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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……

Addresses students by name Responds to all students with respect at all times
Greets students at door Speaks with appropriate level and tone
Invest time before and after school Self reflection for improvement

Core Values (TIU3)

Dependability Ethical

Additional Notes:
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

* Learning is a change *learning involves *learners bring own *social-emotional side

in behavior cause by
external stimulus.
*Rewards for
particular behavior
Brief encourages people to
Description: behave in similar
situations.
*Reward reinforces
behavior
*Punishment a person
is less likely to repeat
behavior.
change in knowledge
stored in memory, to
just change in
behavior.
*focus on mental
process.
*teachers assist learner
in making associations
and discoveries
past experience and
culture to situations.
*every one learns
differently.
*should encourage
students to discover
for themselves.
*curriculum should
build on prior
knowledge.
of learning
*focus on human
freedom, dignity, and
potential.
*learning through
social contact, show
and tell, counseling
and social work

*Ivan Pavlov: classic Jean Piaget: Lev Vygotsky: Abraham Harold

conditioning Development ZPD, zone of personal Maslow:
progresses through 4 development *physiological needs
*BF Skinner: stages. *safety needs
John Dewey:
Theorists operative conditioning, Thinking more Learning by doing
*social belonging
modify with reward complex with age needs
Associated:
Erik Erikson: *esteem:
*Albert Bandura: 8 stage of learning psychological esteem
learn from another and reputation
Benjamin Bloom *self-actualization:
Howard Gardner: IQ potential, fulfillment.
important

Jerome Bruner:
discovery

Behaviorism: + observable behavior makes easy to collect and quantify data

-doesn’t describe learning without reinforcement
-disregards changes in reinforced behavior
-doesn’t prep for problem solving as creative thinking, just reactions
Cognitive: Sensorimotor: birth-2, understand w/ 5 senses. Basic shapes etc.
Notes: Pre-operational (2-7): knowledge is based on own personal feelings
Concrete operational (7-12): think logical and empathetically, but still learns best through experience
Formal Operations(13-adult): abstract thinking. See different perspectives, hypotheticals, use logic,
reasoning, comparison classifications
Constructivists: +encourages engagement, promotes motivation, independency, problem solving skills, adapts
learning, need social contract
-cognitive overload, misconceptions, hard to detect problems, nurture over nature.
Humanism: +take care of needs, learning best if fed, feels safe, and supported
-vagueness in deficiency, various exceptions
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. RELATIONSHIP
2. RIGOR - planning
2.
3. RELEVANCE - planning
Stages of Development (TIU7)
Social Emotional
Implications
Fear of dark or injury
Likes to share- cooperate play
2 -4 yr olds
Maybe imaginary friends
Competitive doesn’t want to
lose.
Develops understanding if
rules
Taking turns difficult
Needs structure & routine
* still self-centered, bcoming
social w/ ot hers
5- 8 yr olds * enjoys matattlingke believe
and play
* develops friendships
* tattling is common
* value winning/leading
* attached to adults other than
parents
* rough housing
* + attitude about shool
*try new behaviors
* more realistic fears
9-11 yr olds
*Peer groups more imp.
* loud & rude at times
Moody and sensitive
*wants to be more imp. Of
adult
* attitude change to school
* wants sex discussion
* antagonist to other sex
12-14 yr olds *more comfortable in
community & peers
*enjoys mixing w/ other
sex in some activities
*leader exp. Is valuable
*become concerned about
issues
*family still imp.
*comparison w/ other
Begins to know difficult.
15-18 yr olds
*detached from parents
*feels mature
*insecure/anger/frustration
*needs more peer approval
*develops more interest in
other sex
\ *desire group acceptance
4. RETRIEVAL - instruction
5. ROUTING - instruction
6. RE-EXPOSING - instruction
Physical
*jumps w/ feet together
*more mature motor control
*ball control improved
*maybe learn to ride bike
*cut on line w/ siccors
*growth rate slower 3-6 lb/yr
*Muscle coordination uneven
Using large muscles easier
*hand/eye –hand coordination
Continue to improve
*projects messy
*stages of height / weight
widens
* as coordinated as adults
although awkward at times
*energy abounds
*may be overstimulated when
competitive
10-11 hours of sleep
*puberty starts/ growth spurts
*rapid growth and physical
change
*coping with body changes
* develop at varied speed –
growth spurts
*girls grow faster
*coordination and strength
increases
*general awkwardness
*puberty
*always hungry
*need to sleep increases
*sexual desire/fantasy
increases
7. RETAINING - assessment
8. REHEARSING - assessment
9. RECOGNIZING - assessment
Mental
*self-sufficient in many
routines
*dresses self
*copies complex shapes
*asks lots of questions
*tells stories
*imitates and writes name
*paints, threads beads
*sorts objects by size
*learning is through play
*thinks logically about
behavior
*forms ideas like adults
*learn to write letters and
numbers
*understand value of money
*short interest span
*courious about nature, things
and people
*Began thinking abstractly &
can plan
*Attention 30 min-hour
*develop morals based on
what learned
*needs to know why
*independent
*fuss less w/ peers
*Enjoy cognitive activity
*learns from mistakes
*instance questions
*more accountability for
finances
*organize skill improve
*reasoning improves
*deductive reasoning
*construct hypothetical
*set personal goals
Characteristics /
*physical develop stronger,
looks leaner
* thinks & reason cognitive
* emotions/social development
*learning to manage feelings
*language 2- 50 words
5- conversations
*2- walk upstairs/ kick ball
Draw
*slow steady growth
*learns best if active
*learns to use body to master
skills
*more interest in process than
product
*wrapped up in self
* thinking is concrete
*easy to motivate
*seeks adult approval
*very active
*likes group activity
* like to be w/ own sex
*interest changes quickly
*need guidance to stay on task
*likes symbols/celebrations
*curious
*disobedient
*doesn’t like competition
*concerned about appearance
*likes lots of friend &
grooming
* changes at different rates
*self- conscious
*questions authority
*emotions-roller coaster
*interest in activity w/
boy/girls
*plan own social activities
*high social needs
*need freedom
*interest in co-ed opportunities
*strong desire for status
*begins to know self
*inferiority
 Hattie’s most effective influences on instruction (throughout SS)

e Strategy to integrate with prior knowledge (.93) Cognitive task analysis (1.29) Scaffolding (.83)
Small group learning (.47) Positive peer influence (.53) Self- regulation strategies (.52)
Peer tutoring (.53) Classroom discussions (.82) Cooperative learning (.40)
Imagery (.45) Concept mapping (.64) Elaboration / organization (.72)
Transfer strategies (.86) Meta cognitive strategies (.86) Summarizing (.79)
Notetaking (.50) Outlining / highlighting (..50) Elaborative interrogation (.42)
Rehearsal / memorization (.73) Appropriately challenging goals (.59) Questioning (.48)
Teaching comm. Skills / strategies (.43) Interactive video method (.54) Tech in other subjects (.55)
Tech in writing (.42) Tech w/ elementary students (.44) Tech w/ learning needs stu (.57)
Intelligent tutoring system (.48) Information communication tech (.47) Positive self concept (.41)
Self-Efficacy (. 92) Reducing anxiety (.42) Behavior intervention prog (.62)
Positive peer influence (.53) Strong class cohesion (.44) Teacher expectations (.43)
Student teacher relationship (S,52) Self- regulation strategies (.52) Setting self judgement stand (.62)

What is Academic Language? (SS1)

The primary vehicle for learning and instruction. Not only means for communicating information, also plays a key role in
deepening the understanding of important ideas. 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).

in
Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary (example): use

vocabulary words in numerous different context

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

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

Flexible groupings
Student reflection
Tiered instruction
Effective feedback
Formative assessment
Planned implementation of feedback
 Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four Corners Jigsaw

Frayer Model Concept Maps

Graphic Organizers

Connect 4 things KWL Charts

Advanced Organizers

Venn Diagram Classifying

Similarities / Differences

Simple Summary 3-2-1 Summary

Summarizing & Notetaking

Cues & Questions 1 minute report / exit tickets

Ask questions of students on important
information

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

Create Critique, Choose, Interpret, Rate, Select

APPS: You tube CANVA

Develop, Create, Illustrate, Select, Plan, Devise
Evaluate

APPS: Google Forms Chrome

Apply, Prepare, Show, Dramatize, Use
Analyze

Demonstrate, Dramatize, Produce, Practice, Prepare

Apply
APPS: WUFOO We Video

Identify, Review, Illustrate, Select, Discuss

Comprehension
APPS: Google Drive Adobe Express

Duplicate, Memorize, Recall, Reproduce, Recognize

Remember

APPS: Quizlett Symbaloo

Du
Components of a social emotional learning program (SS12)
Self-Awareness: ability to identify emotions. Tie feelings to behavior
Self-Management: self-motivation and having control. Regulate emotions
Social Awareness: embracing diversity, shows empathy for others
Relationship skills: work with someone, resolve conflicts
Responsible decision making: considering well being of self and others

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Implements changes as suggested by peers and Incorporates technology to facilitate learning
administration
Is responsive to situations and student needs Incorporates higher order thinking questions
for deeper learning

Create a welcoming space (CBM3)

1. Place sign of my name on door and having welcoming messages on white board

2. Standing at door greeting students as they enter class

3. Invite students to take assigned seats

Have class rules and discipline plan handout with signoffs and
4. poster on wall of rules.

5. Spend adequate time teaching procedures and routines.

6. Dress professionally, address students with respect, be organized and

ready
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1.
No opt out: Don't accept I don't know.

2. Post objectives on white board.

3. Circulating through students and peer groups

4. Cold Calls: Asking unsuspecting students for and answer

5. Establish entry routine.

6. Threshold: greeting students at door.

7. Explain everything: student understand why we do what we do.

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 doing 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……

Maintain daily routines and procedures Set clear, firm behavioral expectation
Provide instruction bell to bell Establishes smooth transitions betweem
Maintain ckean and orderly classroom activities
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, large
range of cognitive abilities,
usually id'd by age 3, 4 times
mor male
together, severe comm, dev, ed
needs. any combo, doesn't have
to be total
diff w/ speech, reading, writing. use
lip reading, hearing aids, ASL may
be 1st language
hyper, aggression or self- hurt
behavior, withdrawn, immaturity,
learning difficulty
articulation diff., language delays,
easily frustrated, diff. w/ oral
exercise, diff. w/ social/emotional
skills
struggle w. overall academics,
memory & attention, make
generalizations, interacting socially
hampered speech, mobility
challenges, need assistance w/
everyday task, medical needs
difficult to generalize
limited strength, vitality,
alertness, asthma, ADD, ADHD,
diabetes,epilespy etc,
less reading, writing, oral
language, math, study skills
stuttering, impaired articulation,
language & voice impairment
memory & attention, social skills,
emotional regulation, speech &
language, physical concerns
problems w/ spatial positioning,
attention spans, bright light,
hand/eye coord., academics
Impact on Classroom
stay on topic, struggle to stay on task,
non-sharing, no loud noise, no
understand non-verbal, no big picture
require info be intro'd deliberately &
systematically. may use service of
specialized support provider
special seating, supplements to oral
instructions, eye contact, difficult in
interpersonal skills, articulation,
frustration
exhibit inappropriate behavior, no
maintain relationships, develop
inappropriate physical symptoms or fears
wear hearing aids, read lips, use ASL,
need quiet w/ many visual, slower rate
of speech
not working on grade level materials, no
understanding of social norms, struggle w.
problem solving across all areas
require multiple services, use alt.
communication methods, require alt.
curriculum materials
multiple cognitive concerns, integrated
into general ed all the time, use
assistance tech.
adversely affects education
lower reading, many spelling errors,
difficulties in copying, memorizing,
describe events
difficultly w/ comprehension, being
understood, expressing needs, ideas,
info, social interactions, works closely w/
tech
struggles to process visual info, multi-step
directions, communicate, grade work,
logic, problem solving, reasoning skills
impaired & partial, seating, visuals
ARD Timeline Activity (E5)

#1
Initial Referral

#2
Notice/consent for initial evaluation
Within 60
Calendar
Days
#3
Full individual evaluation

Within
#4
30
Notice of ARD
Calendar
Days

#5
Initial ARD
3
Years
1
Year

#6
Yearly ARD

#7
Re-evaluation

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 Time Level of Support
Definition Definition Definition
Adapt number of items expected to adapt time allotted for learning,
learn or # of activities completed increase # of personal assistance to
completion, testing
keep on task, reinforce certain skills

Example Example Example

reduce # of lines written in ode increase the time to write ode assign peer buddy to write Greek ode

Input Difficulty Output

Definition Definition Definition

adapt way instruction is delivered adapt skill level, problem type or rules on adapt how student responds to instructions
how learner approaches work

Example Example Example

simplify direction of writing ode allow student verbally plan ode instead of
use cooperative group to write &
writing
perform ode

Participation Notes:
Definition alternate goals: change goals using same materials

adapt extent learner is actively

involved in task substitute curriculum: change instruction & materials for learners individual goals

Example:

student becomes center person in

ode without lines.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. large print material - visual
(SP7CPE) 4. voive amplification - speech communication

2. text to speech - memory 5. text to speech - visual

3. proofreading program - writing 6. audio books, e-reader - reading

Venn Diagram of 504 and IDEA (E9)

D G H I A C E F

L J P
K

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. praising school success instead of what owned 4. have bank of supplies to borrow

2. keep expectations high 5. co not require costly activities

3. keep school supply requirements simple 6. value students for character, not for posessions

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
Reading parts of scrip,
1. Readers Theater During reading rehearsing parts for
fluency

2. Listen-Read-Discuss Before, during, after reading Listen to lecture, read

selection, discuss text

3. Revision After reading Rewrite text that was 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

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. did not miss any

2. could read wrong

3. reading to fast
Reflections on the Math STAAR (TL4)
1. did not miss any

2. not understanding the IQR formula

3. not understanding that charges needed to be divided by hours to get the proper charges per hour

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 81 81 72
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24 32 22

Final Percent 78
C10 + D10 +
C
Final Letter Grade E10
Three professional goals for my classroom (TL8)
1. I will enhance my ability to develop aligned formative and summative assessments which measures student
knowledge and skills for specific lesson / unit outcomes

2. I will incorporate differentiation strategies which include productive expectations for students to close gaps in
learning

3. I will improve my ability to monitor and adjust instruction through targeted questions, use of wait time,
academic feedback

Vision of an Educator (TL11)

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

My vision of and educator include several areas of emphasis.

One area of emphasis is the researched based strategies I will
use in my classroom. I will employ small group learning,
scaffolding, classroom discussions, repetitive exposure to
vocabulary, and student reflection. Another area of emphasis is
the use of technology use my classroom. I plan on using You
Tube, Google forms, and Chrome as application. On further
emphasis of area is classroom behavior. Two non-negotiables for
me are being ethical and respectful of the student's work and
others. Another area is lesson planning. Lesson planning should
be student oriented with objectives that are SMART. There
should also be some emphasis in correctly unpacking the TEKs
so that there is a plan of what students should learn. Another area
of emphasis of my vision is the equal opportunity for learning for
all of my students. This can be accomplished by differentiating
through flexible grouping and tiered instruction. These areas of
emphasis make up part of my educator vision.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

submits required paperwork on time maintains an up-to-date calander
maintains positive attitude in difficult situations request technical support when neccesary

performs assigned duties in a professional manner understand content

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……

distributing student origress repoerts in a professional
implementing formal & informal assessments
manner
conducting assessment after each lesson providing reteach opportunities after each skill

collecting, reviewing, analyzing student goals

displaying consistency in grades

NOTES:

My vision of an educator includes several areas of emphasis. One area of

emphasis is the research-based strategies I plan on using. They include small
group learning, scaffolding, classroom discussions, repetitive exposure to
vocabulary, and student reflection. Technology is another emphasis in an
educator. I plan on using applications such as You Tube, Google forms, and
Chrome in my classroom. Another area of emphasis in my vision is lesson
planning. Lesson planning should be student centered with specific objective
that are SMART. They should also be some emphasis correctly unpacking the
TEKS so that there is a plan of what students need to learn. Another emphasis
is classroom behavior. Two non-negotiables are being ethical and respectful to
both the work and others. The last area of emphasis is the equal opportunity
for the students to master learning. The way to establish this is through
differentiation. I plan on using flexible groupings and tiered instruction to
facilitate this. These areas of emphasis are the ways my vision will be
implemented.
 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.