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Stronge’s Qualities of Effective Educator

(TIU3)
The Effective Teacher as a person…
Areas where I GLOW….. Core Values
Areas for me to (TIU3)
GROW……
Teachable L
Adaptable Uniqueness

Additional Notes:
Some additional characteristics of myself are acceptance, ambition , compassion, creativity,
honesty,flexibility, wealth, and learning.

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

JEAN PIAGET JEAN PIAGET ABRAHAM

JOHN WATSON Learning theory that MASLOW ANS
Belief that learning is a focus on how Theory states that CARL ROGERS
change in behavior information is learners construct emphasizes the
caused by external received, knowledge rather than freedom and autonomy
Brief
Description:

JOHN Jean Piaget Jean Piaget ABRAHAM

WATSO MASLOW
N
CARL
Theorists J ROGERS
Associated: O
H
N
W
A
T
S
O
N

Notes:
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
2. Rigor
2.
3. Relavance
Stages of Development (TIU7)
Social Emotional
Implications
mpulse control, gender control
2 -4 yr olds roles, and peer relationship
issue emerge, caregiver helps
assist the child in defining
values and learn flexible self
control, testing limits in what
behaviors are acceptable and
how much autonomy they can
exert. Setting limits and giving
choices will decrease anxiety
5- 8 yr olds from guilt or loss of control
*can follow simple rules and
regulations . show a deeper
understanding of relationships
and responsibilities, morals
develop further more complex
coping skills child explores
new ideas and activities
9-11 yr olds
* peer and friend group take precedence
over family. CHildren at this age will
show increasing independence in decision
making skills
*groups grow more important at this
age
Loud & rude, moody & sensitive with
extreme emotions
12-14 yr olds
Want independence from adults
sibling rivaly
Want to discuss sex often. Signs of
growing independence. can be
disobedient rebellious.Peer Real fears
about family death non acceptance
*Adolescent are increasingly
comfortable interacting with peers
15-18 yr olds
Enjoy mixing w/both sexes
leadership experiences in clubs.
They are allied to make their
own decisions
Concerned about justice and
4. Retreating
5. Routing
6. reExposure
Physical
Jumps w/ feet together
Mature motor control
Ball skills improve-throwing
& catching
May be ready to learn to ride
bike ny 4-5 cuts in line with
scissors
*Growth rate is slower than
during infancy and early
childhood . slow and steady
Needs 10 -12 hours of sleep
Muscle coordination , hand
skills & hand eye
coordination
*enter the world of gamess
and school work , growth
rate is slower than during
infancy and early childhood.
Slow and steady . need for
food fluctuates w/ activity
muscle coordination and
control is uneven and
incomplete/ lg muscles are
easier to control than small
muscles need 10-12 hours
of sleep per night . hand
skills and hand eye
coordination needed for
activities such as writing and
tying shoelace.messy
projects
* range of height and weight
widens become critical of
physical appearance ,
especially girls. Coordinate
like adults. Akwardness is
common. Energy abounds
and children become over
stimulated need 10 -11
7. Retaining
8. REhearsal
9. Recognizing
Mental
sufficient in routines
dress and undress self
Copies complex shapes
Ask lots of questions .
tells stories begins to
imitate & write name by 5
. settled on hand
dominance ,
Understands simple
things, sorts objects,
most important mode of
learning is play
* enter into world of
adult ideas. Logic, and
communication
*begin to think abstractly
and plan for several
weeks., attention span
and ability to concentrate
increases for 30 min to
several hrs, develop a
sense of morals
* Concrete to abstract
thinking .adolescent
engage cognitively, need
to find solution to own
problems , learn from
mistakes , tst ideas ,
form opinions
*INtense questioning ,
increase accountability,
test language , use
sarcasm,arguing and
reasoning skills improve,
construct hypothetical
solutions to problems
and evaluate which is
best. Recognize that
current actions can affect
future
Characteristics /
ears of the dark, like to
share, may have imaginary
friends, competitive,and
dosen’t want to lose.
Develops an understanding
of rules . finds taking turn
difficult. Needs structure
and routine to feel safety.
CHildren learn how to
manage feelings by age five
*slow and steady growth
Learners learn best if active
learning to use their bodies
and master muscles , more
intterestied in doing rather
than creating, make friends,
think concretely,, naturally
curious sensitive to
criticism seek adult
approval
*Like groups activities ,
like to be with own sex,
admire older children enjoy
cooperation, need
recognition
*Concerned about physical
development, like being
liked by friends in social
groups, self conscience,
need help to overcome
inferiority complex extreme
emotions like to be in clubs,
have intense feels due to
sex
*Have high social needs,
want and need a strong
voice, need freedom from
parents want adult
leadership roles, interested
in co-ed activities, strong
Hattie’s most effective influences on instruction (throughout SS)
Hatties most effective influences on learning aare;
Mnemonics
Rehersal/practice
Activating prior knowledge
Summarizing
Cooperative ;earning
Direct instructions
Classroom discussion
Instructional strategies
Method implementing
Student learning

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instructions, it is not only means for communication information, It also
plays a key role in deepening the understanding of important ideas.

Strategies to teach the Vocabulary (SS1)

1. 1.Repetitive exposure to words 3. Indirect learning

2. Learning words prior to lesson 4. Learning in both written and text

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

Power Point examples;

Tiered Instructions
Anchoring Activities
Flexible Grouping
Compacting Curriculum
Brood examples
Procedural ( how to use the learning environment features )
Conceptual ( what knowledge to consider)
Metacognitive ( How to think about a problem)
Strategic ( what the alternative strategies are)
Examples;
Model and think alouds
Breaking a topic into parts
Using a graphic organizer/mind maps
Creating opportunities for student conversations/ discussion
 Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each
Strategies for success example one example 2

SImilarities & differences Venn diagram , analogy , creating analogies metaphor, classification or grouping

Summarizing & note taking narrative, topic , definition , ask questions , use webbing delete repetitive information
problem

Reinforcing effects providing recognition praise when earned

Homework and practice meaningful homework increase student achievement provide feedback and make it meaningful

Generating & testing Hypotheses

non linguistic representation maps , pictures manipulatives

Cooperative- learning soft skills fostering students four corners , I got this , jigsaw
learning centers

Setting object & providing a feedback & constructive lesson targets generating and test hypotheses

Questions Cues and organizers kwl charts pose questions

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

Create Produce new work or original work
Design, assemble, construct, conjecture, develope, formulate, author, investigate
Slides and U-tube
APPS:

Evaluate Justify a stand or decision

Appraise, argue, defend, judge, select, support, value,creative, weigh
Forms & sheets
APPS:

Analyze Draw connections among ideas

Differentiate , organize , relate, compare,contrasr, distinguish,examine, experiment,questions, test
Google Photos & meet

APPS:
Duse information in new situations
Apply Execute, implement, sove,use, demonstrate, interpret, operate, schedule, sketch
Maps and google drive

APPS:
Understand and explain ideas or concepts
Comprehension lassify, describe, discuss, explain, identify, locate, recognize, report, select, translate
Docs & scholar
APPS:
Recall facts and basic concepts
Remember Define, duplicate, list, memorize, repeat, sate
Google search & book mark

APPS:
Components of a social emotional learning program (SS12)
Self awareness
Self management
Social awareness
Relationship skills
Responsible- decision making

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Provides a variety of feedback Implement changes as
Provide a variety of methods suggested by peers and admin
for learners, visual, auditory, Keeping students engaged
kinesthetic and interested in learning

Create a welcoming space (CBM3)

1. Am I in the right room ?

Where are the rules for the classroom ?
2.
Where Am I supposed to sit?
3. What are the rules in the classroom?
What will I be graded?
4.
How will i be graded?
5. Who is the teacher as a person ?
WIll the teacher treat me as a human being ?
6.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique 5>No apologies: teacher with high expectations means that a student must answer in complete sentences using
correct grammar.

2. Technique 8; POST IT : Be sure your students know your objective for the day by posting it on the board.

3.
Technique 12; THE HOOK> INtroduce the lesson with a hook, an activity or item that grabs your students attention, this
will enhance your students lesson .
4.
Technique 23; CALL AND RESPONSE> this technique uses a tradition from african american hymnody and creates a way
for the whole class to participate in questioning
5.
Technique 34; SEAT SIGNAL> simple hand signals simplify requesting routine interruptions such as
RR or getting supplies , this will eliminate distractions
6.
Technique 39 DO IT AGAIN> This is a technique is the only negative consequence that genuinely wks, when students fail
to meet ur standards u ask then to do it again . They model l the appropriate behavioral but are eager not to have to do it
7. again
Technique 49 ;Normalizing ERROR > if students understand that errors are not the end of
the world but an opportunity to learn they will be more willing to take risk & more likely to
learn

Four Questions to redirect behavior (CBM7)

1.What are you doing ?

2. What are you supposed to be doing ?

33.Are you doing it ?

4. WHat ae you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…
Areas where I GLOW….. Areas for me to GROW……
Maintains daily routines DIsplays consistency with rules and
Maintain a clean and orderly classroom consequences
Sets clear, firm behavioral
expectations
Categories of Disabilities in SPED (E4)
Autism
Deaf/Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment Inc Blindness
Characteristics
A neurological disorder,
cognitive abilities range from
gifted to cognitively delayed.
Usually, identified in the first 3
years of life 4:1 male ratio
Visual and hearing
impairments, serve
communication,wide range of
cognitive development
May also have difficulty
w//speech, reading, and writing
skills , ASL can be first
language
Hyperactivity, aggression
or self injuries, withdrawal,
immaturity, learning difficulties
A hearing impairment so
severe that a child is
impaired in processing
linguistic information through
hearing, with or without
amplification, that adversely
affects a child's educational
performance.
Articulation difficulties and
language delays Easily
frustrated Difficulty with oral
expression Difficulty with
social/emotional skill
Struggle w/overall academics,
attention memory, trouble interacting
socially
Hampered speech and
communication skills challenges with
mobility, needs assistance with
everyday tasks medical needs
Have limited strength,, vitality,
alertness including heightened
alertness to environment stimuli can
lead to chronic health problems,
asthma,ADHD, epliepsy , heart
conditions,
May impact, reading, writing,
oral language, math , study skills
Articulation disorder, abnormal
voice , fluency disorder, language
disorder
Memory and attention
Impact on Classroom
Preservate on a topic, appear
to not paying attention, have
difficult w/noise or visual
stimuli,difficulty taking terms,
fidget, flap,rock,volume control
difficulty
Students may require info to b
introduced deliberately &
systematically , utilize the svc of
specialized support provider
Need special seating, oral
instructions visual cues and
cues,have difficulty with social,
emotional, and interpersonal skills
May exhibit inappropriate
behavior under ordinary
circumstances, not be able to
maintain relationships
Wear hearing aids or FM
systems Read lips or use ASL
Need a quiet environment with
many visuals to be successful
Need a slower rate of speech and
clear enunciation
May not b working on garage
level material not understand
social norms, problem solving
issues
May require multiple services,
use alternate communication
needs , require alternative
curriculum needs
Require multiple services Use
alternate communication methods
Require alternate curriculum
materials.
All alignments can affect a
childs educational performance
Slower reading rate , frequent
spelling errors
Have difficulty with
comprehension, being
understood ,expressing
needs,ideas, or information
struggle with social interactions
disability emerge @ younge age
ARD Timeline Activity (E5)

#1 Identification / response to
intervention

#2
Full individual and initial evaluation Within 60
Calendar Days

#3Notice of consent or refusal

#4 Notice of ARD Meeting Within

30
Calendar
Days
#5
#5 Eligibility determination made by
ARD committee
3
Year
s
1
Year

#6 Consent for initial placement

#7 Annual IEP Review

#8 dismissal
Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items that
the learner is expected to learn or
number of activities expected to
complete to gaon mastery
Example
Reduce the # of activities,terms,
worksheets and assessments
Input
Definition
Adapt the way instructions is
delivered to the learner
Example
Adapt visual aids, enlarged text,
plan more concrete examples ,
hands on activities , pre teach
Time
Definition
Adapt the time allotted & allow
for learning, task completion or
testing
Example
individualize a timeline for completing Assign peer budding, teaching
a task, pace learning differently for
some learners
Difficulty
Definition
Adapt the skill level problem
type , or the rules on how the
learner may approach the work
Example
Allows the use of calculations to
figure math problems; simplify
task directions or change rules to
Level of Support
Definition
Increase the amount of personal assistance to
keep the student on task, to reinforce or
prompt the use of specific skills
Example
assistant , peer tutors, cross age tutors,
how to interact w.students
Outp
ut
Definition
Adapt how students can respond to
instructions
Example
Instead of answering questions in
writing allow a verbal response. Use a
communication book for some students
 Participation Notes:
Definition
Definition
Alternative goals or outcome expectation while using the
Adapt the extent to which a learner is
same materials when routinely utilize this only for
actively involved in the task
students w/moderate to severe disability, in social
Example: studies lessons expect a student to be able to locate the
colors of the states on a map, while other students learn
ask a student to lead a group, to locate each state and name the capital
in science have them hold the
globe make then interact

Types of Assistive Technology Writing - word processor, word wall, alternative

(SP7CPE) keyboard, proofreading programs, speech
Types of Assistive recognition software, word prediction software
Organization and memory; graphic organizers,
Technology (SP7CPE) text to speech, audio books,apps for reminders
Speech; voice amplification systems,
communication board,
Mobility; wheel chair, walker, cane,crutches,
scooters, inflatable seat cushion
Closed captioning; youtube,go noodle helps with
making connections
Graphic Organizations; thought organizers
Classroom seating; bean bags, yoga balls, carpet
square
Word processing aids; check grammar word,
word prediction, and voice typing can allow students
to get their thoughts on paper
Venn Diagram of 504 and IDEA (E9)

B
b
B

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

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
Suggestions for working with Students in Poverty (E12)

Work with parents ans guidance counselors and parents
1.
Strive to make assignments so appealing that all students
will want to do their work.
2.
Teach study skills, time management, and organizations
strategies so that the work will not be be burdensome for an
3. underachieving students who is easily overwhelmed by task
Be positive and supportive as you encourage efforts
4. and the attempts to work
For a close connection with underachieving students
5.
Boost students self’s esteem by encouraging them to
tutor students who are less able
6.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading, interact with text in a motivated and
strategic way
Support students autonomy by providing opportunities for students to choose
2. which text they read
Provide interesting text , give students control over some aspects
Increase social interactions among students related to reading , allow
3. students to pick partners

4.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Descriptive writing after comprehension
1.
Vocabulary B4, after and during learning new words

2.
Exit tickets After lesson review of lesson

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

Prepare the lesson

Build background

Make verbal communication understandable

Learning strategies (this one should be easy!)

Opportunities for interaction

Practice and application

Lesson delivery

Review and assess

Reflections on the Reading STAAR (TL4)

1.
The first question I missed is because I didn’t pay attention to what I wa smarking on the second attempt . I was distracted . .

2.
The first question I missed is because I didn’t pay attention to what I wa smarking on the second attempt . I was distracted . .

3.
The last one I missed was because i was in a hurry and not paying attention .
Reflections on the Math STAAR (TL4)
1. QUestion 3 , I had no idea what it was asking me to do .

2.
Question 6; carless mistake Question 6; carless mistake

3.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher
Unit Test
9 wks 1 Grades Benchmark
Standards scores Absences
grading Period Percent Grade
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
30% = 0.3
Average Value 40%= 0.4 30%= 0.3
Weighted
Percent 24.15 32.3 21.53

Final Percent 77.98

Final Letter C10 + D10 +
Grade c E10
 Three professional goals for my classroom (TL8)
1. I will improve my abilities to monitor and adjust instruction through targeted questioning techniques at varied levels of
cognition, the use of wait time, and academic feedback to

2.
I will enhance my ability to develop aligned formative and summative assessments which directly measure students’
knowledge and skills for specific lesson/unit outcomes.

I will incorporate differentiation strategies which include varied content, process and product expectations for students, using
3. data and students’ learning profiles as the basis for decisions in order to increase overall performance and close
gaps in learning.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
Moving from the learning session into the classroom gives me a vision of what I expect teaching to be like, but as we
all know; plans do not always turn out in accordance with what we have in mind. With that being said, I’m going to
touch on some topics I plan on implementing to create my classroom structure. Research is by far the best
implementation to use when measuring and addressing strategies that I see in my classroom. Tomlinson’s strategies
are some of the most important that I have learned over the duration of the course. Taking all learning styles into
consideration is important when working with all students from various backgrounds and experiences. The broad
examples of procedural, conceptual, metacognition, and strategy are the goals for engaging in education, especially in
the differential strategies. Yes, I plan on using all strategies that have been introduced to me throughout the modules
such as Marzano’s and Hattie’s influences on instructions.
When using technology in the classroom, having access to computers for all students allows the use of stemscopes
and eduphoria. Having access to power points and projectors and white boards will give the opportunity to have
visual representation when integrating visual learners . It also makes the education of lessons easier to remember
when having these manipulatives. I have also found that you tube and google slides are beneficial when working with
the delivery of lessons.
The importance of lesson planning is crucial to the delivery of the lesson. We might not always be able to follow it
step by step but it's a structured foundation to make sure that every aspect of the lesson is implemented and materials
are presented.
Furthermore, moving on to classroom behavior that is non- negotiable for me is not participating in class work, not
having supplies, not being prepared for class, and lastly not staying in your assigned seat. Limited time in class calls
for limited distractions. Students should be able to demonstrate these procedures and comply with them by the first
couple weeks of school.
The goal for my classroom is to assure that all the children are learning is to maintain a structured environment with a
climate that collaborates all learning styles and cultures.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..
Areas where I GLOW….. Areas for me to GROW……
Maintaining a positive attitude in difficult situations Collaborate with admin and dept and
Available for tutoring before and after school others

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…
Areas where I GLOW….. Areas for me to GROW……
Coll

Implementing formal and informal assessments Performs assigned duties in a

Checking for understanding and providing professional manner
feedback Request technical support when
needed

NOTES:

Practice two way communication collaborates with all dept,parents,admin

With parents and admin
Performs assigned duties in a professional manner request technical support when necessary

Submits required reports & paperwork on time

Maintains positive attitude in difficult situations is prepared for emergencies in the

classroom
Is available for tutoring b4 and after school designs and implements quality lessons

MONITORS STUDENT POTENTIAL

Implementing formal & informal assessments distributes students progress reports in

professional manner
Displays consistency providing reteach opportunity after each ski

Conducting assessments after each lesson communicating student progress t par.& ad

 CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR
CANDIDATES THAT ARE IN A CTE PLACEMENT

A. List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA CTE page.
B. List a CTSO for each Career Cluster from the Texas CTE page.

1. A. Networking systems 2. A. Printing and imaging 3. A. Law enforcement

B. Information tech B. Arts & audio visual B. Law & public service

4. A. Nursing science 5. A. Early learning 6. A. Web development

B. Health science B. Education & training B. Info tech

7. A. Masonary 8. A. Electrical 9. A. BuOil and gas exploration

B. Architecture & construction B. Architecture and construction B. Energy

10. A. Engineering 11. A. Welding 12. A. Medical therapy

B. sci,tech,math,enger B. Manufacturing B. Health science

13. A. Renewable energy 14. A. Health and wellness

B. Sci, tech,math, enge B. Human svc

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:

16. List at least three Industry based certifications that students could achieve in your specific career
cluster.

17. While on the Texas CTE website, in the Career Cluster pages for your specific cluster, list at least
three resources that are housed here for teachers.