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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……

I provide a variety of feedback and I am responsive I would like to grow in incorporating higher
to situations and students’ needs. order thinking questions for deeper learning and
keeping students engaged and interested in
learning.

Core Values (TIU3)

Consistency Honesty

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

Behaviorists believe that Cognitive learning theorists Constructivists believe that Humanism focuses on
learning is a change in believe that defining learning the learner brings their own human freedom, dignity,
behavior caused by as merely a change in past experiences and cultural and potential. It is
behavior is too narrow. They factors to every
an external stimulus. The necessary to study the
view the learner much like a situation. Since each learner
theory states that person as a whole. This
computer -- learning involves constructs knowledge,
rewarding someone for a a change in knowledge stored theory deals with the
Brief learning is different for each
particular behavior in memory, not just a change person. Instruction should social-emotional side of
Description: encourages them to in behavior. So, they focus encourage students to learning.
behave in the same way in more on mental processes discover principles for
a similar situation. The (rather than observable themselves, and the
behavior as the curriculum should spiral to
reward reinforces the
behaviorists). Teachers assist bun prior knowledge.
behavior. However, if
the learner in making
punished for a behavior, associations and discovering
they are less likely to for themselves.
repeat it."

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham

John Dewey
B. F. Skinner Erik Erikson Harold
Albert Bandura Benjamin Bloom Maslow
Theorists Howard Gardner
Associated:
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
Implications
Children gradually learn
2 -4 yr olds
how to manage their
feelings. Fear of dark and
injury. Likes to share,
cooperative play with other
children
Five- and six-year-olds are still
quite self-centered, but they are
5- 8 yr olds becoming interested in group
activities. They become sociable
and interested in other children
as friends.They enjoy make-
believe stories and
play.Attachment to friends
grows during this stage
Peer groups grow more important
for members of this age
group.These children want to be
9-11 yr olds
more independent of adults. Sibling
rivalry is typical. Signs of growing
independence and disobedience,
perhaps even backtalk and
rebellious behavior, become more
frequent. Common fears include
the unknown, failure, death, family
problems, and non-acceptance.
Concepts of right and wrong
continue to build.
Adolescents are increasingly
comfortable interacting in the
12-14 yr olds community and with their peers.
For some activities, they enjoy
mixing with both sexes, while for
others, they prefer being with their
sex.
Transition period—teenagers
detach themselves from their
parents.
They feel mature and want to be an
adult but don’t have all the skills to
15-18 yr olds
do so.
Feelings of insecurity, anger, and
frustration begin.
4. Retrieval
5. Routing
6. Re-exposing
Physical
Child becomes stronger
and starts to look longer
and leaner. Jumps with feet
together. Mature motor
control. Ball skills improve –
throwing and catching.May
be ready to learn to ride a
bike by 4-5.Cuts on the line
with scissors
Muscle coordination and control
is uneven and incomplete. Hand
skills and eye-hand
coordination, needed for
activities such as writing and
shoe lacing, continue to develop
as children gain small muscle
motor skills.
The range of height and weight
widens. Becoming critical of
physical appearance increases
(especially in girls).
Children in this age group are as
coordinated as adults, although
lapses of awkwardness are
common.
Adolescence is a period of rapid
growth and physical change. It can
be an uneasy time for individuals
whose physical changes are
apparent and those who seem to be
at a standstill. Throughout this
stage, adolescents must cope with
ungainly bodies and a new sense of
their physical selves.
Coordination and strength increase;
however, rapid growth may cause
clumsiness and lack of
coordination.
There may be a general
awkwardness.
7. Retaining
8. Rehearsing
9. Recognizing
Mental
Self-sufficient in many
routines
Dresses/undresses
self.Copies complex
shapes.Asks a lot of
questions.Tells stories
Children in this age group
begin to form ideas similar
to those of an adult. They
learn to write letters and
numbers, often backward.
Children in early adolescence
begin to think abstractly and
can plan for several weeks.
They can insightfully evaluate
behavior. Their attention span
and ability to concentrate
increases from 30 minutes to
several hours.
Having moved from concrete
to abstract thinking,
adolescents enjoy cognitive
activities. They need to be
allowed to find solutions to
their problems, learn from
their mistakes, test ideas, and
form opinions. However, they
still need the support and
guidance of adults.
Intense questioning and
uncertainty. Increasing
accountability for finances,
employment, relationships
Characteristics /
By age 2, most children can
walk upstairs one at a time,
kick a ball, and draw simple
strokes with a pencil. Learn
their letters, counting, and
colors. The most important
mode for learning is play
Deal with here and now.
Attention span is short. Easily
motivated and eager to try
something new. Thinking is
concrete.
Are quite active with
boundless energy. Like group
activity. Group and club
memberships are important.
Have interests that often
change rapidly, jumping from
one thing to another.
Concerned about physical
development, being liked by
friends, social graces, and
proper grooming (even though
they don't want to admit it).
Change at different rates,
according to highly individual
"clocks." Can be painfully self-
conscious and critical. Are
vulnerable to bouts of low self-
esteem.
Have high social needs and
desires. Want and need a
strong voice in planning their
programs. Need freedom from
parental control to make
decisions.
Hattie’s most effective influences on instruction (throughout SS)
Cooperative grouping is found to have a strong influence on student achievement. When reflecting on Hattie's synthesis of research
and the Influences on Student Achievement document, technology is found to have a strong influence on student achievement.

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction. It is not only a means for communicating information, 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)
perform (think, read, write, listen, speak, create)

Strategies to teach the Vocabulary (SS1)

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

vocabulary words in numerous different contexts.

2. Learning vocabulary words before reading the text. 4. Learning vocabulary in both written text and oral speech.

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

Instructional scaffolding is a process through which a teacher adds supports for students to enhance learning
and aid in the mastery of tasks. The teacher does this by systematically building on students' experiences and
knowledge as they learn new skills. Other strategies are tiered Instruction, Anchoring Activities and Flexible
Grouping and Compacting Curriculum
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Think,pair, share Inside/outside circles

Fishbone Graphic Organizer (add pictures to make it Concept Maps and Brainstorming Webs
non linguistic)

Venn Diagram KWL Chart

Classifying Venn Diagram

Use webbing and write down Delete repetitive information and use
questions and interact with notes. summarizing. (Narrative, topic,
definition, problem frame)

Pose questions to students and give them time to While watching a video, pause video and
answer. Call on a student and follow up with ask questions.
more probing questions.

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

Create Judge, Critique, choose, contrast, interpret, describe

APPS: Slideshow creator , Canva

Create, design, arrange, reconstruct, write, collect
Evaluate

APPS: X, Google meet

Compare, apply, sketch, use, write, demonstrate
Analyze

APPS: SimpleMind-Mind Mapping,Popplet

Change, illustrate, practice, show, sketch, write
Apply

APPS:iRig Recorder,Koma Koma

Describe, discuss, express, select, explain
Comprehension

APPS: Airtable,Annotate
Repeat, name, list, match, describe, recognize
Remember

APPS:Quizlet, Micorsoft OneNote

Components of a social emotional learning program (SS12)
The component of a social emotional learning program is self-awareness, self-management, social awareness, relationship skills,
and 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……

I provide a variety of feedback and I am responsive I would like to grow in incorporating higher
to situations and students’ needs. order thinking questions for deeper learning and
keeping students engaged and interested in
learning.

Create a welcoming space (CBM3)

1. Be outside and present, greet students as they walk in the class.

2. Tell students about open seating.

3. Make sure rules are posted and explain the consequences.

4. Go over the yearly classroom agenda and how I grade assignments.

5. I’ll talk about myself and have the students ask me any questions to get to know me better.

6.
Always treat the students with respect and diginity.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. 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."

2. Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.

3. Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom
or getting a pencil, and can eliminate some of the waste of time that plagues instruction.
4. Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers can be both
simultaneously.
5. Technique 22: Cold Calls. Like the sales technique, the teacher asks someone unsuspecting for an answer. It avoids
"opting out," and keeps all your students on their toes.

6. Technique 25: Wait Time. Teachers are too often too impatient and provide an answer to their own question when no student
pops a hand up.

7. Technique 49: Normalize 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 risks and more likely to learn.

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)

The4.Effective Teacher establishes classroom management and organization that…

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

I maintain a clean and orderly classroom and I need help establishing smooth transitions
display student work/projects. between activities and maintaining an up-
to-date seating chart.
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 three years of
life, 4:1 male to female ratio
A student who falls into this eligibility
category has any combination of vision and
hearing loss, though not necessarily complete
deafness and/or complete blindness. A
wide range of cognitive and developmental
abilities
May also have difficulty with speech, reading,
and writing skills. May use speech, lip-
reading, hearing aids, and/or another
amplification system. American Sign
Language (ASL) may be their first language
and English may be their second
Hyperactivity, Aggression or self-injurious
behavior, Withdrawal, Immaturity, Learning
difficulties
Articulation difficulties and language delays,
Easily frustrated, Difficulty with oral
expression, Difficulty with social/emotional
skills
Struggle with overall academics, Struggle
with attention, memory, Struggle to make
generalizations
Hampered speech and communication skills
Challenges with mobility, Need assistance
with everyday tasks
Limited immobility of body or total paralysis
Having limited strength, vitality, or alertness, including a
heightened alertness to environmental stimuli, that results in
limited alertness with respect to the educational environment,
that is due to chronic or acute health problems such as asthma,
attention deficit disorder, or attention deficit hyperactivity
disorder, diabetes, epilepsy, a heart condition,
Reading,Writing, Oral Language, Math, Study
Skills
Articulation disorder, Abnormal voice,
Fluency disorder, Language disorder
Memory and attention concerns, Social skill
concerns, Emotional regulation concerns,
Speech and language concerns, Physical
concerns
Spatial positioning, Short attention span,
Sensitivity to bright light
Impact on Classroom
Perseverate on a topic, Struggle to attend to a task or
appear to not be paying attention, Have difficulty
sharing/taking turns or call out answers, Have
difficulty with noise or visual stimuli, Not understand
the big picture or abstract concepts
Require Information to be introduced deliberately and
systematically. Utilize the service of a specialized
Support Service Provider (SSP).
Need special seating, being in view of the teacher.
Need written supplements to oral instruction like
visual aids/cues. Require eye contact prior to
speaking
Exhibit inappropriate behavior under ordinary
circumstances, Not be able to maintain relationships
Display inappropriate manifestation of physical
symptoms or fears in response
Wear hearing aids or FM systems, Read lips or use
ASL, Need a quiet environment with many visuals to
be successful
Not be working on grade level materials, Not
understand social norms, Struggle with problem-
solving across all areas
Require multiple services, Use alternate
communication methods. Require alternate
curriculum materials.
Have no cognitive concerns, Be integrated into the
general education setting all the time, Use assistive
technology.
Struggle with overall academics, Struggle with
attention, memory, Struggle to make generalizations
Slower reading rate,Frequent spelling errors,
Difficulty copying, Difficulty memorizing basic facts
Tend to emerge at a young age, Have difficulties with
comprehension, Have difficulties being understood,
Have difficulty expressing needs, ideas, or
information
Struggle to process visual information, Struggle to
follow multi-step directions, Struggle to communicate
Affects a child’s educational performance
ARD Timeline Activity (E5)

#1 Referral for Initial Evaluation

#2 Notice of Action
Within 60
Calendar
Days
#3 Full and Individual Initial Evaluation
(FIIE) Completed with Written
Report

Within
#4Notice of Admission, Review, and
30
Dismissal (ARD) Committee Meeting
Calendar
Days

#5 Initial ARD Committee Meeting/

Notice of Procedural Safeguards

3
Years

Year

#6 Annual IEP Review

#7 Reevaluation

#8 Transition services are to begin

no later than the first IEP to be in
effect when child turns 16.
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.
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for Increase the amount of personal assistance to keep the
student on task, to reinforce or prompt the use of specific
learning, task completion, or testing. skills. Enhance adult-student relationships; use physical
space and environmental structure.

Example Example Example

Reduce the number of Art terms a learner Individualize a timeline for completing a task; Assign peer buddies, move seating
must learn at one time. Add more pace learning differently (increase or decrease)
practice activities and sketches. for some learners.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, picture on how Adapt how the student can respond to
delivered to the learner. the learner may approach the work. instruction.

Example Example Example

Use different visual aids, large Simplify task directions or change rules Allow a verbal response and allow
text, more examples, cooperative to accommodate learner needs. students to show knowledge with
groups. hands-on materials.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example:
In Art, have the student hold the painting
anchor chart, while others analyze painting.
Ask the student to pass out supplies.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Word Processing Aids
1. Graphic Organizers
(SP7CPE) 4.

Close captioning
2. Classroom Seating 5.

3. Visual Timers 6.
Pencil Grips
Venn Diagram of 504 and IDEA (E9)

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

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)

Provide access to computers, magazines, newspapers, and
books so low-income students can see and work with printed
materials.
Keep your expectations for poor students high. Poverty does
not mean ignorance.
Be careful about the school supplies you expect
students to purchase. Keep your requirements as
simple as you can for all students.
Arrange a bank of shared supplies for your students
to borrow when they are temporarily out of materials
for class.

Don’t make comments about your students’ clothes or Do not require costly activities.
belongings unless they are in violation of the dress code.

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)

Partner Reading Mixed-ability partner pairs with an

instructional focus in mind. Partner reading is a cooperative learning strategy in
which two students work together to read an assigned
text.

2.Choral Reading Choose a book that works well for reading aloud
at a reading level of most students. Group of students reads a text together in unison,
with the teacher often leading the way.

Descriptive writing Descriptive writing tends to include figurative language, such as simile, metaphor,
and onomatopoeia. Noticing figurative language in mentor texts and incorporating
into their own writing help students build critical verbal reasoning skills.
Descriptive writing helps the reader see
the person, place, thing, or situation
being described.
 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 Ex: Graphic organizers, outlines, highlighted text

2. Build background Ex: Contextualizing Key Vocabulary, Vocabulary Self-Selection, Personal Dictionaries

3. Make verbal communication understandable Ex: Appropriate Speech, Explanation of Academic Tasks

4. Learning strategies (this one should be easy!) Ex: Learning strategies like Mnemonics, “I wonder”, GIST
summarizing

5. Opportunities for interaction Ex: Opportunities for Interaction, encouraging more elaborate responses, Fostering
Student-students interaction

6. Practice and application Ex: Hands-on materials/manipulatives, connect abstract concepts with concrete experiences,
application of content and language knowledge, Writing test questions to ask another student

7. Lesson delivery Ex: Language objectives muse be clear, Students engaged, Pacing at a good rate

8. Review and assess Ex: Review of Key vocabulary, Key Content Concepts, Providing feedback

Reflections on the Reading STAAR (TL4)

1. On the test I missed the question on the definition of wistfully. I feel like the students can also miss this one because the other
answer choice “anxiously” can fit the meaning as well. But the correct answer is with sadness. The character was looking at
his watch, waiting for the time to hang out with his friends. My best guess was that he was anxious.

2. The other questions I missed was when the passage states “ As the tidal wave of customers trickled to a stream”. I chose the
answer “customers come in and out of the deli at a steady pace.” I chose that answer because I thought of a stream and a
stream is at a steady pace. I use to work at a restaurant and it reminded me of a steady pace also. I feel the students might miss
this one because the correct answer choice has the word “manageable”. Maybe some students won’t know the meaning to that
word.

3. A tip that I would tell my students is to reread the passage at least three times to fully understand what the author is saying.
Reflections on the Math STAAR (TL4)
1. I missed the question with the dot plot and it asked which statement about he data is true. I don’t know what interquartile or
range means, so I guessed on that question.

2. Students would need to know the math vocabulary means because it is a very easy question to guess incorrectly.

3. A helpful tip would be for students to know the math vocabulary words and know how to read a graph or plot.

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 80.7 71.7
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.28 21.51

Final Percent 77.94

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will increase my expertise in strategies which are effective with ELL student performance.

2. I will develop and execute lessons that consistently include student-centered activities and the expectation for students to
monitor their own learning through specific student-led strategies.

3. I will improve a student’s ability to connect and retain data as we transition from topic to topic.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. Some strategies I will use in my Art classroom are brainstorming, cooperative learning, free exploration and visual
organizers.
2. I will use technology in my classroom by having laptops accessible to students to roam through online art museums and
using them as a tool to research artists and search for creative inspiration.
3. Important elements in lesson planning are the learning objectives, standards, materials, time, direct instruction, guided
teaching and assessments.
4. I expect my students in my art class to pick up after themselves and to keep the class clean. I expect students to be
respectful and be prepared with supplies.
5. I will establish a safe environment, accommodate learning styles, use technology, and provide as many resources for all
students to succeed.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

I perform assigned duties in a professional manner. I can practice to have a better communication
with parents.

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……

I display a consistency in grades. I can grow in using data for 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.