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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……

1) Invests time before and after school 1) Dresses appropriately for the position
2) Addresses students by name. 2) Responds to students with respect at all
times

Core Values (TIU3)

Challenge Authenticity

Additional Notes:
Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

"Behaviorists believe that Cognitive learning theorists

learning is a change in believe that defining learning
Constructivists believe that Humanism focuses
the learner brings their own
behavior caused by as merely a change in past experiences and cultural on human
an external stimulus.   The behavior is too narrow.  They
theory states that rewarding view the learner much like a
factors to every situation. 
Since each learner constructs
freedom, dignity,
someone for a particular
behavior encourages them to
computer -- learning involves knowledge, learning is and potential. It is
a change in knowledge stored different for each person. 
Brief behave in the same way in a in memory, not just a change Instruction should encourage necessary to study
similar situation.  The reward
Description: reinforces the behavior. 
in behavior.  So, they focus students to discover principles the person as a
more on mental processes for themselves, and the
However, if punished for a (rather than observable curriculum should spiral to whole.  This theory
behavior, they are less likely behavior as the
to repeat it."  behaviorists).  Teachers assist
build upon prior knowledge.  deals with the
the learner in making social-emotional
associations and discovering
for themselves. side of learning.

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

BF Skinner John Dewey Maslow
Albert Bandura Erik Erikson
Benjamin Bloom
Theorists Howard Gardner
Jerome Bruner
Associated:

Notes:
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationship 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-Exposing 9.
Recognize

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of dark and injury, Jumps with feet Self sufficient,

2 -4 yr olds likes to share and together, mature dresses, copies
cooperative, imaginary
friend, competitive,
motor control, ball complex shapes,
understanding of rules, skills, ride a bike asks a lot of
needs routine 405, cuts on the line. questions, tells
stories, threads
beads,
The growth rate is slower
Five- and six-year-olds than during infancy and
5- 8 yr olds are still quite self- early childhood-slow and Around age 7, children
centered, but they are steady. The average rate of begin to think logically
increase is 3 to 6 pounds per about their behavior and
becoming interested in year. Children's need for
group activities. They about things they can
food may fluctuate with
become sociable and activity.
easily imagine, such as
interested in other sharing with a friend or
going on a drive.
children as friends.
Signs of growing
independence and Children in early
9-11 yr olds disobedience, perhaps even adolescence begin to think Quite active.
Peer groups grow backtalk and rebellious abstractly and can plan for
several weeks. They can
more important for behavior, become more
insightfully evaluate
frequent. Common fears
members of this include the unknown, behavior. Their attention
span and ability to
age group.  failure, death, family
concentrate increases from
problems, and non-
acceptance. \ 30 minutes to several hours.

Adolescents are increasingly  period of rapid growth and physical Having moved from concrete
comfortable interacting in the change. It can be an uneasy time for to abstract thinking,
community and with their peers. For individuals whose physical changes are
some activities, they enjoy mixing apparent and those who seem to be at a adolescents enjoy
12-14 yr olds with both sexes, while for others, they standstill. Throughout this stage, cognitive activities. They need
prefer being with their sex. adolescents must cope with ungainly to be allowed to find solutions
bodies and a new sense of their physical
selves. to their problems, learn from
their mistakes, test ideas, and
form opinions. However, they
ransition period—
Coordination and strength increase; still need the support and
teenagers detach however, rapid growth may cause guidance of adults.
themselves from their clumsiness and lack of coordination.

parents.
15-18 yr olds

Hattie’s most effective influences on instruction (throughout SS)

Elaboration and Organization
Transfer Strategies
Meta Cognitive Strategies

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction. It is not only a means for
communicating information, it also plays a key role in deepening the understanding of important
ideas

Strategies to teach the Vocabulary (SS1)

1. Repetitive Exposure to words 3. Indirect learning of vocabulary

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

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

Tiered Instruction

Anchoring Activities

Flexible Grouping

Compacting Curriculum
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2
Four Corners I’ve Got This
Cooperative Grouping

Anchor Charts Concept Maps

Graphic Organizers

Venn Diagram Connect 4 thinking

Advanced Organizers

Rank Em T Chart
Similarities / Differences

Plot Diagram Cornell Notes

Summarizing & Notetaking

One question, one comment, last word

Cues & Questions 1 Minute Paper

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

Create Slideshow Creator (Storytelling) and Animation Desk (Animating)

APPS:
Evaluate Notion (Moderating) and Adobe Spark Page (posting)

APPS:
Survey Monkey (Surveying) and Excel (reworking)
Analyze

APPS:
Koma Koma (Simulating) and Ipevo (Showcasing)
Apply

APPS:
Clips (Explaining) and Tumblr (Blogging)
Comprehension

APPS:
VoiceThread (Describing) and Mind Mapping (Mind Mapping)
Remember

APPS:
Components of a social emotional learning program (SS12)

 Social and Emotional Learning (SEL)

 Self-awareness
 Self-management
 Decision making
 Relationships

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Provides a variety of feedback Has Lesson plans that are learner centered

Communicates clearly to engage students. Incorporates technologo

Create a welcoming space (CBM3)

1. Greeting students at the door

2. Have instructions on where to sit posted in the room

3. Have hints about where the year is going to take us around the room.

4. Set a comforting ambiance in the room.

5. Play music during passing period in the room.

6. Introduce myself.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Setting High Academic Expectations

2. Planning that Ensures Academic Achievement

Structuring and Delivering Your Lesson

3.

4. Engaging Students in your Lesson

Creating a Strong Classroom Culture

5.

Building and Maintaining High Behavioral Expectations

6.

Building Character and Trust

7.

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……

Sets clear, firm behavioral expectations Maintains daily routines and procedures

Maintains an up-to-date seating chart Displays Student work/projects

Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism Neurological disorder, cognitive Perseverate on a topic, struggle to attend to
abilites range, identified in the first 3 a task, difficulty sharing, difficulty with
years. noise, not understand big picture, struggle
with transitions or change to routine.
Has any combination but not total
Deaf/Blindness deafness and/or blindness, wide Require information to be introduced
range of cognitive and deliberately, utilize the serve of SSP
developmental abilities

Difficulty with speech, reading, and Need special seating, written supplements,
Deafness
writing, use speech, lip reading, ASL require eye contact, articulation difficulty,
first language use hearing devices, difficulties with
social/emotional or interpersonal skills.

Emotional Disturbance Hyperactivity, aggression, Not be able to maintain relationships,

withdrawal, immaturity, learning display inappropriate manifestations of
difficulties. physical symptoms.

Hearing Impairment Articulation difficulties, easily Wearing hearing aids, read lips, need quiet
frustrated, difficulties with oral environment with many visuals, slower
expression and social/emotional rate of speech and clear enunciation.
skills.

Intellectual Disability
Struggles with overall academics, Not be working on grade level materials,
attention, memory, making not understand social norms, struggle with
generalizations. problem-solving
Multiple Disabilities Hampered speech, challenges with Require multiple services, alternate
mobility, need assistance, has communication methods and curriculum
medical needs. materials.

Orthopedic Impairment Difficult to generalize characteristics

No cognitive conerns, integrated into gen
ed. Assistive technology.

Other Health Impairment

Slower reading rate, frequent spelling

Specific Learning Disability Impact reading, writing, oral errors, difficulty copying, memorizing
language, math, and study skills facts, describing events, and interpreting
subtle messages.

Speech or Language Impairment Articulation disorder, abnormal Difficulties with comprehension, being
voice, fluency disorder, language understood, expressing needs, ideas, or
disorder information.

Traumatic Brain Injury

Memory and attention concers, social Struggle to process visual information,
skill, emotional regulation, speech follow multi-step directions and
and language, physical communicate.

Visual Impairment Inc Blindness Spatial Positioning, short attention

span, sensitivity to bright light
 ARD Timeline Activity (E5)

#1 Response to Intervention

#2 Initial Referral
Within 60 Calendar
Days

#3 FIE Completed

#4 Notice of ARD Meeting

Within
30
Calendar
Days

#5 ARD meeting

3
Years
1
Year

#6 Annual ARD review

#7 Notice/Consent for reevaluation

#8 Dismissal/Graduation

Modifications and Accommodations (E6)

 Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that Adapt the time allotted and allowed for Increase the amount of personal
the learner is expected to learn or learning, task completion, or testing. assistance to keep the student on tast.
complete

Example Example Example

Reduce the number of questions An extra class period for testing. Assign peer buddies, teaching
for math homework. assistants.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type Adapt how the student can respond to
delivered to the learner instruction

Example Example Example

Different visual aids, enlarge text Allow the use of calculator Verbal response instead of written,
communication book.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task
Example:
Have a student be a scribe as the
class shares their ideas.
Venn Diagram of 504 and IDEA (E9)

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

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)

Provide access to computers Keep expectations high

1. 4. Le

2. Arrange a bank of shared supplies 5. Don’t comment on clothes

3. Do Not Require Costly ACtivities 6. Take time to explain rationale of rules and
procedures.

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)

Strategy name When / how to use it Define it

1. List-Group-Label Before reading Mapping activity to categorize

Word Walls Before, during, and after reading Put words on the wall as we learn
2.

3. Exit Slips After reading To check comprehension

 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 organizes, outlines, highlighted text

2. Build background Word wall, word sort, visual vocab

3. Make verbal communication understandable Appropriate speech, explanation of academic tasks, scaffolding

4. Learning strategies (this one should be easy!) Mnemonics, think aloud, questioning cubes

5. Opportunities for interaction Grouping configurations, collaborative learning, wait time

6. Practice and application Hands on materials, application of language knowledge, integration of language skills

7. Lesson delivery Language objective supported, keeping students engaged, pacing

8. Review and assess Review vocab, give feedback, assess learning objective.

Reflections on the Reading STAAR (TL4)

1.

2.

3.
Reflections on the Math STAAR (TL4)
1.

2.

3.

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  21.52
 
Final Percent 77.97 
C10 + D10 +
Final Letter Grade B  E10
Three professional goals for my classroom (TL8)
1. I will improve on being able to adapt my lessons for each class period.

2. I will learn more about accommodations that my students might end up needing.

3. I will be able to make a student led classroom.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Maintains a positive attitude in difficult
Practices two-way coomunication situations

Welcomes other adults visiting the classroom Submits required reports and paperwork on time

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……

Displaying consistency in grades Implementing forming and informal assessments

Checking for understanding Conducting assessment after each lesson

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.

1. A. 5. A. 6. A.

B. B. B.

1. 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.