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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……

Speaks with appropriate tone and volume
Greets students at the door
Conducts 1:1 conversations with students
Addresses students by name

Core Values (TIU3)

Recognition Authenticity

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

a change in learning involves learner brings Humanism

behavior caused a change in their own past focuses on
by knowledge experiences and human freedom,
an external stimul stored in cultural factors dignity, and
Brief us memory, not just potential. It is
to every
Description:
a change in situation. necessary to
behavior study the person
as a whole. This
theory deals with
the social-
emotional side of
learning.

Ivan Pavlov Jean Piaget Lev Vygotsky Maslow

B. F. Skinner John Dewey

Albert Erik Erikson
Theorists Bandura
Associated:

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

1. Relationships 4. Rigor 7. Relevance

2. Retrieval 5. Routing 8. Re-exposing

2.
3. Retaining 6. Rehearsing 9. Recognizing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of dark and injury Mature motor control Self-sufficient in many

Good activities are
2 -4 yr olds routines more physical
Likes to share, Ball skills improve –
cooperative play with throwing and catching Dresses/undresses self
other children
May be ready to learn Copies complex shapes
May have an to ride a bike by 4-5 Five- and six-year-olds
Asks a lot of questions
imaginary friend are still quite self-
Tells stories centered, but they are
Attachment to friends becoming interested in
5- 8 yr olds grows during this stage. group activities. They
Children show friendship become sociable and
with possessions,
interested in other
secrets, and time
together. Children want children as friends.
to continue playing with
their friends and don't
like to stop. They need a
5- or 10-minute warning
before they have to
leave or change
activities.

Peer groups grow A sense of humor

9-11 yr olds
develops during Children in this Children in early
more important age group are as adolescence begin
for members of this period.
coordinated as to think abstractly
this age group. adults, although and can plan for
lapses of several weeks.
awkwardness are
Adolescents are Throughout this
common.
increasingly stage, adolescents
12-14 yr olds must cope with Having moved
comfortable
interacting in the ungainly bodies from concrete to
community and and a new sense abstract thinking,
with their peers. of their physical adolescents enjoy
selves. cognitive activities
.
15-18 yr olds

• Transition period—teenagers detach themselves from their parents.

• There may be a general awkwardness.

• Intense questioning and uncertainty

Hattie’s most effective influences on instruction (throughout SS)

Small group
Coop
Advanced organizers are helpful for differentiation

What is Academic Language? (SS1)

Oral, written, and visual language to understand communicate, and perform

Strategies to teach the Vocabulary (SS1)

1. Frayer model 3. Critical thinking

2. Word wall 4. Word Games

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

Audio and video

Charts and models
Interest centers
Peer and adult mentors
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Think-pair-share jigsaw

Mind map Charts

Venn Diagram Connect 4 Thinking

Compare Contrast Analogies

3-2-1 summary Cornell notes

Remember this name; it may be How would you feel if...?

important

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

Create Justify, appraise, argue, generate, conclude

APPS:
Design, develop, create, categorize, plan
Evaluate

APPS:
analyze, categorize, compare, separate, apply
Analyze

APPS:
Use, apply, change, choose, interpret
Apply

APPS:
Explain, paraphrase, summarize, convert, extend
Comprehension

APPS:
Arrange, identify, memorize, label, outline
Remember

APPS: storytelling, video editing, moderating, conference, , outlining, structuring,

interviewing, simulating, organizing, annotating, recalling, listing
Components of a social emotional learning program (SS12)
Self-awareness, self-management, social-awareness, relationship skills, responsible decision-making

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 & Provides a variety of methods for learning:
admin. visual, auditory, and kinesthetic.
Incorporates technology to facilitate Has lesson plans that are learner-centered
instruction

Create a welcoming space (CBM3)

1. I am going to explain who I am, including likes, dislikes, hobbies, and family so they know more about
me and might even relate to me in some ways.

2. I will greet all students at the door with a smile and ask for their name.

3. I will have students create mind maps of themselves and their interests/lives and make conversation
and comments about their interests.

4. I will go over expectations and procedures in great detail and make it fun by having races, and turning
them into games.

5. Every student will get a syllabus which we will go over.

6. I will give students my work email so they may email me with questions at any time.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. No Apologies. Teachers with high expectations don't apologize for what they teach. No more,
"Sorry, I have to teach you Shakespeare."
2. Post It. Be sure your students know your objective for the day by posting it on the board.

3. Check for Understanding. This method is an on your feet model of data collection, sort of a
formative assessment on the run.

4. Call and Response. This technique uses a tradition from African American hymnody and
creates a way for the whole class to participate in questioning.
Entry Routine. Having a structured entry routine expedites the beginning of instruction.
5.

Threshold. This threshold is the one at the door. By meeting and greeting students as they
6. enter, you can set the tone for your class.

Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers
7. 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?

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……

Has make-up work ready for absentees
Maintains daily routines and procedures Displays consistency with rules and
consequences
Displays student work/projects
Categories of Disabilities in SPED (E4)
Characteristics
Autism •A neurological disorder
Cognitive abilities range
from gifted to cognitively
delayed
A student who falls into
this eligibility category
has any combination of
vision and hearing loss,
though not necessarily
complete deafness
and/or complete
blindness
• •A wide range of
Deaf/Blindness cognitive and
developmental abilities
• •American Sign
Language (ASL) may be
Deafness their first language and
English may be their
second
• Articulation difficulties and
Emotional Disturbance language delays
• Easily frustrated
• Struggle with overall
Hearing Impairment academics
• Hampered speech and
Intellectual Disability communication skills
• Have no cognitive concerns
• Be integrated into the
general education setting all
Multiple Disabilities the time
May Impact
· Reading
Orthopedic Impairment · Writing
Impact on Classroom
• Struggle to attend to a task or
appear to not be paying
attention
• Have difficulty sharing/taking
turns or call out answers
• Have difficulty with noise or
visual stimuli
• Require Information to be
introduced deliberately and
systematically
• 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 with
social/emotional or
interpersonal skills
• Wear hearing aids or FM systems
• Read lips or use ASL
• Require multiple services
• Slower reading rate

• Articulation disorder • Frequent spelling errors

Other Health Impairment • Abnormal voice
• Tend to emerge at a young age
Specific Learning Disability
• Have difficulties with
comprehension
Speech or Language Impairment · Struggle to
Traumatic Brain Injury process visual
information
· Struggle to
follow multi-step
Visual Impairment Inc Blindness directions

• Spatial positioning

• Short attention span

ARD Timeline Activity (E5)

#1 RTI

#2 Initial Referral
Within 60
Calendar
Days
#3 Notice and Consent or Refusal to
Provide Initial Evaluation

Notice of ARD Meeting Within

#4
30
Calendar
Days

ARD/IEP Meeting
#5

3
Years

Year

#6 Annual ARD/IEP

Three-Year Reevaluation
#7

Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
#8 Transition Services Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the Adapt the amount of time for an Increase the amount of personal assistance to
learner is expected to learn/the assignment keep the student on task, to reinforce or
number of activities students will prompt the use of specific skills.
complete prior to assessment for
mastery.
Example Example Example
Reduce the number of terms a Individualize a timeline for completing Assign peer buddies, teaching
learner must learn. Add more a task; pace learning differently for assistants, peer tutors, or cross-age
practice activities or worksheets. some learners. tutors.

Input Difficulty Output

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

Example Example Example

Use different visual aids, enlarge Allow the use of a calculator to figure Instead of answering questions in
text, plan more concrete math problems writing, allow a verbal response.
examples.

Participation Notes:
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.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Reading: Students may have trouble decoding,
1. Visual: eyeglasses, magnifiers, Braille
(SP7CPE) 4.
displays comprehension, fluency, or tracking

Writing: pen/pencil grips, word processors,

2. Listening: hearing aids, personal 5.
listening system word wall alternate keyboard

3. Math: calculators, talking calculators 6.

Memory: graphic organizers, text to speech,
audio books
Venn Diagram of 504 and IDEA (E9)

BGHIKL ADEFJCP

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)

Keep expectations high Explain rationale for rules

Boost self-esteem Be careful about school supplies

Keep strong relationships No costly activities

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals

Support student autonomy

2.

Provide interesting texts

3.

Increase social interactions related to reading

4.

Reading Strategies to Strengthen Literacy Skills (R8)

Rhyming games Before Reading. Games that help students with awareness of rhyming

Reader’s theater. During Reading/small group Students read through parts of scripts to develop
reading fluency.

Revising. Individually/small group/whole class. Students learn to edit and revise work to increase their
writing skill.

f
 Echevarria et al.’s -Making content comprehensible for ELL students (R9)
Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson Outlines, graphic organizers, pictures

2. Build background Content word wall, concept map, personal dictionaries

3. Make verbal communication understandable Appropriate speech, multiple exposures, demonstrations of

technique

4. Learning strategies (this one should be easy!) Mneumonics, Gist summarizing, Question cube

5. Opportunities for interaction Partnering groups, 3 step interview, encouraging more elaborate responses

6. Practice and application Social interactions, practice, modeling correct english

7. Lesson delivery Oral statements, ESL standards, writing on the board

8. Review and assess Paraphrasing, review key concepts, end of class assessment

Reflections on the Reading STAAR (TL4)

1. Students might think that the theme is about what he is doing instead of the one line about his friends.

2.

3.
Reflections on the Math STAAR (TL4)
1. Students might not remember the definition of interquartile.

2. Students might not understand what 25% looks like without the numbers.

3.

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 21.5

Final Percent 77.95

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will improve my ability to effectively monitor and help students through various behaviors that appear in class, including
shouting out and getting out of their seat without permission.

2. I will be able to communicate goals to students on a class and individual basis effectively.

3. I will incorporate differentiated activities for my English Language Learners and scaffold the work for them so they may
have an effective English class.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. 1. What research-based strategies will you see in my classroom?
-I will use strategic monitoring to continuously monitor data from my students and then I will use differentiation and
scaffolding to create an inclusive environment that allows students to feel confident in my classroom.

2. 2. What technology will you see in my classroom?

3. I will use applications such as canva and technology such as audiobooks to give my students a variety of input and
learning.
4.
5. 3.What are the important elements of lesson planning that need to be incorporated for student success?
6. The important elements are objectives/goals for both the teacher and the students. We need to know the ideal end result
before figuring out how to get there.
7.
8. 4. In classroom behavior management, you learned about rules, procedures, routines, and organization.
What are the non-negotiables for my classroom?
-Non-negotiables are talking while someone else is talking, getting up out of your seat without permission, and enteri9ng
the classroom in a chaotic manner. I also will not tolerate behavior such as cursing or violence.

In my classroom, how can I assure that all students have an equal opportunity to master learning?
-I can differentiate and scaffold my classwork, as well as strategic monitor and reteach when necessary. I can also make
a list of students and their reading levels and work with each group of reading levels so that each individuals’ needs are
met.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

I believe that all students can achieve at high levels Maintain a positive attitude
applications. Maintains an up-to-date calendar
I engage in dialogue with students, peers, parents,
etc.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

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

Collecting, reviewing, and analyzing goals Providing re-teach opportunities

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.