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Stronge’s Qualities of Effective Educator (TIU3)
The Effective Teacher as a person…
Areas where a PE teacher excels (glows):
1. Content Knowledge: A PE teacher excels in having a
deep understanding of physical education content,
including sports, fitness, motor skills, and health-related
concepts. They are knowledgeable about various sports
rules, strategies, and techniques, as well as fitness
principles and safe exercise practices.
2. Passion for Physical Education: A PE teacher
demonstrates a genuine passion for physical education
and a commitment to promoting a healthy and active
lifestyle. They inspire and motivate students to engage
in physical activities, fostering a love for movement,
sports, and overall well-being.
3. Communication and Instruction: A PE teacher
effectively communicates instructions and demonstrates
clear expectations for activities and exercises. They use
a variety of verbal and non-verbal cues to provide
guidance, feedback, and corrections to students. They
also create a positive and inclusive learning environment
through their communication skills.
4. Adaptability and Differentiation: A PE teacher excels
in adapting and differentiating instruction to meet the
diverse needs and abilities of students. They provide
modifications and accommodations to support students
with varying skill levels, ensuring that all students can
actively participate and experience success.
5. Classroom Management: A PE teacher demonstrates
strong classroom management skills, effectively
organizing and managing the physical space, equipment,
and student behavior. They establish clear routines,
rules, and expectations, creating a safe and orderly
learning environment where students can focus on
learning and physical activity.
Areas where a PE teacher can grow:
1. Assessment and Data Analysis: A PE teacher can
enhance their skills in assessing and analyzing student
performance and progress. They can explore various
assessment methods, such as skill-based assessments,
fitness tests, and self-reflection activities, to gather
meaningful data that informs instruction and
individualized support.
2. Integration of Technology: A PE teacher can explore
and incorporate technology tools and resources to
enhance instruction and engagement in physical
education. They can explore fitness apps, video analysis
software, online resources, and interactive tools that
support skill development, fitness tracking, and student
motivation.
3. Inclusion and Differentiated Instruction: A PE teacher
can further develop strategies to ensure inclusive
practices and effectively meet the needs of students with
disabilities or diverse backgrounds. This may involve
seeking professional development opportunities,
collaborating with special education staff, and
implementing targeted accommodations and
modifications.
4. Collaboration and Professional Growth: A PE teacher
can actively seek opportunities for collaboration and
professional growth within the field of physical
education. This can involve attending conferences,
participating in workshops or webinars, joining
professional organizations, and engaging in reflective
practices to continually improve their teaching
techniques and stay updated with current research and
trends.
5. Culturally Responsive Teaching: A PE teacher can
work towards developing a culturally responsive
teaching approach that values and respects the diverse
backgrounds, cultures, and experiences of their students.
They can strive to incorporate culturally diverse sports,
games, and physical activities into their curriculum,
fostering inclusivity and promoting cultural
understanding.
By reflecting on these areas of strength and areas for
growth, a PE teacher can continue to enhance their
effectiveness and provide a high-quality physical
education experience for their students.
Core Values (TIU3)

Stronge's Qualities of Effective Educators is a framework developed by Dr. James H. Stronge that identifies key
characteristics and behaviors of effective educators. While the framework primarily focuses on general education
teachers, many of the qualities can also be applied to physical education (PE) teachers. Here are some core values that
align with Stronge's framework specifically for PE teachers:

1. Expertise in Physical Education:

- PE teachers should possess a strong knowledge base in physical education principles, including motor skills,
fitness concepts, game rules, and safety guidelines.
- They should continually update their knowledge through professional development opportunities and stay informed
about current research and best practices in PE.

2. Passion for Physical Fitness and Wellness:

- PE teachers should demonstrate a genuine enthusiasm and passion for physical fitness and overall wellness.
- They should serve as role models for their students by practicing healthy habits and actively participating in
physical activities.

3. Student-Centered Instruction:
- PE teachers should design instruction that is student-centered, taking into account individual student needs,
interests, and abilities.
- They should provide differentiated instruction and adapt activities to meet the diverse needs of their students.

4. Effective Communication and Collaboration:

- PE teachers should possess strong communication and collaboration skills to effectively engage with students,
colleagues, parents, and other stakeholders.
- They should be able to clearly articulate expectations, provide feedback, and establish positive relationships with
students and their families.

5. Classroom Management and Safety:

- PE teachers should create a safe and inclusive learning environment where students feel physically and emotionally
secure.
- They should establish clear rules and procedures for the PE class and consistently enforce them, ensuring that all
students understand and adhere to safety guidelines.

6. Assessment and Feedback:

- PE teachers should use a variety of assessment strategies to measure student learning and progress in physical
education.
- They should provide timely and constructive feedback to students, focusing on both skill development and personal
growth.

7. Continuous Professional Growth:

- PE teachers should engage in ongoing professional development and seek opportunities to enhance their teaching
skills and knowledge.
- They should be open to feedback and reflection, continuously striving to improve their instructional practices.

These core values align with the qualities of effective educators, as outlined in Stronge's framework, and provide a
foundation for PE teachers to create meaningful and impactful learning experiences for their students.
Psychology 101 Review (TIU5)

Behaviorism:
Behaviorism is a psychological perspective that focuses on observable behaviors and external stimuli, emphasizing the
influence of the environment on behavior. According to behaviorism, behavior is learned through conditioning, and the
main goal is to understand and modify behavior through the use of reinforcement and punishment. Behaviorists believe
that all behavior is a result of conditioning and that individuals are passive responders to external stimuli.

Theorists Associated:
- Ivan Pavlov: Known for his classical conditioning experiments with dogs, which demonstrated how behaviors could be
learned through association.
- B.F. Skinner: Known for his work on operant conditioning, where behavior is strengthened or weakened by the
consequences that follow it.

Cognitivism:
Cognitivism is a psychological perspective that focuses on mental processes such as perception, attention, memory, and
problem-solving. It views individuals as active participants in their learning and emphasizes the role of internal mental
processes in shaping behavior. Cognitivists believe that learning involves the acquisition, organization, and application
of knowledge and that individuals actively construct meaning from their experiences.

Theorists Associated:
- Jean Piaget: Known for his theory of cognitive development, which proposed that children go through distinct stages of
cognitive development as they actively interact with their environment.
- Lev Vygotsky: Known for his sociocultural theory, which emphasized the role of social interactions and cultural
influences in cognitive development.

Constructivism:
Constructivism is a psychological perspective that emphasizes the active role of learners in constructing their own
knowledge and understanding of the world. It views learning as a process of actively engaging with new information,
connecting it to existing knowledge, and building meaningful mental representations. Constructivists believe that
learning is influenced by prior knowledge, social interactions, and personal experiences.

Theorists Associated:
- Jean Piaget: Piaget's constructivist theories also contributed to the understanding of constructivism, as he highlighted
the role of active construction of knowledge by learners.
- Lev Vygotsky: Vygotsky's sociocultural theory also aligns with constructivist principles, emphasizing the importance
of social interactions and collaborative learning in knowledge construction.

Humanism:
Humanism is a psychological perspective that emphasizes the inherent worth and potential of individuals, focusing on
their unique qualities and capacity for personal growth. It emphasizes the importance of subjective experiences, self-
actualization, and personal fulfillment. Humanists believe that individuals have free will and the ability to make choices
that lead to self-improvement and self-fulfillment.

Theorists Associated:
- Abraham Maslow: Known for his hierarchy of needs, which suggests that individuals have a series of needs that must
be met in order to achieve self-actualization.
- Carl Rogers: Known for his person-centered approach, which emphasizes the importance of empathy, unconditional
positive regard, and genuine acceptance in fostering personal growth and self-actualization
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

IGNITE the Brain for Learning is a framework that highlights nine key principles, known as the Neuro Nine, for
optimizing learning based on our understanding of the brain and how it functions. These principles provide insights into
how to design effective instructional practices that align with the brain's natural learning processes. Here are the Neuro
Nine principles:

1. Novelty:

Introducing new and novel experiences, content, and activities in the learning process helps stimulate the brain's
attention and engagement. Novelty triggers the release of dopamine, a neurotransmitter associated with motivation and
pleasure, which enhances learning and memory.

2. Emotion:

Emotions play a crucial role in learning. Emotionally charged experiences are more likely to be remembered and can
have a lasting impact on learning. Creating a positive and supportive learning environment that evokes positive emotions
promotes engagement and retention of information.

3. Gestalt:

The brain seeks patterns, connections, and meaning. Presenting information in a meaningful and organized manner helps
the brain create mental frameworks and schemas, facilitating comprehension and recall.

4. Intentionality:

Intentional and purposeful learning enhances focus and attention. Setting clear learning objectives and guiding students
to understand the relevance and purpose of the content promotes deeper understanding and retention.

5. Timing:

Timing is crucial for effective learning. Aligning instruction with students' optimal arousal levels and circadian rhythms
enhances attention, memory, and cognitive processing. Consider timing activities to match students' peak alertness and
energy levels.

6. Enriched Environment:

Creating an enriched learning environment that is stimulating and conducive to learning promotes neural connections
and enhances learning outcomes. Incorporating visuals, hands-on activities, manipulatives, and multimedia resources
supports multiple modes of learning and strengthens neural connections.

7. Reflection:

Regular reflection and metacognitive practices promote deeper understanding and transfer of learning. Providing
opportunities for students to reflect on their learning experiences, connect new information to prior knowledge, and
assess their own learning fosters critical thinking and self-regulation skills.

8. Feedback:

Timely and specific feedback is essential for learning and skill development. Providing constructive feedback that
focuses on strengths and areas for improvement helps students monitor and adjust their learning strategies, leading to
growth and improvement.

9. Storytelling:

The brain is wired to respond to storytelling. Incorporating storytelling techniques and narratives into instruction helps
capture attention, evoke emotions, and make information more memorable and meaningful.
By incorporating these Neuro Nine principles into instructional practices, educators can create an optimal learning
environment that aligns with the brain's natural processes, enhances engagement, and promotes deeper understanding
and retention of information.

Stages of Development (TIU7)

Stages of Development refer to the typical patterns of growth and changes that individuals go through across different
age ranges. Each stage is characterized by distinct social-emotional, physical, and mental characteristics. Here are the
stages of development and their corresponding characteristics and implications:

2-4 year olds:

- Social-Emotional: Developing a sense of autonomy, increased independence, and emerging social skills. Engaging in
parallel play and beginning to understand emotions.
- Physical: Rapid growth and development of fine and gross motor skills. Increased coordination and exploration of the
environment.
- Mental: Rapid language development, expanding vocabulary, and starting to engage in imaginative play. Developing
basic cognitive skills such as categorization and problem-solving.
- Characteristics/Implications: Need for a safe and nurturing environment, opportunities for play and exploration,
support for social-emotional development, encouragement of language development, and age-appropriate activities to
stimulate cognitive growth.

5-8 year olds:

- Social-Emotional: Developing self-concept, expanding social skills, and forming peer relationships. Beginning to
understand and regulate emotions.
- Physical: Continued growth and refinement of motor skills. Improved coordination and strength. Increased
participation in organized sports and activities.
- Mental: Developing basic reading, writing, and math skills. Expanding vocabulary and comprehension. Curiosity and
desire for exploration.
- Characteristics/Implications: Encourage social interactions and cooperative play, provide opportunities for physical
activity and skill-building, foster a love for reading and learning, and provide structured and engaging academic
activities.

9-11 year olds:

- Social-Emotional: Developing a stronger sense of self and identity. Increased independence and peer influence.
Forming deeper friendships and navigating social hierarchies.
- Physical: Growth spurts and changes in body shape. Development of fine motor skills. Increased participation in team
sports and organized activities.
- Mental: Enhanced cognitive abilities, abstract thinking, and logical reasoning. Expanding knowledge base and interest
in specific subjects. Developing personal goals and interests.
- Characteristics/Implications: Foster independence and responsibility, provide opportunities for teamwork and
collaboration, encourage critical thinking and problem-solving, offer a variety of extracurricular activities, and support
their growing interests and aspirations.

12-14 year olds:

- Social-Emotional: Increased desire for independence and autonomy. Heightened self-awareness and identity
exploration. Peer relationships and social acceptance become important.
- Physical: Puberty and significant physical changes. Growth spurts and hormonal changes. Development of secondary
sexual characteristics.
- Mental: Developing more advanced cognitive skills, abstract thinking, and problem-solving abilities. Expanding
knowledge and interests. Beginning to think about future plans and careers.
- Characteristics/Implications: Foster a sense of belonging and acceptance, support emotional and identity development,
provide opportunities for self-expression and decision-making, offer guidance in setting and achieving goals, and
promote healthy habits and body image.

15-18 year olds:

- Social-Emotional: Establishing a sense of identity and independence. Forming close friendships and romantic
relationships. Developing personal values and beliefs.
- Physical: Physical growth and maturation. Refinement of motor skills. Sexual maturation and reproductive abilities.
- Mental: Developing critical thinking skills and abstract reasoning abilities. Preparing for higher education and career
choices. Exploring personal passions and interests.
- Characteristics/Implications: Encourage autonomy and self-reflection, provide guidance in decision-making and future
planning, offer opportunities for leadership and responsibility, support college and career readiness, and promote healthy
relationships and self-care.

It's important to note that these are general characteristics and that individuals may vary in their development within
each age range. Understanding the stages of development can help educators tailor their instructional strategies and
provide appropriate support and guidance to meet the unique needs of learners at different stages of development.

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

Hattie's research on effective influences on instruction, based on his meta-analyses of educational studies,
provides insights into the factors that have the greatest impact on student learning. Here are some of Hattie's
most effective influences on instruction:

1. Collective Teacher Efficacy:

Collective teacher efficacy refers to the belief of teachers working together that they can positively impact student
learning. When teachers collaborate, share expertise, and collectively believe in their ability to make a difference,
it has a significant impact on student achievement.

2. Feedback:
Providing effective feedback to students is crucial for their learning and growth. Feedback that is timely, specific,
and actionable helps students understand their strengths and areas for improvement, guiding them towards their
learning goals.

3. Self-Reported Grades:
Having students self-assess and set their own goals improves their metacognitive awareness and engagement in
their learning. Allowing students to reflect on their own progress and provide self-reported grades enhances their
sense of ownership and responsibility for their learning.

4. Prior Achievement:
A student's prior achievement is a strong predictor of their future success. Recognizing students' starting points
and building upon their prior knowledge and skills helps create a foundation for continued growth and progress.

5. Teacher-Student Relationships:
Positive and supportive relationships between teachers and students foster a conducive learning environment.
When students feel valued, respected, and cared for, they are more likely to engage in their learning and take
risks.

6. Direct Instruction:
Direct instruction, which involves explicit teaching, modeling, and guided practice, is an effective instructional
approach. Providing clear explanations, step-by-step demonstrations, and structured practice opportunities helps
students develop new skills and concepts.

7. Classroom Discussion:
Engaging students in meaningful classroom discussions promotes higher-order thinking, active participation, and
deeper understanding. Encouraging students to share their ideas, challenge assumptions, and support their
arguments with evidence cultivates critical thinking skills.

8. Metacognitive Strategies:
Teaching students metacognitive strategies, such as goal-setting, self-monitoring, and self-regulation, empowers
them to take control of their learning. Developing students' metacognitive skills enhances their ability to plan,
monitor, and evaluate their progress.
9. Mastery Learning:
Mastery learning involves ensuring that all students reach a certain level of mastery before moving on to new
concepts. Providing targeted interventions, additional support, and opportunities for reteaching allows students
to master the content at their own pace.

10. Classroom Climate:

Creating a positive and inclusive classroom climate is essential for student engagement and learning. Establishing
clear expectations, promoting mutual respect, and fostering a safe and supportive environment enhance student
motivation and achievement.

It's important to note that Hattie's work emphasizes that the effectiveness of these influences can vary depending
on how they are implemented and the specific context. Educators should consider how to apply these influences in
ways that align with their students' needs, instructional goals, and the subject matter being taught.

What is Academic Language? (SS1)

Academic language refers to the specialized language and vocabulary used in educational settings and disciplines.
It encompasses the language skills and knowledge necessary for students to comprehend and effectively
communicate ideas, concepts, and information within academic contexts.

Here are some key characteristics and features of academic language:

1. Vocabulary: Academic language involves a wide range of subject-specific vocabulary and terms that are used
in particular academic disciplines. Students need to acquire and understand these specialized terms to
comprehend and express ideas accurately.

2. Complex Sentence Structures: Academic language often utilizes complex sentence structures, including
compound sentences, complex clauses, and academic discourse markers. Students need to develop an
understanding of these structures to effectively convey their thoughts and arguments.

3. Register and Tone: Academic language has a formal register and tone. It is more structured, precise, and
objective compared to informal language used in everyday conversations. Students need to adapt their language
style to meet the expectations of academic discourse.

4. Disciplinary Conventions: Different academic disciplines have specific conventions and ways of communicating
ideas. Academic language includes understanding and applying these disciplinary conventions, such as citing
sources, using appropriate referencing styles, and adhering to specific formatting guidelines.

5. Critical Thinking and Analysis: Academic language supports critical thinking and analytical skills. Students
need to express their thoughts, analyze information, and provide evidence-based reasoning in a clear and
coherent manner.

6. Clarity and Precision: Academic language emphasizes clarity and precision in communication. It requires
students to articulate ideas concisely, use accurate terminology, and provide well-structured arguments.

7. Writing and Speaking Skills: Academic language encompasses both written and spoken communication.
Students need to develop proficiency in both written forms, such as essays, research papers, and reports, as well
as in oral presentations and discussions.

Acquiring academic language is crucial for students' success in educational settings, as it allows them to
understand and engage with subject matter, participate in classroom discussions, comprehend academic texts,
and effectively convey their knowledge and ideas. It is particularly important for English language learners and
students from diverse linguistic backgrounds to develop proficiency in academic language to fully access the
curriculum and excel academically.

Strategies to teach the Vocabulary (SS1)

Teaching vocabulary effectively is essential for helping students develop their academic language skills. Here are some
strategies that can be employed to teach vocabulary:

1. Explicit Instruction: Provide explicit instruction of vocabulary words by clearly defining and explaining their
meanings. Use student-friendly definitions, examples, and non-examples to enhance understanding. Model proper
pronunciation and provide opportunities for students to practice saying the words aloud.

2. Contextualize Vocabulary: Teach vocabulary within meaningful contexts related to the students' experiences and
academic content. Connect new words to prior knowledge and concepts they are learning. Use visual aids, real-life
examples, and authentic texts to make connections between the words and their contexts.

3. Word Analysis: Teach students word analysis strategies to help them understand the structure and components of
words. Break down complex words into root words, prefixes, and suffixes, and explore their meanings and how they
contribute to the overall word's meaning.

4. Word Maps or Graphic Organizers: Use graphic organizers, such as word maps or concept maps, to visually represent
the relationships between words and their meanings. Encourage students to brainstorm related words, synonyms,
antonyms, and examples for each vocabulary word.

5. Multiple Exposures: Provide multiple exposures to new vocabulary words in different contexts. Reinforce and revisit
previously taught words through regular review activities, such as vocabulary games, flashcards, or word wall activities.

6. Context Clues: Teach students how to use context clues to infer the meaning of unfamiliar words. Encourage them to
look for surrounding words, phrases, or sentences that provide hints about the word's meaning.

7. Word Association and Mnemonics: Help students create connections and associations between new vocabulary words
and familiar concepts or images. Mnemonic devices, such as acronyms or visual imagery, can aid in memory retention
and recall of vocabulary.

8. Vocabulary in Reading and Writing: Encourage students to read extensively and encounter new words in authentic
texts. Provide opportunities for students to use vocabulary words in their writing assignments, essays, or discussions to
reinforce their understanding and application.

9. Vocabulary Games and Activities: Engage students in interactive vocabulary games and activities to make learning
enjoyable and engaging. Examples include vocabulary bingo, word puzzles, word charades, vocabulary scavenger hunts,
or online vocabulary quizzes.

10. Personalized Word Journals: Have students maintain personal word journals or vocabulary logs to record new words,
their definitions, and examples. Encourage them to use these journals for regular review and reflection.

It's important to provide ample practice opportunities, reinforce vocabulary learning across different subject areas, and
provide ongoing support and feedback to students as they develop their vocabulary skills.
Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

Tomlinson's Strategies for Differentiation offer various approaches to meet the diverse needs of students in the
classroom. Here are four strategies:

1. Tiered Assignments: This strategy involves creating multiple versions of an assignment or task to accommodate
students' different readiness levels or learning styles. Each tier of the assignment provides the necessary support or
challenge based on individual student needs. For example, students with a solid understanding of a topic may be given a
more complex assignment, while those who need additional support receive a scaffolded version.

2. Flexible Grouping: Flexible grouping allows students to work collaboratively with peers who are at similar
instructional levels or have similar learning needs. Teachers can form groups based on students' readiness, interests, or
learning preferences. This strategy enables differentiated instruction within small groups, where students can receive
targeted instruction, engage in meaningful discussions, and support one another's learning.

3. Learning Contracts: Learning contracts provide students with a choice and voice in their learning by allowing them to
select activities or assignments that align with their interests or learning preferences. The contract outlines the
expectations, goals, and resources for each student, providing a sense of autonomy and ownership over their learning.
Teachers can guide students in setting realistic goals and monitor their progress throughout the contract period.

4. Compacting: Compacting is a strategy used to streamline instruction for students who have already mastered the
content or skills. It involves assessing students' prior knowledge and skills to determine if they have already achieved the
learning objectives. If they have, teachers can provide alternative activities or enrichment opportunities to extend their
learning, rather than repeating content they have already mastered. This strategy allows students to delve deeper into a
topic or explore related concepts at a more advanced level.

These strategies promote individualization, engagement, and academic growth by addressing students' diverse needs,
interests, and readiness levels. By implementing these strategies, teachers can create a more inclusive and responsive
learning environment that supports the success of all students.
 Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Sure! Here are two examples of Marzano's Strategies for Success for each of the categories SS4 to SS9:

SS4: Generating and Testing Hypotheses

1. Example 1: Concept Attainment Model: Present students with a set of examples and non-examples related to a specific
concept or topic. Have students analyze the examples and non-examples to generate hypotheses about the defining
characteristics of the concept. Then, test their hypotheses by providing additional examples and discussing their accuracy.
2. Example 2: Science Experiment: Engage students in a hands-on science experiment where they form hypotheses about
the outcome of the experiment. They can design and conduct investigations to test their hypotheses, collect data, and
analyze the results to evaluate the validity of their hypotheses.

SS5: Non-Linguistic Representations

1. Example 1: Graphic Organizers: Have students use graphic organizers such as concept maps, Venn diagrams, or
flowcharts to visually represent their understanding of a topic or concept. They can organize and connect information,
identify relationships, and demonstrate their comprehension in a visual format.
2. Example 2: Models or Dioramas: Assign students to create models or dioramas that represent a historical event, a
scientific process, or a literary scene. Through these physical representations, students can deepen their understanding and
communicate their knowledge using visual and tactile elements

SS6: Cooperative Learning

1. Example 1: Jigsaw Strategy: Divide students into small groups and assign each group a specific topic or subtopic
related to the lesson. Each group member becomes an expert on their assigned topic. Then, reassemble the groups with
one member from each original group to share their knowledge and teach their peers about their respective topics.
2. Example 2: Think-Pair-Share: Pose a thought-provoking question or problem to the class. Ask students to think
individually about possible solutions or responses. Then, pair them up to discuss their ideas and reach a consensus or
refine their thinking. Finally, have pairs share their thoughts with the whole class.

SS7: Homework and Practice

1. Example 1: Problem-Solving Assignments: Assign students problem-solving tasks that require them to apply concepts
or skills learned in class. These assignments can involve real-world scenarios, mathematical problems, or critical thinking
challenges, encouraging students to practice and transfer their knowledge to practical situations.
2. Example 2: Vocabulary Practice: Provide students with vocabulary lists and assign homework activities that promote
vocabulary development. These activities can include creating flashcards, using words in sentences, playing vocabulary
games, or completing vocabulary exercises to reinforce understanding and retention.

SS8: Setting Objectives and Providing Feedback

1. Example 1: Learning Goals and Success Criteria: Clearly communicate learning goals and success criteria to students at
the beginning of a lesson or unit. Discuss these objectives and criteria with students, ensuring they understand what they
are expected to achieve. Throughout the learning process, provide regular feedback to help students monitor their progress
and make necessary adjustments.
2. Example 2: Rubrics: Develop rubrics that outline specific criteria and performance levels for different assignments or
projects. Share the rubrics with students in advance, so they understand the expectations and standards for their work. Use
the rubrics to provide feedback on students' performance, highlighting strengths and areas for improvement.

SS9: Generating and Testing Hypotheses

1. Example 1: Socratic Seminars: Engage students in Socratic seminars where they actively participate in thoughtful
discussions and debate about a specific topic or text. Students generate hypotheses, present arguments, support their
claims with evidence, and critically analyze different perspectives.
2. Example 2: Historical Investigations: Assign students to conduct historical investigations by examining primary and
secondary sources related to a specific event or time period. They generate hypotheses about
Bloom’s Verbs and Technology Apps (SS9 and SS11)APPS:

Here are examples of technology apps aligned with Bloom's Taxonomy verbs for SS9 (Knowledge and Remembering)
and SS11 (Creating and Evaluating):

SS9: Bloom's Verbs - Knowledge and Remembering

1. Define: Quizlet - Quizlet is an app that allows students to create and study digital flashcards. They can define key
terms, concepts, and vocabulary by creating flashcards with definitions, examples, and images. Quizlet also offers
interactive study modes like matching games and quizzes to help students reinforce their knowledge and recall
definitions accurately.
2. Identify: Nearpod - Nearpod is an interactive presentation and assessment tool that enables teachers to create
engaging lessons. Teachers can embed various types of questions, such as multiple-choice, fill in the blanks, and image-
based questions, to assess students' ability to identify key information or elements in a lesson. Students can respond
using their devices, and teachers can monitor their responses in real-time.

SS11: Bloom's Verbs - Creating and Evaluating

1. Design: Canva - Canva is a graphic design app that allows students to create visually appealing presentations,
infographics, posters, and more. Students can design and customize their digital content by selecting templates, adding
images, text, shapes, and other design elements. They can demonstrate their creativity and design skills while presenting
information in an engaging and visually appealing manner.
2. Evaluate: Padlet - Padlet is a collaborative digital board where students can collect and organize information, ideas,
and resources. They can create a Padlet board to evaluate different sources, perspectives, or arguments related to a
specific topic. Students can post text, images, links, and multimedia content to support their evaluation and provide
evidence for their conclusions.

Remember that these are just a few examples, and there are many other technology apps available that can align with
different levels of Bloom's Taxonomy. The key is to select apps that provide opportunities for students to actively
engage with content, demonstrate their understanding, and apply higher-order thinking skills.
Components of a social emotional learning program (SS12)
A social-emotional learning (SEL) program typically includes several components that work together to promote the
social and emotional development of students. Here are some key components of a social-emotional learning program:

1. Self-Awareness: This component focuses on helping students develop a deep understanding of their emotions,
strengths, weaknesses, values, and goals. It includes activities that promote self-reflection, self-assessment, and self-
expression.

2. Self-Management: Self-management involves teaching students strategies to regulate their emotions, control their
impulses, set goals, and make responsible decisions. It emphasizes skills such as self-control, stress management, time
management, and conflict resolution.

3. Social Awareness: Social awareness involves developing empathy, understanding and respecting the perspectives of
others, and promoting a sense of belonging and inclusivity. It includes activities that enhance students' ability to recognize
and appreciate diversity, show empathy, and navigate social relationships.

4. Relationship Skills: This component focuses on teaching students effective communication, collaboration, and
problem-solving skills. It includes activities that promote active listening, assertiveness, teamwork, and constructive
conflict resolution.

5. Responsible Decision-Making: Responsible decision-making emphasizes teaching students how to make thoughtful
and ethical decisions. It involves considering the consequences of actions, weighing pros and cons, evaluating different
options, and making choices aligned with personal values and social norms.

6. Integration into Curriculum and School Culture: A comprehensive SEL program integrates social-emotional learning
into various aspects of the school environment, including classroom instruction, school policies, and the overall school
culture. It ensures that SEL is not seen as a separate activity but rather as an essential part of students' overall
development.

7. Teacher Professional Development: Providing teachers with professional development and training on social-emotional
learning is crucial for the successful implementation of an SEL program. Teachers need to be equipped with the
knowledge, skills, and resources to effectively support students' social-emotional development.

8. Parent and Community Engagement: Involving parents and the wider community in the SEL program helps create a
supportive and consistent social-emotional learning environment. Collaboration with parents, caregivers, and community
organizations can enhance the implementation of SEL strategies and reinforce the skills and attitudes learned at school.

These components work together to create a comprehensive social-emotional learning program that fosters the emotional
well-being, positive relationships, and academic success of students.
Stronge’s Qualities of Effective Teachers (SS13)
The Effective Teacher implements instruction that……

Stronge's Qualities of Effective Teachers outlines several characteristics that contribute to effective teaching. Here are
some qualities and areas of growth and strength specifically for PE teachers:

Areas for Growth:

1. Differentiated Instruction: PE teachers can focus on improving their ability to differentiate instruction to meet the
diverse needs and abilities of their students. This may involve modifying activities, providing adaptations, or offering
alternative options to ensure all students can actively participate and succeed.

2. Assessment Strategies: PE teachers can explore and implement a variety of assessment strategies to effectively evaluate
student learning and progress in physical education. This may include formative assessments during class, skill-based
assessments, performance evaluations, or self-assessment and reflection activities.

3. Inclusion and Adaptation: PE teachers can strive to enhance their knowledge and skills in inclusion and adaptation
practices. This includes creating inclusive environments, modifying activities for students with disabilities or special needs,
and providing appropriate accommodations and support to ensure equitable participation for all students.

Areas of Strength (Glows):

1. Instructional Planning: PE teachers often excel in planning engaging and purposeful lessons that align with curriculum
objectives and student needs. They design activities that promote physical fitness, skill development, and overall well-
being. Their lessons are well-structured and incorporate a variety of teaching strategies to actively engage students in
physical activity.

2. Classroom Management: PE teachers typically demonstrate strong classroom management skills, effectively establishing
routines, procedures, and expectations for behavior during physical education classes. They create a positive and inclusive
learning environment where students feel safe, motivated, and respected.

3. Positive Relationships: PE teachers often excel in building positive relationships with their students. They foster a
supportive and encouraging atmosphere, provide individualized attention, and promote teamwork and sportsmanship. PE
teachers serve as role models, promoting character development and promoting a sense of community within the class.

It's important for PE teachers to continue their professional growth by seeking opportunities for professional development,
collaborating with colleagues, and reflecting on their teaching practice. By identifying areas for growth and leveraging
their strengths, PE teachers can continually enhance their effectiveness in delivering quality physical education instruction.

Create a welcoming space (CBM3)

Creating a welcoming space is essential to foster a positive and inclusive learning environment. Here are some strategies to
create a welcoming space in the classroom:

1. Arrange the Physical Environment: Arrange the physical space in a way that promotes comfort and engagement.
Consider the layout of furniture, use of colors, and the overall organization of the classroom. Create designated areas for
different activities and ensure there is ample space for movement during physical education classes.

2. Display Student Work: Showcase student work on bulletin boards or designated display areas. Celebrate their
achievements, artwork, and projects. This not only creates a sense of pride but also helps students feel valued and
appreciated.

3. Establish Clear Expectations: Clearly communicate expectations for behavior, respect, and inclusivity from the
beginning. Develop classroom rules or guidelines together with students, allowing them to have a voice in creating a
positive learning environment. Reinforce these expectations consistently to maintain a safe and welcoming space.

4. Cultivate Positive Relationships: Build strong and positive relationships with students. Greet them warmly at the
beginning of each class and show genuine interest in their well-being. Take the time to get to know them individually and
create opportunities for them to connect with one another through team-building activities and cooperative games.

5. Use Welcoming Language: Use inclusive and positive language when communicating with students. Be mindful of the
words and tone used in interactions. Encourage students to express themselves and value their contributions and
perspectives.

6. Incorporate Student Voice: Provide opportunities for students to have a voice in decision-making processes. Allow them
to contribute ideas, suggestions, and feedback about the class and their learning experiences. This fosters a sense of
ownership and belonging in the classroom.

7. Celebrate Diversity: Embrace and celebrate the diversity present in the classroom. Incorporate multicultural
perspectives, showcase diverse role models, and promote understanding and acceptance of different backgrounds, cultures,
and abilities.

8. Offer Support and Encouragement: Create a supportive atmosphere where students feel comfortable asking questions,
seeking help, and taking risks. Provide constructive feedback and encouragement to help students grow and develop their
skills.

Remember, creating a welcoming space is an ongoing process that requires continuous effort and attention. Regularly
reflect on the classroom environment and make adjustments as needed to ensure all students feel valued, included, and
supported in their learning journey.

Lemov’s techniques to “Teach like a Champion” (CBM4)

"Teach Like a Champion" by Doug Lemov presents a set of techniques that teachers can utilize to enhance their
instructional practices. Here are a few examples of techniques from the book:

1. No Opt Out: This technique involves holding students accountable for participating in the learning process. If a student
does not know the answer to a question, they are not allowed to opt out. The teacher then provides support and scaffolding
to help the student arrive at the correct answer.

2. Cold Call: Cold calling involves randomly selecting students to respond to questions or contribute to discussions. This
technique encourages active engagement from all students, keeps them on their toes, and ensures that everyone has an
opportunity to participate.

3. Strong Voice: Strong Voice emphasizes the importance of clear and assertive communication. Teachers use a strong and
confident tone of voice to establish and maintain a respectful and focused classroom environment. It helps set expectations,
keep students engaged, and minimize disruptions.

4. Work the Clock: Work the Clock is a technique that promotes efficient time management. Teachers are mindful of time
and ensure that activities and transitions occur smoothly and without wasting valuable instructional time. This technique
helps maximize learning opportunities and keeps students engaged in meaningful tasks.

5. Positive Framing: Positive Framing involves using positive language and framing to redirect student behavior. Instead of
simply telling a student what not to do, the teacher offers a clear alternative or reinforces positive behavior. This technique
helps create a supportive and encouraging classroom culture.
6. Do Now: The Do Now technique involves starting each lesson with a brief activity or question that activates prior
knowledge or introduces new concepts. This technique helps focus students' attention, sets the tone for the lesson, and
provides an opportunity for formative assessment.

7. Stretch It: Stretch It involves extending the depth and complexity of student responses. Teachers encourage students to
elaborate on their answers, provide evidence or reasoning, or make connections to real-life situations. This technique
promotes critical thinking and deeper understanding of the content.

These are just a few examples of the techniques presented in "Teach Like a Champion." Each technique is designed to
improve classroom management, student engagement, and instructional effectiveness. Teachers can select and adapt these
techniques based on their specific teaching style and the needs of their students.

Four Questions to redirect behavior (CBM7)

The Four Questions technique is a behavior redirection strategy that helps teachers address and redirect unwanted behavior
in a proactive and positive manner. The technique involves asking students a series of questions to guide them towards
reflecting on their behavior and making more appropriate choices. Here are the four questions:

1. What are you doing?

This question prompts students to become aware of their current behavior and recognize that it may not be appropriate or
aligned with classroom expectations. It helps them pause and reflect on their actions.

2. Is that what you're supposed to be doing?

This question reminds students of the expectations and rules set in the classroom. It encourages them to evaluate whether
their behavior is in line with those expectations and whether it is helping them achieve their learning goals.

3. What should you be doing instead?

This question prompts students to think about alternative behaviors that would be more appropriate and beneficial. It
encourages them to consider the desired behavior and redirects their focus towards making a positive choice.

4. What will you do now?

This question empowers students to take responsibility for their actions and make a decision about how they will adjust
their behavior moving forward. It prompts them to come up with a plan of action and encourages them to make a positive
choice.

By consistently using the Four Questions technique, teachers can help students develop self-awareness, self-regulation, and
problem-solving skills. It provides an opportunity for students to reflect on their behavior, make better choices, and take
ownership of their actions. It also promotes a positive and respectful classroom culture where students are encouraged to
learn from their mistakes and grow.

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Effective educators, including physical education teachers and coaches, demonstrate certain qualities in the areas of
classroom management and organization. Here are some areas to consider for growth and areas where PE teachers and
coaches can shine based on Stronge's Qualities of Effective Educators:

Areas to Grow:

1. Clear Expectations: Physical education teachers and coaches can work on establishing and communicating clear
expectations for behavior, participation, and safety in the PE environment. Consistently reinforcing these expectations will
help create a structured and focused learning environment.

2. Proactive Classroom Management: It's important for PE teachers and coaches to anticipate potential behavior challenges
and have strategies in place to address them. This includes implementing proactive techniques such as routines, signals,
and reinforcement systems to manage student behavior effectively.

3. Differentiated Instruction: Physical education teachers and coaches can focus on providing differentiated instruction to
meet the diverse needs and abilities of their students. This may involve modifying activities, offering alternative exercises,
or providing additional support to ensure that all students can participate and succeed.

Areas to Glow:

1. Engaging Instruction: PE teachers and coaches have the opportunity to create dynamic and engaging lessons that
promote active participation and enjoyment. By incorporating a variety of activities, using creative teaching methods, and
providing opportunities for student choice and autonomy, they can create a positive and motivating learning environment.

2. Skill Development: PE teachers and coaches play a crucial role in helping students develop physical skills and improve
their athletic abilities. By providing targeted instruction, offering constructive feedback, and designing skill-building
activities, they can help students grow and excel in their physical abilities.

3. Safety and Organization: Physical education teachers and coaches must prioritize the safety of their students. By
maintaining a well-organized and properly equipped PE space, ensuring clear safety protocols are in place, and consistently
monitoring and addressing potential hazards, they can create a safe and secure environment for all.

4. Positive Classroom Climate: PE teachers and coaches can foster a positive and inclusive classroom climate by promoting
teamwork, respect, and sportsmanship. Emphasizing the values of fair play, encouraging positive interactions among
students, and celebrating individual and collective achievements can contribute to a supportive and encouraging
atmosphere.

By reflecting on these areas for growth and building upon their strengths, physical education teachers and coaches can
continue to enhance their effectiveness in classroom management and organization, ultimately providing a positive and
impactful learning experience for their students.

Categories of Disabilities in SPED (E4)

Categories of Disabilities in SPED (E4):

1. Autism:
- Characteristics: Difficulty with social interaction, communication challenges, restricted and repetitive behaviors. Sensory
sensitivities and difficulties with change and transitions may also be present.
- Impact on Classroom: Students with autism may require structured routines, visual supports, social skills training, and
individualized accommodations to support their learning and participation in the classroom.

2. Deaf/Blindness:
- Characteristics: Students with deaf/blindness have both hearing and visual impairments, which significantly impact their
communication and access to information.
- Impact on Classroom: Students with deaf/blindness may require specialized communication methods, such as tactile sign
language or braille. Assistive technology, adaptive materials, and a supportive learning environment are necessary to
facilitate their learning and communication.

3. Deafness:
- Characteristics: Profound or partial hearing loss that affects communication, language development, and auditory
processing.
- Impact on Classroom: Students with deafness may require accommodations such as sign language interpreters, assistive
listening devices, visual aids, and captioning. Teachers may need to adapt their instructional strategies to ensure effective
communication and provide a supportive learning environment.

4. Emotional Disturbance:
- Characteristics: Emotional and behavioral challenges that significantly impact a student's ability to learn, build
relationships, and regulate emotions.
- Impact on Classroom: Students with emotional disturbance may require individualized behavior plans, counseling
support, positive behavior interventions, and a structured and supportive classroom environment to address their emotional
and behavioral needs.

5. Hearing Impairment:
- Characteristics: Partial hearing loss that affects communication, speech development, and auditory processing.
- Impact on Classroom: Students with hearing impairments may benefit from accommodations such as preferential seating,
assistive listening devices, captioning, and visual aids. Teachers may need to use clear and visual communication strategies
and provide additional support to ensure effective learning.

6. Intellectual Disability:
- Characteristics: Limited intellectual functioning and adaptive skills, resulting in challenges with learning, problem-
solving, and independent functioning.
- Impact on Classroom: Students with intellectual disabilities may require modified instruction, individualized supports,
and accommodations to access the curriculum. Teachers may use visual aids, hands-on activities, and differentiated
instruction to promote their learning and participation.

7. Multiple Disabilities:
- Characteristics: Students with multiple disabilities have two or more disabilities that significantly impact their cognitive,
physical, sensory, or communication abilities.
- Impact on Classroom: Students with multiple disabilities require highly individualized supports, including specialized
instruction, adaptive equipment, communication systems, and personalized accommodations to meet their unique needs
and facilitate their learning.

8. Orthopedic Impairment:
- Characteristics: Physical disabilities, such as limb impairments or mobility limitations, that impact a student's movement,
coordination, and physical functioning.
- Impact on Classroom: Students with orthopedic impairments may require assistive devices, adapted physical education,
modified activities, accessible facilities, and supportive physical accommodations to fully participate in physical education
and other classroom activities.

9. Other Health Impairment:

- Characteristics: Chronic or acute health conditions, such as asthma, diabetes, epilepsy, or attention deficit hyperactivity
disorder (ADHD), that adversely affect a student's educational performance.
- Impact on Classroom: Students with other health impairments may require specific health management plans, medication
administration, accommodations for physical and cognitive needs, and ongoing support to manage their health condition
while accessing the curriculum.

10. Specific Learning Disability:

- Characteristics: Difficulties in one or more areas of academic achievement, such as reading, writing, mathematics, or
processing information.
- Impact on Classroom: Students with specific learning disabilities may benefit from targeted interventions, specialized
instruction, assistive technology, and accommodations to support their learning needs. Teachers may use differentiated
instruction, multisensory techniques, and individualized

ARD Timeline Activity (E5)

ARD Timeline:

1. Initial Referral: The process begins when a student is referred for evaluation to determine eligibility for special education
services. This referral can come from teachers, parents, or other professionals.

2. Evaluation: The evaluation process involves gathering information about the student's educational performance,
conducting assessments, and gathering input from relevant individuals, such as teachers and parents. This process helps
determine if the student meets the criteria for special education services.

3. Notice and Consent: Once the evaluation is complete, the school provides written notice to the parents, detailing the
evaluation results and proposed actions. The parents are given the opportunity to provide consent for the student to receive
special education services.

4. Admission, Review, and Dismissal (ARD) Meeting: The ARD meeting is scheduled, involving the student's parents,
teachers, administrators, and any other relevant individuals. The purpose of the meeting is to review the evaluation results,
discuss eligibility for special education services, and develop an Individualized Education Program (IEP) for the student.

5. Development of the IEP: During the ARD meeting, the IEP team discusses the student's strengths, weaknesses, and
educational goals. They develop an individualized plan that outlines the student's present level of performance, specific
goals, accommodations, modifications, and related services.

6. Review and Approval of the IEP: The IEP is reviewed and approved by all members of the ARD team, including the
parents. Any necessary revisions are made to ensure that the IEP accurately reflects the student's needs and provides
appropriate support and services.

7. Implementation of the IEP: Once the IEP is approved, the school begins implementing the services and accommodations
outlined in the plan. The student's teachers and other school staff members are responsible for ensuring that the IEP is
followed and that the student receives the necessary support.

8. Progress Monitoring: The student's progress is regularly monitored to determine if the IEP goals are being met. Data is
collected, and assessments are conducted to assess the student's progress and make any necessary adjustments to the IEP.

9. Annual Review: Each year, the student's progress and IEP are reviewed during an annual ARD meeting. The team
discusses the student's achievements, any changes in their needs, and updates the IEP accordingly.

10. Reevaluation: Every few years, or as requested, the student undergoes a reevaluation to assess their ongoing eligibility
for special education services. This reevaluation process is similar to the initial evaluation and involves gathering updated
information and conducting assessments.

It's important to note that the specific timeline and steps may vary depending on the educational system, local regulations,
and individual circumstances.

Modifications and Accommodations (E6)

Quantity:
- Definition: Refers to the amount or number of tasks or assignments that are modified or adjusted for a student.
- Example: A student with a learning disability may be assigned fewer math problems to complete compared to their peers.

Time:
- Definition: Involves providing additional time for a student to complete tasks or assignments.
- Example: A student with a processing disorder may be given extended time during exams to ensure they have enough
time to complete the test.

Level of Support:
- Definition: Refers to the degree of assistance or guidance provided to a student.
- Example: A student with a physical disability may require a teacher's aide or personal assistant to provide physical
support and help with tasks like moving around the classroom.

Input:
- Definition: Involves modifying the way information or content is presented to a student.
- Example: Providing visual aids or graphic organizers to a student with a visual impairment to enhance their understanding
of the material.

Difficulty:
- Definition: Refers to adjusting the complexity or difficulty level of tasks or assignments.
- Example: Simplifying vocabulary or using simpler language for a student with a language impairment to ensure they can
comprehend the content.

Output:
- Definition: Involves modifying the way a student demonstrates their knowledge or understanding of a topic.
- Example: Allowing a student with fine motor skill difficulties to use a speech-to-text software or dictate their written
responses instead of writing by hand.

Participation:
- Definition: Involves adapting or modifying activities to ensure a student can actively participate.
- Example: Providing alternative physical activities or exercises for a student with mobility limitations during a physical
education class.

It's important to note that modifications and accommodations are individualized and should be based on the unique needs
of each student. The examples provided above are just a few possibilities and may vary depending on the specific needs
and goals of the student receiving support.

Types of Assistive Technology (E7)

Assistive technologies are tools, devices, or software that are designed to enhance the functional capabilities of individuals
with disabilities. Here are several types of assistive technologies commonly used to support individuals with diverse needs:

1. Communication Aids: These assistive technologies help individuals with speech or language impairments communicate
effectively. Examples include augmentative and alternative communication (AAC) devices, speech-generating devices,
communication boards, and software applications that convert text to speech.

2. Mobility Aids: These assistive technologies support individuals with mobility limitations or physical disabilities in
moving and navigating their environment. Examples include wheelchairs, walkers, crutches, canes, mobility scooters, and
stair lifts.

3. Visual Aids: These assistive technologies assist individuals with visual impairments or low vision in accessing and
interpreting visual information. Examples include screen readers, screen magnifiers, braille displays, electronic magnifiers,
and optical character recognition (OCR) software.

4. Hearing Aids and Assistive Listening Devices: These technologies enhance the auditory experience for individuals with
hearing impairments. Examples include hearing aids, cochlear implants, personal amplifiers, and FM systems that improve
sound clarity and reduce background noise.

5. Learning and Cognitive Aids: These assistive technologies support individuals with learning disabilities, cognitive
impairments, or attention deficits in various aspects of learning and organization. Examples include text-to-speech
software, speech recognition software, word prediction tools, mind mapping software, and electronic organizers.

6. Environmental Control Systems: These technologies enable individuals with physical disabilities to control and operate
various devices and appliances in their environment. Examples include voice-activated systems, switches, and adapted
controls for lights, thermostats, doors, and electronic devices.

7. Adaptive Software and Hardware: These assistive technologies modify or adapt existing software or hardware to meet
the specific needs of individuals with disabilities. Examples include specialized keyboards, ergonomic mouse devices,
alternative input devices, switch interfaces, and software with customizable settings and accessibility features.

8. Assistive Listening Devices: These technologies improve sound quality and help individuals with hearing impairments
in various listening situations. Examples include personal FM systems, loop systems, amplified telephones, and vibrating
alarm clocks.

9. Prosthetics and Orthotics: These assistive technologies include artificial limbs (prosthetics) and supportive devices
(orthotics) to assist individuals with physical disabilities or limb loss in mobility and function.

It's important to note that assistive technologies should be chosen based on individual needs and preferences, and the
selection process often involves collaboration with professionals such as occupational therapists, speech-language
pathologists, or assistive technology specialists to ensure the best fit for each individual's unique requirements.
Venn Diagram of 504 and IDEA (E9)

In the diagram, there are two overlapping circles representing 504 and IDEA. The characteristics specific to each law are
listed within their respective circles, and the shared characteristics are listed in the overlapping region. Here's a breakdown of
the diagram:

504:
- Provides civil rights protection for individuals with disabilities.
- Covers individuals with disabilities who do not qualify for special education services under IDEA.
- Requires schools to provide reasonable accommodations and modifications to ensure equal access to education.
- Covers individuals with disabilities who have a substantial limitation in one or more major life activities.

IDEA (Individuals with Disabilities Education Act):

- Provides specialized instruction and related services to students with disabilities.
- Covers students who meet specific eligibility criteria and require special education services.
- Requires the development of an Individualized Education Program (IEP) for each eligible student.
- Provides free appropriate public education (FAPE) in the least restrictive environment (LRE).

Shared Characteristics:
- Both laws aim to protect the rights and ensure equal opportunities for individuals with disabilities.
- Both require schools to provide support and accommodations to meet the unique needs of students with disabilities.
- Both involve collaboration between schools, parents, and educators to develop and implement appropriate plans and
supports.

It's important to note that the diagram provides a general overview of the key characteristics of 504 and IDEA and may not
include all the specific details and provisions of each law.

Suggestions for working with Students in Poverty (E12)

Working with students in poverty requires a thoughtful and compassionate approach that recognizes the unique challenges
they may face. Here are some suggestions for effectively supporting and engaging students in poverty:

1. Build Relationships: Establish strong relationships with students based on trust, empathy, and respect. Take the time to get
to know them individually, understand their backgrounds, and show genuine care and interest in their well-being.

2. Cultivate a Positive Classroom Culture: Create a positive and inclusive classroom environment where all students feel
valued and supported. Encourage collaboration, mutual respect, and celebrate diverse perspectives and experiences.

3. Provide Emotional Support: Many students in poverty may face emotional stress or trauma. Offer a safe space for students
to express their feelings and concerns. Be sensitive to their emotional needs and provide support through counseling services
or connecting them with appropriate resources.

4. Differentiate Instruction: Recognize that students in poverty may come with varied educational experiences and skill
levels. Differentiate your instruction to meet the individual needs of students. Provide extra support and interventions for
struggling learners while offering enriching opportunities for advanced learners.

5. Engage Parents and Guardians: Establish open lines of communication with parents and guardians. Keep them informed
about their child's progress and involve them in the educational process. Provide resources and support to help parents
actively engage in their child's learning.

6. Foster Resilience and Growth Mindset: Encourage a growth mindset in students, emphasizing the belief that their abilities
can be developed through effort and perseverance. Teach resilience skills, such as problem-solving, goal-setting, and self-
advocacy, to empower students to overcome challenges and setbacks.

7. Address Basic Needs: Recognize that students in poverty may face various basic needs challenges, such as food insecurity
or lack of access to adequate healthcare. Collaborate with support staff, community organizations, and resources to address
these needs and provide necessary assistance.

8. Provide Access to Resources: Ensure that students in poverty have access to necessary educational resources, such as
textbooks, technology, and learning materials. Advocate for equitable opportunities and work with school and community
partners to bridge any resource gaps.

9. Foster Cultural Responsiveness: Embrace cultural responsiveness by incorporating diverse perspectives, experiences, and
resources into the curriculum. Acknowledge and celebrate the cultural backgrounds and identities of students in poverty,
promoting inclusivity and cultural pride.

10. Set High Expectations: Maintain high expectations for all students, regardless of their socioeconomic backgrounds.
Encourage and support students in setting and achieving academic and personal goals, fostering a sense of agency and self-
belief.

Remember that each student is unique, and it is important to approach their circumstances with sensitivity and individualized
support. Collaborate with colleagues, engage in professional development on poverty-related issues, and seek continuous
growth as an educator to better support students in poverty.

Guthrie and Humenick Strategies to increase reading motivation (R4)

Guthrie and Humenick have identified several strategies to increase reading motivation in students. Here are some of their
recommended strategies:

1. Choice and Autonomy: Allow students to have choices in their reading materials. Provide a variety of books and genres
to cater to their interests and preferences. Giving students autonomy in selecting their reading materials can increase their
motivation to read.

2. Relevance and Purpose: Help students understand the relevance and purpose of reading. Connect reading to real-life
situations, personal experiences, and their academic goals. Show them how reading can enhance their knowledge, broaden
their perspectives, and empower them in different areas of life.

3. Collaboration and Discussion: Encourage collaboration and discussion around reading. Implement activities that involve
peer interactions, such as book clubs, literature circles, or reading partnerships. Engage students in meaningful
conversations about the books they read, allowing them to share their thoughts, insights, and recommendations with
others.

4. Goal Setting: Set reading goals with students and regularly monitor their progress. Help them set achievable goals that
are challenging yet realistic. Celebrate their accomplishments and provide support and guidance to overcome any obstacles
they may encounter along the way.

5. Reading Incentives: Implement incentives to motivate students to read. This can include rewards, recognition, or special
privileges for meeting reading goals or completing specific reading tasks. However, it is important to strike a balance and
ensure that the focus remains on the joy and intrinsic value of reading rather than solely relying on external rewards.

6. Reading Aloud: Incorporate read-aloud sessions in the classroom. Read engaging and high-quality literature to students,
exposing them to different writing styles, genres, and authors. Reading aloud helps create a positive reading environment
and allows students to experience the joy of storytelling and the richness of language.

7. Technology Integration: Utilize technology tools and platforms to enhance reading experiences. Integrate e-books,
audiobooks, educational apps, or online reading platforms that provide interactive features and engagement opportunities.
Incorporate multimedia elements, such as videos or graphics, to make reading more dynamic and appealing.

8. Reading Role Models: Share stories and profiles of accomplished readers, authors, or individuals who have benefited
from reading. Highlight the positive impact of reading in various domains, including personal development, career
success, and social awareness. Expose students to positive reading role models to inspire and motivate them.

9. Teacher Enthusiasm and Modeling: Show enthusiasm and passion for reading as a teacher. Be a role model by sharing
your own reading experiences, recommending books, and demonstrating the joy of reading. Your enthusiasm and
modeling can inspire students and create a positive reading culture in the classroom.

By implementing these strategies, teachers can help foster a love for reading, enhance students' reading motivation, and
cultivate lifelong readers.

Reading Strategies to Strengthen Literacy Skills (R8)

Here are some reading strategies that can be used to strengthen literacy skills:

1. Predicting: Before reading a text, encourage students to make predictions about what they think will happen based on
the title, headings, or visuals. This strategy activates prior knowledge and engages students in making connections to the
text.

2. Questioning: Encourage students to ask questions before, during, and after reading. Questions can help guide their
understanding, spark curiosity, and promote critical thinking. Teachers can model questioning techniques and provide
opportunities for students to generate their own questions.

3. Visualizing: Guide students to create mental images or visual representations of the text as they read. Visualizing helps
to deepen comprehension, engage the senses, and enhance the reader's connection to the story or content.

4. Making Connections: Encourage students to make connections between the text and their own experiences, other texts,
or the world around them. This strategy helps students relate to the material, build background knowledge, and make the
reading more meaningful.

5. Summarizing: Teach students how to identify the main ideas and key details of a text and condense them into a concise
summary. Summarizing promotes comprehension, highlights important information, and reinforces the ability to extract
key points from the text.

6. Inferring: Guide students to draw inferences and make logical conclusions based on the information provided in the
text. Inferring involves using clues, context, and background knowledge to understand implicit meaning and make
educated guesses.

7. Monitoring Comprehension: Teach students to be aware of their understanding while reading. Encourage them to use
strategies such as re-reading, clarifying confusing parts, or asking themselves questions to ensure comprehension. This
metacognitive strategy helps students become active and engaged readers.

8. Analyzing Text Structure: Help students recognize and understand different text structures such as cause and effect,
problem and solution, compare and contrast, and chronological order. Analyzing text structure aids in comprehension and
allows students to better organize and process information.

9. Close Reading: Engage students in close reading by carefully examining the text for details, patterns, and deeper
 meanings. Encourage students to annotate, underline key points, and take notes to develop a deeper understanding of the
text.

10. Context Clues: Teach students to use context clues to determine the meaning of unfamiliar words. Encourage them to
look for surrounding words, phrases, or sentences that provide clues to the word's definition.

These strategies can be used during different stages of reading, such as before reading to activate prior knowledge, during
reading to enhance comprehension, and after reading to reinforce understanding. Teachers can explicitly teach and model
these strategies, provide guided practice, and gradually release the responsibility to students as they become more
proficient readers.

Echevarria et al.’s -Making content comprehensible for ELL students (R9)

The Effective Teacher establishes classroom management and organization that encompasses various aspects of teaching and
learning. Here are areas where a PE teacher and coach can grow and excel:

Areas to Grow:

1. Classroom Management: Developing effective classroom management strategies specific to the physical education setting,
such as establishing routines, procedures, and behavior expectations during physical activities.

2. Differentiated Instruction: Exploring and implementing differentiated instruction techniques to meet the diverse needs and
abilities of students in physical education, such as modifying activities, providing alternative options, and offering
individualized support.

3. Inclusion and Adaptation: Enhancing skills in adapting physical education lessons and activities to accommodate students
with disabilities or special needs, ensuring that all students can actively participate and experience success.

4. Assessment Strategies: Exploring and incorporating a variety of assessment strategies specifically tailored to physical
education, such as skill assessments, fitness assessments, and performance-based assessments, to accurately measure student
progress and growth.

Areas to Glow:

1. Lesson Preparation: Demonstrating effective lesson planning skills by aligning learning objectives with appropriate
activities, considering student engagement, safety precautions, and equipment/materials needed for a successful physical
education lesson.

2. Verbal Communication: Utilizing clear and concise verbal communication techniques to ensure students understand
instructions, explanations, and demonstrations of physical activities, promoting effective learning and active participation.

3. Learning Strategies: Incorporating a range of effective teaching strategies and instructional approaches in physical
education, such as cooperative learning, peer teaching, guided discovery, and problem-solving, to engage students and
enhance their learning experience.

4. Opportunities for Interaction: Creating a positive and inclusive learning environment that fosters social interaction,
teamwork, and collaboration among students through structured group activities, cooperative games, and team-building
exercises.

5. Practice and Application: Providing ample opportunities for students to practice and apply newly acquired skills and
knowledge in various physical activities, allowing them to develop competence, confidence, and proficiency in movement
and sports.

6. Lesson Delivery: Delivering dynamic and engaging physical education lessons by incorporating a variety of teaching
methods, utilizing appropriate instructional technologies, and maintaining a high level of energy and enthusiasm to inspire
and motivate students.

7. Review and Assessment: Implementing effective review strategies, such as brief closures or reflection activities, to
reinforce key concepts and promote retention of learning. Additionally, using formative and summative assessments to
gauge student understanding, track progress, and inform instructional decisions.

By focusing on areas to grow and leveraging areas to glow, a PE teacher and coach can create a positive and productive
learning environment that supports student achievement and promotes lifelong physical activity.

Reflections on the Reading STAAR (TL4)

The Reading STAAR (State of Texas Assessments of Academic Readiness) is a standardized test designed to measure
students' reading comprehension skills and their ability to analyze and interpret various texts. After completing the Reading
STAAR, it is important for educators to reflect on the assessment to gain insights and make informed instructional decisions.
Here are some reflections on the Reading STAAR:

1. Student Performance: Reflecting on the overall performance of students on the Reading STAAR can provide valuable
information about the effectiveness of instructional strategies and curriculum. Analyzing the distribution of scores,
identifying areas of strength and weakness, and understanding patterns in student performance can help guide future teaching
and intervention plans.

2. Curriculum Alignment: Reflecting on the alignment between the curriculum and the Reading STAAR can reveal whether
the instructional materials and resources used in the classroom adequately prepare students for the assessment. It is important
to consider whether the skills and content emphasized in the curriculum align with the skills assessed on the Reading
STAAR.

3. Instructional Strategies: Reflecting on the instructional strategies employed leading up to the Reading STAAR can help
identify effective approaches as well as areas for improvement. Teachers can analyze the effectiveness of different teaching
methods, such as close reading, text analysis, vocabulary instruction, and comprehension strategies, in preparing students for
the assessment.

4. Test-Taking Skills: Reflecting on students' test-taking skills can provide insights into their ability to navigate the format
and structure of the Reading STAAR. It is important to consider whether students were adequately prepared for the specific
question types and formats used in the assessment, such as multiple-choice, short-answer, and open-ended questions.

5. Individual Student Needs: Reflecting on the performance of individual students can help identify specific strengths and
areas for growth. It is important to analyze the performance of struggling students and high-achieving students to tailor
instructional strategies and interventions to meet their specific needs.

6. Data Analysis: Reflecting on the data collected from the Reading STAAR can involve a deeper analysis of student
performance by subgroup (e.g., English language learners, students with disabilities) and demographic factors (e.g.,
socioeconomic status). This analysis can provide insights into achievement gaps and help inform targeted interventions and
support for specific student populations.

7. Instructional Adjustments: Based on the reflections and analysis of the Reading STAAR, educators can make informed
instructional adjustments. This may involve modifying curriculum materials, refining instructional strategies, providing
targeted interventions, and incorporating test-taking skills practice to better prepare students for future assessments.

By engaging in thoughtful reflections on the Reading STAAR, educators can gain valuable insights into students' strengths
and areas for growth, inform instructional decisions, and continuously improve teaching practices to better support student
achievement in reading comprehension.

Reflections on the Math STAAR (TL4)

The Math STAAR (State of Texas Assessments of Academic Readiness) is a standardized test that assesses students'
mathematical knowledge, problem-solving skills, and ability to apply mathematical concepts in various contexts. After
administering the Math STAAR, it is important for educators to reflect on the assessment to gain insights and make informed
instructional decisions. Here are some reflections on the Math STAAR:

1. Student Performance: Reflecting on the overall performance of students on the Math STAAR can provide valuable
information about the effectiveness of instructional strategies and curriculum. Analyzing the distribution of scores,
identifying areas of strength and weakness, and understanding patterns in student performance can help guide future teaching
and intervention plans.

2. Curriculum Alignment: Reflecting on the alignment between the curriculum and the Math STAAR can reveal whether the
instructional materials and resources used in the classroom adequately prepare students for the assessment. It is important to
consider whether the skills and content emphasized in the curriculum align with the skills assessed on the Math STAAR.

3. Problem-Solving Skills: Reflecting on students' problem-solving skills can provide insights into their ability to apply
mathematical concepts to real-world situations. Analyzing students' performance on the Math STAAR's problem-solving
questions can help identify areas where students struggle and may require additional support or instruction in mathematical
reasoning and problem-solving strategies.

4. Content Mastery: Reflecting on students' mastery of specific mathematical concepts assessed on the Math STAAR can
inform instructional decisions. Identifying areas where students demonstrate strong understanding and areas where they
show gaps in knowledge can help guide targeted instruction and intervention to address individual student needs.

5. Test-Taking Strategies: Reflecting on students' test-taking skills and strategies can provide insights into their ability to
navigate the format and structure of the Math STAAR. Analyzing whether students were adequately prepared for the specific
question types and formats used in the assessment, such as multiple-choice, griddable, and open-ended questions, can help
guide future instruction in test-taking skills and strategies.

6. Individual Student Needs: Reflecting on the performance of individual students can help identify specific strengths and
areas for growth. It is important to analyze the performance of struggling students and high-achieving students to tailor
instructional strategies and interventions to meet their specific needs.

7. Data Analysis: Reflecting on the data collected from the Math STAAR can involve a deeper analysis of student
performance by subgroup (e.g., English language learners, students with disabilities) and demographic factors (e.g.,
socioeconomic status). This analysis can provide insights into achievement gaps and help inform targeted interventions and
support for specific student populations.

8. Instructional Adjustments: Based on the reflections and analysis of the Math STAAR, educators can make informed
instructional adjustments. This may involve modifying curriculum materials, refining instructional strategies, providing
targeted interventions, and incorporating problem-solving practice to better prepare students for future assessments.

By engaging in thoughtful reflections on the Math STAAR, educators can gain valuable insights into students' strengths and
areas for growth, inform instructional decisions, and continuously improve teaching practices to better support student
achievement in mathematics.
Jimmy’s Report Card (TL6)
(Complete the calculations in all the colored boxes)

NAME:
Mathematics Jimmy
Teacher
9 wks 1 Unit Test
Grades Benchmark
grading Standards scores Absences
Percent Grade
Period average
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  21.525
 
Final Percent  77.975 `
Final Letter C10 + D10 +
Grade C E10

Three professional goals for my classroom (TL8)

1. Enhancing Differentiation: One professional goal for my classroom is to enhance differentiation strategies to meet the
diverse learning needs of my students. This includes implementing various instructional approaches, providing flexible
learning opportunities, and offering alternative assessments to ensure all students have access to high-quality education and
can demonstrate their understanding and skills.

2. Building a Positive Classroom Culture: Another professional goal is to focus on building a positive classroom culture that
promotes inclusivity, respect, and collaboration. This involves implementing social-emotional learning strategies, fostering
strong relationships with students, encouraging active participation and engagement, and creating a safe and supportive
learning environment where students feel valued and empowered.

3. Integrating Technology Effectively: With the rapid advancement of technology, my goal is to integrate technology
effectively into my classroom to enhance teaching and learning experiences. This includes utilizing educational apps, online
resources, multimedia tools, and collaborative platforms to facilitate interactive lessons, promote critical thinking and
problem-solving skills, and provide opportunities for students to create and share their work digitally.

These professional goals reflect my commitment to continuous growth and improvement as an educator. By focusing on
differentiation, classroom culture, and technology integration, I aim to create a dynamic and engaging learning environment
that supports the academic, social, and emotional development of all my students.
Vision of an Educator (TL11)

Vision Statement: An Educator as a Coach and Teacher

Our vision is to create an educational environment where educators embody the roles of both coach and teacher. As
coaches, we inspire and empower students to reach their full potential, guiding them on their unique learning
journeys. As teachers, we provide the knowledge, skills, and tools necessary for academic success. By combining these
two roles, we aim to foster a supportive and collaborative learning community that cultivates growth, resilience, and
lifelong learning.

1. Inspiring Purpose: Our vision statement conveys a sense of purpose by highlighting the dual roles of coach and teacher. It
inspires educators to go beyond traditional teaching methods and embrace the mindset of a coach, guiding students towards
their goals and instilling a passion for learning.

2. Clear Direction: The vision statement provides a clear direction by emphasizing the importance of empowering students
and creating a supportive learning community. It sets the expectation for educators to create an environment where students
feel valued, motivated, and supported in their educational journey.

3. Shared Values: The vision statement reflects the shared values of collaboration, growth, and student-centeredness. It
encourages educators to work together as a team, continuously develop their coaching and teaching skills, and prioritize the
individual needs and strengths of each student.

4. Future-Oriented: The vision statement looks towards the future by acknowledging the changing educational landscape and
the need for educators to adapt their roles. It recognizes the importance of equipping students with the skills and knowledge
required for success in the evolving world.

5. Engaging and Memorable: The vision statement is engaging and memorable, capturing the essence of an educator as a
coach and teacher. It serves as a rallying point for educators, students, and other stakeholders, reminding them of the shared
vision and inspiring collective action towards achieving it.

By embracing the roles of coach and teacher, we envision a transformative educational experience that goes beyond
traditional instruction. Our vision statement serves as a guidepost, aligning educators' efforts, fostering a student-centered
approach, and creating an environment where all learners can thrive and achieve their fullest potential.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a Professional

As a professional, the effective teacher demonstrates a commitment to continuous growth and development. They engage in
ongoing professional learning, reflect on their practice, and actively seek opportunities to improve their instructional
strategies and pedagogical approaches. They embody the qualities of a lifelong learner and strive to stay informed about the
latest research and best practices in education.

Areas to Glow as a Coach and PE Teacher:

1. Communication and Collaboration: A strong area to glow as a coach and PE teacher is effective communication and
collaboration with students, colleagues, and parents. This includes fostering open lines of communication, actively listening
to student needs, collaborating with colleagues to enhance instructional strategies, and maintaining regular and constructive
communication with parents or guardians to support student progress.

2. Differentiated Instruction: Effective coaches and PE teachers excel in differentiating instruction to meet the diverse needs
and abilities of their students. They adapt their teaching methods, provide appropriate modifications or accommodations, and
offer varied learning opportunities to ensure all students are engaged and challenged in their physical education activities.

3. Assessment and Feedback: A glow area for a coach and PE teacher is their ability to design and implement meaningful
assessments and provide constructive feedback to students. They use a variety of assessment methods to evaluate student
progress, provide timely feedback that supports growth and improvement, and use assessment data to inform instructional
decisions and individualize instruction.

Areas to Grow as a Coach and PE Teacher:

1. Inclusion and Differentiated Instruction: A growth area for a coach and PE teacher is promoting inclusivity and further
developing differentiated instruction strategies. This involves expanding knowledge and skills related to adapting physical
activities for students with diverse abilities, providing appropriate modifications or accommodations, and fostering an
inclusive and supportive environment for all students to actively participate and succeed.

2. Technology Integration: With the increasing role of technology in education, a growth area for a coach and PE teacher is
exploring and integrating technology tools and resources effectively in physical education. This includes utilizing apps or
software for tracking fitness progress, incorporating interactive online resources for skill development, and leveraging digital
platforms for virtual learning and collaboration.

3. Cultural Competence and Diversity: Another growth area for a coach and PE teacher is developing cultural competence
and promoting diversity and inclusivity in physical education. This involves gaining knowledge and understanding of diverse
cultures, backgrounds, and perspectives, and incorporating culturally responsive teaching practices to create an inclusive and
welcoming environment for all students.

By focusing on these areas to glow and grow, the effective coach and PE teacher can continuously enhance their professional
practice, provide quality instruction, and positively impact student learning and development in the physical education
setting.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Areas to Glow:
1. Using Formative Assessment: An effective teacher utilizes various formative assessment strategies to monitor student
progress and potential. This includes regularly checking for understanding during lessons, providing timely feedback, and
adjusting instruction based on individual student needs. By effectively using formative assessment, the teacher can identify
areas of strength and celebrate student achievements.

2. Tracking Student Data: An effective teacher collects and analyzes student data to monitor progress and potential. This
involves keeping records of assessments, grades, and other relevant data to track individual student growth over time. By
carefully analyzing student data, the teacher can identify trends, identify areas of improvement, and provide targeted support
to help students reach their full potential.

Areas to Grow:
1. Differentiating Instruction: To further enhance the monitoring of student progress and potential, the effective teacher can
focus on improving differentiation strategies. This involves tailoring instruction to meet the diverse needs of students by
providing varied learning experiences, resources, and supports. By differentiating instruction, the teacher can better address
individual student needs and ensure that all students have opportunities for growth and success.

2. Utilizing Technology for Data Analysis: An area for growth is leveraging technology tools and platforms to streamline the
data analysis process. By exploring and implementing data analysis software, the teacher can more efficiently collect,
organize, and analyze student data. This can provide deeper insights into student progress, allowing for more informed
instructional decisions and targeted interventions.

The effective teacher understands the importance of continuously monitoring student progress and potential. By focusing on
areas of glow and areas to grow in this aspect, the teacher can foster a data-driven and student-centered approach to
instruction, ensuring that all students receive the necessary support to thrive academically.