided to the candidate for transmission to the induction program and employer
3. The program completer has received a copy of Candidate has reviewed and approved the IDP and understands the requirement to provide the IDP to the teacher induction program.
Program Requirements (completed by the candidate)
edTPA ⬜ Complete ⬜ Incomplete
CBEST or equivalent ⬜ Complete ⬜ Incomplete CSET or equivalent ⬜ Complete (General Science) ⬜ Incomplete Credential Recommended for this Candidate (completed by the candidate during meeting with credential analyst -Isaac Membreno)
Evaluation of The Challenges Facing Prospective Teachers During Teaching Practice For Effective Teacher Production in Tertiary Education in Anambra State, Nigeria
Evaluation of The Challenges Facing Prospective Teachers During Teaching Practice For Effective Teacher Production in Tertiary Education in Anambra State, Nigeria
