[Document title] | Lauren Trommer 6-10-23

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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……

Giving positive feedback, maintaining Lesson planning, being more organized.
relationships with students, and being able to go
with the flow.

Core Values (TIU3)

Encouragement Preparedness
Enthusiasm Collaboaration
Family

Additional Notes:
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Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Behavior can be This theory focuses When people Stresses importance

explained in terms of on how information is experience things of human nature and
conditioning. That all received and how they reflect upon relies on being a basic
behaviors are people organize it in these experiences and good human.
learned. their mind build their own
Brief representations.
Description:

B.F. Skinner, Ivan Jean Piaget Jean Piaget, Lev Abraham Maslow,
Pavlov, John B. Vygotsky, Jerome Carl Rogers, Rollo
Watson Bruner May

Theorists
Associated:

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

1. Rigor 4. Routing 7. Rehearsing

2. Relevance 5. Re-exposing 8. Recognizing

2.
3. Retrieval 6. Retaining 9.
Relationships

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of the Dark and Jumps with feet Self-sufficient in A child becomes
2 -4 yr olds injury, Likes to together, mature many routines, can stronger during
Share,May have this time,learn how
imaginary friend,
motor control, ball dress/undress self,
becomes competitive skills improve,cuts tells stories, asks a to manage feelings,
and does not like to on line with lot of questions write simple
lose, Finds taking turns scissors strokes and letters
difficult

5- 8 yr olds
Participate in group Think more
activities, Become Muscle control is logically, Form Active learning
attached to an adult uneven and not ideas similar to experiences, Learn
other than parents, best if physically
new behaviors and
complete, growth adult, Understand
imitating friends rate slower value and use of active
money

9-11 yr olds Think abstractly,

Peer groups more Very active, short
Height and weight developing a sense
important, Can be loud
and rude, attitude grow, lots of energy of morals and straight
change regarding and can show forward directions,
school overstimulation, admire and imitate
lots of sleep needed older kids
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12-14 yr olds

15-18 yr olds

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

 Task analysis, Planning and predicting, teacher clarity, clear focus on the lesson, students to engage in content,
response to intervention, giving feedback, multiple exposures, have students apply their knowledge, collaborative
learning, student grouping, self-efficacy, Small group learning,Positive peer influences ,Self Regulation strategies ,Peer
Tutoring ,Classroom discussions ,Cooperative learning

What is Academic Language? (SS1)

Academic Language is the oral, written, and visual language students need to understand, communicate, and perform.

Strategies to teach the Vocabulary (SS1)

1.  Repetitive exposure to words 3.  Indirect learning of vocabulary, for example,

using vocabulary words in numerous

2.  Learning vocabulary words before 4.  Learning vocabulary in both written text and
reading the text oral speech
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Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

Individualized instruction, flexible grouping, transparent learning for students, student reflection
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Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2
Four Corners Think, Pair, Share
Cooperative Grouping

Author’s Purpose Anchor Chart Math symbols anchor chart

Graphic Organizers

Venn Diagram K,W,L Chart

Advanced Organizers

T Chart Venn Diagram

Similarities / Differences

Plot Diagram Cornell note taking

Summarizing & Notetaking

1- Minute Paper
Cues & Questions Slap down game

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

Create Defend, describe, judge, rate, predict

Slide show creator, WeVideo

APPS:
Evaluate Collect, relate, revise, write, tell

Notion, Weebly
APPS:
Produce, show, discover, change, sketch
Analyze
Simple Mind, Padlet
APPS:
Produce, apply, demonstrate, show, discover
Apply
KOMA KOMA, Sketchbook
APPS:
Predict, recognize, express, infer, locate
Comprehension
Feedly, Annotate
APPS:
Identify, label, list, match, arrange
Remember

Quizlet, Mind Mapping

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APPS:
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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……

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

Provides a variety of methods for learning Incorporate technology
Responsive to students and student needs Provides a variety of feedback

Create a welcoming space (CBM3)

1. Have pictures of them and their family on their desks.

2. Greet them with their choice of greetings at their door (handshake, high-five, air-five etc.)

3.
Greet them by name when they walk in.

4. Share good things with students each morning.

5. Establish relationships the first day

6.
Have things in centers they enjoy/are familiar with
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Lemov’s techniques to “Teach like a Champion” (CBM4)

1.
 Technique 39: Do It Again. Repetition is one way to ensure that students understand your
expectations and meet your standards.
2.  Technique 11: Draw the Map. Drawing the map is controlling the environment by wisely
grouping students through the seating chart.
3.  Technique 15: Circulate. Keep moving! Drawing the map suggests making room between
the desks, so the teacher moves unhindered.

4.  Technique 27: Vegas. Nothing like a little glitz to liven up classroom instruction!

5.  Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions,
such as using a bathroom or getting a pencil, and can eliminate some of the waste of time

6.  Technique 38: Strong Voice Part OneLinks to an external site. and Part Two. This
technique, strong voice, is one that separates the effective teacher from the adequate. It's

7.  Technique 44: Precise Praise. Rather than "cheap praise," precise praise is valued by
students because it 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 that?

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……

Displays student work/projects Has materials for substitutes readily
available
Maintains daily routines and procedures
Provides instruction bell to bell
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Categories of Disabilities in SPED (E4)

Characteristics Impact on Classroom
Autism Neurological disorder,4:1 male Difficulty with visual stimuli or
to female noise, fidget, rock, flap

Deaf/Blindness Combination of vision and Service of a specialized SSP

hearing loss

Deafness Hearing impairment that is Lip reading, uses ASL

severe

Inappropriate behavior, cant Aggression, withdrawal

Emotional Disturbance form relationships with peers

Hearing Impairment Language delays, easily Hearing aids, lip reading

frustrated

Not on grade level, not

Intellectual Disability Struggle with academics, understanding social norms
memory

Multiple Disabilities Orthopedic disabilities, Requires multiple services

communication struggles

Orthopedic Impairment Hard to generalize Assistive technology, help in gen ed

characteristics classroom

Other Health Impairment Limited strength, attending Hyperactivity, sickness

problems

Specific Learning Disability Difficulty in specific subject Slower reading rate, delayed
communication

Articulation disorder, Difficulties with comprehension,

abnormal voice struggle socially
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Speech or Language Impairment

Traumatic Brain Injury

Visual Impairment Inc Blindness

ARD Timeline Activity (E5)

#1 Initial Referral

#2
Within 60 Calendar
Days

Notice/Consent for Initial Evaluation

#3

Full Individual Evaluation

#4 Within
30
Calendar
Days
Notice of ARD
#5

3
Years
Initial ARD 1
Year

#6

Yearly ARD
#7
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Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt number of items the Adapt time expected to learn or time Increase amount of personal assistance
learner is expected to learn or the allotted to complete tests to keep student on task, enhance adult-
amount of activities student is student relationship
expected to do
Example Example Example
Reduce amount of vocabulary a Extra time to complete assignments Assign peer buddies or teacher
student must learn assistants

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is given Adapt the skill level of problems Adapt how student can respond to
to student instruction

Example Example Example

Using enlarged text for a student Allow the use of a calculator for math Allow verbal responses instead of
problems written responses

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in a
task
Example:
In geography have a student hold a
globe while the others point out
locations

Dismissal
Types of Assistive Technology (E7)

Visual Timers
1. Graphic Organizers 4.

2. Closed Captioning 5.
E-readers

3. Yoga Balls 6.
Voice to text
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Venn Diagram of 504 and IDEA (E9)

A,B,
C,D,
E,F,
G

H,L J,K,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
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L) Does not require parental consent.

P) Parents must receive ten days' notice prior to any change in placement.

Suggestions for working with Students in Poverty (E12)

Provide access to computers, magazines, newspapers,
1. and books so low-income students can see and work with
printed materials. School may be the only place where
they are exposed to print media.
2.
Keep your expectations for poor students high. Poverty does
not mean ignorance.
3. Don’t make comments about your students’ clothes or
belongings unless they are in violation of the dress code.
Be careful about the school supplies you expect
4. students to purchase. Keep your requirements as
simple as you can for all students.
5. Arrange a bank of shared supplies for your students
to borrow when they are temporarily out of materials
for class.
6. Do not require costly activities. For example, if you
require students to pay for a field trip, some of them
will not be able to go.

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
Phonological Awareness (Rhyming games) whole group, individually, small group (before reading) rhyme
1. recognition, rhyme production

2. Comprehension(Summarizing) After I do a read aloud to the class Being able to tell me what happened
In the story.
Phonics (Alphabet matching) Before reading
3. Matching letter to letter of the alphabet
Or uppercase to lower case and vice ve
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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 organizers, highlighted texts, hands on manipulatives

2. Build background Word sorts, word wall, songs with vocabulary

3. Make verbal communication understandable Appropriate speech, graphic organizers, think alouds

4. Learning strategies (this one should be easy!) Graffiti write, I wonder statements, illustrate new learning

5. Opportunities for interaction Four corners, jigsaw, pair and share

6. Practice and application Hands on materials, making graphic organizers as a class, small group discussions

7. Lesson delivery Objectives stated, students engaged, pacing

8. Review and assess Evaluation, informal assessment, agree/disagree why or why not?

Reflections on the Reading STAAR (TL4)

1. The first one I could see the student getting wrong because it makes the student refer back to the passage of paragraph 2 and 8.
The paragraphs are not provided in the question and I could see students not totally sure of what to refer back to if it is not in
the question.

2. The next one I could see a student getting wrong is because the question is asking what the author’s purpose was, but it adds in
the words “problem-solution organizational structure” to describe the text. This could confuse the student and throws off what
the question is asking about the author’s purpose.

3.
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The next one is that the question includes a map. Although passages can include maps or graphs, this leads students to believe
this is more of a social studies question instead of a reading question.

Reflections on the Math STAAR (TL4)

1. I think the student got the first question wrong because the multiple-choice answers are very similar only changing either a
number or a word. For example, x is more than 12 in option c and x is more than 4 in option d. This can easily confusing
because all the wording and numbers are so similar.

2. I think the student would get this answer wrong because it gave a very similar formula to use to solve the problem but they
changed the wording of what they would have 7 of. For example one answer was 7 cookies, the next answer choice was 7
crayons. It can be misleading because the 4 formulas to choose from are all so similar.

3. The third one I could see a student getting wrong was the question was given about 2 kids swimming laps. The were given the
amount of time and the amount of laps they were able to do in a certain amount of time. This question to me was worded more
like a riddle and the student was having to give a higher level of thinking so they could deduct which answers could not be the
correct answer.

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
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Average Percent  80.5 80.75  71.75 

Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24  32  22 
 
Final Percent 78 
C10 + D10 +
Final Letter Grade  C E10

Three professional goals for my classroom (TL8)

1. I will improve my communication of goals, expectations, and directions clearly to my students.

2. I will minimize use of large group activities that require sitting for long periods of time and engage students.

3. I will successfully use formal and informal procedures to track student’s data and improve their growth.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
Research based strategies you will see in my classroom is students making their own social contract to follow by because it feels
as if this gives them ownership of the rules. I will also be using small groups to enrich my students and to help them thrive and
grow. I will be using differentiation in the classroom based upon student’s needs. I will be making individual connections with all
of my students. The technology you will see in my classroom is using programs to enrich learning ( dream box, amplify, etc.) I
will also be using assistive technology such as closed captions, text to speech, graphic organizers, and read aloud technology. The
important elements of lesson planning to ensure student success is aligning the TEKS, stating your learning objectives, making
sure you have all your materials present, and making sure the lesson is on grade level. These are all important things because you
as a teacher need to be prepared for all the things in the lesson as well to ensure your lesson goes smoothly and that your
classroom management goes the way you need it too. When it comes to behavior and classroom management I do have some non-
 [Document title] | Lauren Trommer 6-10-23

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

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

Maintains a positive attitude in difficult situations   Maintains an up-to-date calendar

Performs assigned duties in a professional manner Requests technical support when necessary

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……

Providing re-teach opportunities after each skill Communicating student progress to parents &
adm
Checking for understanding & providing feedback
Collecting, reviewing, and analyzing student
data  
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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.

1. A. 5. A. 6. A.

B. B. B.

1. A. 8. A. 9. A.
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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.