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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……

• Greets students at the door, has a classroom • Invests time before and after school,
that reflects a positive, safe, environment practices self-reflection for improvement

Core Values (TIU3)

Respect Optimism

Additional Notes:
• I want to promote a positive environment in my classroom. I want the students to feel comfortable and
confident- free of judgement
• “Success includes failure”
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Rewarding someone Learning involves a Learning is different Focuses on human

for a particular change in knowledge for each person freedom, dignity, and
behavior encourages stored in memory, not potential
them to behave that a change in behavior
way
Brief
Description:

• Ivan Pavlov- • Jean Piaget- First • Lev Vygotsky- • Abraham Harold

classical person to study Social interactions Maslow-
conditioning children and Zone of Developed a
• B.F. Skinner- scientifically; Proximal motivational
Theorists Operant ALL children’s Development theory that people
Associated: conditioning intellectual (ZPD) are motivated to
• Albert Bandura- development went • John Dewey- achieve particular
Social learning through 4 stages; Learning by doing needs, Pyramid
theory Piaget’s Stage • Erik Erikson design
Theory of • Benjamin Bloom
Cognitive • Howard Gardner-
Development IQ
• Jerome Bruner-
Learning by
discovery

Erik Erikson- Each stage has a unique psychological crisis with outcome dependent on how
caregivers respond

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

1. Relationships 4. Retrieval 7. Re-exposing

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Retaining 9. Recognizing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /
Implications

-Fear of dark and injury -Jumps with feet -Asks a lot of questions -Makes great strides in
2 -4 yr olds -Likes to share, together -Self-sufficient in many being able to think and
cooperative play -Mature motor control routines reason
-Becomes competitive -Ball skills improve -Begins to imitate and -Gradually learns how to
-Develops understanding (throwing and catching) write name manage their feelings
of rules but still finds -May be ready to learn -Understands 2-3 simple -Can carry on
taking turns difficult to ride a bike by 4-5 things to do at once conversations and tell
-Needs structure and -Cuts on like with -Most important mode stories by age 5
routine to feel safe scissors for learning is play
-Learn best if physically
5- 8 yr olds -Still self-centered, but -Children’s need for -Begin to think logically active
becoming interested in food may fluctuate with about behavior and -Learn how to be friends
group activities activity things they can easily -Naturally curious,
-Become interested in -Muscle coordination is imagine sensitive to criticism
making friends uneven and incomplete -Attention span up to -Seek adult approval
-Need 5-10min warning -Hand-eye coordination 20mins -Interested in process
before switching continue to develop -Begin to form ideas than product
activities similar to an adult

-Peer groups grow more -Becoming critical of -Begin to think -Begin to develop
9-11 yr olds
important for them physical appearance abstractly and can plan serious ideas about
-Want to be more -As coordinated as for several weeks career plans
independent adults, has lapses of -Attention span 30mins -Signs of growing
-Tend to be sensitive and awkwardness to several hours independence and
moody, extremes in -Become overstimulated -Developing sense of disobedience becomes
emotion during competitive morals based on what frequent
-Attitude change physical activities they learned from adults -Show antagonism
regarding school towards opposite sex
-Enjoy cognitive
12-14 yr olds -Leadership experiences
-Increasingly -Rapid growth and activities
comfortable interacting physical change -Need to be allowed to in clubs and groups are
with peers and -Some experience find solutions to their valuable
community growth spurts; others problems -Family is still a vital
-Become concerned grow slower, even pace -Still need support and anchor in their lives
about issues of justice guidance -Success is essential,
and fairness comparison is difficult
-Always hungry -Intense questioning and
-Detach from their -Coordination and uncertainty -Test language skills
15-18 yr olds parents -Reasoning and arguing using sarcasm
strength increase
-Less concerned with -May become self- skills improve -Want and need a strong
adult approval, want conscious as body -Starts to set personal voice in planning
more peer approval changes goals -Reach high-levels of
-Feel mature but don’t -Need for sleep -Able to construct abstract thinking and
have skills to be an adult increases hypothetical questions problem-solving
yet and evaluate which is
best
Hattie’s most effective influences on instruction (throughout SS)
Hattie’s most effective influences on instruction include Visible Learning, which are more than 250 Influences
on Student Achievement, and Small Group Instruction. Above 0.4 is effective, and 0.7-0.8 are the most
beneficial and will more than likely accelerate student achievement.

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction, a means for communicating
information, and plays a key role in the understanding of important ideas. It is the oral, visual, and written
language that students need to understand (read, listen, think), communicate (listen, speak, write, connect),
and perform (think, read, write).

Strategies to teach the Vocabulary (SS1)

1. Frayer Models 3. Word Games

2. Word Walls 4. Group work/discussions of vocabulary words

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

• Tiered Instruction- Changing level of complexity of a task or unit of study to meet the developmental
needs of the students involved
o What can be Tiered?
▪ Assessments
▪ Assignments
▪ Homework, etc.
• Anchoring Activities- Activities that a student can do at any time when they have finished their
current assignment, or the teacher is helping other students
• Flexible Grouping- Allows the students to be appropriately challenged in groups (Ebb and Flow of
Experiences)
o Homogeneous- Similar abilities, level, learning style
o Heterogeneous- Different abilities, levels, interests
o Independent Study- Self-paced learning, teaches responsibility
o Whole Class- Use for initial instruction
• Compacting Curriculum- Assessing a student’s knowledge and skills, and providing alternative
activities for students who have already mastered the content
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four Corners, Think-Pair-Share I’ve Got This, Jigsaw

Concept Map (Brainstorm Web) Fishbone Graphic Organizer

Graphic Organizers
(An
Venn Diagram KWL Chart
Advanced Organizers

Similarities / Differences T-Chart Venn Diagram, Metaphors

3-2-1 Summary Cornell Notes

Summarizing & Notetaking

Cues & Questions One Question, One Comment, Last Word

1-Minute Paper

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

Create Design, Hypothesize, Plan, Create, Develop

APPS: Canva, Podcasting, Animation Desk

Justify, Estimate, Compare, Critique, Describe
Evaluate

APPS: Padlet, Miro, Groups

Analyze, Predict, Apply, Demonstrate, Manipulate
Analyze

APPS: Padlet, Google Sheets, SimpleMind

Show, Use, Solve, Construct, Change
Apply

APPS: Sparkpage, Sway, Google Docs editing

Explain, Estimate, Summarize, Illustrate, Classify
Comprehension

APPS: Sparkpost, Google Scholar

Identify, Label, Recall, Describe, Order
Remember

APPS: Wordle, Popplet, Mind Mapping

Components of a social emotional learning program (SS12)
• Self-Awareness (Ability to identify your emotions, know their impact on the world: Reflection, journaling)
• Self-Management (Ability to self-motivate, regulate their emotions: Breathing exercises, counting to 5)
• Responsible Decision-Making (Considering well-being for self and of others: Shared agreements, debating)
• Relationship Skills (Ability to work cooperatively, resolve conflict: Groupwork, discussions)
• Social-Awareness (Embracing diversity, showing empathy for others: Service learning projects, roleplaying)

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

• Communicates clearly to engage students • Implements changes as suggested by
• Is responsive to situations and students’ peers and admin.
needs • Keeps students engaged and interested in
learning

Create a welcoming space (CBM3)

1. I will welcome the students at the door and ensure they are in the right classroom

2. I will be using assigned seating (randomized) the first week of school, then group the students into their
lab groups

3. Classroom rules and expectations will be posted in the classroom, and we will go over them the first
day of school. A copy will be sent home with the students as well

4. A syllabus will be provided to the students, including the topics we’re going to cover and how they will
be graded. We will be going over the syllabus the first day as well!

5. I will have a short presentation over my background and what I like to do!

6. A social contract will be created, listing how we will treat each other, including myself, while we’re in
the classroom
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique 3: Stretch it- Asks students to add depth to their answers

2. Technique 6: Begin with the End- Focus on the outcome instead of the activities you want to do

Technique 25: wait Time- Giving students enough time to think about the questions you’re asking instead of getting
3. impatient and moving on or answering the question yourself

4. Technique 8: Post It- Post the objective on the board

Technique 18: Check for Understanding- Formative assessments to check that students understand the material
5.

Technique 45: Warm and Strict- Be both simultaneously

6.

Technique 48: Explain Everything- Make sure students understand the “WHY” behind everything
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……

Displays student work/projects, Maintains a clean Establishes smooth transitions, Sets clear, firm
and orderly classroom behavioral expectations
Categories of Disabilities in SPED (E4)
1. Autism
2. Deaf/Blindness
3. Deafness
4. Emotional Disturbance
5. Hearing Impairment
6. Intellectual Disability
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other Health Impairment
10. Specific Learning Disability
11. Speech or Language Impairment
12. Traumatic Brain Injury
13. Visual Impairment Inc Blindness
Characteristics
1. A neurological disorder, cognitive
abilities range, usually identified
in the first 3 years, 4:1 male to
female
2. Any combination of vision and
hearing loss, wide range of
cognitive and developmental
abilities
3. May have difficulty with speech,
reading, and writing skills, may
use amplification system, ASL
may be first language
4. Hyperactivity, aggression, self-
injurious, withdrawal,
immaturity, learning difficulties
5. Articulation difficulties and
language delays, easily frustrated,
difficulty with oral expression
and social/emotional skills
6. Struggle with overall academics,
attention, memory, generalizing
and interacting socially
7. Hampered speech and
communication skills, challenges
with mobility, need assistance
with everyday tasks, usually has
medical needs
8. Difficult or perhaps impossible to
generalize the characteristics of a
student who qualifies under OI
9. Has limited strength, vitality, or
alertness that results in limited
alertness that is due to chronic or
acute health problems
10. Includes conditions such as brain
injury, dyslexia, etc. May impact
reading, writing, oral language,
math, study skills
11. Articulation disorder, abnormal
voice, fluency disorder, language
disorder
12. Memory and attention concerns,
social skill concerns, emotional
regulation concerns, speech,
language, and physical concerns
13. Spatial positioning, short
attention span, sensitivity to
bright light, poor hand-eye
coordination or clumsiness, poor
academic performance
Impact on Classroom
1. A student with Autism may
perseverate on a topic, have
difficulty with noise or visual
stimuli, run or fight in stressful
situations
2. Require information to be
introduced deliberately and
systematically, utilize Support
Service Provider (SSP)
3. May need special searing, need
written supplements to oral
instruction, have difficulties with
social/emotional skills
4. Exhibit inappropriate behavior
under ordinary circumstances, not
be able to maintain relationships,
display inappropriate manifestation
of physical symptoms
5. May wear hearing aids or FM
systems, read lips, or use ASL, need
a quiet environment with visuals to
be successful, need slower rate of
speech
6. May not be working on grade level
material, not understand social
norms, struggle with problem-
solving across all areas
7. May require multiple services, use
alternate communication, require
alternate curriculum materials
8. May have no cognitive concerns, be
integrated into general education
setting all the time, use assistive
tech.
9. May have health problems such as
asthma, ADD, ADHD, diabetes,
epilepsy, a heart condition,
hemophilia, etc.
10. May have a slower reading rate,
frequent spelling errors, difficulty
copying, memorizing basic facts,
describing events, and interpreting
subtle messages
11. Tend to emerge at a young age,
have difficulties with
comprehension, being understood,
expressing needs, ideas, or
information, struggle socially
12. May struggle to process visual
information, to follow multi-step
directions, to communicate, have
difficulty with grade-level work,
struggle with logic, problem-
solving, and reasoning skills
ARD Timeline Activity (E5)

#1 Referral for Initial Evaluation

#2 Initial Evaluation

Within 60
Calendar
Days
#3 Eligibility

Within
#4 IEP
30
Calendar
Days

#5 ARD Meetings

3
Years
1
Year

#6 Placement

#7 Reevaluation

#8 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 amount of personal assistance,
the learner is expected to learn or learning, task, completion, or testing enhance adult-student relationships; use
the number of activities they do physical space and environmental
structure
Example Example Example
Reduce the number of Pace learning differently for the Assign peer buddies, peer tutors from
vocabulary terms they must learn student, give them an extra day to their lab group
finish

Input Difficulty Output

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

Example Example Example

Use different visual aids, enlarge Allow them to use a calculator, Instead of writing the answer, allow
text simplify task directions- finding 3 them to respond verbally if that’s what
microhabitats instead of 4 they prefer

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in a
task
Example:
Have the student lead their lab
group

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of 1. Graphic
Assistive Organizers
Technology 4. Closed Captioning
(SP7CPE)

2. Classroom Seating (beanbags, exercise 5. Screen reading Software, Large Print materials
balls)

3. Word Processing Aids, Word Walls 6. Calculators

Venn Diagram of 504 and IDEA (E9)

D, G, H, I, K, L A, C, E, 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)

When students are taunting their disadvantaged classmates, Provide supplies in the classroom for students to use
1. quickly stop the harassment 4. if they may not have materials of their own

Listen to disadvantaged students- build a strong relationship

2. with them to help them succeed 5. Be very sensitive to the potential of embarrassment

Be careful about the school supplies you require students to

3. purchase 6. If you notice a student doesn’t have lunch money,
ensure there is a free lunch option for them

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
Anticipation Guide Before reading/individually/small Used to activate students’ prior
1. https://www.readingrockets.org/s groups/whole class knowledge and build their curiosity
trategies/anticipation_guide
A cooperative strategy where each
Jigsaw During reading/small groups student has a “home” group to
2. https://www.readingrockets.org/s specialize in one aspect of a topic.
trategies/jigsaw

Exit Slips After reading/individually/small Written student responses to questions

3. https://www.readingrockets.org/s group/whole class at the end of the class or lesson to
trategies/exit_slips quickly check students’ understanding
 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, Jigsaw text reading, Supplementary Materials (pictures, videos,
demonstrations, etc.)

2. Build background Contextualizing Key Vocabulary, Word Wall, Visual Vocabulary

3. Make verbal communication understandable Explanation of Academic Tasks, Appropriate Speech, Variety of
Techniques (modeling, using gestures, demonstrations, etc.)

4. Learning strategies (this one should be easy!) Variety (illustrating, summarizing, etc.) Scaffolding, Questioning
Techniques

5. Opportunities for interaction Encouraging elaborate responses, Grouping Configurations, Cooperative Learning
Activities (Jigsaw, Numbering heads, etc.)

6. Practice and application Hands-on Materials, Application of Content and Language Knowledge, Integration of
Language Skills

7. Lesson delivery Content Objectives, Student engagement, Pacing

8. Review and assess Review of Key Vocabulary, Review of Key Concepts (final review, etc.), Formal and Informal
Assessments

Reflections on the Reading STAAR (TL4)

1. I found the material quite easy, though, I am a teacher. I can see students getting confused when trying to
determine Eric’s main conflict in the story. The author mentioned it briefly in the beginning of the story
and continued to provide ideas that aligned with this conflict. The author also mentioned the struggle Eric
had with learning the regular customer’s names, which is one of the answer choices. I can see students
trying to decide between that answer and the correct one.
2. Determining the significance of Eric’s actions at the end of the story may also challenge student’s
thinking skills because there was significance to both him enjoying the shift and wanting to stay, as well
as the importance of loyal customers. They should be able to answer it correctly after reading the great
imagery the author included describing the regular customer’s actions to help Eric.

3. Determining the theme of any story can be difficult for any student, in fact, I had to read the answers
carefully, and multiple times, to determine the correct answer. Understanding the idea that those loyal
customers are unique, helping them out whenever they needed it, makes it a special place- the theme of
the story. It’s portrayed through the actions of these customers.
Reflections on the Math STAAR (TL4)
1. I had trouble on the last question, involving number lines. I was confused on how to divide the number
lines and ticks on them into equal amounts, which is why I chose the first one. After I finished, I went back
and worked though the problem again and was able to recognize where I made a mistake. If I had trouble
on this question, chances are that some students may also have trouble on this question/lesson. I will make
sure to explain these concepts in detail and ensure the students understand how to read number lines.

2. Question 3 was another one that took me some time to think through. Students should understand the
difference between range and interquartile range, and how to solve for both with information from a dot
plot, in order to be successful on this question. I think that carefully pacing this lesson would be
beneficial to the students because it gives them more time to fully understand the content.

Math can be a difficult subject for many students, and those numbers will only grow if you are unable to
3. successfully communicate and teach with your students. Another important idea to keep in mind is that
just because it may be “easy” for you, that doesn’t mean that it’s going to be easy for everyone else.
Dedicating enough time for you to deliver the lesson, engage your students, and check for understanding
before moving on is essential for students’ success!

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 21.53

Final Percent 77.98

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will improve my ability to monitor and track student’s understanding of the content in order to adjust
my instruction to better deliver the information to them. I will do this by analyzing student data, having
students complete exit slips, and implementing 3-2-1 charts to see what questions students may still
have, and address them in the next lesson.

2. As a first year teacher, I will work on building a positive learning environment for my students by
implementing classroom rules, procedures, and a social contract. I will do this by having the rules and
procedures posted around the classroom on posters. We will create the social contract either the first or
second day of class and have each student sign it, as well as myself.

3. I will improve my lessons by including more hands-on activities for the students to work through, rather
than pencil and paperwork. I will do this by implementing projects for the students to create, reflecting
their understanding of the lesson material. I will also include a lab activity anywhere I can throughout
my lessons.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. I will use a variety of research-based strategies in my classroom to ensure student success, including
small group instruction and visible learning. Both strategies have proven to be the most effective for
student success! I will also have anchoring activities for the class to complete, warm-up questions,
and graphic organizers to ensure student engagement throughout my lessons.
2. I will integrate technology wherever I can in my lessons, especially at the beginning or end of class.
Having a Wordle or Kahoot at the beginning or end of the class, as an introduction or review, are fun
ways to encourage student engagement. Lessons will be delivered through PowerPoint, with pictures
and videos imbedded to, again, encourage student engagement, as well as accommodate to visual
and/or ELL students.
3. Adjusting my lessons to accommodate to my student’s learning will be something I regularly do, as
well as implement tiered instruction for SPED and /or ELL students. I will ensure my lessons are
aligned with the TEKs and put together at least a week before the delivery. Learning objectives will
be posted daily, as well as a warm-up question or activity, and formative assessments (exit tickets)
will be given at the end of the lesson to help track students learning.
4. Having a positive, encouraging, and supportive classroom is a non-negotiable for me. We will create
a social contract at the beginning of the year, sign it, and abide by it to ensure everyone is being
respected and respecting each other. Rules and procedures will be posted around the classroom as
well to refer to whenever needed. Warm-ups will be used to spark student’s curiosity and interest in
the lesson, and objectives will be posted so they know what they’re going to learn about. Exit tickets
will be implemented as well, and I will ensure to greet my students at the door every morning/class
period.
5. To ensure that all students have an equal opportunity to master learning, I will use Tomlinson’s
strategies, including tiered instruction and flexible grouping. Accommodating and modifying lessons
is something I will do as well and will make sure my pacing is at a good level. Using visual aids,
word walls, and graphic organizers will be implemented as well! I will try modified seating and
provide an area for students to use to relax and focus. I will also have supplies readily available in
my classroom
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 be successful in the Designs and implements quality lessons,
classroom, maintains a positive attitude in difficult prepared for emergencies in the classroom
situations

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……

Implementing formal and informal assessments, Using data to inform short and long term
providing re-teach opportunities after each skill, learning goals
checking for understanding and providing feedback

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.