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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……

• Always responds to students with respect. Practices self-reflection for improvement.
• Speaks with appropriate tone and volume. Models ethical/respectful behavior in all
situations.

Core Values (TIU3)

Yes, some of the words can be grouped together prioritizing the list to two powerful words:
based on their similarities:
Group 1: Happiness, Joy, Cheerfulness 1. Joy
Group 2: Power, Success, Achievement 2. Trustworthiness
Group 3: Trustworthiness, Reliability, Dependability
Group 4: Love, Kindness, Compassion This two are my core values.
Now, narrowing the list to four words:
1. Joy (encompassing Happiness and
Cheerfulness)
2. Success (encompassing Power and
Achievement)
3. Trustworthiness (encompassing Reliability
and Dependability)
4. Love (encompassing Kindness and
Compassion)

Additional Notes:

As a teacher, being happy and someone students can trust really matters. When you bring happiness and
excitement to teaching, your students are also curious and excited about studying. And when you're someone
they can rely on and trust, they feel safe and supported in their learning journey. It's like creating a happy,
trustworthy classroom family where everyone grows together.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Behaviorism Cognitivism Constructivism Humanism

focuses on explores mental highlights active emphasizes human
observable processes like learning and the potential, self-
behaviors and the memory, thinking, role of learners in actualization, and
Brief influence of the problem-solving, constructing their the role of personal
Description: environment on and information own understanding growth and
learning. It processing. It through fulfillment in
emphasizes emphasizes experiences and learning.
conditioning and internal cognitive interactions.
reinforcement. structures.

B.F. Skinner, Ivan Jean Piaget, Lev Jean Piaget, Lev Abraham Maslow,
Pavlov, John B. Vygotsky, Albert Vygotsky, Jerome Carl Rogers.
Watson. Bandura. Bruner.
Theorists
Associated:

In our journey through Psychology 101, we've explored four fascinating perspectives that shed light on how we
learn and develop as individuals.

Behaviorism, championed by theorists like B.F. Skinner and Ivan Pavlov, focuses on how our environment
shapes observable behaviors. It highlights conditioning and reinforcement as key factors in learning.
Notes:
Cognitivism, led by minds such as Jean Piaget and Albert Bandura, delves into the intricate realm of mental
processes. This perspective examines memory, problem-solving, and information processing, emphasizing the
inner workings of our minds.

Constructivism, with pioneers like Lev Vygotsky and Jerome Bruner, places you at the center of your learning
journey. It suggests that through active engagement and interaction, you construct your own understanding,
crafting knowledge from experiences.

Humanism, advocated by Abraham Maslow and Carl Rogers, takes a holistic approach, celebrating your
potential for self-actualization and personal growth. It reminds us that education isn't just about facts but about
nurturing your unique abilities.

As we continue to explore the rich tapestry of psychology, these perspectives will help us better understand the
complexities of the human mind and the diverse ways we learn and flourish.
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

Fear of dark and Jumps with feet Self-sufficient in Sorting activities.

2 -4 yr olds injury. together. many routines. Drawing pictures.
Likes to share, Mature motor control. Dresses/undresses Cutting with scissors.
cooperative play with Ball skills improve – self.
other children. throwing and Copies complex
May have an catching. shapes.
imaginary friend.
The growth rate is Around age 7, Are more interested in
At ages five and six, slower than during children begin to think process than product.
5- 8 yr olds children start being infancy and early logically about their Interested in doing
interested in playing childhood-slow and behavior and about activities rather than
with others and steady. The average things they can easily creating a specific
making friends. rate of increase is 3 to imagine, such as product or "doing
6 pounds per year. sharing with a friend. well" in the activity.

Peer groups grow The range of height Children in early Are quite active with
more important for and weight widens. adolescence begin to boundless energy.
members of this age Becoming critical of think abstractly and Like to be with
9-11 yr olds members of own sex.
group. Children can physical appearance can plan for several
be loud and rude at increases (especially weeks. They can
times. A sense of in girls). insightfully evaluate
humor develops behavior.
during this period.

Concerned about
Adolescents are Adolescence is a Having moved from physical development,
12-14 yr olds period of rapid growth concrete to abstract
increasingly being liked by friends,
comfortable and physical change. thinking, adolescents social graces, and
interacting in the enjoy cognitive proper grooming.
community and with activities.
their peers.

Transition period
teenagers seeking There may be a Intense questioning Have high social
15-18 yr olds independence, general awkwardness. and uncertainty needs and desires.
desiring maturity, yet The need for sleep Need freedom from
grappling with increases; they may parental control to
insecurity, turbulent sleep quite late on make decisions.
emotions. weekends.
Hattie’s most effective influences on instruction (throughout SS)

Hattie's most effective influences on instruction, as identified through extensive research spanning various
subjects and educational settings, encompass a range of strategies and approaches that consistently yield
positive learning outcomes. These influential factors often include student-centered teaching methods,
formative assessment practices, timely feedback, metacognitive strategies, collaborative learning, and the
cultivation of a growth mindset. By implementing these evidence-based approaches, educators can enhance
student engagement, understanding, and overall achievement across diverse subject areas and learning
environments.

What is Academic Language? (SS1)

Academic language is the special way of talking and writing that helps students do well in school. It's not the
same as regular talking – it has special words and ways of saying things that are important for learning and
doing schoolwork. Learning academic language helps students understand their lessons better and do their
school tasks well.

Strategies to teach the Vocabulary (SS1)

1. Visual Aids: Use pictures, drawings, or real 3. Storytelling: Read stories aloud
objects

2. Word Games: Incorporate fun games like word 4. Word Walls: Create a word wall in the classroom.
puzzles, crosswords, or bingo.

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

Carol Ann Tomlinson is a renowned educator known for her work in differentiated instruction. Here are four of her
strategies for differentiation in a second grade (SS2) context:

• Flexible Grouping: Arrange students into small groups based on their readiness levels, interests, or learning
profiles. This allows you to tailor your instruction to each group's specific needs and provide appropriate
challenges or support.
• Tiered Assignments: Create assignments or tasks at different levels of complexity to accommodate varying
levels of proficiency. This allows all students to engage with the content at a level that suits their abilities.
• Learning Stations: Set up different stations or learning centers where students can work on various activities
related to the lesson. Each station can address different learning styles or levels, providing a well-rounded
learning experience.
• Choice Boards: Offer students a choice of activities or projects that cater to different learning preferences.
This empowers students to take ownership of their learning and select tasks that align with their strengths and
interests.
These strategies aim to provide a more personalized and effective learning experience for each student, ensuring that
they can access and engage with the curriculum in ways that suit their individual needs and abilities.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each.

Jigsaw Activity Think-Pair-Share

Venn Diagram KWL Chart

Anticipation Guides Concept Maps:

Compare and Contrast Essays Math Problem Solving

One-Sentence Summaries Cornell Notes

Three-Level Guide
Question-Answer Relationships (QAR)

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

Create Verb: Design
Technology App: Adobe Spark - Students can use this app to create visually appealing presentations,
videos, and graphics to showcase their original ideas and designs.
APPS:
Verb: Critique
Evaluate Technology App: Padlet - Students can use Padlet to collaborate and evaluate each other's work by
posting comments, questions, and suggestions on a shared digital bulletin board.
APPS:
Verb: Examine
Analyze Technology App: Google Sheets - Students can use Google Sheets to analyze data sets, create
graphs, and draw conclusions based on patterns and trends.
APPS:
Verb: Implement
Apply Technology App: Tinkercad - Students can apply their knowledge of 3D design by using
Tinkercad to create and modify digital prototypes of objects, enhancing their understanding of
real-world applications.
APPS:
Verb: Summarize
Comprehension Technology App: Flipgrid - Students can record short video summaries of reading
assignments or concepts, demonstrating their understanding and communication skills.
APPS:
Verb: Recall
Remember Technology App: Quizlet - Students can use Quizlet to create digital flashcards and
quizzes to help them remember key terms, definitions, and concepts.
APPS:
Components of a social emotional learning program (SS12)
A social-emotional learning (SEL) program for twelfth-grade students includes curriculum integration, explicit SEL instruction,
teacher training, assessment, and a positive school climate. It promotes conflict resolution, mindfulness, character education, and
peer support. It also involves parent involvement, counseling services, and celebrating diversity to enhance emotional well-being
and interpersonal skills.

A well-rounded SEL program at the SS12 level aims to equip students with the emotional intelligence and interpersonal skills
needed for success in academics, relationships, and life beyond school.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Instructional Expertise: Effectively plan and deliver Differentiated Instruction, Technology Integration,
lessons that align with curriculum standards, diverse Data Analysis, Parent Communication, Innovative
learning styles and abilities. Integrating technology and Strategies
innovative methods to enhance student engagement and These are aspects I'm actively working on to enhance
understanding. my teaching effectiveness.

Create a welcoming space (CBM3)

1. Personalized Welcome:
Display a colorful and visually appealing welcome sign at the entrance of the classroom with the students'
names, such as "Welcome to Mrs. [Your Name]'s Class." This shows that the classroom is prepared specifically
for them.
2. Student Work Displays:
Showcase a diverse array of student work on bulletin boards, walls, or hanging displays. This demonstrates that
their contributions are valued and that their unique talents and achievements will be celebrated.
3. Comfortable Seating:
Arrange flexible seating options, such as cozy reading corners with bean bags, cushions, or floor mats. Providing
a variety of seating choices helps students feel comfortable and accommodates different learning preferences.
4. Interactive and Engaging Displays:
Set up interactive displays related to the subject matter or a fun, relevant theme. For instance, if teaching science,
create a "Science Lab" corner with hands-on experiments ready for exploration.
Warm Color Scheme:
5.
Choose warm and calming colors for the classroom décor, such as soft blues, greens, or earth tones. These colors
create a soothing atmosphere that promotes a sense of belonging.
Student-Centered Resources:
6. Organize easily accessible materials, like age-appropriate books, art supplies, and learning aids, in labeled bins
or shelves. This empowers students to independently engage with learning resources.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Setting High Academic Expectations: No Opt Out. Teachers with high expectations don't accept "I don't know," but expect students to be
engaged and "give it a shot."

2. Planning that Ensures Academic Achievement: Post It. Be sure your students know your objective for the day by posting it on the board.

Structuring and Delivering Your Lessons: Name the steps. Great coaches, like great teachers, break down the tasks into steps.
3.

Engaging Students in your Lesson: Vegas. Nothing like a little glitz to liven up classroom instruction!
4.

Creating a Strong Classroom Culture: Entry Routine. Having a structured entry routine expedites the beginning of instruction.
5.

Building and Maintaining High Behavioral: 100 Percent. Champion teachers don't create unreasonable behavioral expectations, because
their final expectation is that everyone conforms all (100%) of the time.
6.

Building Character and Trust: Explain Everything: Be sure your students understand why you do what you do. The "WHY" is an important
7. part of instruction.

Four Questions to redirect behavior (CBM7)

1. Mary, what are you doing?

2. What are you supposed to be doing?

3. Were you doing that?

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……

Clear Expectations: I communicate clear and consistent Engagement Strategies: I am exploring creative ways to
expectations for behavior and academic performance from the enhance student engagement throughout lessons.
very beginning of the school year. Students know what is Incorporating interactive activities, discussions, and real-
expected of them, creating a structured and focused learning world connections will help maintain students' interest and
environment. enthusiasm.
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism A neurological disorder Struggle to attend to a task or
appear to not be paying attention.

A wide range of cognitive and Require Information to be

Deaf/Blindness developmental abilities introduced deliberately and
systematically.

May also have difficulty with Need special seating, being in view
Deafness speech, reading, and writing of the teacher.
skills.

inability to learn that cannot be Hyperactivity

Emotional Disturbance explained by intellectual, Aggression or self-injurious
sensory, or health factors. Withdrawal

Hearing Impairment Articulation difficulties and Wear hearing aids or FM systems

language delays

Struggle with overall Not be working on grade level

Intellectual Disability academics. materials.

Hampered speech and Require multiple services.

Multiple Disabilities communication skills.

A severe orthopedic Have no cognitive concerns.

Orthopedic Impairment impairment that adversely
affects a child’s educational
performance.
A disorder in one or more of the
Other Health Impairment Having limited strength, basic psychological processes.
vitality, or alertness.

May Impact Reading, Writing, Slower reading rate

Specific Learning Disability Oral Language etc.

Tend to emerge at a young age.

Speech or Language Impairment Articulation disorder

Memory and attention

Traumatic Brain Injury concerns. Struggle to process visual
information.

Visual Impairment Inc Blindness Sensitivity to bright light Poor academic performance
ARD Timeline Activity (E5)

#1 Initial Referral (IR)

#2 Initial ARD (Admission, Review, and

Dismissal) Meeting
Within 60
Calendar
Days
#3 Notice of ARD Meeting

Within
#4 Yearly ARD Meeting
30
Calendar
Days

#5 Full Individual Evaluation

3
Years

Year

#6 Dismissal

#7 Re-evaluation

ARD Timeline Activity.

Initial Referral (IR), Initial ARD, Notice of
ARD, Yearly ARD, Full
#8 Notice/Consent for initial evaluation
Individual Evaluation, Dismissal, Re-
evaluation, Notice/Consent for initial
Evaluation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adjusting the number of tasks or Changing the duration given for Providing varying degrees of assistance
expectations for a student's completing tasks, learning, or to match a student's needs.
learning. assessments.

Example Example Example

Assigning a student, a shorter list Allowing a student extra time to finish Pairing a student with a peer buddy or
of vocabulary words to study for a reading assignment or a test. tutor for extra guidance during a group
a test. activity.

Input Difficulty Output

Definition Definition Definition
Modifying how information is Adapting the complexity or challenge Allowing students to demonstrate their
presented and delivered to a level of a task to suit a student's learning in different ways.
student. abilities.

Example Example Example

Using visual aids or diagrams to Simplifying math problems or Allowing a student to give an oral
explain a complex concept in providing alternative reading materials presentation instead of writing a report.
science. at an appropriate reading level.

Participation Notes:
Definition • These modifications and accommodations are designed to ensure that all
students can access and engage with the curriculum according to their
Adjusting the extent to which a
needs.
student actively engages in an
• Educators use these strategies to create an inclusive learning environment
activity.
where every student has the opportunity to succeed.
Example:
Having a student with limited
mobility participate by offering
ideas during a class discussion.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Computer Access Aids
1. Communication Aids
(SP7CPE) 4.

Learning and Cognitive Aids

2. Mobility Aids 5.

Assistive Listening Devices

3. Sensory Aids 6.
Venn Diagram of 504 and IDEA (E9)

B, E,
D, J,
L, P

A, D, E, H, P, L C, J, B, E, L, 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)

Build Relationships: Establish strong connections with Offer Flexibility: Recognize that students in poverty
your students. Show genuine care and interest in their well- may face challenges outside of school.
being.
Cultivate a Positive Classroom Culture: Create a safe and Collaborate with Families: Establish open lines of
respectful classroom environment where all students feel communication with families.
valued and included. Encourage teamwork, collaboration,
and mutual respect among students. Offer Extracurricular Opportunities: Provide
Address Basic Needs: Be aware of students' basic needs, opportunities for students to engage in extracurricular
such as access to food, clothing, and hygiene. activities that align with their interests and talents.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1.
Provide content goals for reading.

Support student autonomy

2.

3. Provide interesting texts.

4. Increase social interactions among students related to reading.

Reading Strategies to Strengthen Literacy Skills (R8)

Reciprocal teaching is a reading strategy that encourages

During reading comprehension
Reciprocal Teaching students to actively engage with the text by taking on
activities
different roles in the reading process.

Think aloud is a reading strategy where the reader

Teacher reads a passage while verbalizes their thoughts, explaining how they are making
Think Aloud verbalizing their thoughts. sense of the text.

Story mapping is a reading strategy that involves creating

Before, during, or after reading to
Story Mapping enhance comprehension.
a visual representation of the structural elements of a
story.
 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.

2. Build background.

3. Make verbal communication understandable.

4. Learning strategies (this one should be easy!)

5. Opportunities for interaction

6. Practice and application

7. Lesson delivery

8. Review and assess

Reflections on the Reading STAAR (TL4)

1. Comprehension Skills: The Reading STAAR assessment evaluates students' comprehension skills, including their ability to
understand and analyze texts. It's important for educators to emphasize the development of these skills throughout the school
year.

2. Vocabulary Building: Building a strong vocabulary is crucial for success on the Reading STAAR. Incorporate vocabulary
development into daily instruction and provide opportunities for students to learn and use new words in context.

3. Reading Fluency: Fluency, the ability to read text smoothly and accurately, is another key aspect assessed in the Reading
STAAR. Regular practice with reading aloud and repeated reading activities can enhance fluency.
Reflections on the Math STAAR (TL4)
1. Problem-Solving Skills: The Math STAAR assessment focuses on problem-solving skills and mathematical reasoning.
Teachers should emphasize the development of these skills by presenting students with real-world problems and encouraging
them to apply mathematical concepts.

2. Concept Mastery: Ensure that students have a deep understanding of mathematical concepts rather than simply memorizing
procedures. Emphasize conceptual understanding alongside procedural fluency.

3. Test-Taking Strategies: Teach students test-taking strategies, such as managing their time effectively, reading each question
carefully, and checking their work. These strategies can help reduce anxiety and improve performance on the Math STAAR.

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. To enhance student engagement and critical thinking by embedding Higher Order Thinking Skills (HOTS) into lessons
using evidence-based instructional strategies. Utilize Bloom's Taxonomy verbs to design lesson objectives that promote
higher-order thinking (e.g., analyze, evaluate, create).

2. Personalized Professional Development

To expand my content knowledge and teaching skills in specific areas that align with my professional growth and the needs
of my students.

3. Effective Monitoring and Tracking of Student Results

To establish a robust system for tracking and analyzing student performance data, enabling data-driven decision-making and
targeted interventions. Implementing a formative assessment strategy to gather real-time data on student progress and
identify areas where additional support is needed.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. Research-Based Strategies: I will employ differentiated teaching strategies to address the
diverse learning needs of my students. This includes adapting content, process, and
products to meet individual readiness levels, interests, and learning profiles.
2. Technology Integration: Utilization of interactive whiteboards or digital displays for
dynamic presentations and collaborative learning experiences.
3. Clear Learning Objectives: Clearly defined learning objectives aligned with standards
and outcomes to provide students with a clear understanding of what they are expected to
learn.
4. Culturally Responsive Teaching: Integrating culturally responsive teaching practices to
acknowledge and celebrate the diverse backgrounds and experiences of students, making
learning relevant and meaningful to all.
5. Assessment and Feedback: Formative and summative assessment methods to assess
student understanding and provide timely and constructive feedback.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Performs Assigned Duties in a Professional Manner: Maintains a Positive Attitude in Difficult Situations:
Consistently demonstrating professionalism in carrying out all While I generally maintain a positive attitude, consider
assigned responsibilities and tasks, setting a strong example strategies for enhancing your resilience and maintaining
for others. positivity in challenging circumstances.

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……

Checking for Understanding and Providing Feedback: Providing Re-Teach Opportunities After Each Skill:
Actively checking for student understanding and provide Exploring methods for offering re-teaching opportunities
timely, constructive feedback, which enhances the learning after each skill or concept.
experience.

NOTES:

• Direct Instruction: It's our compass when we need to guide students with clarity and precision..
• Cooperative Learning: Think of it as teamwork, where the whole crew helps each other navigate the
seas of learning.
• Problem-Based Learning (PBL): Like treasure hunts, students seek answers to real-world problems,
developing critical thinking skills.
• Flipped Classroom: Here, we're the captains, sending our crew (students) ashore to explore new lands
(content) before our class voyage.
• Inquiry-Based Learning: Questions are our wind, propelling our educational ship forward.
• Socratic Method: We're the navigators, guiding students with thought-provoking questions and
discussions.
• Experiential Learning: Our ship docks at the port of hands-on experiences, where students learn by
doing.
• Montessori Method: Imagine a customized voyage for each student, where they choose their
destinations (learning) and set their own course.
• Project-Based Learning (PBL): Students embark on extended journeys, unraveling mysteries and
gaining knowledge.
• Jigsaw Method: Like a puzzle, each student brings a piece of the map, and together, we navigate
complex terrains.
• Team-Based Learning (TBL): In this cooperative expedition, students work as a team, navigating
through challenges together.
• Peer Teaching: Students become our co-captains, guiding their fellow learners on the educational
voyage.
 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. Agriculture, Food, and Natural 2. A. Architecture and Construction 3. A. Arts, Audio/Video Technology
Resources
B. Plant Science B. Electrical B. Digital Communications

4. A. Business, Marketing, and Finance 5. A. Education and Training 6. A. Energy

B. Entrepreneurship B. Early Learning B. Oil and Gas

7. A. Health Science 8. A. Hospitality and Tourism 9. A. Human Services

B. Nursing Science B. Culinary Arts B. Health and Wellness

10. A. Information Technology 11. A. Law and Public Service 12. A. Manufacturing

B. Web Development B. Legal Studies B. Welding

13. A. Science, Technology 14. A. Transportation

B. Cybersecurity B. Automotive

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

Kathy Adaky 512-463-8841

Information Technology

16. List at least three Industry based certifications that students could achieve in your specific career
cluster.
1. CompTIA A+ Certification
2. Cisco Certified Network Associate (CCNA)
3. Certified Information Systems Security Professional (CISSP)
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.

1. Student and Parent Career Tools 2. Texas Career Check

3. Texas CREWS 4. Products and Services for Counselors and Teachers