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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. Areas for me to GROW……

Responds to students with respect at all times Speaks with appropriate tone and volume

Has a classroom that reflects a positive, safe, Practices self- reflection for improvement
environment

Core Values (TIU3)

Creativity Caring

Additional Notes:
Other core values: Reliability, Happiness
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Learning is a change Learning involves a Learner brings their Focuses on freedom,

in behavior caused by change in knowledge own past experiences dignity, and potential.
an external stimulus. stored in memory, not and cultural factors to Must study the person
Reward reinforces just a change in every situation. as a whole. Social-
behavior. Less likely behavior. Focus on Learning is different emotional side of
Brief to repeat behavior if mental processes. for each learner, learning.
Description: punished. because each
Teachers assist constructs knowledge.
learners in making Curriculum should
associations and spiral.
discovering for
themselves.

Ivan Pavlov (1849- Jean Piaget (1896- Lev Vygotsky (1896- Abraham Harold
1936) 1980) 1934) Maslow (1908-1970)
John Dewey (1859-
B.F Skinner (1904- 1952)
Theorists 1990) Erik Erikson (1902-
Associated: 1994)
Albert Bandura (1925- Benjamin Bloom
Present) (1913-1999)
Howard Gardner
(1943-Present)
Jerome Bruner (1915-
2016)

Pavlov- classical conditioning

Skinner- Operant conditioning
Piaget- Stage Theory of Cognitive Development
Vygotsky- Social Interaction and the Zone of Proximal Development, scaffolding
Notes: Dewey- learning by doing
Erikson- 8 stages of Development
Bloom- Boom’s Taxonomy
Gardner- IQ, Multiple Intelligences
Bruner- Learning by discovery
Maslow- Motivational theory
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationships 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-exposing 9. Recognizing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Learn how to manage Becomes stronger, Great strides in being Most important mode
2 -4 yr olds feelings. Friends become looks longer and able to think and for learning is play.
important by 5 leaner. reason. Learn basics-
letters, counting,
colors.
Naturally curious and
Around 7, can begin to want to make sense of
think logically. Begin world- Allow for
Self-centered, but start Growth rate slow and
to form ideas similar to exploration.
to enjoy group activities. steady. Muscle Thinking is concrete-
an adult. Learn to write
5- 8 yr olds Tattling common. Enjoy coordination and letters and numbers. Use the senses to help
make believe and play. control is uneven and Understand value and children experience
Attachment to friends incomplete. Gain use of money. Center things.
grows. Competitive. small muscle motor
More realistic fears. learning experiences
skill improves hand around physical
Develop a positive self-
skills and hand-eye activity. Short interest
concept. Positive
attitude about school. coordination. span. Curious.
Like group activity-
Peer groups important. Range of height and Begin to think Emphasize group
9-11 yr olds
Can be loud and rude. weight widens. abstractly. Increase learning experiences.
Attitude change Critical of physical from 30 minutes to Admire and imitate
regarding school. Want appearance. As several hours attention older boys and girls-
to be more independent coordinated as adults. span. Developing sense Encourage apprenticing
of adults. Sense of Energy abounds. 10- of morals. with older youth.
humor. Self-view 11 hours sleep.
improves with success. Moved from concrete Self-conscious with
Rapid growth and to abstract thinking. many needing help to
Increasingly comfortable overcome inferiority
12-14 yr olds physical change. Enjoy cognitive
interacting in complexes-
Physical development activities. Still need
community & with Concentrate on
peers. Leadership proceeds at a varied support and guidance
from adults. developing individual
experiences valuable. pace. skills. Rollercoaster
Arguing, reasoning, emotions- accept their
Coordination and
decision-making skills feelings.
Detach from parents. strength increase.
Feel mature, but don’t General awkwardness. improve. Test language
Personal philosophy begins
have skills yet. Feelings Full motor capabilities skills often. Intense to emerge- Use activities
15-18 yr olds of insecurity, anger, and by 19. Move through questioning and what will allow them to
frustration begin. Seek puberty at different uncertainty. May identify their beliefs. Need
peer approval. Develop rates. Self-conscious. challenge assumptions life planning guidance-
close relationships with Always hungry. and solutions from Include activities and info
their gender, intense Increases- need for adults. Learns to use regarding life planning
interest in opposite sex. sleep, sweating, sexual deductive reasoning.
Seek group acceptance. desires
Hattie’s most effective influences on instruction (throughout SS)
- Strategy to integrate prior knowledge .93 Summarizing .79 Technology with
- Cognitive task analysis 1.29 Notetaking .50 elementary students .44
- Scaffolding instruction .82 Outlining and transforming .66 Technology with learning needs
- Small group learning .47 Underlining and highlighting .50 students .57
- Positive peer influences .53 Elaborative interrogation .42 Intelligent tutoring systems .48
- Self Regulation strategies .52 Elaboration and organization .72 Information communication
- Peer Tutoring .53 Rehearsal and memorization .73 technology .47
- Classroom discussions .82 Positive self concept .41 Self efficacy .92
- Cooperative learning .40 Appropriately challenging goals .59 Reducing anxiety .42
- Imagery .45 Questioning .48 Behavioral intervention programs .62
- Concept mapping .64 Teaching communication skills and strategies .43 Strong classroom cohesion .44
- Elaboration and organization .75 Interactive video methods .54 Teacher expectations .43
- Transfer strategies .86 Technology in other subjects .55 Student-teacher relationships .52
- Meta cognitive strategies .60 Technology in writing .42 Self regulation strategies .52
- Setting standards for self judgement .62

What is Academic Language? (SS1)

The oral, visual, and written language that students need to:
- Understand (read, listen think)
- Communicate (listen, speak, write, connect)
- Perform (think, read, write, listen, speak, create)

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different contexts

2. Learning vocabulary words before reading the text 4. Learning vocabulary in both written and oral speech

Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

1. Tiered instruction- Changing the level of complexity or required readiness of a task or unit of study
in order to meet the developmental needs of the students involved.
2. Anchoring activities- Activities that a student may do at any time when they have completed their
present assignment or when the teacher is busy with other students. They may relate to specific needs
or enrichment opportunities, including problems to solve or journals to write.
3. Flexible grouping- This allows students to be appropriately challenged and avoids labeling a
student’s readiness as a static state. Important to permit movement between groups.
4. Compacting curriculum- Assessing a student’s knowledge and skills, and providing alternate
activities for the student who has already mastered curriculum content. Students demonstrating they
do not require instruction move on to tiered problem solving activities while others receive
instruction.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Heterogeneous- students with different Homogeneous- students with similar

learning levels learning levels

Anchor chart Concept map

Venn diagram KWL chart (know, want to know, learned)

Compare and Contrast (Venn diagram) Classifying

3-2-1 summary Simple summary 5-5-5

Questions- give students a chance to

Cues- hints about the lesson- “Remember this, it
access previously learned information.
may be important later.”
Tells you what the student already knows
or needs to know.

Bloom’s Verbs and Technology Apps (SS9 and SS11)

Create Questioning involves judgement based on criteria. Verbs: generate, conclude, produce, defend, justify,
support.
APPS: Canva, Storytelling Adobe Express
Involves putting together elements to create a new concept. Verbs: compose, generate, re-arrange,
Evaluate summarize, tell.

APPS: Padlet, Weebly by Square

The breakdown of information so that the individual parts and relationships are made clear. Verbs:
Analyze diagram, choose, demonstrate, employ, predict.

APPS: ThingLink, Google Sheets

The use of abstractions and a transfer into a new situation. Verbs: solve, produce, write, show,
Apply modify.

APPS: Sketchbook,Koma Koma

Shows the individual knows what has been taught and can use the material without
Comprehension necessarily relating it to other content. Verbs: classify, estimate, explain, discuss, illustrate.

APPS: Picmonkey, Google Docs, Annotate

Questioning level involves the recall of fact and learning. Verbs: define, describe,
Remember identify, label, order

APPS: Popplet, Google Search, Wordle

Components of a social emotional learning program (SS12)
1. Self-Awareness
2. Self-Management
3. Social Awareness
4. Relationship Skills
5. Responsible Decision-Making

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

Areas where I GLOW….. Areas for me to GROW……

1. Incorporates technology to facilitate 1. Facilitates learning with best practices
instruction 2. Incorporates higher order thinking
2. Keeps students engaged and interested in questions for deeper learning
learning

Create a welcoming space (CBM3)

1. Greet students at the door with a smile.

2. Help students find their assigned seats.

3. Have positive posters and signs on the wall. Having the room decorated shows that I care.

4. Introduce myself and tell the class all about me, then give an opportunity for them to share about
themselves.

5. Teach rules and procedures right away.

6. Be in control of the learning environment to create a safe space.

 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Setting High Expectations- Stretch it. This technique pushes a teacher to accept correct answers and ask students to add
depth or nuance to their answers.

2. Planning that Ensures Academic Achievement- Begin with the End. This planning technique focuses on the outcome
instead of what you want to do during the period.

Structuring and Delivering Your Lessons- Name the Steps. Great coaches, like great teachers, break down the task into
3. steps.

4. Engaging Students in your Lesson- Wait Time. Teachers are too often too impatient and provide the answer to their own
question when no student pops a hand up. On the other hand, teachers also don’t give students time to shape a com[plete,
thoughtful response to a question.
Creating a Strong Classroom Structure- Entry Routine- Having a structured entry routine expedites the beginning of
5. instruction.

Building and Maintaining High Behavioral Expectations- Threshold. This threshold is the one at the door. By meeting and
6. greeting students as they enter, you can set the tone for your class.

Building Character and Trust- Warm and Strict. It may seem that warm and strict are contradictory, but effective
7. teachers can be both simultaneously.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Areas where I GLOW….. Areas for me to GROW……

1. Maintains a clean and orderly classroom 1. Sets clear, firm behavioral espectations
2. Displays student work/projects 2. Establishes smooth transitions between
activities
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism
A neurological disorder, Cognitive Perseverate on a topic, Struggle to attend
abilities range from gifted to to a task or appear to not be paying
cognitively delayed, Usually attention, Have difficulty sharing/taking
identified in the first three years of turns or call out answers, Have difficulty
life, 4:1 male to female ratio with noise or visual stimuli, Not
understand the big picture or abstract
concepts, Struggle with transitions or
change to routine, Fidget, rock, flap,
stimulate, echo or mimic phrases, Run or
fight in stressful situations, Lack reciprocal
communication skills or be nonverbal, Not
understand non-verbal cues, jargon, or
slang terms, Have difficulty with volume
control, cadence, and intonation.

Deaf/Blindness A student who falls into this Require Information to be introduced

eligibility category has any deliberately and systematically, Utilize the
combination of vision and hearing service of a specialized Support Service
loss, though not necessarily complete Provider (SSP).
deafness and/or complete blindness,
A wide range of cognitive and
developmental abilities

May also have difficulty with Need special seating, being in view of the
Deafness speech, reading, and writing skills, teacher, Need written supplements to oral
May use speech, lip-reading, hearing instruction like visual aids/cues, Require
aids, and/or another amplification eye contact prior to speaking, Have
system, American Sign Language difficulties with social/emotional or
(ASL) may be their first language interpersonal skills, Exhibit some form of
and English may be their second articulation difficulty, Become frustrated
and may have behavioral concerns, Use
hearing devices, which DO NOT return
hearing to normal

Exhibit inappropriate behavior under

Emotional Disturbance Hyperactivity, Aggression or self- ordinary circumstances, Not be able to
injurious behavior, Withdrawal, maintain relationships, Display
Immaturity, Learning difficulties inappropriate manifestation of physical
symptoms or fears in response to school or
personal difficulties.

Articulation difficulties and language

Hearing Impairment delays, Easily frustrated, Difficulty Wear hearing aids or FM systems, Read
with oral expression, Difficulty with lips or use ASL, Need a quiet environment
social/emotional skills with many visuals to be successful, Need a
slower rate of speech and clear enunciation

Struggle with overall academics,

Intellectual Disability Struggle with attention, memory, Not be working on grade level materials,
Struggle to make generalizations, Not understand social norms, Struggle with
Trouble interacting socially problem-solving across all areas (academic
as well as functional living skills).
 Hampered speech and Require multiple services, Need assistance
communication skills, Challenges with everyday tasks, Require alternate
Multiple Disabilities with mobility, Need assistance with curriculum materials.
everyday tasks, Usually has medical
needs.
Have no cognitive concerns, Be integrated
Orthopedic Impairment It is difficult or impossible to into the general education setting all the
generalize the characteristic of a time, Use assistive technology.
student that qualifies under OI. They
all have different characteristics.

Limited alertness with respect to the

Other Health Impairment Having limited strength, vitality, or educational environment.
alertness to environmental stimuli.

Slower reading rate, Frequent spelling

May impact Reading, Writing, Oral errors, Difficulty copying Difficulty
Specific Learning Disability Language, Math, Study Skills memorizing basic facts, Difficulty
describing events, Difficulty interpreting
subtle messages.

Articulation disorder, Abnormal Tend to emerge at a young age, Have

voice, Fluency disorder, Language difficulties with comprehension, Have
Speech or Language Impairment disorder difficulties being understood, Have
difficulty expressing needs, ideas, or
information, Struggle with social
interactions, Work closely with a SLP to
support the student.

Memory and attention concerns, Struggle to process visual information,

Traumatic Brain Injury Social skill concerns, Emotional Struggle to follow multi-step directions,
regulation concerns, Speech and Struggle to communicate, Have difficulty
language concerns, Physical with grade-level work, Struggle with logic,
concerns. problem-solving, and reasoning skills.

Visual Impairment Inc Blindness Spatial positioning, Short attention

span, Sensitivity to bright light, Poor
eye hand coordination or clumsiness,
Poor academic performance
ARD Timeline Activity (E5)

#1 Initial referral

Notice of consent or refusal to provide initial

#2
evaluation
Within 60
Calendar
Days
#3 Full individual and initial evaluation
completed

Within
#4Notice of ARD meeting
30
Calendar
Days

#5Eligibility determination made by ARD

committee

3
Years

Year

#6 Annual ARD/IEP review

#7 Notice and consent for re-evaluation

#8 Dismissal/graduation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the Adapt the time allotted and allowed for Increase the amount of personal assistance to keep the
learner is expected to learn or the learning, task completion, or testing. student on task, to reinforce or prompt the use of
number of activities students will specific skills. Enhance adult-student relationships;
use physical space and environmental structure.
complete prior to assessment for
mastery
Example Example Example
Having the student do 3 of 6 Give the student an extra 10 minutes Allow student to have a peer buddy for
math problems. for the practice problem page. the assignment.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the learner. the rules on how the learner may instruction.
approach the work.

Example Example Example

Give student their own dry erase Provide student with the standard form and Allow student to give their answer
place value chart to use. Give a picture, and practice page will already verbally or using the math unit cubes.
student math unit cubes. have __+__+__ instead of just a blank.

Participation Notes:
Definition Alternate goals- Adapt the goals or outcome expectations while using the same
materials. When routinely utilized, this is only for students with moderate to severe
Adapt the extent to which a disabilities. Ex: In a SS lesson, expect a student to be able to locate the colors of the
learner is actively involved in the states on a map, while other students learn to locate each state and make the capital.
task.
Example: Substitute curriculum: Sometimes called “functional curriculum”; Provide different
Ask the student to help write numbers into
instruction and materials to meet a learner’s individual goals. When routinely
place value chart on the board or have the utilized, this is only for students with moderate to severe disabilities. Ex: During a
student use cubes to assist showing the language lesson, a student is learning toileting skills with an aide.
class the number.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. Visual- Braille displays, text to speech
(SP7CPE) 4. Reading- audio books, reading guides
systems, large print materials

2. Listening/hearing- personal listening 5. Mobility- wheelchair, scooter, inflatable seat

system, hearing aids cushion, chair bands

3. Math-talking calculators, calculators 6. Organization and memory-graphic organizers

Venn Diagram of 504 and IDEA (E9)

G, D, H, I, K, L J, P, C, F, A, E

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
Suggestions for working with Students in Poverty (E12)

Keep expectations high Do not require costly activities

If a student does not have lunch money, chech to see

Have a bank of shared supplies if free lunch is an option for that child.

Provide access to computers, magazines, newspapers,

Praise their school success to boost self-esteem and books.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading

2. Support student autonomy

3. Provide interesting texts

4. Increase social interactions among students related to reading

Reading Strategies to Strengthen Literacy Skills (R8)

First lines (comprehension) Pre-reading strategy in which students This strategy helps students focus
read the beginning sentences from on what they can tell from the first
a book and make predictions about lines of a story or text.
the book.
Choral reading (fluency) Choral reading helps build students Students read aloud in unison.
confidence, motivation, and fluency.
Provides support for those not ready to
read aloud on their own. Small group.
Word wall (vocabulary) Provides a permanent model for high A collection of words which are
Frequency words. Provides reference displayed in large visible letters on
during reading and writing. a wall. Interactive tool for students.
 Echevarria et al.’s -Making content comprehensible for ELL students (R9)
Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson Graphic organizers, Supplementary materials, Leveled study guides

2. Build background Content word wall, Concept definition map, Contextualizing key vocabulary

3. Make verbal communication understandable Paraphrasing and repetition, Think alouds, Sentence strips

4. Learning strategies (this one should be easy!) Mnemonics, Questioning the author, Graphic organizer

5. Opportunities for interaction Encouraging more elaborate responses, Variety of grouping, Wait time

6. Practice and application Hands on materials/manipulatives, Game for content review, discussion circles

7. Lesson delivery Content objectives clearly supported, Pacing, Engaged time

8. Review and assess Review of key vocabulary and concepts, Give feedback, Assessment of lesson objectives

Reflections on the Reading STAAR (TL4)

1. One area that I can see students struggling with on the Reading STAAR is theme. Because the theme isn’t
something you can go back and find in the story, some students might have trouble figuring out what the main
theme was.

2.
Vocabulary can be tough for students if they have never seen or heard the word before. Some students may
struggle to use context clues to figure out what it means in the way it’s used in the story.

3. The question on figurative language is another that I think students may have a hard time with. Again, it isn’t
something that has a word for word answer to find in the story. The student has to look at the options and decide
which one fits best with the way it’s said.
Reflections on the Math STAAR (TL4)
1. Vocabulary in math is just as important as in other subjects. The term ‘absolute value’ came up in one of the
questions, and the student must know what it means in order to get the correct answer.

2.
The question on the IQR from a dot plot can be challenging for students because they have to remember what steps
to do, as well as know the vocabulary to understand the question-and-answer choices.

3. Students need to have patience to work out multi-step problems. The question on the 18 hours of work for $720 requires
students to do multiple equations to test the numbers in the tables.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.3 21.525

Final Percent 77.975

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1.
I will investigate and enhance my ability to provide differentiated instruction to meet all
student needs and provide focused feedback.

2. I will increase the use of Bloom’s taxonomy to develop higher order thinking skillss that
pertain to the lessons.

3.
I will develop an organized system to track student data quickly and efficiently and
provide timely feedback.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
My vision is to employ research-based strategies such as cooperative learning, reinforcing effort and
providing feedback so that all students have the opportunity to succeed. My classroom will be rich with
technology such as PowerPoints, games, and apps such as Go Noodle, Kahoot, Amplify, and Epic- all things
that can enhance the learning experience. I will gain insight on students’ prior knowledge and then use a
backward design to plan lessons. I will incorporate a variety of activities and make sure that assessments
cover the content that was learned. Some non-negotiables for my classroom are that rules and procedures
must be followed for everyone’s safety. I will be consistent with the classroom management plan. The
things in our classroom will get taken care of. We will give and get respect. To ensure that each student has
equal chance to master learning, I will scaffold and differentiate instruction and accommodate all learning
styles. I will make sure that every student has access to the supplies that are needed. My vision is to help
students gain the knowledge and skills they need in a safe, positive environment.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

Areas where I GLOW….. Areas for me to GROW……

- Believes that all students can achieve at - Maintains a positive attitude in difficult
high levels situations
- Performs assigned duties in a professional - Designs and implements quality lessons
manner

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Areas where I GLOW….. Areas for me to GROW……

- Providing re-teach opportunities after each - Using data to inform short- and long-
skill term learning goals
- Check for understanding and provide - Collecting, reviewing, and analyzing
feedback student data

NOTES:
 CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR
CANDIDATES THAT ARE IN A CTE PLACEMENT

A. List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA CTE page.
B. List a CTSO for each Career Cluster from the Texas CTE page.

1. A. 2. A. 3. A.

B. B. B.

4. A. 5. A. 6. A.

B. B. B.

7. A. 8. A. 9. A.

B. B. B.

10. A. 11. A. 12. A.

B. B. B.

13. A. 14. A.

B. B.

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:

16. List at least three Industry based certifications that students could achieve in your specific career
cluster.

17. While on the Texas CTE website, in the Career Cluster pages for your specific cluster, list at least
three resources that are housed here for teachers.