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is when
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yousomeone your
a strong fingertips
desire
on your sidetoregardless
achieve your goal.
your It
flaws.
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to those who work hard.

Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

Core Values (TIU3)

Additional Notes:
Psychology 101 Review (TIU5)
Behaviorism
Behaviorists believe that
learning is a change in
behavior caused by
an external stimulus.   The
theory states that
rewarding someone for a
Brief particular behavior
Description: encourages them to
behave in the same way in
a similar situation. The
reward reinforces the
behavior.  However, if
punished for a behavior,
they are less likely to
repeat it.
Ivan Pavlov
B. F. Skinner
Albert Bandura
Theorists
Associated:
Notes:
Cognitivism Constructivists Humanism
Cognitive learning Constructivists believe Humanism focuses on
theorists believe that that the learner brings human freedom, dignity,
defining learning as their own past and potential. It is
merely a change in experiences and cultural necessary to study the
behavior is too narrow.  factors to every person as a whole.  This
They view the learner situation.  Since each theory deals with the
much like a computer -- learner constructs social-emotional side of
learning.
learning involves a knowledge, learning is
change in knowledge different for each person. 
stored in memory, not just Instruction should
a change in behavior.  So, encourage students to
they focus more on discover principles for
mental processes (rather themselves, and the
than observable behavior curriculum should spiral
as the behaviorists). to build upon prior
knowledge. 
Jean Piaget  Lev Vygotsky Abraham Harold
John Dewey  Maslow
Erik Erikson
Benjamin Bloom
Howard Gardner
Jerome Bruner
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1.
2.
2.
3.
Stages of Development (TIU7)
Social Emotional
Implications
Fear of dark and injury/Likes
to share, cooperative play
with other children/May
2 -4 yr olds have an imaginary
friend/Becomes competitive
and doesn't want to
lose/Develops an
understanding of rules, but
still finds taking turns
difficult/Needs structure
and routine to feel safe
Five- and six-year-olds are
still quite self-centered, but
5- 8 yr olds they are becoming
interested in group
activities. They become
sociable and interested in
other children as
friends/They enjoy make-
believe stories and play
Peer groups grow more
important for members of
this age group./Children can
9-11 yr olds be loud and rude at times
and tend to be moody and
sensitive, with extremes in
emotion/ A sense of humor
develops during this
period/Every time children
succeed at something, their
self-view improves.  change. It can be an uneasy
Adolescents are increasingly
comfortable interacting in
12-14 yr olds the community and with
their peers. For some
activities, they enjoy mixing
with both sexes, while for
others, they prefer being
with their sex.
Transition period—teenagers
detach themselves from
their parents/They feel
mature and want to be an
15-18 yr olds adult but don’t have all the
skills to do so/Feelings of
insecurity, anger, and
frustration begin.
4.
5.
6.
Physical
Jumps with feet
together/Mature motor
control/Ball skills improve –
throwing and catching/May
be ready to learn to ride a
bike by 4-5/Cuts on the line
with scissors
The growth rate is slower
than during infancy and
early childhood-slow and
steady. The average rate of
increase is 3 to 6 pounds
per year. Children's need for
food may fluctuate with
activity.
The range of height and
weight widens.  Becoming
critical of physical
appearance increases
(especially in girls)/Children
in this age group are as
coordinated as adults,
although lapses of
awkwardness are common.
Adolescence is a period of
rapid growth and physical
time for individuals whose
physical changes are
apparent and those who
seem to be at a standstill.
Throughout this stage,
adolescents must cope with
ungainly bodies and a new
sense of their physical
selves.
By 19, the adolescent has
full motor capacities (boys
usually mature later than
girls, but are generally
bigger)./Boys develop sex
characteristics such as deep
voices and body hair.
7. Reflecting
Routing
Rigor
8. Re-exposing
Rehearsing
Relevance
Retaining
Retrieve
9.
Mental Characteristics /
Self-sufficient in many
Physical development/
Cognitive development/
routines/Dresses/undresses
Sensory and motor
self/Copies complex
development.
shapes/Asks a lot of
question/Tells
stories/Begins to imitate
and write name – by 5 years
old, they have settled on
hand dominance/Paints
around age 7, children begin
Are at a period of slow,
to think logically about their
steady growth/ Learn best if
behavior and about things
physically active/ Are
they can easily imagine,
learning how to use their
such as sharing with a friend
bodies by mastering physical
or going on a drive. They
skills/ Are more interested
also have a difficult time
in process than product.
making choices and
Interested in doing activities
decisions; they are hesitant
rather than creating a
and indecisive.  Adults can
specific product or "doing
do simple reasoning with
well" in the activity.
children now.
These children are Are quite active with
developing a sense of boundless energy/ Like
morals based on what they group activity. Group and
have learned from adults. club memberships are
They need to know and important/ Like to be with
understand "why;" and feel members of own sex.
independent and free to
express themselves.  They
quarrel less with peers and
act cooperatively and Concerned about physical
friendly with strangers development, being liked by
friends, social graces, and
Having moved from proper grooming (even
concrete to abstract though they don't want to
thinking, adolescents enjoy admit it)/ Have intense
cognitive activities. They feelings related to sex. Keen
need to be allowed to find interest in their bodies,
solutions to their problems, especially sex and sex
learn from their mistakes, processes.
test ideas, and form
opinions. However, they still
Have high social needs and
need the support and
desires/ Want and need a
guidance of adults
strong voice in planning
Intense questioning and their programs/ Need
uncertainty/Increasing freedom from parental
accountability for finances, control to make decisions.
employment, relationships
Hattie’s most effective influences on instruction (throughout SS)

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. 

Academic language is the oral, visual and written language that students need in order to

  understand (read, listen, think/ communicate (listen, speak, write, connect)/ perform (think, read, write, listen,
speak, create)
Strategies to teach the Vocabulary (SS1)

1. 3. Indirect learning of vocabulary, for example, using

Repetitive exposure to words
vocabulary words in numerous different contexts

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

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

 Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each
1- Offer mini-lessons or center work to support students’ learning .
2- Present the same information in different ways for visual, aural, and verbal
learners Example 1 Example 2
3- Customize
Cooperative teaching
Grouping to suit multiple forms of intelligence.
Think-Pair-Share Jigsaw
4- Provide multiple texts and types of learning materials.
Venn Diagram Mind Map
Graphic Organizers

Venn Diagram Know-Want to Know-Learn (KWL)

Advanced Organizers

Compare and Contrast (Venn Diagram) T-Chart

Similarities / Differences

Cornell Note
Summarizing & Notetaking Math Problem Solving Graphic

Cues & Questions One Question, One Comment, Last Word

Minute Paper

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

Create Produce new or original work
Design, assemble, construct, conjecture, develop, formulate, author, and investigate.
APPS:
Justify a stand or decision
Evaluate Appraise, argue, defend, judge, select, support, value, critique, weight

APPS:
Draw connections among ideas
Analyze Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test

APPS:
Use information in new situations
Apply Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch

APPS:
Explain ideas or concept
Comprehension Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate

APPS:
Recall facts and basic concepts
Remember Define, duplicate, list, memorize, repeat, state

APPS:
Components of a social emotional learning program (SS12)
 Self-awareness
 Self-management
 Social Awareness
 Responsibility Decision-making
 Relationships Skills

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 methods for learning:
 Incorporates technology to facilitate
visual, auditory, and kinesthetic
instruction
 Provides a variety of feedback
 Incorporates higher order thinking questions
for deeper learning  

Create a welcoming space (CBM3)

1. Greeting students.

2. Establish a Connection with the students

Build relevance between your classroom and your students’ lives

3.

4. Make them feel comfortable and safe

5.
Inspire confidence in each student 

6.
Create space for curiosity and discovery.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1.
Setting High Academic Expectations

2. Planning that Ensures Academic Achievement

3. Structuring and Delivering Your Lessons

4. Engaging Students in your Lesson

Creating a Strong Classroom Culture

5.

6. Building and Maintaining High Behavioral Expectations

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……

Categories of Disabilities in SPED (E4)
Autism
Deaf/Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment Inc Blindness
Characteristics
Neurological disorder/ Cognitive abilities
range from gifted to cognitively delayed/
Usually identified in the first three years of
life
A student who falls into this eligibility
category has any combination of vision
and hearing loss, though not necessarily
complete deafness and/or complete
blindness / A wide range of cognitive and
developmental abilities
May also have difficulty with speech,
reading, and writing skills / May use
speech, lip-reading, hearing aids, and/or
another amplification system
Hyperactivity / Aggression or self-
injurious behavior / Withdrawal /
Immaturity / Learning difficulties
Articulation difficulties and language
delays / Easily frustrated / Difficulty with
oral expression / Difficulty with
social/emotional skills
Struggle with overall academics / Struggle
with attention, memory / Struggle to make
generalizations / Trouble interacting
socially
Hampered speech and communication
skills / Challenges with mobility / Need
assistance with everyday tasks /Usually
has medical needs
It is difficult or perhaps impossible to
generalize the characteristics of a student
who qualifies under OI. For example, a
child with spinal cord injury could have
immobility limited to one side of his or her
body, just the arms or legs, or total
paralysis. A child with cerebral palsy may
have movement but need a wheelchair
since walking may be difficult.
Reading / Writing / Oral Language /
Math / Study Skills
Articulation disorder / Abnormal voice /
Fluency disorder / Language disorder
Memory and attention concerns / Social
skill concerns / Emotional regulation
concerns / Speech and language
concerns / Physical concerns
Spatial positioning / Short attention span /
Sensitivity to bright light / Poor eye and
hand coordination or clumsiness
Impact on Classroom
Struggle to attend to a task or appear to not be
paying attention / Have difficulty sharing/taking
turns or call out answers / Have difficulty with
noise or visual stimuli
Require Information to be introduced deliberately
and systematically / Utilize the service of a
specialized Support Service Provider (SSP).
Need special seating, being in view of the teacher
/ Need written supplements to oral instruction
like visual aids/cues / Require eye contact prior
to speaking
Exhibit inappropriate behavior under ordinary
circumstances / Not be able to maintain
relationships / Display inappropriate
manifestation of physical symptoms or fears in
response to school or personal difficulties.
 Wear hearing aids or FM systems / Read lips or
use ASL / Need a quiet environment with many
visuals to be successful /Need a slower rate of
speech and clear enunciation
Not be working on grade level materials / Not
understand social norms / Struggle with problem-
solving across all areas (academic as well as
functional living skills).
Require multiple service / Use alternate
communication methods / Require alternate
curriculum materials.
Have no cognitive concerns / Be integrated into
the general education setting all the time / Use
assistive technology.
Slower reading rate / Frequent spelling errors /
Difficulty copying / Difficulty memorizing basic
facts / Difficulty describing events / Difficulty
interpreting subtle messages.
Tend to emerge at a young age / Have difficulties
with comprehension / Have difficulties being
understood / Have difficulty expressing needs,
ideas, or information / Struggle with social
interactions
Struggle to process visual information / Struggle
to follow multi-step directions / Struggle to
communicate / Have difficulty with grade-level
work / Struggle with logic, problem-solving, and
reasoning skills.
ARD Timeline Activity (E5)

#1

#2
Within 60 Calendar Days

#3

#4 Within
30
Calendar Days

#5

3
Years
1
Year

#6

#7

#8
Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items that the
learner is expected to learn or the
number of activities students will
complete prior to assessment for
mastery
Example
Reduce the number of social studies
terms a learner must learn at any one
time. Add more practice activities or
worksheets.
Input
Definition
Adapt the way instruction is delivered
to the learner.
Ti Level of Support
me
Definition
Definition Increase the amount of personal assistance to
Adapt the time allotted and allowed for keep the student on task, to reinforce or
learning, task completion, or testing. prompt the use of specific skills. Enhance
adult-student relationships.
Example
Example Assign peer buddies, teaching assistants, peer
Individualize a timeline for completing a tutors, or cross-age tutors. Specify how to
task; pace learning differently (increase or interact with the student or how to structure
decrease) for some learners.
the environment.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or the Adapt how the student can respond to
instruction.
rules on how the learner may approach the
work.

Example Example Example

Use different visual aids, enlarge text,
plan more concrete examples, provide
hands-on activities, place students in
cooperative groups,
Allow the use of a calculator to figure math
problems, simplify task directions, or change
rules to accommodate learner needs.
Instead of answering questions in writing,
allow a verbal response. Use a
communication book for some students, or
allow students to show knowledge with
hands-on materials.

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example:
Adapt the extent to which a learner is
actively involved in the task.

Types of Assistive Technology (E7)

Terms to be assigned in the timeline:
1. 4. Screen reading
Initialsoftware
Referral (IR), Initial ARD,
Talking Calculators
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
2. 5. Notice/Consent for initial Evaluation
Pen top computers
Large print materials

3. 6.
Electronic math worksheet
Graphic organiser
Venn Diagram of 504 and IDEA (E9)

B,
F

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

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)

1. Adapt the extent to which a learner is actively involved in the task. 4. Take time to explain the rationale for rules and procedures in
the classroom.

2. Keep your expectations for poor students high. 5. Keep your requirements as simple as you can for all students.

Don’t make comments about your students’ clothes or belongings

3. unless they are in violation of the dress code
6. Arrange a bank of shared supplies for your students to
borrow when they are temporarily out of materials for class.

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. Word Hunts During reading math problems

2.
Jigsaw Group activities  Cooperative learning strategy

3. Paired reading Peers work together students read aloud to each other.
 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. In the first question, I feel that a student can be confused between with sadness and with anxiety as the
word wistfully will be so strange to them.

2.
In question 2, I put myself in the student’s shoe and I saw that using a figurative language is really
confusing, specially when you think about the first and the third answers, they should have a very lear
understanding of the paragraph to answer this question.

3. The last question is depending on the student’s full understanding of the paragraph. I think many students
will not give the correct answer.
Reflections on the Math STAAR (TL4)
1. In my opinion, a lot of students will answer question 3 wrong, this lesson has a lot of definitions which
make students confused.

2.
Question 5, the choices are trapping because students cannot use the strategy of elimination as all the dots
are on the left side, if we have 2 responses with dots at the left side, it should be easier to eliminate theses
answers and choose from the other two.

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 60
Unit 3b 8.5 68 71 55 4

Average Percent 80.5 80.75  71.74 

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. Building strong relationships: building a long-term relationship with the people I work with or the
students that I teach.

2. Create appropriate environment for student learning. My classroom should be clean and safe and look
nice and decorated that will engage more the students.

3. Setting the rules from the first day of school, and be consistent with that all the time.

Reflect on the 5 elements posted in the assignment to create your Vison statement:

I believe that the most important research-based strategies that I will be using are nonlinguistic
representation and cooperative learning. Nonlinguistic representation students will benefit from
Vision of an
receiving theEducator
content in(TL11)
a variety of ways not just verbal. Information is better organized when
using visual representation. Cooperative learning increases achievement while teaching students
soft skills and fostering student relationships.

Students become active participants in the learning process by using technology in the classroom. I
prefer using projector and iPads. I will use interactive quizzes, Kahoot or quizlet where students put
knowledge into action.

The important elements of lesson planning that need to be incorporated for student success is that
the student should know clearly from the beginning what is the objective of the lesson, what
should they know by the end of the class and having a lot of practices to ensure their
understanding.

The non-negotiables rules for my classroom are being a source of distraction and speaking without
raising the hand. Those are not allowed students have to be quiet that way they respect
themselves, their friends and their teachers. Students are not allowed to interrupt the instruction,
always raise their hands when they have a question, your friends are focusing and that way annoy
them so be respectful and always raise your hand and wait for the teacher to respond.

I can assure that all students have an equal opportunity to master learning by knowing that
learning styles vary from student to student. To create equity in the classroom for everyone, I
will present the same information in different ways for visual, aural and verbal learners, use a
variety of media (video, audio), read test instructions aloud, even if they appear in print.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

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……

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.