Well, I'm deep in the throes of TPE madness. I've got 5 of 13 done. Crazy stuff. In a way, it's like a game: they give you a 200 word assignment that's packed like an Incan stone wall with action verbs, all of which you have to explain your use of, and you have 400 words to do it. Did I say game? I meant cruel game.
For those of you asking what the hell is a TPE, it's a Teacher Performance Expectation. Candidates for credential have to write 13 of them and provide artifacts, (e.g. lesson plans, rubrics, assignments, clumps of hair) to explain how they meet these expectations.
The expectations themselves are understandable in content, but nearly incomprehensible in delivery. That is to say that the expectations seems justifiable... just very hard to write about in a brief manner. And the way they describe the expectations is madness! Take a look at the firt half of TPE 3:
Candidates for a Teaching Credential understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction. They know about and can appropriately implement the state-adopted student assessment program. Candidates understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. They use multiple measures, including information from families, to assess student knowledge, skills, and behaviors. They know when and how to use specialized assessments based on students' needs. Candidates know about and can appropriately use informal classroom assessments and analyze student work. They teach students how to use self-assessment strategies. Candidates provide guidance and time for students to practice these strategies.
Mmmkay.
In TPE 4, I count at least 20 action verbs that candidates for teaching credential regularly execute. All words like "sequence", "distinguish", "reinforce", and "spelunk". Well, good teachers do all these things every day. Implication properly inferred: I suck.
Think about it: for each action verb in the TPE, candidates get 20 words to explain how they do it. (Word count in last sentence: 20)
To be honest, though, I get a perverse enjoyment out of the task, because it reminds me of the times I've packed up my car to move, and have found I have two times as much stuff as can fit. The processes of refining, sifting, evaluating and cramming are well suited to the writer's temperament.
And so is complaining.
But you know who I really pity? The teachers who just started teaching last January. I started in August, so I have an extra semester's worth of plans and quizzes and units and sundries to help me write these TPEs. Without these artifacts, and indeed the in-class experiences they represent, I would feel like I'm drawing on a shallow well.
But now just look at how much time I've spent here! Got to get some coffee and get back to the grind!
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I totally agree about the TPEs...from what I hear. I have barely even thought about writing the TPEs or which artifacts I'll use, so you're WAY ahead of me--and I'm one of those poor teachers with the shallow well of materials who started teaching in January. I feel like I'm so focused on teaching I don't even know where that time is going to come from. Well, I do know where it's going to come from--my feldgling social life and sleep schedule. I suppose it'll be a tough month that just needs to be suffered through to get the credenital.
I love your analogy about moving and trying to unload stuff you don't need and select only what's most important.
If you want to look on the bright side, at least we're all English teachers and have good writing skills. Poor math teachers who spent their entire college career doing everything but writing papers. We have such an advantage over people in other fields, I think.
Good luck!
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