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Running Head: Reflection Artifacts Domain B

Reflection - Artifacts Domain B


Veronica Sandoval
National University

In partial fulfillment for the requirements for


TED 690 Capstone
Professor Barbara Ray
October 14, 2015

Running Head: Reflection Artifacts Domain B

Abstract
Based on a Professional Development Portfolio this assignment is a reflection of the artifacts
developed for this domain. Three Artifacts have been established along with a reflection as to the
rationale and value of selecting specific artifacts. Domain B. TPE 2: Monitoring student learning
during instruction and TPE 3: Interpretation and use of assessments.

Running Head: Reflection Artifacts Domain B

Based on a Professional Development Quest Portfolio, three artifacts have been


established and briefly explained. This document presents a rationale for selecting and
completing areas of professional needs and goals achieved for this Domain B. TPE 2:
Monitoring student learning during instruction and TPE 3: Interpretation and use of assessments.
The PDQP development process is one in which I have learned a lot about myself. I was able to
do a great amount of reflection on my growth as a teacher credential candidate. Through the
process, I was also able to organize my work and explain how my work samples demonstrate my
competencies in the Teacher Performance Expectations.
As we know ongoing formal and informal diagnostic assessment are Best Practices in the
differentiated classroom (Ventriglia 2013 pg. 44) teachers use informal assessment to provide a
day by day data on students proficiencies on targeted learning objectives. On the other hand
Formal assessments are given at benchmark points. This test are designed to reflect the alignment
with the common core standards.
The first artifact I integrated into my professional quest portfolio (PDQP) for this Domain
B is a sample of a field experience running record assignment done to a third grade
student(Cassandra). As we know a running record is an assessment that provides teachers with
information regarding the strategies that a child uses when they attempt to decode a word. This
assessment has been done to obtain information on how this student applies reading strategies.
Cassandras instructional level is late third grade, beginning fourth grade. In order to fulfil both
TPAs for this domain a teacher needs to constantly assess students to monitor student learning
during instruction as well as to interpret the outcome of this assessment. Once the running record
is performed a report must be done.

Running Head: Reflection Artifacts Domain B

The second artifact for this domain is a sample of a text at the students reading level. In
addition to the analysis of the running record and based on the running record analysis, in the
field experience assignment there is a recommendation course of instruction for this student.
Some teacher candidates choose to record their sessions in order to play them back for accuracy
in recording the childs miscues.
For me as a teacher candidate and having done this type of assessment for the first time I
consider this to be a complex and challenging task that requires a great deal of practice. I look
forward to learn and practice all that I can to provide the necessary support for my future
students.

Running Head: Reflection Artifacts Domain B

Reference
Ventriglia, L. D. Ph.D. (2010). Best Practices: Differentiated Instruction: The Rule of Foot.
8th Ed. Younglight Educate. Light up the Mind.