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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……

Dresses appropriate for any activity
including
interviews, scheduled meetings and anything
that requires proper dress code.
Loves to talk and interact with others.
I could manage time a little better. Making
sure I am earlier instead of being just on time.
Its like the old saying, if your 5 minutes early
you’re already late.
I can be a little louder. My voice sometimes
can be a little to quiet

Core Values (TIU3)

Responsibility Risk Taking

Additional Notes:
The two things from the core values chart that I can truly say would be my core values would have to
be Responsibility and Risk taking. I chose these words because they are two core values I have, and I
think everyone should have and. In life, we have to make our own choices and by default we must take
responsibility for our actions and every time we decide to choose to make a choice, we are taking a risk.
I have use both of these characteristics many times in my life, Responsibility is probably the biggest I
use daily. For example, I have to go to work and make sure I do a good job so I don’t lose my
employment, I also have to pay bills so that I can live the lifestyle I want. I must be responsible, or I
lose all of that. Risk taking, I decided to take the risk of going to college and choosing the path I did, I
could have stay away from school and went straight to work but I think my life would have been much
harder. Taking the risk paid off, I have much more opportunities now then I would have if I didn’t
have a degree. At the end of the day, the values you chose are what make you, you.
Different learning styles
Visual
Auditory
Kinesthetic *
Kinesthetic and Visual learning styles will be most dominate in my field of study. Doing
PE
requires you to see and to feel/do movements or techniques to perform them with
success.

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Behaviorists Cognitive learning Constructivists Humanism focuses

believe that theorists believe that on human freedom,
defining learning as
believe that the dignity, and
learning is a learner brings
merely a change in potential. It is
change in behavior is too their own past necessary to study
Brief behavior caused narrow. They view experiences and the person as a
Description: by the learner much like cultural factors to whole. This theory
an external stimul a computer -- deals with the social-
learning involves a
every situation. emotional side of
us
change in knowledge learning.
stored in memory, not
just a change in
behavior

IVAN PAVOL JEAN PIAGET LEV VYGOTSKY ABRAHAM

BF SKINNER JOHN DEWEY MASLOW
ALBERT BANDURA ERIK ERICKSON
BENJAMIN BLOOM
Theorists HOWARD GARDER
JEROME BRUNER
Associated:

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

1. Relationship 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 Jumps with feet together Self sufficient Usually a friendly person,
2 -4 yr olds injury Mature motor control Dresses them selves they are joyful and well
Good ball skills Copies complex shapes spirited
Likes to share
Imaginary friends Ready to ride bike Ask a lot of questions
Tells stories
Competitive Writes name
Developing Paints
understanding but has
difficulty
Needs structure to feel
safe
Kids are more quiet during
5- 8 yr olds
Growth rates slows Behaves logically this time but because they
Muscle coordination is Understand money are learning more about
Self-centered their surroundings and how
better balanced but Uses experiences to learn
Slow to be sociable incomplete More curious their body works
They like to play Hand eye coordination is Collections are started
Attachment to friends developing during this time
grows
Likes adult attention

Independence and Students start being able to Kids are starting to rebel
9-11 yr olds plan and experiment more
Friends are important disobedience is common
Kids are loud and rude Sense of humor Can tell time well
Self-view is starting Need to know why and
More mood swings how
Wanting to become Strong view of their
more independent born sex
Sex talk

Kids are stronger Abstract thinking Kids at this age are starting
12-14 yr olds Kids are fasters Cognitive activities to bloom to who they will
Have their own
Guidance from adults be the rest of their lives,
community More hormones
this is where acting like a
Leadership roles Girls grow faster than adult is most important
Fairnesss boys
Kids at this age are almost
Intense questioning fully grown, ageing
Students will start Arguing skills increase becoming fast then slow.
Relationships with developing into their Logic knowledge makes Conditioning and thinking
opposite sex adult bodies sense are at an all time high, and
15-18 yr olds Students are strong Decision making skills are thinking like an adult is at
transition period
important an all time high.
maturity is high but Boys are bigger than
girls May challenge people
skills are low Learns to evaluate
insecurity is high More sleep
relationships with self
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

Strategies to teach the Vocabulary (SS1)

1. Frayer Model 3. Word walls

2. Games 4. Flash card or writing down

definition

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

Tiered Instruction- Changing the level of complexity or required readiness of a task or unit of study in
order to meet the developmental needs of the students involved.

Anchoring Activities - These are activities that a student may do at any time when they have completed their
present assignment or when the teacher is busy with other students. They may relate to specific needs or
enrichment opportunities, including problems to solve or journals to write. They could also be part of a long
term project.

Flexible Grouping -This allows students to be appropriately challenged and avoids labeling a student’s
readiness as a static state. It is important to permit movement between groups because interest changes as
students move from one subject to another

Compacting Curriculum- Compacting the curriculum means assessing a student’s knowledge and skills, and
providing alternative activities for the student who has already mastered curriculum content. This can
be achieved by pre-testing basic concepts or using performance assessment methods.
Students demonstrating they do not require
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Students doing group work Jigsaw activity

Fish Bone organizer Anchor Chart

Graphic Organizers

Vein Diagram Connect 4 thinking

Advanced Organizers

Basic Principle Compare / contrast

Similarities / Differences

Graffiti Plot Diagram

Summarizing & Notetaking

Cues & Questions One Question, one comment, Last

Investigate the question
word

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

Create Canvas
Where you can create different projects and backgrounds as well as doing editing for videos and pictures
APPS:
Twitter
Evaluate
Let’s you see news and judge for yourself
APPS:
Excel
Analyze
Helps you organize and search at the same time.
APPS:
Google Docs
Apply
Allows you to create docs and projects
APPS:
Annotate
Comprehension
Helps you understand concepts and works on brain power
APPS:
Microsoft Notes
Remember
Helps you takes important nots during class
APPS:
Components of a social emotional learning program (SS12)
Self-awareness- Identity self-emotions, tie thought and feelings to awareness.
Self-Management- being able to have self-discipline, and self-motivation
Social Awareness- showing empathy, knowing when to talk, addressing social issues, having their own voice but allowing
others to have a voice as well.
Relationship skills- Work with people, to resolve conflict, being able to build relationships
Responsible decision making- being able to make smart decisions and being discipline

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 amount of Feed back Needs to keep students engaged longer

Create a welcoming space (CBM3)

1. Have a Sign that says P.E. Class Room / GYM

2. Have posters of modern day Athletes as well as Modern day scientist doing exercise. Ill have lay outs
of the human body as well as health and nutrition facts as posters

3.
Have my 5 Rules posted on Restroom Doors, Gym doors and office Doors

4.
Designated area for bags and clothes

5. OPEN DOOR POLICY in my class room

6. Introduction to class and myself as a teacher. I would go over how I grade and my self as a person.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
https://www.thoughtco.com/techniques-from-teach-like-a-champion-3111081
1. Technique One: 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. Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.

Technique 15: Circulate. Keep moving! Drawing the map suggests making room between the desks, so the teacher
3. moves unhindered.

4. Technique 22: Cold Calls. Like the sales technique, the teacher asks someone unsuspecting for an answer. It avoids
"opting out," and keeps all your students on their toes.

Technique 33: On Your Mark. Coaches expect athletes to be ready to engage in their sport. In the same way, a
5. teacher shows students what they need to be "on their mark."

Technique 36: 100 Percent. Champion teachers don't create unreasonable behavioral expectations, because their
6. final expectation is that everyone conforms all (100%) of the time.

echnique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective
7. teachers can be both simultaneously.

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?

3.

Stronge’s
4. Qualities of Effective Educators (CBM10)
The Effective Teacher establishes classroom management and organization that…

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

Sets clear, firm behavioral expectations Maintains daily routines and procedures
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 ranger from
gifted to delated
Combination of hearing and vison
loss
Cognitive and developmental
abilities
Has a hearing loss
Cant communicate with voice
May use ASL
inability to learn that cannot be
explained by intellectual, sensory, or
health factors
Mood swings
Easily frustrated
Difficulty with oral expression
Difficulty with social skills
struggle with overall academics
Struggle with attention, memory
Struggle to make generalizations
Hampered speech and
communication skills
Challenges with mobility
Need assistance with everyday tasks
Usually has medical needs
A child with the immobility to move
a body part or whole body
Limited strength
Chronic illness
Asthma
May have trouble 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
Spatial positioning
Short attention span
Sensitivity to bright light
Poor eye and hand coordination or
Impact on Classroom
-Struggle to stay on topic
-Have difficulty sharing
-Can be a disturbance at times
Needs special seating
Needs supplements like oral and visual
aids
Has difficulty communicating
Needs special seating
Needs supplements for visual aid
Has difficulty reading
Hyperactivity
Aggression
Withdrawal
Immaturity
Wears hearing aids
Reads lips or asl
Not be working on grade level materials
Not understanding social norms
Require multiple services
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
Depending on health impairment gives you
the impact on the class room, usually needs
to be with a specialist
Slower than the rest of the class room
Difficulty copying and learning
Struggle with social interactions
Has difficulty understanding
Cant express the way others can
Struggle to process visual information
Struggle to follow multi-step directions
Struggle to communicate
Have difficulty with grade-level work
May have trouble with well lit areas, may
need to use special language to read
ARD Timeline Activity (E5)

#1 Establish a ARD date with teachers and

others included in the process
Notice/Consent for initial Evaluation

#2 Make sure to keep the student on the right

track by establishing goals etc
Initial referral Within 60
Calendar
Days
#3 Track goals and make sure student is
on the right path, have a check up

Within
#4 Check in with student regularly,
have another conference with a 30
teacher if necessary Calendar
Days

#5 If goals are completed, have student

establish new goals, reviewing if the
student should take another step. this
would be yearly 3
Years
1
Year

#6 Student by this time should be

moving along great, by completing
their goals or being close to a Re-
evaulation

#7 Full Evaluation, and is ready for

Dismissal

Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
#8 Notice of ARD, Yearly ARD,
Dismissal Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
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
Example
Use different visual aids, enlarge text, plan more
concrete examples, provide hands-on activities,
place students in cooperative groups, pre-teach
key concepts or terms before the lesson.
Participation
Definition
Adapt the extent to which a learner is
actively involved in the task.
Example:
In geography, have a student hold the globe, while
others point out locations. Ask the student to lead
a group. Have the student turn the pages while
sitting on your lap (kindergarten).
Types of Assistive Technology (E7)
Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. Tech speech system
(SP7CPE)
2. Calculator
3. Smart Phone
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for Increase the amount of personal assistance to keep
the student on task, to reinforce or prompt the use
learning, task completion, or testing.
of specific skills. Enhance adult-student
relationships; use physical space.
Example Example
Individualize a timeline for completing a task; Assign peer buddies, teaching assistants, peer tutors, or
pace learning differently (increase or decrease) cross-age tutors. Specify how to interact with the student
for some learners. or how to structure the environment.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or the rules Adapt how the student can respond to instruction.
on how the learner may approach the work.
Example Example
Allow the use of a calculator to figure math Instead of answering questions in writing, allow a
problems, simplify task directions, or change verbal response. Use a communication book for
some students, or allow students to show
rules to accommodate learner needs.
knowledge with hands-on materials.
Notes:
4.
Wheel chair
5.
Special lenses and magnifying glass
MP3 players and radios
6.
Venn Diagram of 504 and IDEA (E10)

B
C
E

DK AP
G F
H J
L I

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
1. books so low-income students can see and work with printed
materials. School may be the only place where they are exposed
to print media.
2. Keep your expectations for poor students high. Poverty does not
mean ignorance.
Do not require costly activities. For example, if you require
3. students to pay for a field trip, some of them will not be able to go
Instruction that aligns with achievement in
4. poverty environments.
Don’t make comments about your students’ clothes
5. or belongings unless they are in violation of the dress
code.
6. Identify options for students versus only one way –
my way

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Use interesting text- Text that entertain the student or something they relate too.

2. Provide content goals for reading- interests in learning

3. Increase social interaction among students related to reading

4. Support student Autonomy

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Name of strategy- Alphabet Matching
1. When to use it- you use it anytime you are reading or writing
How to use it- you make sure to have correct punctuation, correct lettering such as capital letters at the beginning of the sentence
Describe strategy- this strategy is used when a person is reading or writing. You want to make sure you are using correct letters, correct spelling, you
want to make sure that you are pronouncing the right letters when reading or writing etc. It can even be useful when trying to organize paperwork.

2. Name of strategy- sentence combining

When to use it- you used sentence combing anytime you are writing
How to use it- you use sentence combing by using periods, commas, semicolons dashes etc.
Describe strategy- the strategy is simple, you combine sentences with punctuation by using commas and others symbols in the English language.
3. Name of strategy- Summarizing
When to use it- you use summarizing after reading a text to give an overview of what you just read
How to use it- you read a text, article, story, chapter etc, after reading you write down a summary usually anywhere to 3-5 sentences; more or less if
needed. You write down a overview of what you just read
Describe strategy- you read a text, article, story, chapter etc, after reading you write down a summary usually anywhere to 3-5 sentences; more or less
if needed. You write down a overview of what you just read
 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 - High light text- Adaptation of Content – Leveled study guides

2. Build background Content word wall – Vocabulary Self Selection – Concept Definition Map

3. Make verbal communication understandable Appropriate Speech- Use Variety Of techniques – Explain tasks

4. Learning strategies (this one should be easy!) Scaffolding Techniques- Questioning Techniques - Mnemonics

5. Opportunities for interaction Fostering student on student interaction- grouping configurations – cooperative
learning activites

6. Practice and application Practice hand on – give opportunities- discuss doing

7. Lesson delivery Content objectives- Student engagement- Pacing

8. Review and assess Word study books- Informal assessment – authentic assessment

Reflections on the Reading STAAR (TL4)

1. Question 1- Eric’s actions at the end of the story are significant because they reveal that he — (realizes the importance of
loyal customers). I can see how students can get this wrong by thinking the first few paragraphs are the point of the story.

2. Question 2 – Which sentence best describes the story- _We have to take care of our regulars because they’re part of what
makes Sam’s Deli a special place.”) Students may get this wrong by thinking the point of the story is about being busy.
Students must read important details like customers forgetting their wallets and going all the way through traffic just to eat at
the shop

3. Question 3- What is the meaning of wistfully in paragraph 12 ( Sadness) students may get this wrong by not knowing enough
vocabulary or by not reading before and after the text to get a understanding of what the word might relate to.
Reflections on the Math STAAR (TL4)
1. An engine is operating at 25% of its full power. Which number line shows a point that represents 25%?
Students may get this wrong is their visual skills aren’t aligned with their division skills

2. The dot plot shows the lengths of the 12 trailers sold at a store last
Students may get this wrong if they don’t know their vocabulary or graphing skills

3. Serena bought 5 shirts for $6 each and spent $7 on lunch. She paid for the shirts and lunch using her debit card. The
change in the balance of Serena’s checking account can be represented by the expression
5(-6) + (-7)
Which integer represents the change in the balance of Serena’s checking account from these purchases?
Students may get this wrong if they don’t know PEMDAS

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 77.98 E10
Three professional goals for my classroom (TL8)
1. I want to make sure my students are well informed about Physical Education

2. I want to have a new goal every week, a goal that is easy to reach but yet challenging

3. I want to have 100% participation

Vision of an Educator (TL11)

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

1. What research-based strategies will you see in my classroom?

3 to 1 correction ratio. Since PE is a hand on subject, students will be novice to new things, and
being the strict teacher won’t cut it. So having a 3 to 1 correction ration meaning you give 3 goods
to 1 bad should be helpful.

2. What technology will you see in my classroom?

You will see htp sprint system. This system monitors heart rate, activity level, steps and more and
sets goals based on weight and height. This helps the student understand how their bodies work
under physical activity and will make grading easier

3. What are the important elements of lesson planning that need to be incorporated for
student success?

Student management, this is the most important part of the lesson plan besides the objective.
Objectives in PE are important but student management is a must being that most classes are well
over 50 students for 1 teacher.

4. In classroom behavior management, you learned about rules, procedures, routines, and
organization. What are the non-negotiables for my classroom?

Not listening, not respecting each other, fighting, and misbehaving

5. In my classroom, how can I assure that all students have an equal opportunity to master
learning?

By using back to wall method being that I should be close to the wall and walking around
constantly giving feedback. I will also give options to how students may want to learn a skill.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Maintains a positive attitude in difficult requests technical support when necessary
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……

Displaying consistency in grades – no extremes Conducting assessment after each lesson

NOTES: Effective Teachers know how each student is progressing in their class. They use a variety of
assessments to demonstrate mastery of the skill and are able to communicate professionally with the student,
parents and other professionals about student strengths and weaknesses.

The Effective Teacher engages in dialogue with students, colleagues, parents, and administrators, consistently
demonstrating respect, accessibility, and expertise. The Effective Teacher believes that all students can be
successful in the classroom.
 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.