Akheeba Charles April 2023

jk

Stronge’s Qualities of Effective Educator

The Effective Teacher as a person…

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

1. Speaks with appropriate tone and volume. 1. Practices self-reflection for improvement.
2. Models ethical/respectful behavior in all 2. Have a classroom that reflects a positive,
situations. safe, environment.

Core Values
Accountability Preparedness

Additional Notes:
Core Value (CV): Is the fundamental beliefs of a person or organization. CV principles guide your behavior
and will set the culture in your classroom. Be mindful of how you present yourself because students will
emulate your behavior.
 Akheeba Charles April 2023
Psychology 101 Review
Behaviorism Cognitivism Constructivists Humanism

Behaviorist believes Believes that defining Believes that learners This learning theory
that change in learning as a change in bring their own studies a person whole
behavior is caused by behavior is too narrow. experiences and social emotional side
an external stimulus Learner is viewed like cultural factors to of learning. The focus
that affects learning. a computer. Involves every situation. is on dignity, human
Brief change in knowledge Understands that freedom, and potential.
Description: Reward reinforces stored in memory, not learning is different for
behavior just change in ea. Person. Believes
If punish for behavior, behavior. Teacher the curriculum builds
less like to repeat. assist. Focus more on upon prior knowledge
the mental process. and instruction
influences learners to
EX: analogies, discover principles for
discussion, linking themselves.
new concept w/old.
Abraham Harold
Lev Vygotsky – Social Maslow – developed a
Interaction and Zone motivational theory
Ivan Pavlov – famous Jean Piaget - 1st person
of Proximal that our basic need is
for conditioned reflex. to study children
Development. physical survival and
Classical conditioning scientifically. 4 stage
John Dewey – this is the first thing
– stimulus theory of cognitive
Learning by doing that motivates our
Theorists automatically triggers development.
enabled learners to behavior.
Associated: an involuntary
develop their own We begin at the
response. Sensorimotor Stage
problem-solving skills. bottom and once that
(birth -2)
Erik Erikson – refined need is fulfilled then
B.F. Skinner – Operant Preoperational Stage
Freud’s theory – we motivate to the
conditioning is a (2-7)
developed personality next level and so on.
behavior followed by Concrete Operational
in 8 stages.
consequences. (7-12)
Benjamin Bloom Physiological needs
Formal Operations
Howard Gardner- Safety needs
Albert Bandura – Stage (13-Adult
learners measure their
Social learning theory
knowledge using IQ. Social needs
believes people learn
Jerome Bruner - Esteem needs
from each other.
learning by discovery
– Theory of Instruction Self-actualization
should address 4 needs
aspects.

4 Learning Theories – principles explaining how individuals acquire, process, retain, & recall information.
Essential to understand how learning occurs to select appropriate instructional tools, techniques, &
strategies.
• Behaviorism: Learning impacted by an external stimulus which changes behavior.

• Cognitivism (Piaget): Believes that involves change in both behavior and stored
memory/knowledge. Focus on mental processes and teacher have to assist the learner.

• Constructivist: Believes/understands that past experiences and cultural factors is an impact on each
learner learning differently. Curriculum builds on prior knowledge encouraging students to
discover principles for themselves.

• Humanism (Maslow): Focus on human dignity, potential, and freedom. Basic needs need to be met
before being motivated to the next level of motivation.
 Akheeba Charles April 2023
IGNITE the Brain for Learning – The Neuro Nine

1. Relationships 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-exposing 9. Recognizing

Stages of Development
Social Emotional Physical Mental Characteristics /

Implications

Pre-elementary (Pre-K) Mature motor skills, Ask lots of Cognitive

2 -4 yr olds Stage: Begin to learn development
ball skills improve, questions, tells
how to manage their Language – learn
feelings and friends is
ready to ride a bike, stories, understand
important. Competitive cuts on line to do 2-3 things at letter and words.
and don’t want to lose. w/scissors. Child once. Sort objects, Learning to manage
Need structure and becomes stronger books are pleasure their feelings.
routine to feel safe. and begin to appear and follow pictures Sensory and Motor
Begins to develop an development
understanding of rules.
leaner. to understand.

5- 8 yr olds Elementary to middle Into games and Into the world of Learn best if
childhood stage: Have a school work. Food adult ideas, logic, & physically active
positive attitude about intake fluctuate, communication. At period of slow
school. Self-centered, steady growth
interested in group gain wt. Muscle Begin thinking
activities, Attachment to control & logically, difficult Thinking is concrete
friends grow, know rules coordination time making Easily motivated
but complain about incomplete, 10-12 choices, form ideas, and eager to try
them, veiw teacher as hrs. of sleep needed simple reasoning. something new.
authority, new fears
evolve.
Ht. & Wt. widens, Begin thinking
Moody, sensitive, peer concern of physical abstractly, Don’t like
9-11 yr olds
groups grow, attitude appearance, insightfully evaluate comparison with
change, extreme awkwardness, 10-11 behavior. Attention others
emotions, daydream, Active with
become restless,
hrs. of sleep, span increases to
backtalk, rebellious, fear overstimulated in several hrs., sense of boundless energy
of failure, self-view competitive physical morals develop, Work best when
develop. activity need to understand work presented in
12-14 yr olds why. small pieces.
Actively approaching
adulthood. Comfortable
Rapid growth
interacting w/peers. physical changes, Need solutions to Still depend on
Leadership grows, growth spurts, new problems, learn parental guidelines
concerned with justice & physical sense of from mistakes, test May avoid difficult
fairness, seek parents self. ideas, & form task
counsel, and wants
success.
opinions, still need
Coordination and support. Want adult
15-18 yr olds Transition period. Feel strength increases. leadership roles
mature. Desire group Full motor capacity, Learn to reason Need life planning
acceptance, less adult sex characteristics. through problems. guidance
approval. Insecure begin
 Akheeba Charles April 2023
Hattie’s most effective influences on instruction
Value purpose – on the Hattie influence page that has .4 or higher score is excellent to use in the classroom.
✓ Scaffolding .82
✓ Reciprocal teaching .74
✓ Problem – solving teaching .68
✓ Jigsaw method 1.20
✓ Cooperative learning .40
✓ Inquiry-based teaching .40
✓ Inductive teaching .44
✓ Direct instruction .60
✓ Explicit teaching strategies .57
✓ Cooperative vs. Individualist learning .55

What is Academic Language?

Primary vehicle for learning and instruction…communicating information. It is the oral, visual, and written
language that students need in order to understand, communicate, and perform. Language instruction is found
to have a strong influence on student achievement.

Strategies to teach the Vocabulary

1. Repetitive exposure to words. 3. Indirect

learning of vocabulary, EX: using
vocabulary in numerous different contexts.

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

Tomlinson’s Strategies for Differentiation

1. Tiered Instruction: changing the levels of complexity or required readiness of task or unit of study
to meet developmental needs.

2. Anchoring Activities: students may complete at any time when they completed their present
assignment or when the teacher is busy with other students.

3. Flexible Grouping: Permit movement between groups because interest changes as students move
from one object to another.

4. Compacting Curriculum: Means assessing a student’s knowledge & skills, providing alternative
activities for students that already mastered curriculum content.
 Akheeba Charles April 2023
Marzano’s Strategies for Success

Flexible Grouping Small group learning

Concept Maps Fishbone

Cornell notes KWL Chart

Venn Diagram T-Chart

Cornell Notes 3-2-1 Summary

Pose question & implement an adequate

Probe Questions
wait time.

Bloom’s Verbs and Technology Apps

Create Critique, justify, conclude, support, etc.
Adobe Express for education & Epress EDU
APPS:

Evaluate Design, develop, setup, reorganize, etc.

Notion & Padlet
APPS:
Prepare, compare, contrast, solve, etc.
Analyze Airtable & Wufoo
APPS:
Demonstrate, modify, practice, produce, etc.
Apply Sketchbook & Google Docs
APPS:
Understanding, summarize, explain, illustrate, etc.
Comprehension
Befunky & Picmonkey
APPS:
Define, relate, recall, repeat, memorize, etc.
Remember
Popplet & Symbaloo
APPS:
 Akheeba Charles April 2023
Components of a social emotional learning program
▪ Self-Awareness
▪ Self – Management
▪ Social Awareness
▪ Relationship Skills
▪ Responsible Decision Making

Stronge’s Qualities of Effective Teachers

The Effective Teacher implements instruction that……

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

• Provides a variety of methods for learning; • Facilitate learning with best practices
visual, auditory, & kinesthetic. • Incorporate technology to facilitate
• Incorporate higher order thinking questions instruction
for deeper learning.

Create a welcoming space

1. As I welcome students at the classroom door, I will confirm they are in the correct room and if not,
assist the student in the correct direction. I will have my name written on the board along with the
subject and classroom number.

2. I think on the first day or two I will allow for open seating to observe the student’s personality,
behavior, and who may be friends. Then based on the data I collect from observation; I will implement
assigned seating.

3. I will have copies of discipline plan for students to read and I will review with them within the next day
or two. Have students and parents sign the plan with a due date. Have a poster of it posted in the
classroom.

4. Create a set of classroom procedures along with the school procedures to set the tone that students are
responsible for their behavior and that there are consequences. Procedures will help with learning.

5. Explain what the grading concept is in class on the 2-3 day.

6. Introduce self by creating slide show of personality. Have students introduce themselves. Let students
know we are all humans.
 Akheeba Charles April 2023
Lemov’s techniques to “Teach like a Champion”
1. Technique 39: Do it Again – Repetition is one way to ensure that students understand your expectation and meet your
standards.

2. Technique 8: Post it- Be sure your students know your objective for the day by posting it on the board.

Technique 12: The Hook – activity or item that grabs your student’s attention, will help enhance your lesson.
3.

4. Technique 26: Everybody writes – What goes on the board needs to go in the notebooks.

Technique 34: Seat Signals – simple hand signals simplify requesting routine interruptions, such as
5. using a bathroom or getting a pencil, and can eliminate some of the waste of time that plagues
instruction.
Technique 42: No warnings – responding early and proportionately can help you avoid real crisis. So rather than giving a
6. warning, you mete out consequences when the behavior is still only minor.

Technique 49: Normalize error – If students understand that errors are not the end of the world but an
7. opportunity to learn, they will be more willing to take risks and more likely to learn.

Four Questions to redirect behavior

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

The Effective Teacher establishes classroom management and organization that…

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

• Displays consistency with rules and • Has make-up work ready for absentees.
consequences. • Has materials for substitutes ready
• Sets clear, firm behavioral expectations. available.
 Akheeba Charles April 2023
Categories of Disabilities in SPED
Autism
Characteristics:
• Neurological disorder
• 4:1 male to female ratio
• Cognitive abilities range from gifted to cognitively delayed.
• Usually identified in the 1st 3 years of life.

Impact on Classroom:
• Have difficulty with volume control, cadence, & information.
• Run or fidget in stressful situations
• Lack reciprocal communication skills of be nonverbal.
• Struggle with transition or change to routine.
• Have difficulty with noise or visual stimuli.

Deaf/Blindness
Characteristics:
❖ A student who falls into this eligibility category has any combination of vision & hearing loss, though not
necessarily complete deafness and/or complete blindness.
❖ A wide range of cognitive and developmental abilities.

Impact on Classroom:
❖ Require information to be introduced deliberately and systematically.
❖ Utilize the service of a specialized support service provider (SSP).

Deafness
Characteristics:
▪ May also have difficulty w/speech, reading, and writing skills
▪ May use speech, lip-reading, hearing aids, and/or another amplification system.
▪ American Sign Language (ASL) may be their 1st language & English may be their 2nd.

Impact on Classroom:
▪ Need special seating, being in view of the teacher
▪ Need written supplements to oral instruction like visual aids/cues
▪ Require eye contact prior to speaking
▪ Have difficulties w/social/emotional or interpersonal skills
▪ Exhibit some form of articulation difficulty
▪ Become frustrated and may have behavioral concerns
▪ Use hearing devices, which DO NOT return hearing to normal.
Emotional Disturbance
Characteristics:
✓ Hyperactivity
✓ Aggression of self-injury behavior
✓ Withdrawal
✓ Immaturity
✓ Learning difficulties
 Akheeba Charles April 2023
Impact on Classroom:
✓ Exhibit inappropriate behavior under ordinary circumstances
✓ Not be able to maintain relationships
✓ Display inappropriate manifestation or physical symptoms or fears in response to school or personal
difficulties

Hearing Impairment:
Characteristics:
➢ Articulation difficulties & language delays
➢ Easily frustrated
➢ Difficulty with oral expression
➢ Difficulty with social/emotional skills

Impact on the classroom:

➢ Wear hearing aids or FM systems
➢ Real lips or use ASL – American Sign Language
➢ Need a quiet environment with many visuals to be successful
➢ Need a slower rate of speech and clear enunciation
Intellectual Disability
Characteristics:
Struggle with overall academics
Struggle with overall attention memory
Struggle to make generalizations
Trouble interacting socially

Impact on the classroom:

Not working on grade level materials
Not understanding social norms
Struggle with problem-solving across all areas (academic as well as functional living skills)

Multiple Disabilities
Characteristics:
• Hampered speech & communication skills
• Challenges with mobility
• Need assistance with everyday tasks
• Usually has medical needs

Impact on the classroom:

• Require multiple services
• Use alternate communication methods
• Require alternate curriculum materials
Orthopedic Impairment:
Characteristics:
Impossible to generalize characteristics of a student who qualifies under OI.

Impact on the classroom:

❖ Have no cognitive concerns
❖ Be integrated into the general education setting all the time
❖ Use assistive technology
 Akheeba Charles April 2023
Other Health Impairment:
Having limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, that
results in limited alertness to environmental stimuli, that results in limited alertness to environmental stimuli with
respect to the educational environmental, that is due to chronic or acute health problems such a asthma, attention
deficit disorder, or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette Syndrome and adversely affects
a child’s educational performance.
Specific Learning Disability
Characteristics:
Reading Writing Math Oral Language Study Skills

Impact on the classroom:

✓ Slower reading rate Difficulty copying
✓ Frequent spelling errors Difficulty describing event
✓ Difficulty memorizing basic facts Difficulty interpreting subtle messages
Speech or Language Impairment
Characteristics:
Articulation Disorder Abnormal Voice Fluency Disorder Language Disorder

Impact on the classroom:

Tend to emerge at a young age
Have difficulties with comprehension
Have difficulties being understood
Have difficulty expressing needs, ideas, or information
Struggle with social interactions
Work closely with a speech/language pathologist to support the student
Traumatic Brain Injury
Characteristics:
o Memory and attention concerns
o Social skill concerns
o Emotional regulation concerns
o Speech and language concerns
o Physical concerns

Impact on the classroom:

o Struggle to process visual information
o Struggle to follow multi-step directions
o Struggle to communicate
o Struggle with logic, problem-solving and reasoning skills
o Have difficulty with grade-level work
Visual Impairment Inc Blindness
Characteristics:
✓ Spatial positioning
✓ Short attention span
✓ Sensitivity to bright light
✓ Poor eye and hand coordination or clumsiness
✓ Poor academic performance
 Akheeba Charles April 2023
ARD Timeline Activity

#1 Initial Request for Referral by Parent

#2 Consent and Notice for Evaluation or

Prior Written Notice Given to Parent
Within 60
Calendar
Days
#3 Initial Evaluation Completed

Within
#4 Notice of ARD Meeting
30
Calendar
Days

#5 Eligibility Determined by ARD

Committee

3
Years

Year

#6 Implement IEP
Consent of initial placement
Initiation of Services

#7 ARD Meeting to Transfer Student

#8 Annual IEP Review


Modifications and Accommodations
Quantity
Definition
Adapt the # of items the learner is
expected to learn or # of
activities student will complete
prior to assessment for mastery.
Example
Reduce # of social studies terms
learner must learn at any one
time. Add more practice
activities or worksheets
Akheeba Charles April 2023
Time
Definition
Adapt the time allotted & allowed for
learning, task completion, or testing.
Example
Individualize a timeline for completing
a task; pace learning differently
(increase or decrease) for some
learners.
Level of Support
Definition
Increase the amount of personal
assistance to keep the student on task or
reinforce or prompt use of specific
skills.
Example
Assign peer buddies, teaching
assistants, peer tutors, or cross-age
tutors.

Input Difficulty Output

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.
Definition
Adapt the skill level, problem type, or
the rules on how the learner may
approach the work.
Example
Example
Allow the use of a calculator to figure
math problems; simplify task
directions; change rules to
accommodate learner needs.
Definition
Adapt how the student can respond to
instruction.
Instead of answering questions in
writing, allow a verbal response, use a
communication book for some students,
allow student to show knowledge with
hands on materials

Participation
Definition Notes:
Adapt the extent to which a Others:
learner is actively involved in the Alternate Goals
task. Substitute Curriculum
Example:
In geography, have a student hold
the globe, while others point out
locations. Ask student to lead a
group. Have the student turn the
page.

Taaaaaaaaaayaaaaaapes
Types of Assistive Technology
of Assistive Technology
AAAAAA
(SP7CPE)
1. Visual: eyeglasses, brail, screen reading software, text to speech systems, large print materials
2. Listening/Hearing: hearing aids, personal listening system, closed captioning, etc
3. Organizing and Memory: graphic organizers, text to speech, audio books, apps for reminders or
notetaking.
4. Speech Communication: voice amplification system, communication board
5. Mobility: wheelchair, walkers, cane, crutches, scooters, inflatable seat cushion
6. Classroom Seating – table instead of desk, spacing, sofa, flexible seating, etc.
 Akheeba Charles April 2023
Venn Diagram of 504 and IDEA

D, G, H, I, K, L A, C, E, F, J, P

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.
 Akheeba Charles April 2023
Suggestions for working with Students in Poverty

Don’t make comments about students’ clothes or belonging Take time to explain the rationale for rules and
unless in violation of dress code procedures in the classroom to know school
behaviors for school situations.

Keep school supply requirements simple Listen to disadvantage students to build strong
trustworthy relationships.

Be sensitive to the potential for embarrassment about money Boost self-esteem of students by praising them.

Guthrie and Humenick Strategies to increase reading motivation

1. Provide content goals for reading

2. Support student autonomy

3. Provide interesting text

4. Increase social interactions among students related to reading

Reading Strategies to Strengthen Literacy Skills

Listen-Read-Discuss Before-during-after When students listen to a lecture or listen to a

video then students read a short story about it
to formulate their thoughts to discuss in the
classroom afterwards.
Word Wall During reading An interactive tool that has a collection of
words pertaining to specific content.

Question awareness relationship After reading Teaches students to ask key questions for
comprehension.
 Akheeba Charles April 2023
Echevarria et al.’s -Making content comprehensible for ELL students
Write at least 3 strategies / techniques that you could easily implement in your classroom for your content
1. Prepare the lesson: Use graphic organizers, Outlines, and leveled study guides
2. Build background: Contextualize vocabulary, visual vocabulary, and content word wall

3. Make verbal communication understandable: Explanation of academic task, scaffolding techniques,

and model techniques
4. Learning strategies (this one should be easy!): GIST summarizing, Questioning, Scaffolding

5. Opportunities for interaction: Encourage more elaborate responses, Cooperative Learning Activities,
and Clarify Key Concepts
6. Practice and application: Making and playing games for content review, social interaction in groups or
partners, and modeling correct English.

7. Lesson delivery: Clear learning objectives orally and written, Get and keep students engaged, pace
yourself with the amount of time given

8. Review and assess: scaffold by paraphrasing, Review of Key Content Concepts- final exam, Evaluation

Reflections on the Reading STAAR

1. Question #2: First person’s point of view may be perceived by the reader one or more ways. To me it
depends on how its interpreted by the student when they first read the passage. At first, I thought it was
one answer, but after I discovered it was wrong, I re-read the passage and of course use the process of
elimination of the answer choices. The second time I read the passage, I viewed from a narrator’s
perspective.
2. Question #5: In this portion of the passage, again it is how it is interpreted and what the student knows it
as. With this being a figurative language, a student may know it one way while another student may have
learned it to mean something else. Using the text clues is helpful. Tidal wave – using the terms steady
pace and manageable can be view interchangeable. That is where I can see the students contemplate
which answer is correct between the two available options.

3. Student knowledge or understanding may be misinformed and/or perceived incorrectly. Teaching

students test taking strategies is help. For example: Use the process of elimination of the answers. Need
to ask the questions, what is logical? Is this answer talking about the whole story or a small portion? Am I
answering the question ask? As I reflect, I like to read and re-read and use the process of elimination.
 Akheeba Charles April 2023

Reflections on the Math STAAR

1. Question #2: As a student taking the test, I feel I got this question wrong because of how I interpreted
the answer. Once I did the process of elimination, I said it can be either 2&3 or 1&4. As I look at the
available answers, if you don’t know roman numerals it can also be confusing. I should have focus on
the word opposite instead of must be true.

2.
Question #2 was the only question incorrect for me. However, as I review the other questions, I reflect
on do the students remember how to solve the problem. We may teach how to solve the problem, but do
the students recall the steps. Example the IQR – Interquartile. If a step is missed, its possible to select
the wrong answer or not have an answer at all.

Jimmy’s Report Card (TL6)

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

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.3 21.53

Final Percent 77.98

C10 + D10 +
Final Letter Grade C E10

Dear Parents,

I noticed that Jimmy’s grades were low during unit 1. However, over time Jimmy worked really hard to
improve his grades during unit 1 and unit 3a. I believe that in unit 3b his grades decreased due to his absence
and Jimmy not making up his assignments. If you have any questions, please contact me.
 Akheeba Charles April 2023

Three professional goals for my classroom

1. I will develop a learning classroom culture that all students will have a growth mindset through
motivation, establishing classroom expectations, preventing discipline problems from occurring,
reflecting, and engaging students in various lesson learning activities.
2. I will plan and deliver lessons that align to state standards and district guidelines through tiered
instruction, flexible group, Bloom’s verbs, graphic organizers, and technology to appropriately assess
students’ mastery of the material. I will be able to provide meaningful feedback to students and parents.
3.
To improve my professional goals as a teacher, I will implement effective classroom management,
improve presentation skills daily, advocate for lifelong learning, take professional development courses,
find a mentor, and always have a growth and positive mindset.

Vision of an Educator

My vision is to have an equal opportunity learning environment by providing a diverse curriculum and
accommodating learning styles, and emergent bilingual students. I vision my students’ becoming self-starters
and knowing what to do when they arrive to my classroom by having the daily and weekly objectives on the
board, completing warm-up activity, exit tickets, and being prepared for activity or lecture. To ensure and
maintain my class room to have a learning and safe environment I will remind them of our social contract and
reiterate through-out the school year non-negotiables which is, no disruptive behavior, submitting assignment
on time, and actively participating in learning activities. In addition to my vision I want to use research-based
strategies such as cooperative learning, scaffolding, promote metacognition, and individualized instruction
just to name a few. We will use technology programs that students will use through the school’s educational
platform.

Stronge’s Qualities of Effective Educators

The Effective Teacher as a professional…..

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

Maintains a positive attitude in difficult situations Is prepared for emergencies in the classroom
Is available for tutoring, before and after school Requests technical support when necessary
Practices two- way communication with parents & Designs and implements quality lessons
administration.

Stronge’s Qualities of Effective Educators

The Effective Teacher monitors student progress and potential by…

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

Providing re-teach opportunities after each skill
Implementing formal and informal assessments
Checking for understanding & providing feedback
Collecting, reviewing, and analyzing student data
Displaying consistency in grades – no extremes
Distributing student progress reports in a
professional manner
Communicating student progress to parents &
administration as needed
 Akheeba Charles April 2023
11 Key Strategies for Differentiation
1. Individualized Instruction: The process of tailoring your lessons to meet specific needs of
individual students. Should take into account student readiness, student interests, and student learning
preferences.
2. Flexible Grouping: Purposeful collaborative groups that allow teachers to match students to
necessary tasks and skill levels.
3. Transparent Learning for Students: The process of making sure that students participate in the
differentiation to develop confident, and self-disciplined learners. Students should be aware of their
learning preferences and various strategies to implement to be able to demonstrate mastery.
4. Student Reflection: When students can think about strategies that work best for them, they are more
likely to remain engaged and it helps them to understand the purpose of their work. This process may
not come naturally for students and must be modeled to demonstrate the type of thought that is
expected.
5. Respectful Task: These assignments recognize and honor students’ learning differences, while being
appropriate and fair. It is recommended that teachers keep a list of standard games / activities that
appeal to your students.
6. Tiered Instruction: This strategy allows the teacher to categorize every aspect of the lesson into one
of three tiers. This strategy requires teachers to identify the skills and concepts of the lesson and
group students into 3 groups based on their knowledge of the concept: struggling students, students
who may just need practice, and advanced students.
7. Formative Assessment: An informal process that allows teachers to make an informed, prescriptive
decision about the process of instruction. Provides teachers with continual information about what
students know and don’t know.
8. Effective Feedback: The process of teachers responding to student performance. Must be timely,
should not be critical, judgmental or harsh. Should be brief and to the point while being geared to help
students improve.
9. Planned Implementation of Feedback: This is the process of providing students with TIME to
implement suggestions offered by the teacher.
10. Student Choice: Allows students to make selections on activities that are compatible with their
learning style.
11. Anchor Activities: Independent, ongoing activities that students work on at any time when they have
completed primary assignments. These activities help with classroom management and promote
learning.