Kaitlin Villanueva

January 9, 2024
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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

Respond to students with respect. Maintain leadership.
Positive and safe class environment. Presentation of oneself.
Invest time before and after school.

Core Values (TIU3)

Kindness Grace

Additional Notes:
To become an effective teacher, I will take all core values into consideration and find was to show
them to students every day. I am proud of my current qualities, showing kindness to students and
being able to give them grace when needed, but I know I can improve.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Reward reinforces Learning requires a Learners bring their Focuses on human

Brief behavior. change in knowledge, freedom, dignity, and
past experiences and
Description: Punishment reduces not just behavior. cultural factors to potential.
behavior. Application: situations; learning is Applications:
Application:  Linking concepts different for everyone.  Social contract
 Drill/ rotate work  Real-world examples  Show and tell
Applications-
 Bonus points  Chunking information  Counseling
 Case studies
 Participation points Advantages- Advantages-
 Research projects
 Verbal reinforcement Recognizes the Emphasizes taking
 Collaboration
Advantages- Easy to complexities of human Advantages- care of basic human
collect and quantify memory. Encourages needs, creating a better
data. Disadvantages- engagement and learning environment.
Disadvantage- Does Involves not readily responsibility levels. Disadvantages-
not prepare learner for observed concept Disadvantages- Vagueness in
problem solving or processes. Cognitive overload. "deficiency".
creative thinking.

Theorists Ivan Pavlov (1849- Jean Piaget (1896- Lev Vygotsky (1896- Abraham Harold
Associated: 1936) 1980) 1934) Maslow (1908-1970)
B. F. Skinner (1904- John Dewey (1859-
1990) 1952)
Albert Bandura (1925- Erik Erikson (1902-
Present) 1994)
Benjamin Bloom
(1913-1999)
Howard Gardner
(1943- present)
Jerome Bruner (1915-
2016)

Notes:
Learning theories are an organized set of principles explaining how individuals acquire, process,
retain, and recall knowledge. We have listed some of the major learning theories and the
theorist's contributions. It is essential to understand how learning occurs to select the appropriate
instructional tools, techniques, and strategies.
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationship (Global Application)
2. Rigor (Planning)
2.
3. Relevance (Planning)
Stages of Development (TIU7)
Social Emotional
 Fear of dark and injury.
 Likes to share.
 Imaginary friend.
Preschool  Competitive and
doesn't want to lose.
 Develops
2-4 understanding of rules,
years old finds taking turns
difficult.
 Needs structure and
routine to feel safe.
 Self-centered.
 
Interested in group
Elementary
activities.
School  Attached to teacher as
authority figure.
5-8  Realistic fears.
 Positive attitude about
years old school.
 Tattling is common.
 Peer groups grow more
Middle important.
School  Loud, rude, moody,
and sensitive.
 Want independence.
9-11
 Sibling rivalry.
years old  Attitude changes
regarding school.
 Increasingly
Adolescents comfortable with
interactions.
 Leadership experience
12-14
in clubs and groups are
years old valued.
 Success is essential.
 Transitional period.
High
 Feel mature but
School
necessary lack skills.
 Want more peer
15-18 approval over adults.
 Desire group
years old acceptance.
4. Retrieval (Instruction) 7. Retaining (Assessment)
5. Routing (Instruction) 8. Rehearsing (Assessment)
6. Re-exposing (Instruction) 9. Recognizing (Assessment)
Characteristics/
Physical Mental/ Vocational
Implications
 Jumps with feet  Self-sufficient in many
together. routines.  Sorting activities
 Mature motor control.  Dresses/undresses self.  I-spy
 Ball skills improve –  Asks questions and  Obstacle courses
throwing and catching. tells stories.  Chores
 May be ready to learn  Begins to imitate and  Relay races
to ride a bike by 4-5. write name.  Drawing pictures
 Cuts on the line with  Sort objects by size and  Cutting with scissors
scissors. type.
 Think logically.
Learn to write letter 
 Average gain 3-6 Slow, steady growth.
and numbers, often
pounds per year.  Learn best if physically
 Incomplete muscle
backwards.
active.
 Understands the value
coordination.  Sensitive to criticism,
of money.
 Hand skills and eye don’t accept failure
 Children are curious
coordination continue well.
to develop.
about nature, things,
 Seeks adult approval.
and people and make
collections of all kinds.
 Range of height and  Thinks abstractly.
 Likes group activity.
weight widens.  Attention span and
 Interests change often
 Becoming critical of ability to concentrate
and rapidly.
physical appearance. increase by 30 mins.
 Admire and imitate
 As coordinated as  Develop a sense of
older boys and girls.
adults. morals.
 Backtalk and rebel.
 Need 10-11 hours of  Think about possible
sleep at night.  Need adult guidance.
occupation.
 Moved from concrete
 Concern about physical
 Rapid growth and to abstract.
physical change.  Enjoy cognitive
development.
 Rollercoaster emotions.
 New sense of physical activities.
 Desire independence,
self.  Need to learn from
but need parents help.
 Development proceeds mistakes.
at varied pace.  Need support and
 Can take responsibility
for planning.
guidance of adults.
 Intense questioning and
 High social needs.
 Coordination and uncertainty.

 Needs freedom in
strength increase. Test language skills
decision making.
 Go through puberty at with sarcasm.
 Strong desire for status.
different rates.  Deductive reasoning.
 Needs life planning
 Often hungry.  Personal goals set.
guidance.
 Become more self-  May challenge
conscious. assumptions and
 Interest in travel and
adventure.
solutions by adults.
Hattie’s most effective influences on instruction (throughout SS)
 Comprehensive instructional programs for teachers 0.72
 Comprehension programs 0.47
 Exposure to reading 0.43
 Phonics instruction 0.70
 Repeated reading programs 0.75
 Second/third chance programs 0.53
 Spelling programs 0.58
 Visual-perception programs 0.55
 Vocabulary programs 0.62
 Writing programs 0.45

What is Academic Language? (SS1)

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

Academic language is the oral, visual, and written language that students need in order to understand (read, listen, think),
communicate (listen, speak, write, connect), and perform (think, read, write, listen, speak, create).

Strategies to teach the Vocabulary (SS1)

1. Using the Frayer Model 3. Playing word games (Wheel of Fortune, Password, etc.)

2. Word Wall 4. Creating new word games with the class

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

Tiered Instruction-
Changing the level of complexity of a task or unit in order to meet the developmental needs of the
students involved.
Anchoring Activities-
Activities that a student may do at any time when they have completed their present assignment,
relating to specific needs or enrichment opportunities.
Flexible Grouping-
Allows students to be appropriately challenged and avoids labeling a student’s readiness as a static
state.
Compaction Curriculum-
Assessing a student’s knowledge and skills and providing alternative activities for the student who
has already mastered curriculum content.
Marzano’s Strategies for Success (SS4 – SS9) – (provide 2 examples of each)

Example 1 Example 2
Three students work together to Two students choose opposing sides of a
Cooperative Grouping memorize vocabulary by making topic and debate while the third chooses
flashcards and testing one another. the best argument made.

Have students use a graphic organizer to Create an idea web to help students
Graphic Organizers help organize the flow of their essay from brainstorm possible thesis statements for
thesis, main ideas, to conclusion. an essay.

Use a KWL (Know, Wonder, Learn) Have students use a Ven diagram to
Advanced Organizers chart to help students understand a topic. organize pros and cons of a topic for an
informative essay.

Similarities & Use a “T-chart” to compare and contrast Giving students vocabulary to rank the
the two subjects from one another. words from the ones the most understand
Differences to the ones they least understand.

Use Cornell notes to gather the main Use “The Simple Summary” method
Summarizing & ideas of a lesson. when summarizing a story.
Notetaking

Asking students foreshadowing questions Telling students to remember important

Cues & Questions about a story while reading it. details (names, dates, etc.) while reading.

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

Create Students assess or critique on the basis of specific standards.
Verbs: generate, conclude, produce, decide, defend, justify, and support.
Apps: WordPress, Prezi, and iMovie.

Evaluate Students organize ideas new to them in a way that makes sense.
Verbs: critique, categorize, collaborate, combine, contrast, formulate, integrate, reorganize, and revise.
Apps: Survey Monkey, Edmodo, and WikiNodes.

Students understand the structure of a statement or question.

Analyze Verbs: diagram, differentiate, illustrate, infer, prioritize, and correlate.
Apps: Popplet, Quizlet, and iCardSort.

Students use data to complete a task with minimal direction given.

Apply Verbs: chart, collect, predict, produce, provide, report, solve, and use.
Apps: Voice Memos, Keynote, and Google Docs.

Students understand concepts bases of prior education.

Comprehension Verbs: classify, estimate, explain, paraphrase, and summarize.
Apps: Duolingo, Overdrive, and Outread.

Students recall information which was previously learned.

Remember Verbs: define, describe, identify, label, list, match, name, and select.
Apps: Quizcast, iAnnotate, and Lumocity.
Components of a social emotional learning program (SS12)

1. Self-Awareness
2. Self-Management
3. Social Awareness
4. Relationship Skills
5. 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……

 Incorporates technology to facilitate instruction.  Provides a variety of feedback.
 Communicates clearly to engage students.  Keeps students engaged and interested in
learning.

Create a welcoming space (CBM3)

1. Greet students at the door. Check their schedules as the walk into class to make sure they are in the
correct room, if not then direct them to the right room.

2. Create a temporary assigned seating chart for the first day of class, project onto board.

3. Introduce yourself to the class, tell them some fact about your life, and explain to them why you are a
teacher.

4. Create a “Classroom Contract” for students and the teacher to define how they would like to be
treated in the classroom, have all students sign the contract.

5. Explain a classroom routine for students to follow. Walk in, grab journal from designated area, take
your seat, check board for daily warm up and agenda, 5 minutes to write, 5 minutes to let students
discuss what they wrote, begin lesson.

6. Explain the first upcoming assignment to students and how it will be graded. Give an overview of
what assignments they can expect to see this school year, especially the more fun assignments.
 Lemov’s techniques to “Teach like a Champion” (CBM4)

1. Setting High Academic Expectations- Technique One: No Opt Out. Teachers with high expectations don't accept "I don't
know," but expect students to be engaged and "give it a shot."

Planning that Ensures Academic Achievement- Technique Eight: Post It. Be sure your students know your objective for
2. the day by posting it on the board.

Structuring and Delivering Your Lessons- Technique 18: Check for Understanding. This is an on your feet method of data
3. collection, sort of a formative assessment on the run.

Engaging Students in your Lesson- Technique 25: Wait Time. Teachers are too often too impatient and provide an answer
4. to their own question when no student pops a hand up. On the other hand, teachers also don't give students time to shape a
complete, thoughtful response to a question.

Creating a Strong Classroom Culture- Technique 30: Tight Transitions. Transitions need to be scripted and rehearsed, so
5. little time is wasted between instructional activities.

Building and Maintaining High Behavioral Expectations- Technique 41: Threshold. This threshold is the one at the door.
6. By meeting and greeting students as they enter you can set the tone for your class.

Building Character and Trust- Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but
7. effective teachers can be both at the same time.

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 daily routines and procedures. Establishes smooth transitions between
Displays student work/projects. activities.
Has materials for substitutes readily available. Sets clear, firm behavioral expectations.
Categories of Disabilities in SPED (E4)

Disability Characteristics Impact on Classroom

This student may echo your words Clear established routine and rules for
over and over. May run, fidget or rock the classroom. Warning signs made
Autism in stressful situations. Limited ability clear as well.
to interact appropriately in social
situations.
This student does not benefit from Multiple educators needed in single
services from one single provider – classroom.
must have services to address BOTH
Deaf/Blind conditions. This student may need
specialized services, usually
outsourced in the community.
This student may need preferential Seating chart established first day of
seating and as a teacher, you would school. Printed version of text
need to make eye contact before provided.
speaking. Some students may lip read,
Deafness use amplification, or ASL. Student
may need oral instructions and
additional visual aids and
supplements.
This student exhibits an inability to Break time provided as well as
learn that cannot be explained by comfort spaces in the classroom.
intellectual, sensory, or health factors.
Emotional
Demonstrates inappropriate types of
Disturbance behaviors or feelings under normal
circumstances. Not able to maintain
relationships with peers or adults.
This student may use amplification Seating chart established first day of
systems and rely on lip reading or school. Printed version of text
Hearing Impaired ASL. May benefit from a quiet provided.
environment and need additional
visual supports.
This student functions below grade Hand cues used to see if all students
level in multiple academic areas and are understanding the lesson or if more
Intellectual Disability with functional living skills. May time should be spent.
struggle with problem solving and
with social skills.
This student may need assistance with Accessible desks available for students
everyday tasks and require special who need them. Class time everyday
medical care. May require an set aside to meet students needs.
Multiple Disability alternative curriculum as they are
functioning below grade level. May
have communication and mobility
issues.
Orthopedic Disability A severe orthopedic impairment that Accessible desk available for students
affects a child's educational who need them. Students stay in desks
performance. The term includes even for activities.
 impairments caused by a congenital
anomaly, impairments caused by
disease (e.g., poliomyelitis, bone
tuberculosis) and impairments from
other causes.
Having limited strength, vitality, or One-on-one small group time to
alertness, including a heightened discuss and work together.
alertness to environmental stimuli, that
results in limited alertness with respect
Other Health to the educational environment, that is
Impairment due to chronic or acute health
problems such as asthma, attention
deficit disorder or attention deficit
hyperactivity disorder, diabetes,
epilepsy, a heart condition, etc.
This student may have a specific One-on-one student-teacher time to
Specific Learning disability that limits their ability to have a clear understanding of the
Disability listen, think, spell, read, speak, write, lesson.
or calculate.
A communication disorder, such as Students are given audio of the text to
stuttering, impaired articulation, a listen to instead of reading out loud.
Speech or Language
language impairment, or a voice
Disability impairment, that adversely affects a
child's educational performance.
An acquired injury to the brain caused Changes in assignments for this
by an external physical force, resulting student.
Traumatic Brain
in total or partial functional disability
Injury that adversely affects a child's
educational performance.
This student may require auditory Audio of text read in class provided as
Visual Impairment Inc assignments. May benefit from well as large print fronts used.
enlarged print and demonstrate a
Blindness
sensitivity to light and white paper.

Terms to be assigned in the timeline:

Initial Referral (IR)
ARD Timeline Activity (E5) Initial ARD
Notice of ARD
Yearly ARD
#1 Full Individual Evaluation
Dismissal
Initial Referral (IR) Re-Evaluation
Notice/Consent for Initial Evaluation

#2 Notice/Consent for
Initial Evaluation
Within 60
Calendar
#3 Days
Modifications and Accommodations (E6)
Quantity
Definition: Adapt the number of items
that the learner is expected to learn, or
the number of activities students will
complete prior to assessment for
mastery.
Example: Reduce the number of
literary terms a learner must learn. Add
more practice worksheets, such as word
searches.
Time
Definition: Adapt the time allotted and
allowed for learning, task completion, or personal assistance to keep the student on
testing.
Example: Pace learning differently by
increasing time allotted for quizzes or
activities.
Level of Support
Definition: Increase the amount of
task, to reinforce or prompt the use of
specific skills. Enhance adult-student
relationships; use physical space and
environmental structure.
Example: Assign peer buddies, for buddy
reading.

Input Difficulty Output

Definition: Adapt the way instruction is
delivered to the learner.
Example: Use larger text fonts when
printing articles or use text to audio for
the whole class.
Definition: Adapt the skill level, problem Definition: Adapt how the student can
type, or the rules on how the learner may respond to instruction.
approach the work.
Example: Ask students to show a thumbs
Example: Allow the use of a dictionary if up or thumbs down based on if thy
needed for learners. understand the lesson.

Participation
Definition: Adapt the extent to which a
learner is actively involved in the task.
Example: Have students read together
out loud, taking turns calling on new
peers to read.
Notes:
Alternate Goals: Adapt the goals or outcome expectations while using the same
materials. When routinely utilized, this is only for students with moderate to severe
disabilities.
Substitute Curriculum: Sometimes called “functional curriculum”: Provide different
instruction and materials to meet a learner’s individual goals. When routinely
utilized, this is only for students with moderate to severe disabilities.

Types of Assistive Technology (E7)

1. #8
Closed Captioning
2. Audio Version of Text
3. Visual Timers
4. Word Processing Aids
5. Classroom Seating
6. Personal Listening System
Venn Diagram of 504 and IDEA (E9)

504 Both IDEA

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

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

A) Requires written consent.

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

 1. Provide access to laptops to students.
2. Print out online texts for students to use.
3. Keep expectations for students equal.
4. Keep school supplies simple or provide niche supplies.
5. Keep class and school activities reasonably priced.
6. Have communal supplies for students to borrow.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading.

2. Support student autonomy.
3. Provide interesting texts.
4. Increase social interactions among students related to reading.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy Name When/How to Use It Define It

Phonics is effective for young learners, A method of teaching students to read

such as Kinder or Fist graders. Use it by correlating sounds with letters or
Phonics
by teaching students the sounds vowels groups of letters in an alphabetic
and consonants make. writing system.

Comprehension is useful when unsure if

a student fully understands the lesson Being capable of understanding a
Comprehension
being taught. Use strategies such as exit concept. (Such as language or reading)
tickets to check their understanding.

Fluency should eb taught at a young

age when students are still reading The ability to speak or write in a
Fluency
simple texts. It can be taught by acting foreign language to your own.
out the actions taking place in the text.
 Echevarria et al.’s -Making content comprehensible for ELL students (R9)
Write at least 3 strategies/techniques that you could easily implement in your classroom for your content.

1. Prepare the lesson: Outlines, Graphic organizer, and Leveled study guides.

2. Build background: Contextualizing key vocabulary, Word wall, and Concept definition map.

3. Make verbal communication understandable: Explanation of academic tasks, Appropriate speech, and
Increasing independence.

4. Learning strategies (this one should be easy!): Mnemonics, GIST summarizing strategy, and Scaffolding
techniques.

5. Opportunities for interaction: Group configurations, Wait time, and Cooperative learning activities.

6. Practice and application: Hands-on materials, Discussing and doing, and Integration of language skills.

7. Lesson delivery: Pacing, Allotted/Engaged time, and Recognizable language objectives.

8. Review and assess: Key vocabulary, Informal assessment, and Paraphrasing.

Reflections on the Reading STAAR (TL4)

1. I could see students missing question 1 because they do not understand the meaning of theme. It is
the teacher’s job to explain meaning before they go into the text, so the easy part is deciding
between quotations.

2. I could see students missing question 5 because it involves point-of-view and students sometimes
have confusion over this topic. Students need to go into testing understanding the different types of
point-of-view.

3. I could see students missing question 6 because it asks about the definition of a word. Some students
do not challenge themselves when it comes to vocabulary, they stick to what they know. Having
word walls and other vocabulary techniques in the classroom is beneficial.
Reflections on the Math STAAR (TL4)

1. I could see students missing question 4 if they do not understand why the numbers on the chart do
not match the numbers in the problem. Then need to take an extra step to get to the correct
answer, and some students may skip this.

2. I could see students missing question 3 if they do not know how to calculate range. The teacher
needs to prepare them with all the correct material they will need.

3. I could see students missing question 1 if they do not know how to correctly solve an equation. They
might accidentally miss a step and come up with a wrong solution.

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 40%= 0.4 30%= 0.3
Value
Weighted Percent 24.15 32.3 21.525

Final Percent 77.975

C10 + D10 +
C
Final Letter Grade E10
Three professional goals for my classroom (TL8)

1. I will increase my ability to use and define vocabulary for my students to set an example of
incorporating vocabulary int everyday conversation.

2. I will develop personalized and thorough lesson plans which benefit my students needs in the
best way possible.

3. I will improve my ability to give students wait time to answer questions or ask questions during
lessons.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:

1. What research-based strategies will you see in my classroom?

Some research-based strategies I will use in my classroom are cooperative learning, setting objectives,
and stating clear learning goals.

2. What technology will you see in my classroom?

Some technology I will utilize in the classroom is Quizzlet, Microsoft Word, and Grammarly.

3. What are the important elements of lesson planning that need to be incorporated for student success?
The important elements of lesson planning which need to be included for student success include
academic language and targeted language supports.

4. In classroom behavior management, you learned about rules, procedures, routines, and organization. What
are the non-negotiables for my classroom?
Some non-negotiable rules for my classroom are no cursing (if you wouldn’t use a word in an essay,
don’t use it in class), follow class routine (walk in, grab your journal, read the board), and be on time
to class so you don’t miss out on valuable time.

5. In my classroom, how can I assure that all students have an equal opportunity to master learning?
In my classroom I can assure that all students have an equal opportunity to master learning by having
grade check, quizzes, exit tickets, and other useful tools to measure students learning. I will review
what I collect and alter my lesson or add more to make sure students have an understanding of the
lesson.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

 Maintains a positive attitude in difficult
situations.  Practices two- way communication with
 Believes that all students can achieve at high parents & admin.
levels.  Welcomes other adults visiting the
 Understands their content/real-world classroom.
application.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

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

 Providing re-teach opportunities after each  Conducting assessment after each lesson.
skill.  Communicating student progress to parents
 Checking for understanding & providing & admin as needed.
feedback.

NOTES:

Once I am in a classroom, I will make it a priority for my goal to be improve the areas where I grow.
 Practices two- way communication with parents & admin.
 Welcomes other adults visiting the classroom.
 Conducting assessment after each lesson.
 Communicating student progress to parents & admin as needed.
 CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR
CANDIDATES THAT ARE IN A CTE PLACEMENT (N/A)

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.