Misheel Enkhbat

11/20/2022

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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. Has a classroom that reflects a positive, 1. Greets students at the door
safe, environment 2. Speaks with appropriate tone and volume
2. Models ethical/respectful behavior in all
situations

Core Values (TIU3)

Kindness Curiosity

Additional Notes:
What do your core values mean to you?

Kindness to me means that you respect others, and don't say rude, or derogatory comments to
them. It's having a basic sense of awareness of how your words and actions can affect someone else.
For me, kindness is the beginning value that leads to others such as integrity, honesty and
professionalism. Curiosity to me means that one is engaged with the material at hand, and wants to
learn more about the reasoning behind the concepts. Having curiosity is an invaluable trait that one
doesn't have to be born with. As an educator, my goal would be to foster curiosity in all of my
students.

How you derived these core values?

I derived these core values by narrowing down my list of longer values before finally settling on
kindness and curiosity. Although it was difficult to choose, I believe that a combination of being kind
to others and curious about the world can open doors for you and allow you to develop and foster
additional values.

What experiences led you to these core values?

I landed on the two core values of Kindness and Curiosity because I believe that those are two traits
that are essential for student's in education. In my personal life, I've learned that it's far easier and
more productive to be kind to others. Typically, kindness is reciprocated with kindness in turn - and
if it's not - at least you tried your best. In terms of curiosity, I believe that asking questions is the
best way to learn and master a subject. Rote memorization can provide you with the knowledge
temporarily, but genuine curiosity will lead to a more enriching, life-long pursuit of knowledge.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism
Believe that defining believe that the learner
Behaviorists believe learning as a change in brings their own past Focuses on human
that learning is a behavior is too narrow. experiences and freedom, dignity and
change in behavior View the learner like a cultural factors to potential. Necessary to
caused by an external computer – learning every situation. Since study the person as a
stimulus. Rewarding involves a change in each learner constructs whole. Deals w/the
Brief someone for a knowledge stored in knowledge, learning is social-emotioinal side
Description: particular behavior memory, not just a different for each of learning
encourages them to change in behavior. person. Instruction
behave in the same focus more on mental should encourage
way in a similar processes (rather than students to discover
situation. The reward observable behavior) principles for
reinforces the Teachers assist the themselves, and the
behavior. However, if learner in making curriculum should
punished, they are less associations and spiral to build upon
likely to repeat it discovering for prior knowledge
themselves
Lev Vygotsky – theory
Ivan Pavlov (Classical Jean Piaget – first asserts themes Abraham Horld
Conditioning) person to study regarding social Maslow - developed a
children scientifically interaction and the motivational theory
B.F. Skinner (Operant (Piaget’s Stage Theory zone of proximal
Conditioning) – A of Cognitive development –
Theorists believed nurture
behavior based on a Development)
Associated: influenced
consequence Sensorimotor Stage
(birth-2years) development more
Albert Bandura - Preoperational stage than nature – social
Social Learning (2-7) interaction is essential
Theory states that Concrete operational in learning
people learn from one stage (7-12) ZPD – distance
another, using Formal observations between student ability
observation, imitating (13-adult) to perform a task
and modeling under adult guidance
and ability to solve
prob independently

Constructivism – John Dewey – believed that learning by doing enabled students to develop
problem solving skills
Erik Erikson – german psychologist that refined freuds theory and postulated that personality
developed in 8 stages
Notes: Benjamin Bloom (Bloom’s Taxonomy) model used to classify educational learning objectives
into levels of complexity and specificity
Howard Gardner – learners can measure their knowledge in the form of an IQ. Another theory is
Multiple Intelligences – which states that there are many types of intelligence
Jerome Bruner – idea of learning by discovery (past experience to discover new truths) states that
a theory of instruction should address four aspects 1. Predisposition towards learning 2. The ways
knowledge can be structured for the learner to grasp easily 3. The most effective sequences to
present material 4. The nature and pacing of rewards and punishments
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Learn how to manage feelings.
Implications By 5, friends are important –
fear of dark/injury, likes to
share, cooperative play,
imaginary friend, competitive,
2 -4 yr olds understanding of rules,
structure and routine
5-8
Out of the home and into the
friend group
9-11
Peer groups are more
important. Children can be
loud/rude/moody/sensitive.
Attitude change regarding
school/daydream, restless,
5- 8 yr olds want to discuss sex often.
Signs of growing
independence, backtalk,
rebellious behavior. Fears
include the unknown, failure,
death, family problems, non-
acceptance. Concept of right
and wrong build, sense of
humor develops, when they
succeed self view improves,
strong attachment to their own
sex
9-11 yr olds 12-14
Comfortable in community,
may enjoy mixing with both
sexes, leadership experiences
are valuable, concerned about
justice/fairness, family is still
vital anchor, success is
essential
15-18
Transition period – detach
from parents. Feel mature,
12-14 yr olds insecurity, anger, frustration
begin. Want more peer
approval. Develop close
relationships with their gender,
interest in opposite sex
(CHARACTERISTICS)
High social needs, want a
voice, freedom, leadership,
coed activities, status, definite
interests, abstract thinking,
feels inferior, individual,
community consciousness,
15-18 yr olds interested in travel/adventure,
need life planning guidance,
developing concern for others
4. Retrieval
5. Routing
6. Re-exposing
Physical
Looks stronger, starts to
look longer and leaner –
jumps w/feet together,
mature motor control,
ball skills improve, ride
bike, cut on line with
scissors
Into the world of
games and school
work
Range of height and weight
widens. Becomes critical of
physical appearance (esp.
girls). As coordinated as adults
although awkwardness is
common, energy abounds and
may become overstimulated.
10-11 hours of sleep per night
12-14 y/o:
Rapid growth/change, difficult
for individuals whose changes
are apparent, new sense of
physical selves, varied pace of
development, girls have
growth spurts earlier than boys
15-18
Coordination and strength
increase; can cause clumsiness
General awkwardness, by 19
they have full motor
capacities, move through
puberty at different rates, self
conscious, always hungry,
need more sleep, more
sweating, sexual desires and
fantasies increase
7. Retaining
8. Rehearsing
9. Recognizing
Mental
Makes great strides in
being able to think and
reason. Learn their
letters, counting and
colors – self sufficient in
many routines
Into the world of adult
ideas, logic and
communication
Begin to think abstractly and
can plan for several weeks.
Can insightfully evaluate
behavior, attention span and
concentration increases from
30 minutes to several hours.
Developing a sense of morals,
need to know and understand
“why” and feel independent
and free to express. Act
cooperatively and friendly
12-14 y/o
Moved from concrete to
abstract thinking – enjoy
cognitive activities. Need to be
allowed to find solutions to
problems, learn from mistakes,
test ideas, form opinions. Still
need guidance of adults
15-18
Intense questioning, increasing
accountability, sarcasm,
arguing skills improve,
reasoning skills improve, apply
concepts to examples –
deductive reasoning/educated
guesses, reason through
problems, construct
hypothetical solutions to a
problem, recognize actions
affect future, sets personal
goals, conscience, challenge
adults
Characteristics /
Child becomes stronger and
looks longer and leaner
Period of slow, steady growth,
learn best if physically active,
learning how to use their
bodies, more interested in
process than product, Wrapped
up in self. Learning how to be
friends. Boys and girls enjoy
playing together. Thinking is
concrete. Easily motivated and
eager. Short attention span.
Naturally curious. Sensitive to
criticism. Strong desire for
affection of adults. Seek adult
approval
Active, like group activity, like
to be w/members of own sex,
interests change rapidly, do
best when work is in small
pieces, need guidance from
adults to stay at a task, admire
older boys/girls, easily
motivated, do not like to keep
records, likes
symbols/ceremonies/songs,
curious, cooperative, show
independence, need
recognition and praise, have
feelings of competence that
enhance self-concept, don’t
like comparisons w/others, can
direct a single familiar activity,
limited decision making ability
Worried about development,
being liked, social graces,
grooming. Change at diff rates,
self conscious, interested in
sex, mood swings, desire
independence, like fan clubs,
beginning to question authority
of parents, peer pressure,
interested in mixed sex
activities, sports/active, ready
for longer learning
experiences, can take
responsibility for planning and
evaluating their work, may
avoid difficult tasks, want to
explore, getting over fantasy,
gain social skills
Hattie’s most effective influences on instruction (throughout SS)
22. Scaffolding Instruction is found to have a strong 1. Underlining and highlighting .50
2. Elaborative Interrogation .42
influence on student achievement (.82) 3. Elaboration and organization .72
23. Small group learning - .47 4. Rehearsal and memorization .73
24. Positive peer influences - .53 5. Appropriately challenging goals .59
25. Self-regulation strategies - .52 6. Questioning .48
7. Teaching Communication Skills & Strategies
26. Peer tutoring .53 8. Interactive Video Methods .54
27. Classroom discussions - .82 9. Technology in other subjects .55
28. Cooperative learning .40 10. Technology in writing .42
29. Imagery .45 11. Technology with elementary students .44
12. Technology with learning needs students .57
30. Concept Mapping .64 13. Intelligent tutoring systems .48
31. Elaboration and organization .75 14. Information communication technology .47
32. Transfer Strategies .86 15. Positive Self Concept .41
33. Meta Cognitive Strategies .60 16. Self-Efficacy .92
17. Reducing Anxiety .42
34. Summarizing .79 18. Strong classroom cohesion .44
35. Notetaking .50 19. Teacher expectations .43
36. Outlining and transforming .66 20. Student-teacher relationships .52
21. Setting Standards for Self-Judgement .62
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 deepending 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. Repetitive exposure to words 3. Indirect learning of vocabulary, for example using vocab
words in numerous different concepts

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)

Teacher’s can differentiate according to:
1. Content
a. Resource materials at various readability levels, audio/video recordings, highlighted
vocabulary, charts/models, interest centers, varied manipulatives and resources, peer/adult
mentors
2. Process (making sense & meaning of content)
a. Leveled or tiered activities, interest centers, hands on material, vary pacing to readiness, allow
flexible working (alone, groups), allow choice in strategies for processing and expressing
3. Products (showing what is known and able to be done)
a. Tiered product choices, model, use and encourage use of technology within
products/presentations, range in choices from multi-intelligence, gender, culture, race, use
related arts teachers
4. Assignments, homework, learning stations, assessments, writing prompts, anchor activities, materials
5. Flexible grouping & Compacting curriculum
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Think-Pair-Share Four Corners

Anchor Charts Mind Maps

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

Compare/Contrast (Venn Diagram or T- Classify (Categorizing food items as acid

Chart or base)

Retelling Reading Strategy (Give you 3-2-1 Summary

5 fingers)

Investigating the Question (IQ) Slap

1 Minute Paper
Down Game

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

Create Generate, conclude, produce, formulate, integrate, reorganize and revise
Express Edu, Fotobabble, Canva, Anchor, Skype

APPS:
Critique, categorize, collaborate, combine, contrast, formulate, integrate, reorganize, revise
Evaluate Padlet, Notion, Miro, Weebly, Twitter

APPS:
Diagram, differentiate, illustrate, infer, prioritize, correlate
Analyze Wufoo, Thinglink, Airtable, Google Sheets, Wevideo

APPS:
Chart, collect, predict, produce, provide, report, solve, use
Apply Soundation, Zoom, Pixlr, Sway

APPS:
Classify, estimate, explain, paraphrase, summarize
Comprehension Feedly, Voicethread, PicMonkey Collage, Befunky

APPS:
Define, describe, identify, label, list, match, name
Remember Symbaloo, Wordle, Quizlet, Vocaroo, Popplet

APPS:
Components of a social emotional learning program (SS12)
1. Self-Awareness (be able to identify their emotions, being aware of their own body space, reflective; conflict mediation;
journaling; having them see their own impact on the world)
2. Self-Management (breathing exercise, counting to 5)
3. Social-Awareness (Empathy, service-learning projects, role playing)
4. Responsible Decision Making (Considering the well-being of self and others; evaluating the consequences; shared
agreements; 1 to 1 problem solving; having students debate an issue)
5. Relationship Skills (Ability to work cooperatively/resolve conflict, cooperative groups)

**Has to be a part of the school culture

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

1. Is responsive to situations and student needs 1. Has lesson plans that are learner-centered
2. Implements changes as suggest by peers and 2. Incorporates higher order thinking
administration questions for deeper learning

Create a welcoming space (CBM3)

1. Greet students at the door

2. Have my name and a welcome message on the whiteboard

3. Have signs/decorations around the room

4. Have an assigned seating chart with nametags on each desk

5. Have a student station with supplies

6. Establish procedures and routines

 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique One: No Opt Out.

2. Technique Nine: The Shortest Path.

3. Technique 13: Name the steps

4. Technique 25: Wait Time.

Technique 28: Entry Routine.

5.

Technique 41: Threshold.

6.

Technique 49: Normalize Error

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 - Establishes smooth transitions between
- Maintains daily routines and procedures activities
- Provides instruction bell to bell
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 Impact on Classroom
- Neurological disorder, - Perseverate on a topic, not
gifted to cognitively pay attention, difficulty
delayed, 4:1 male to sharing, non verbal
female ratio - Utilize a SSP, info
- Any combo of vision introduced deliberately and
and hearing loss systematically
- Diffic. w/speech, - Special seating, visual aids,
reading, writing, ASL, eye contact, diffic. w/ SEL,
use aids frustration
- Hyperactivity, - Exhibit inappropriate
aggression, behavior, not able to
withdrawal, maintain relationships,
immaturity, learning inappropriate manifestation
difficulties of physical symptoms/fears
- Articulation - Wear hearing aids, read
difficulties/language lips/ASL, quiet environment
delays, difficulty with with visuals, slower rate of
oral expression and speech and enunciation
SEL - Not be working on grade
- Struggle with level materials, not
academics, attention, understand social norms,
memory, struggle with problem
generalizations, social solving
- Hampered - Require multiple services,
speech/communication/ alt communication, alt
mobility; medical materials
needs - No cognitive concerns, use
- Difficult to generalize assistive technology
EX: spinal cord injury, - Results in limited alertness
cerebral palsy with respect to the
- Asthma, ADD, educational environment
diabetes, epilepsy, due to acute/chronic
tourettes problems
- May impact - Slower reading rate, spelling
reading/writing/oral errors, difficulty copying,
language/math/study memorizing, describing,
skills interpreting
- Articulation/fluence/la - Difficulties
nguage disorder, w/comprehension, being
abnormal voice understood, expression,
- Memory/attention/soci social interactions, work
al/emotional with SLP
regulation/speech and - Struggle to process visual
language/physical info, follow multi step
concerns directions, communicate,
- Spatial positioning, grade level work,
short attention span, logic/problem solving skills
sensitivity to bright - N/A
light, poor hand/eye,
poor academic
performance
ARD Timeline Activity (E5)

#1 Response to Intervention (RTI)

#2 Initial Referral

Within 60
Calendar
Days
#3 Initial Evaluation Completed

Within
#4 Notice of ARDC Meeting
30
Calendar
Days

#5 Eligibility Determination Made By

ARDC

3
Years

Year

#6 Annual IEP Review

#7 Notice and Consent for Reevaluation

#8 Dismissal/Graduation
Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items that
the learner is expected to learn or
# of activities students will
complete prior to assessment
Example
Reduce the amount of free-
writing and annotations required
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for Increase amount of personal assistance
learning, task completion, or testing to keep student on task, to reinforce or
prompt the use of specific skills.
Enhance adult- student relationships;
Example use physical space and environmental
Example
structure
Provide additional time to complete Assign a peer tutor to go over work
graphic organizers

Input Difficulty Output

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

Example Example Example

Use various visual aids, enlarge Provide a simpler source article to Allow verbal responses and hand drawn
text, pre-teach vocabulary annotate pictures with simple sentences

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task
Example:
Have students come up to display
their thought process

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. Visual – eyeglasses, magnifiers,
(SP7CPE)
braille displays, screen reading
software, text to speech systems, lare
print materials
2. Listening/Hearing – hearing aids,
personal listening system, closed
captioning
Math – calculators, talking calculators,
3. electronic math worksheets, pen top
computers
Reading – audio books, CDs, MP3s, reading
4.
guides, optical character recognition, smart
phone, e reader, word processing
Writing – pen/pencil grips, word processors,
5.
word wall, alt keyboard, proofreading
programs, speech recognition software, word
prediction software
Organization/Memory – graphic organizers,
6.
text to speech, audio books, apps for
reminders/notetaking
Venn Diagram of 504 and IDEA (E9)

-B

- D - A
- G - C
- H - E
- I - F
- K - J
- 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)

Provide access to computers, magazines, newspapers, and Take time to explain the rationale for rules and
books. procedures in your classroom.

Keep your expectations high. Poverty doesn’t mean Be careful about the school supplies you expect
ignorance. students to purchase.

Don’t make comments about your student’s clothes or Arrange a bank of shared supplies for your students
belongings unless they are in violation of the dress code. to borrow.
Do not require costly activities (EX: field trips)

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide Content Goals

2. Support Student’s Autonomy

3. Use Interesting Texts

4. Increase social interactions among students related to reading

Reading Strategies to Strengthen Literacy Skills (R8)

Anticipation Guide 1. Used before 1. Comprehension strategy

reading/individually, small that activates prior
groups, whole class knowledge and builds
curiosity
2. during reading/small 2. Strategy for developing
Reader’s Theatre groups reading fluency
3. Writing strategy that
3. Individually/small helps students understand
RAFT groups, whole clasas their roles as writers,
audience, formats and topic
 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 Outlines, graphic organizers, highlighted text

2. Build background Content Word Wall, Concept Definition Map, Cloze Sentences

3. Make verbal communication understandable Scaffolding techniques, appropriate speech, explanation of

academic tasks

4. Learning strategies (this one should be easy!) Mnemonics, “I wonder,” GIST Summarizing

5. Opportunities for interaction Encouraging more elaborate responses, homogenous/heterogeneous grouping, Four
Corners

6. Practice and application Manipulatives, Semantic Map, Game for content review (Jeopardy, Wheel of Fortune)

7. Lesson delivery State objectives orally and write them on board, engage students, pacing

8. Review and assess Paraphrasing, systematic study, word study books

Reflections on the Reading STAAR (TL4)

1. Although I got the answer correct, I can imagine that on question 2 of the reading assessment, students might misperceive the
figurative language of “the tidal wave of customers trickled to a stream” and think that the author included this because “new
customers got wet from the firefighters’ hoses at the festival. They would be confused about the definition of figurative
language and interpreted the text literally instead.

2. I got this question correct as well, but on question 5 I can imagine students might have chosen “With Anxiety” in regard to the
meaning of “wistfully.” I imagine that the student may be imagining themselves in the situation and how they might feel
anxious. They would have not been considering the context clues within the paragraph.

3. For question 5, I imagine a student might have incorrectly guessed the wrong answer by not fully comprehending the text. For
instance, they may have chosen the answer that Eric has learned working in the deli is more fun than being with friends,
because they mistake Eric’s main conflict with his actions at the end. They probably were not taking into consideration the
lesson Eric learned.
Reflections on the Math STAAR (TL4)
1. I got this question correct, but for number 5 on the math assessment, a student might have gotten confused with how to
interpret the number line. They may have incorrectly counted the coinciding points, and have gotten a different answer than
Line B.

2. For question 2, I imagine the student might have chosen the wrong answer because they didn’t understand the definition of an
absolute value.

3. For question 1, I imagine the student might have ignored the (-) signs in the expression and miscalculated 5(-6) + (-7) to be 30-
7 = 23 which would be an incorrect answer.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

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

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

Final Percent 77.975

C10 + D10 +
Final Letter Grade C+ E10
Three professional goals for my classroom (TL8)
1.
I will incorporate differentiation strategies such as varied content, cooperative grouping, tiered
activities and interest students, for students by using data and student’s learning profiles as the basis for
decisions.

2. I will promote higher order thinking by activating prior knowledge before reading a text and asking students to draw
connections to their own life. I will develop lessons that include activities that promote higher order thinking such as graphic
organizers, concept maps, Venn diagrams, and retelling strategies.

3. I will utilize comprehension strategies such as “think alouds,” anticipation guides, summarizing/notetaking, and cooperative
grouping to increase reading comprehension within my students and create a positive classroom environment.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
In my classroom you will see Marzano’s strategies of cooperative grouping and graphic organizers. You
will also see Tomlinson’s strategies of differentiation through varied content, process and product
differentiation. I will also promote higher order thinking by utilizing Bloom’s Taxonomy. In my classroom,
I will utilize different applications such as Canva and Go Noodle. I will also utilize multimedia to
supplement instruction for my ESL learners. The important elements of lesson planning that need to be
incorporated are deconstructing/unpacking the TEKS, creating a smart objective, central focus, learning
targets, identifying academic language, language supports, creating assessments/evaluations, and creating a
hook/closure. In addition, defining the body of the lesson using “I do,” “We do,” “You Do,” identifying the
resources/materials needed, classroom management strategies, and academic supports. The non-negotiable
procedures in my classroom will be a strict bathroom policy, raising your hand before speaking, and
keeping your hands, feet, and objects to yourself. To ensure all students have an equal opportunity, I will
utilize differentiation strategies to scaffold learning for various groups of students such as ESL students,
gifted students, and Learning Disability students.
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 - Designs and implements quality lessons
manner - Two way communication
- Maintains a positive attitude in difficult w/parents/admin
situations
- Believes that all students can achieve at
high levels

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……

- Collecting, reviewing, analyzing student - Implementing formal and informal
data assessments
- Providing re-teach opportunities after each - Communicating student progress to
skill parents/admin

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.