Cohesive Teaching

TPE: Arts Integration

Integrating learning about and through visual and performing arts is a major addition to the new TPEs. A KQED article details the importance for CA students at all levels and disciplines to have an opportunity to have an arts integrated curriculum:

There are several specific TPEs stating what student teachers should know and be able to do in relation to integrating the arts:

Student Engagement
- 1.7 Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.
Lesson cycle
- 3.3 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.

Arts Integration Activity: Consider who you already integrate performing and visual arts into curriculum and explore the Kennedy Center resources on arts integration into multiple disciplines. Many of our Cal Poly Humboldt courses incorporate arts integration fundamentals that you will likely observe and discussion with your student teacher.

TPE: Socio-Emotional Learning

Socio-emotional learning (SEL) is emphasized in the new TPEs and thus associated with skills necessary for new and current teachers. Explore facets and current research on SEL in this EdWeek article. There is also a link to a larger Columbia study on this topic within the article that is additional recommended reading.

Many TPE’s are related to candidates understanding of SEL factors:

Direct work with Students
- 1.1 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.
- 2.1 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.
- 2.3 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.
- 2.4 . Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.
Effective Communication
- 6.4 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.
Mandated Reporting
- 6.6 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.

Your student teacher will have assignments related to meeting the SEL needs of diverse kids, they will need to know how to access information about students and will be looking for and exploring ways to best meet the SEL needs of all students. Consider ways in which your district provides professional development and current research on SEL and how it impacts learning. Have you adjusted your professional practice, how so? One example of adjustments to practice based on this research is chronicled in this article from NPR, How To Apply The Brain Science Of Resilience To The Classroom.

Further reading and resources on SEL: Collaborative for Academic, Social, and Emotional Learning (CASEL)