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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……
Core Values (TIU3)

Formatted: Font: 20 pt
Compassion Understanding
Formatted: Centered
Additional Notes:
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism
Some theorists Learning involves the Believes that learners

believe that learning change in knowledge bring their own past
the change of stored in memory, not experiences and
behavior is caused by just change in cultural factors to
an external stimuli. behavior. It is more of every situation.
Brief Such as, rewarding a mental process rather Instruction should
Description: someone for a positive than behavioral. encourage students to
behavior or punishing Teachers assist the discover principles by
for negative behavior. learner in making themselves.
When external stimuli associations and
is activated it shows discovering for
the person to repeat themselves.
the positive and not
repeat the negative.
Ivan Pavlov Jean Piaget Lev Vygotsky

B.F. Skinner John Dewey
Albert Bandura Erik Erikson
Benjamin Bloom
Theorists Howard Gardner
Jerome Bruner
Associated:
Notes:
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships 4. Retrieve 7. Retaining
2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-exposing 9. Recognizing
Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /
Implications
Fear of dark & injury Jumps with feet together Self-sufficient in many Sorts objects by size and type
Understands that books are a Formatted: Font: 8 pt
2 -4 yr olds Likes to share, cooperative Mature motor control routines
play with other children Ball skills improve- throwing Dresses/undresses self source of pleasure and uses
May have an imaginary friend and catching Copies complex shapes pictures to follow the story
Becomes competitive, doesn’t May be ready to ride a bike Asks a lot of questions Learn their letters, counting,
like to lose Cuts on the line with scissors Tells stories and color
Develops an understanding of Begin to imitate & write name The most important mode for
rules, but still finds taking Paints learning is play
turns difficult Threads beads on lace
Needs structure & routine to Understands 2-3 things to do at
Formatted: No underline
feel safe. once
Self-centered, but able to work in Growth rate is slower At age 7 start to think logically More interested in process than
groups product Formatted: Font: 7 pt
Muscle coordination & control Begin to form ideas similar to
5- 8 yr olds Enjoy make believe stories and is uneven & incomplete an adult Boys and girls like to play
play together
Attachment to friends
Hand skills and eye Learn to write letters and
coordination continue to numbers, sometimes Thinking is concrete
Tattling
Value winning, leading, & being develop. backwards Easily motivated
first Understand the value of money Sensitive to criticism
Attached to an adult Learning experience centers Have a strong desire for
Release tension through physical around physical activities affection
activities Curious about things Seeks adult approval
More realistic fears
Try out new behaviors
Short attention span
Have a positive outlook on school
Active with boundless energy
Peer groups grow more Height and weight widen Think abstractly and can plan Formatted: Font: 7 pt
9-11 yr olds important Are as coordinated as adults for several weeks
Likes group activities
Interests change quite often
Can be loud and rude, extreme Energy abounds needs 10-11 Attention span increases Present work in small pieces
emotions hours’ sleep a night Developing a sense of morals Need guidance from adults
Want to be more independent Do not like to keep records
Like symbols, ceremonies, & songs
Show an attitude change
Extremely curious Formatted: Font: 7 pt
Want to discuss sex
Enjoy cooperation
Signs of growing Feelings of competence
independence and Don’t like comparisons
disobedience Can direct single familiar activity Formatted: Font: 7 pt
A sense of humor Have limited decision-making
Strong attachment to own sex ability
12-14 yr olds More comfortable interacting Rapid growth & physical Move from concrete to abstract Concerned about physical
change thinking development
with community & peers Self-conscious
Leadership experience in clubs Physical development varies
Have intense feelings related to sex
and groups are valuable by gender Emotional roller coaster
Still depend on parental guidelines
Beginning to question authority
Peer pressure mounts
Interested in boy/girl activities
Ready for in-depth longer learning
Ready to know about the future
Coordination and strength increase Intense questioning & uncertainty
Detach themselves from parents
General awkwardness Increase accountability Have high social needs & desires Formatted: Font: 7 pt
Feel mature
Full motor capabilities Test language skills (sarcasm) Need freedom from parental
15-18 yr olds Feelings of insecurity, anger, &
Boys develop sex characteristics Arguing skills improve control
frustration
Puberty develops Reasoning skills improve Want adult leadership roles
Less interested in adult approval
Interested in coeducational
Develop close relationships with Self-conscious Learns deductive reasoning
activities Formatted: Font: 7 pt
same sex Always hungry Able to construct hypothesis
Begin to know self as an individual
Develop strong feelings for Sleep increases Recognize current actions
Sweating increases Sets personal goals Need life planning guidance
opposite sex
Decision-making improves Thinking about college, work, or
Desire group acceptance Sexual desires and fantasies
Know right from wrong marriage Formatted: Font: 7 pt
develop Interested in travel rewards
Challenge adults
Hattie’s most effective influences on instruction (throughout SS)
Scaffolding instruction is found to have a strong influence on student achievement.
Small group instruction is found to have a strong influence on student achievement.
Cooperative learning is found to have a strong influence on student achievement.
What is Academic Language? (SS1)
Academic language is the primary vehicle for learning and instruction. It is not only a means for
communicating information, it also plays a key role in deepening the understanding of important
ideas.
Academic language is the oral, visual and written language that students need in order to:
Strategies to teach the Vocabulary (SS1)
• understand (read, listen, think)
1. • communicate
Understand (listen,
(read, listen, think) speak, write, connect)
3. Perform (think, read, write, listen, speak, create)
• perform (think, read, write, listen, speak, create)
2. Communicate (listen, speak, write, connect) 4. Frayer Model, Creative thinking, word walls
Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)
• Tiered instruction Formatted: Font: 10 pt

o 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 Formatted: Indent: First line: 0"
o 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 can also be part of a long-term project.
• Flexible grouping Formatted: Indent: First line: 0"
o This allows students to be appropriately challenged and avoid labeling a student’s readiness as a static state. It is
important to permit movement between groups because interests change as students move from one subject to Formatted: Font: 10 pt
another. Formatted: Font: 10 pt
• Compacting Curriculum
o Compacting the curriculum means assessing a student’s knowledge and skills and providing alternate activities Formatted: Indent: First line: 0"
for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts Formatted: Indent: Left: 0.75"
or using performance assessment methods. Students demonstrating that they do not require instruction move on
to tiered problem solving activities while others receive instructions. Formatted: Font: 10 pt
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each
Example 1 Example 2
Cooperative Grouping Placemat Four Corners
Fishbone Graphic Organizer Anchor Chart

Graphic Organizers
Venn Diagram KWL Chart

Advanced Organizers
Compare/Contrast T-Chart
Similarities / Differences
3-2-1 Summary Graffiti

Summarizing & Notetaking
Cues & Questions Investigating the question (IQ) slap

1 minute paper
down
Bloom’s Verbs and Technology Apps (SS9 and SS11)

Create Produce new or original work
Formulate, author, investigate, design, assemble, construct, conjecture, develop
APPS:
Justify a stand or decision
Evaluate Appraise, argue, defend, judge, select, support, value, critique, weigh
APPS:
Draw connections among ideas
Analyze Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test
APPS:
Use information in new situations
Apply Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch
APPS:
Explain ideas or concepts
Comprehension Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate
APPS:
Recall facts and basic concepts
Remember Define, duplicate, list, memorize, repeat, state
APPS:
Components of a social emotional learning program (SS12)
Self-awareness, self-management, responsible decision-making, relationship skills, social awareness.
Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

I plan on using a variety of ways to help the I can grow as a teacher by making sure to clearly
students learn. communicate to engage students.
Create a welcoming space (CBM3)
1. Have my name on the door somewhere.
2. Greet every student with a handshake or fist bump.
3. Have assigned seating.
4. Make sure the room is welcoming.
5. Make my expectations and rules clear.
6. Be approachable.
Lemov’s techniques to “Teach like a Champion” (CBM4)
1. No Opt Out. Teachers with high expectations don't accept "I don't know," but expect students to be engaged and "give it a Formatted: Font: 9 pt
shot."
2. Post It. Be sure your students know your objective for the day by posting it on the board. Formatted: Font: 7 pt
3. Name the steps. Great coaches, like great teachers, break down the tasks into steps.
4. 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. Formatted: Font: 7 pt
Entry Routine. Having a structured entry routine expedites the beginning of instruction.
5.
100 Percent. Champion teachers don't create unreasonable behavioral expectations, because
6. their final expectation is that everyone conforms all (100%) of the time.
Precise Praise. Rather than "cheap praise," precise praise is valued by students because it
7. explicitly describes what actions please you.
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…

Maintain daily routines & procedures. Displays consistency with rules & consequences.
Maintains an up-to-date seating chart. Set clear, firm behavioral expectations.

Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism • A neurological disorder
Autism Formatted: Font: 7 pt
• Cognitive abilities range from gifted to
cognitively delayed. • Struggle to attend to a task or appear not to be paying
• Usually identified in the first 3 yrs of
attention. Formatted: Font: 6 pt
• Have problems taking turns, sharing, or call out answers
life. • Have difficulties with noise or visual stimuli
• 4:1 male to female ration • Not understand abstract concepts
• Struggle with transitions
Deaf/Blindness • Can have various of range of • Fidget, rock, flap, stimulate, echo, or mimic responses
• Run or fight in stressful situations
hearing and sight loss. • Nonverbal
• A wide range of cognitive abilities. • Not understand non-verbal cues, slang or jargon.
•
• May have difficulty with speech,
Have difficulty with volume control, cadence, or
inotation.
reading, or writing skills.
Deafness • May use speech, lip-reading, hearing Deaf/Blindness Formatted: Indent: Left: 0.1", Hanging: 0.21", No
aids or other amplification services. • Require information to be introduced bullets or numbering
• ASL may be their 1st language and deliberately & systematically
English their 2nd. • Utilize the service of a Support Service Provider Formatted: Font: 7 pt
(SSP)
• Hyperactivity Formatted: Font: 7 pt
Emotional Disturbance • Aggressive or self-injurious behavior Deafness
• Withdrawal • Need special seating near the teacher Formatted: Font: 7 pt, Superscript
• Immaturity • Visual aids or cues: written supplements
•
• Learning difficulties Requiring eye contact when speaking
• Have difficulties with social/emotional or
• Articulation difficulties and language
•
interpersonal skills
Exhibit some form of articulation delay
Formatted: Font: 7 pt, Superscript
delays
Hearing Impairment • Easily frustrated. • Become frustrated and may have behavioral
• Difficulty with oral expression concerns
• Difficulty with social/emotional skills. Emotional Disturbance Formatted: Font: 7 pt
• Exhibit inappropriate behavior under ordinary
• Struggle with overall academics circumstances. Formatted: Indent: Left: 0.5", No bullets or
• Struggle with attention, memory • Not be able to maintain relationships
Intellectual Disability • Struggle to make generalizations. • Display inappropriate manifestations of physical Formatted: Font: 7 pt
symptoms or fears in response to school or
• Trouble interaction socially.
personal difficulties
Hearing Impairment
• Hampered speech and • Wear hearing aids or FM systems
communication skills. • Read lips or use ASL
Multiple Disabilities Challenges with mobility •
Formatted: Indent: Left: 0.5", No bullets or
Need quiet environment with many visuals to be
• Need assistance with everyday successful
tasks • Need a slower rate of speech & clear
enunciation.
• Usually has medical needs.
Intellectual Disability
Orthopedic Impairment • Can be anything from a spinal • Not be working on grade level materials
injury to cerebral palsy. • Not understand social norms
• Struggle with problem solving across all areas
• Hard to characterize sins ether are
so many health impairments Multiple Disabilities
• Require multiple services
• Use alternate communication devices
Other Health Impairment May Impact
• Require alternate curriculum needs Formatted: Font: Times New Roman, 7 pt
• Reading
• Writing Orthopedic Impairment
• Oral language • Have no cognitive concerns
• Math • Be integrated in general ed classroom
• Study skills • Use assistive technology
Specific Learning Disability Specific Learning Disability
• Slower reading rate
• Articulation disorder • Frequent spelling errors
• Abnormal voice • Difficulty copying, memorizing facts, describing
• Fluency disorder events, and interpreting subtle messages
• Language disorder
Speech or Language Impairment Speech & Language Impairment
• Tend to emerg3e at a young age
• Have difficulties with comprehension, being
• Memory and attention concerns understood, expressing needs, ideas, or
• Social skill concerns information
• Emotional regulation concerns • Struggle with social interactions
• Speech & language concerns
Traumatic Brain Injury • Physical concerns Traumatic Brain Injury
• Struggle to process visual information, to follow
multi-step directions, and to communicate
• Spatial positioning • Have difficulty with grade level work Formatted: Indent: Left: 0.25"
• Short attention spam • Struggle with logic, problem-solving, and
• Sensitivity to bright light reasoning skills Formatted: Font: 7 pt
Visual Impairment Inc Blindness • Clumsiness
• Poor academic performance Formatted: Font: 8 pt
Formatted: Indent: Left: 0.25"
ARD Timeline Activity (E5)
#1 Not later than 15 school days after

the day written request for
evaluation is received from parent
#2 The full individual and initial evaluation report must

be completed, signed, and dated no later than 45 school
days following the date on which the written consent
was received. Within 60
Calendar
Days
#3 The full individual and initial evaluation report
must be completed, signed, and dated and a copy
provided to student’s parent not later than June Formatted: Font: 9 pt
30th of that year.
Within Formatted: Font: 12 pt

#4 The ARD committee must meet within 30
days after completion of written full individual
30
and initial evaluation. Calendar Formatted: Font: 12 pt
Days
#5 The school must give the Notice of

Procedural Safeguards annually
3
Years
1
Year
#6 Reevaluation happens once a year

unless otherwise stated.
#7 Reevaluation should happen no

longer than 3 years.
If the 30th calendar day falls during the summer Formatted: Font: 9 pt
#8 and school is not in session, the ARD committee
must meet by the first day of classes in the fall. Formatted: Font: 9 pt
Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the learner
is expected to learn or the number of
Adapt the time allotted and Increase the amount of personal assistance to keep the
student on task, to reinforce or prompt the use of specific Formatted: Font: 7 pt
activities students will complete prior to allowed for learning, task skills. Enhance adult-student relationships; use physical space
and environmental structure. Formatted: Font: 11 pt
assessment for mastery.
completion, or testing.
Example Example Example
Assign peer buddies, teaching assistants, peer tutors, or
Reduce the number of social studies terms Individualize a timeline for completing a
a learner must learn at any one time. Add
task; pace learning differently (increase
cross-age tutors. Specify how to interact with the student or
how to structure the environment.
more practice activities or worksheets.
or decrease) for some learners. Formatted: Font: 9 pt
Input Difficulty Output
Definition Definition Definition Formatted: Font: 6 pt
Adapt the way instruction Adapt the skill level, problem Adapt how the student can Formatted: Font: 4 pt
is delivered to the learner. type, or the rules on how the respond to instruction
learner may approach the work. Formatted: Font: 5 pt
Example Example Example
Use different visual aids, enlarge text, plan more Instead of answering questions in writing, allow a Formatted: Font: 11 pt
concrete examples, provide hands-on activities,
Allow the use of a calculator to figure
verbal response. Use a communication book for
place students in cooperative groups, pre-teach key math problems, simplify task directions, some students, or allow students to show Formatted: Font: 9 pt
concepts or terms before the lesson . or change rules to accommodate learner knowledge with hands-on materials.
needs.
Participation Notes: Formatted: Font: 9 pt
Definition Alternate Goals : Adapt the goals or outcome expectations while using the same materials. When routinely Formatted: Font: 5 pt
utilized, this is only for students with moderate to severe disabilities.
Adapt the extent to which a Formatted: Font: 7 pt
learner is actively involved in
the task. For example: Formatted: Font: 7 pt
Example: Formatted: Font: 7 pt

In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other
In geography, have a student hold the globe, while
students learn to locate each state and name the capital. Formatted: Font: 10 pt
others point out locations. Ask the student to lead a
group. Have the student turn the pages while sitting
on your lap (kindergarten). Formatted: Font: 8 pt
Types of Assistive Technology (E7) Formatted: Font: 4 pt
Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Reading such as audio books & publications,
1. Visual such as eyeglasses, magnifiers,
(SP7CPE) 4.
Braille displays, screen reading CDs, MP3s, reading guides, optical character
software, text-to-speech systems. recognition, smart phone, E Reader, word
processor.
2. Listening & Hearing devices such as 5.
hearing aids, personal listening Writing such as pen/pencil grips, word wall,
systems, closed captioning alternate keyboard, proof reading programs,
3. Math such as calculators, talking 6.

calculators, electronic math
worksheets, pen top computers.
Venn Diagram of 504 and IDEA (E9)
B,
I, D, G, H, 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)
Provide access to multi-media information. Take time to make sure they understand the rules
1. 4. and procedures of the classroom.
2. Keep expectations high. 5. Keep school supplies to a minimum.
3. Don’t make comments about appearance. 6. Don’t require costly activities.
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
Think-pair-share use it before reading in small groups group students up and give them a
1. topic.
2. Reading guide use during reading whole group helps assist with difficult reading assignments.
3.
Word maps before reading whole group visual organizer that helps understand vocabulary words.
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 organizer: using KWL before and after reading, Outlines to help keep the information in
order, and adapted text for students that do not understand.
2. Build background Visual vocabulary: use pictures to help understand the words, word wall, and concept definition
map
3. Make verbal communication understandable Appropriate speech, explanation of academic text, and
scaffolding techniques.
4. Learning strategies (this one should be easy!) Mnemonics, graffiti write, questioning techniques
5. Opportunities for interaction Small group, whole group, homogenous & heterogenous groups
6. Practice and application Hands on learning, discussing & doing, modeling
7. Lesson delivery Reading, worksheets, projects
8. Review and assess Paraphrasing, school talk sessions, informal assessments
Reflections on the Reading STAAR (TL4)

1. It was an interesting read.
2. Underlying the word that needs to be answered in a question helped.
3. The story was easy to understand and the questions reflected that.
Reflections on the Math STAAR (TL4)
1. The questions made you think.
2. As long as there is scratch paper the answers are relatively easy.
3. They were easier than I thought.
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
Grading Scale
Unit 1 8.2 76 75 62 0 50-59 F
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0 60-69 D
Unit 3b 8.5 68 71 55 4
Average Percent 81 81 72 70-79 C
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24 32 22 80-89 B
Final Percent 78 90-100 A

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. To remember to ask questions and wait for a response before moving on. Formatted: Font: 12 pt
To take the time to make sure everyone understands the subject matter.
2.
3. I will attempt to use different strategies to help all the different types of learners.
Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. Some research strategies that you will see in my classroom would be summarizing and notetaking, cooperative learning,
setting objectives and providing feedback, just to name a few.
2. The technology that will most likely be provided in my classroom would be chrome books and computers.
3. Some important elements of lesson planning that need to be incorporated for student success would be to make sure the
lessons are grade level, that students understand what is being taught, and to have the lesson plans done ahead of time to
save time worrying about it at the last minute.
4. The non-negotiable rules, routines, and procedures in my classroom would being disrespectful to me and other students,
to enter the classroom quietly, and to raise their hand to speak.
1.5. In my classroom I can make sure that all students have an equal opportunity to master learning by teaching the subject in Formatted: Indent: Left: 0.25"
different ways to make sure that all different type of learners have the opportunity to understand.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

Performs assigned duties in a professional Submits required reports and paperwork on
manor. time.
Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Displaying consistency in grades, no extremes. Communicate student progress to parents and
admin as needed.
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.

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Stronge’s Qualities of Effective Educator (TIU3)

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

Core Values (TIU3)

Some theorists Learning involves the Believes that learners

Ivan Pavlov Jean Piaget Lev Vygotsky

1. Relationships 4. Retrieve 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

Stages of Development (TIU7)

What is Academic Language? (SS1)

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

• Tiered instruction Formatted: Font: 10 pt

Cooperative Grouping Placemat Four Corners

Fishbone Graphic Organizer Anchor Chart

Venn Diagram KWL Chart

3-2-1 Summary Graffiti

Cues & Questions Investigating the question (IQ) slap

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

Stronge’s Qualities of Effective Teachers (SS13)

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

Create a welcoming space (CBM3)

1. Have my name on the door somewhere.

2. Greet every student with a handshake or fist bump.

3. Have assigned seating.

4. Make sure the room is welcoming.

5. Make my expectations and rules clear.

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)

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

Maintains an up-to-date seating chart. Set clear, firm behavioral expectations.

#1 Not later than 15 school days after

#2 The full individual and initial evaluation report must

Within Formatted: Font: 12 pt

#5 The school must give the Notice of

#6 Reevaluation happens once a year

#7 Reevaluation should happen no

Terms to be assigned in the timeline:

Example: Formatted: Font: 7 pt

3. Math such as calculators, talking 6.

A) Requires written consent.

2. Keep expectations high. 5. Keep school supplies to a minimum.

3. Don’t make comments about appearance. 6. Don’t require costly activities.

Guthrie and Humenick Strategies to increase reading motivation (R4)

2. Support student autonomy.

3. Provide interesting texts.

4. Increase social interactions among students related to reading.

Reading Strategies to Strengthen Literacy Skills (R8)

6. Practice and application Hands on learning, discussing & doing, modeling

7. Lesson delivery Reading, worksheets, projects

8. Review and assess Paraphrasing, school talk sessions, informal assessments

Reflections on the Reading STAAR (TL4)

2. Underlying the word that needs to be answered in a question helped.

2. As long as there is scratch paper the answers are relatively easy.

3. They were easier than I thought.

Jimmy’s Report Card (TL6)

Mathematics NAME: Jimmy

Final Percent 78 90-100 A