Christina Chen – 10/28/23

GO TO Page
Resources at your fingertips

Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

- Dresses appropriately for the position - Speaks with appropriate tone and volume
- Models ethical/respectful behavior in all situations - Conducts 1:1 conversation with students

Core Values (TIU3)

Appreciation Resourcefulness

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

External stimulus Learning is acquired Learners build on past Views the person as a
drives changes in knowledge stored in experience to construct whole
behavior memory new knowledge
There is a social and
emotional side of
Brief learning
Description:

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

Maslow
B. F. Skinner John Dewey

Theorists Albert Bandura Erik Erikson

Associated:
Benjamin Bloom

Howard Gardner

Jerome Bruner

Notes:
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Needs structure and
2 -4 yr olds routine to feel safe,
cooperative play,
doesn’t like losing,
understands rules but
difficulty with taking
turns
Importance of friend
group, make-believe,
5- 8 yr olds value winning and being
first, more realistic fears,
imitating friends,
positive attitude about
school
Peer groups more
important, extreme
9-11 yr olds
emotions, desire for
independence, attitude
changes, discuss sex
with peers, some
rebellious behavior,
sense of humor
Increasingly comfortable
12-14 yr olds
with interaction with
community and peers,
leadership is valuable,
concerned about fairness
and justice, comparison
is difficult
Wants to be an adult but
15-18 yr olds doesn’t have the skills
yet, influenced by peer
approval,
4. Retrieval 7. Retaining
5. Routing 8. Rehearsing
6. Re-exposing 9. Recognizing
Physical Mental
Mature motor control, Asks questions and tells
ball skills and cutting on stories, write their name,
a line with scissors copy, sorting, learns
letters counting and
colors, picture books
Release tension through Think logically, can
physical activity, slower reason, may have
growth rate, muscle difficulty making
coordination is choices, start reading
incomplete, need 10-12 and writing, understand
hr sleep, develop hand- the value of money,
eye coordination curious, short attention
span
Wide range of height Abstract thinking, plan
and weight, critical of weeks ahead, sense of
physical appearance, morals, need for
generally coordinated as understanding “why”,
adults, high energy, 10- start thinking of possible
11 hrs sleep occupations
Rapid growth and Abstract thinking, can
physical change, uneven find solutions, test ideas,
changes and various form opinions
paces for growth
Grow into their adult Increasing
bodies, need more sleep, accountability, reasoning
may be awkwardness skills, educated guesses,
construct hypotheticals,
better decision-making
Characteristics /
Implications
Learning is done
through play,
understands 2-3 simple
things to do at once
Use physical activity,
more interested in
process, are self centered
(use make believe to
teach empathy), value
friendship, sensitive to
criticism, encourage
group activities with
mixed group
High energy, use active
learning, works best
with short and
straightforward
directions, rapid interest
changes, have a lot of
“why”s, don’t answer all
of them
Accept and manage their
mood swings, start their
independence, ready for
longer and in-depth
learning experiences,
discuss values and
morals
High social needs, want
adult roles, need life
planning guidance, will
need preparation to be
fully independent
Hattie’s most effective influences on instruction (throughout SS)
Hattie’s synthesis of research is a meta-analysis of different studies that lists over 250 influences on student performances, and
assigns a value for how much of a positive or negative impact

What is Academic Language? (SS1)

Academic language is the ORAL, VISUAL, and WRITTEN language that students need to
Understand (read, listen, think)
Communicate (listen, speak, write, connect)
Perform (all above + CREATE!)

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning (using it in different contexts)

2. Learn vocab before reading in text 4. Using both written text and speech

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

Anchoring activities – something a student can do whenever they’ve completed the current assignment or
when the teacher is busy with other students. It can be a long-term project, reading, writing, solving
problems, etc.

Flexible grouping – group students for various activities. Sometimes groups are based on student
similarities. Other times, purposefully group students with different learning preferences/ability
levels/interests

Effective feedback – timely, non-judgmental, brief feedback that helps students improve. Constructive
criticism. Gives suggestions on what a student should do next time.

Formative assessment – informal and brief assessments to gauge what a student knows. Used to adjust the
content and difficulty of upcoming lessons.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1

Cooperative Grouping Jigsaw Method Think-Pair-Share

Concept Map Anchor Chart

Graphic Organizers

Venn Diagram KWL Chart

Advanced Organizers

Rank Them Compare and Contrast

Similarities / Differences

3-2-1 summary Cornell Notes

Cues & Questions One question, one comment, last word

1-minute paper

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

Create Justify, Recommend, Critique, Assess, Rate

APPS: Canva, Adobe Express

Hypothesize, Formulate, Plan, Relate, Set-up
Evaluate

APPS: Notion, Miro

Categorize, Operate, Relate, Discover, Prepare
Analyze

APPS: Google Sheets, Microsoft Excel

Modify, Solve, Sketch, Compute, Interpret
Apply

APPS: Adobe Sketchbook, IPEVO Whiteboard

Paraphrase, Discuss, Predict, Illustrate, Classify
Comprehension

APPS: befunky, Anotate

Identify, Define, Match, List, Reproduce
Remember

APPS: Google Keep, Bookmarks

Components of a social emotional learning program (SS12)
Social and emotional learning should address self awareness, self management, social awareness, relationship skills, and
responsible decision making. These are lifelong skills students will use in the classroom, at home, and in their communities.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Providing a variety of feedback Incorporating higher order thinking questions for
deeper learning
Keeping students engaged and interested in learning Implementing changes as suggested by peers and
admin

Create a welcoming space (CBM3)

1. Have my name and the class clearly labeled at the door and somewhere inside the classroom to assure
students they are in the right room.

2. Assign seats for the first day so that students don’t feel left out if they don’t know anyone in the class.

3. Go over the class rules together and make sure every student gets a copy. Keep the rules clearly posted
and give students an opportunity to ask for clarification at the start of the school year.

4. Explain and demonstrate class procedures.

5. Greet students at the door every day.

6. Introduce myself to the class.

 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique 5: No apologies – don’t apologize for the content you teach

2. Technique 11: Draw the map – control the environment using a seating chart

Technique 13: Name the steps – break down tasks into steps
3.

4. Technique 25: Wait time – give students the appropriate amount of time to answer your questions

Technique 34: Seat signals – hand signals students can use to let the teacher know they need a pencil, tissue, throw trash
5. away, etc.

Technique 39: Do it again – When a student doesn’t meet a behavioral standard, tell them to redo that moment with
6. appropriate behavior

Technique 49: Normalize error – Students should understand that its ok to make mistakes, and they are encouraged to take
7. risks with their answers

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

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

Maintains an up-to-date seating chart Displays consistency with rules and
consequences
Provides instructions bell to bell
Establishes smooth transitions between activities
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
Neurological disorder,
cognitive abilities range from
gifted to cognitively delayed,
usually identified by age 3
Combination of visual and
hearing loss. Any cognitive
ability
May have difficulty in speech,
reading, and writing, use lip
reading, ASL, amp system
Hyperactivity, aggression,
withdrawal, immaturity,
learning difficulty
Difficulty with articulation,
oral expression, emotional or
social skills, easily frustrated
Trouble socially, struggle with
academics, generalization,
memory, overall academics
Difficulties /w communication
and mobility, medical needs,
assistance with everyday tasks
Hard to generalize, limited
mobility, paralysis that may be
partial
Limited strength, vitality, or
alertness, heightened alertness
to other stimulus
Impacts reading, writing, oral
language, math, or study skills
Abnormal voice, articulation,
fluency, language
Concerns for memory, social
skills, emotional regulation,
physical, language, attention
Light sensitivity, struggles
with positioning
Impact on Classroom
Fidget or stimulate, lacks reciprocal
communication, difficulty with volume
control, cadence, intonation, not
understand cues, appear to not pay
attention, difficulty with noise or visuals
Requires information to be presented
deliberately and systematically, uses the
services of a specialized Support Service
Provider (SSP)
Special seating, written supplements, eye
contact, difficulty with social/emotional or
interpersonal skills, articulation, hearing
devices don’t “fix” hearing
Inappropriate behavior under normal
circumstances, can’t maintain
relationships, inappropriate symptoms or
fear response
Hearing aids, lip read or ASL, quiet
environment with visuals, slower rate of
speech and clear enunciation
Not working with grade-level materials,
doesn’t understand social norms, struggles
with problem solving across all areas
including functional living skills
May require multiple services, use
alternate communication methods, or
require alternate curriculum materials.
No cognitive concerns, should be
integrated in general education setting at
all time, uses assistive technology.
Varies by disability
Slower reading, spelling errors, difficulty
copying, memorizing basic facts,
describing events, or interpreting subtlety
Difficulty with comprehension, expressing
needs, social interactions, work closely
with speech/language pathologist
Struggle to process basic info, follow
multi-step directions, communicate, grade
level work, logic and problem solving
Poor academic performance, short
attention span
ARD Timeline Activity (E5)

#1 Initial Referral

#2 Notice and Consent or Refusal to

Provide Initial Evaluation
Within 60
Calendar
Days
#3 Initial Evaluation Completed

#4Cooperative Grouping
Notice of ARDC Meeting
Within
30
Calendar
Days

#5 Eligibility Determination Made by

Ex ARDC
3
Years
1
Year

#6 Annual IEP Review

#7 Three-Year Reevaluation
Su

#8 Dismissal/Graduation
Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items to
learn or activities to complete
prior to assessment for mastery
Example
Requiring fewer practice
problems
Input
Definition
Adapt the ways the instruction is
delivered to the learner
Example
Have extra graphs, pictures, and
manipulatives ready
Participation
Definition
Adapt the extent the learner is
actively involved in the task
Example:
Student keeps tally of points and
turn order during a game
Types of Assistive Technology (E7)
1. Calculators and talking calculators
2. Screen reading software and text to
speech systems
3. Word processor
Time Level of Support
Definition Definition
Adapt allotted time for learning, tasks, Personal assistance to keep the student
or testing on task, to reinforce, or prompt the use
of specific skills.
Example Example
Giving more time for quizzes and tests Checking on them more often during
independent or small group activities.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or Adapt how the student can respond to
the rules on how the learner may instruction
approach the work
Example Example
Use smaller, easily divisible numbers. Allow verbal responses instead of
Have a word bank of vocabulary when writing, choice board for assignments
students need to write
Notes:
Alternate goals: Adapt goals to overcome expectations while using the same
materials
Substitute curriculum: Completely different instructions and material to meet an
individual’s goals
The 2 above are less applicable to a regular classroom
Voice amplification system or communication
4.
board
5.
Graphic organizers
6.
Audio books, CDs, MP3s
Venn Diagram of 504 and IDEA (E10)

CDGHIL AEFJKP

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 written consent of parents 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 (E13)

Don’t require costly activities such as field trips students Don’t make unnecessary comments about students’
1. have to pay for. 4. clothes or belongings.

Students may not know the correct behaviors for

2. Keep expectations high. Impoverished != Ignorant 5. school. Explain the rationale for rules and procedures
in your classroom.

3. Provide access to computers, newspapers, and books to give 6. Have a bank of shared school supplies for students to
students an opportunity to see and work with these mediums. borrow when they are temporarily out.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide goals for reading

2. Support student autonomy

3. Provide interesting texts

4. Increase social interactions among students related to reading

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Word Walls During reading A permanent place for high frequency

words with visual cues or graphics.

Paired/Partnered reading During reading Readers of the same level, or a high/low

2.
level pair practice reading together

Students are given a list of vocabulary and

3. Concept sort Before reading should categorize them in a logical way.
 Echevarria et al.’s -Making content comprehensible for ELL students (R9)
Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson Outlines, Jigsaw reading, Graphic organizers

2. Build background Vocabulary self selection, word sorts, Content word wall

3. Make verbal communication understandable Step-by-step instructions, demonstrations, paraphrase student words

4. Learning strategies (this one should be easy!) Summarizing, illustrating, higher order questions

5. Opportunities for interaction Probing for more elaborate responses, various types of grouping, wait time

6. Practice and application Hands on practice, application of content and language knowledge, integrate language skills

7. Lesson delivery Proper pacing, 90-100% student engagement, language and content objectives

8. Review and assess Paraphrase to review vocab, provide feedback, authentic assessments using real-life contexts

Reflections on the Reading STAAR (TL4)

1. I didn’t miss any of the questions, but I can see how number 1 might trip up some students. If they didn’t already know the
meaning of the word “wistfully”, they can misread it to mean “with anxiety”, because in this context, it would also be
reasonable to believe the narrator feels anxious about his parents not coming back at the deli yet. If a student doesn’t know the
definition of wistfully, they would still be able to infer from the context of the word being said about the contrast between the
happy parade-goers, and the narrator stuck inside.

2.

3.
Reflections on the Math STAAR (TL4)
1. I also didn’t miss any of the math questions, but if I had to pick out one that is particularly tricky for students, it would be
number 3. It combines different skills that the student needs to know such as how to read a dot plot, the definition of IQR, and
how to find the IQR.

2.

3.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

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

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.3 21.525

Final Percent 77.975

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will use differentiation strategies to help all my students understand the material without “dumbing down material” or
lowering expectations.

2. I will set rigorous and measurable goals for my students, and create lesson plans designed specifically to incorporate
activities that help my students reach these goals.

3. I will consistently manage student behavior to minimize disruptions and distractions, but still promote student independence
and autonomy, and equity.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. I’m a big fan of grouping. Giving students the option to work together on some assignments and activities is beneficial to
a multitude of areas such as language acquisition for ELLs, increased participation, promoting the use of content specific
vocabulary, creating a positive learning environment, and more.

2. While a good amont of my class will be using just pencil and paper, my classroom will make use of calculators,
computer-based graphing and calculating tools such as desmos and excel, word processors and slides for things like
student projects, and occasionally phones for competitive educational games.

3. Important elements of lesson planning include setting relevant, rigorous, and measurable goals, understanding the level
my students are at, and incorporating activities that help students meet these goals.

4. A non-negotiable in my classroom:
- Everyone treats everyone else with respect. This includes me, the students, admin, visitors, and the custodial staff. This
means no name calling, talking over each other, physical altercations (no matter how light), or leaving the classroom a
mess.

5. Students will have enough time in class to complete all of their assignments; nothing is specifically designated as
“homework”. I will also have supplemental materials and allow assistive technology as accommodations for students
who need them.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Understands their content/real world applications Maintains an up-to-date calendar

Is prepared for emergencies in the classroom Collaborates with dept. parents, and admin

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……

Displaying consistency in grades – no extremes Providing re-teach opportunities after each skill

Conducting assessment after each lesson Using data to inform short and long term
learning goals

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

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

1. A. 2. A. 3. A.

B. B. B.

4. A. 5. A. 6. A.

B. B. B.

7. A. 8. A. 9. A.

B. B. B.

10. A. 11. A. 12. A.

B. B. B.

13. A. 14. A.

B. B.

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

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

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