Melissa Addyman

03/18/2024

Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

Addresses students
Addresses students by by name.
name. Practices self-reflection
Practices self-reflection for improvement.
for improvement.

Responds totostudents
Responds withwith
students respect at all at
respect times.
all times. Has aa classroom
Has classroomthat reflects
that a positive,
reflects safe safe,
a positive,
environment.
environment.

Core Values (TIU3)

Acceptance Love

Additional Notes:

It is important to grow and be willing to do self-reflections as an educator.

Remember your why, but also remember what you valued when you were a
student. Build the relationships with your students that you wished teachers had
built with you.

Psychology 101 Review (TIU5)

 Melissa Addyman
03/18/2024

Behaviorism Cognitivism Constructivists Humanism

Behaviorists believe
that learning is a change
in behavior caused by
an external stimulus.
-Drill/Rote work
-Bonus points
Brief (providing an incentive
Description: to do more work).
-Participation points
(extra points as a
reward for
participation).
-Verbal reinforcement
“great work”
Cognitive learning Constructivists believe Humanism focuses on
theorists believe that that the learner brings human freedom,
defining learning as their own past dignity, and potential.
merely a change in experiences and It is necessary to study
behavior is too narrow. cultural factors to the person as a whole.
They believe the every situation. Since This theory deals with
learner is like a each learner constructs the social-emotional
computer – learning knowledge, learning is side of learning.
involves a change in different for each -Use of a social
knowledge stored in person. contract
memory, noy just -Research projects -Show and tell to get to
behavior. -Problem-based know each other better
-Classifying or learning -Counseling and social
chunking info. -Collaborative work support
-Real-world examples. learning/group work

 Ivan Pavlov
(1849-1936) –  Jean Piaget  Les Vygotsky  Abraham
Classical (1896-1980) (1896-1934) Harold
Conditioning -Zone of Proximal Maslow
 B.F. Skinner -Sensorimotor Stage Development (1908-1970)
(1904-1990) – (Birth – 2yrs)  John Dewey Maslow’s Hierarchy of
Theorists (1859-1952)
Associated: Operant -Preoperational Stage Needs
Conditioning (2-7 yrs)  Erik Erikson -Physiological Needs
 Albert -Concrete Operational (1902-1994) (Basic needs)
Bandura Stage (7-12 yrs) -Trust vs Mistrust, -Safety Needs (Basic
(1925-2021) – -Formal Operations Autonomy vs Shame, needs)
Social Stage (13-Adult) Initiative vs Guilt, -Social Needs
Learning Industry vs Inferiority, (psychological need)
Theory Identity vs Role -Esteem Needs
Confusion, Intimacy and (psychological need)
Solidarity vs Isolation – -Self-Actualization
Love, Generativity vs Needs (self-fulfillment
Self-absorption or need)
Stagnation, Integrity vs
Despair
 Benjamin Bloom
(1913-1999)
 Howard Gardner
(1943-present)
 Jerome Bruner
(1915-2016)

Notes:
 Melissa Addyman
03/18/2024

IGNITE the Brain for Learning – The Neuro Nine (TIU6)

4. Retrieval:
1. Relationship: 6. Re-Exposing:
Emotion drives attention and Unlock what the students Summarize the lesson and
interest, and attention and already know by accessing ensure the main points of the
interest drives learning. prior knowledge. lesson are understood.

Activating the brain begins
with establishing relationships
in a session that are founded
on admiration, respect, and
self-management.
2. Rigor:
The level of expected learning
that is challenging, but not
threatening.
3. Relevance:
Relevance is the BIG picture.
Students need to know the
importance of learning
content. How will this help
me in life? Why is this
learning important?
Retrieval techniques:
-Graphic organizers
-Flash cards
-Brain dump – 60 sec
reviews
Can you list 4…?
Can you remember…?
5. Routing:
Teacher formally provides
the information that the
students need to master
the objectives by
explaining the concept.
Think of learning as a
series of dots that you are
mapping out for students
to connect.
Revisit the level that the
student begin to struggle!
Reteach to Relearn
Re-Evaluate
Go back to Routing and
deliver in a different way
7. Retaining:
Teacher provides
opportunities for students to
retain and apply the new
concept.
Did you know? Your
memory will hold material
20 seconds unless rehearsed
and reviewed!

Connect it to their world.
Ex. When teaching
analogies… A football player
is to a playbook as a tutor is
to a strategy.
The brain has a sweet spot
where learning takes off.
This is the gap between
what you know and what
you are trying to learn and
do.
For maximum retention,
review a concept after 10
minutes. Review again after
48 hours and again within 7
days to get the concept into
long term memory.

8. Rehearsing:
9. Recognize:
Students practice without
Share with the students how
or with minimal
proud you are of learning
supervision.
efforts. Recognize hard
work, focus, excitement and
Students take emotional
attention to detail through
ownership over their new
feedback to students.
learning!
 Melissa Addyman
03/18/2024

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Children gradually A child becomes Makes great strides Most can walk
2 -4 yr olds learn how to manage in being able to upstairs one at a
stronger and starts to
their feelings. look longer and think and reason. time, kick a ball, and
leaner. draw simple strokes.

Begin to think Have a short interest

Slow, steady logically, have a span, curious.
5- 8 yr olds Out of home and growth, learning difficult time
into the friend how to use their making choices,
group. bodies by mastering begin to form ideas
physical skills. similar to an adult.

They begin to
develop serious
Can be loud and Range or height and Begin to think ideas about career
9-11 yr olds rude, want to be weight widens, as abstractly, attention plans, should feel
independent, sense coordinated as span increases, confident and
of humor develops. adults, energy develop a sense of positive about
abounds. morals, need to themselves.
understand “why”.
They desire
Become more Rapid growth and Moved from independence but
comfortable physical change, concrete to abstract want security
12-14 yr olds interacting in the must cope with thinking, enjoy provided by adults,
community, ungainly bodies, cognitive activities, are quite
leadership experience growth need to be allowed comfortable away
experiences are spurts. to learn from their from home.
valuable at this mistakes.
stage. Coordination and
strength increase, Increasing Begin to know self
Teens detach move through accountability, set as an individual and
15-18 yr olds
themselves from puberty, always goals, differentiate personal philosophy
parents, feel mature, hungry, sexual between right and begins to emerge.
develop interest in desires increase, wrong, learn to use
opposite sex, desire need for sleep deductive reasoning.
group acceptance. increases.
 Melissa Addyman
03/18/2024

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

Cognitive task analysis

Planning and prediction
Classroom discussion
Feedback
Response to intervention
Scaffolding
Inquiry-based teaching
Cooperative vs Competitive learning
Organizers
Appropriately challenging goals

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction. It is not
onlyFrayer
a means
Model: Itfor communicating
promotes information, Word
critical thinking and it also plays
Games: Thisastrategy
key role in deepening
combines play and
learning. They help students consider words in new
the helps
understanding
students identifyof
andimportant ideas.
understand unfamiliar ways.
strategy.
Critical Thinking: Repetitive exposure to words,
Word Walls: A place in the classroom to post high- learning vocabulary words before reading texts,
frequency
Strategies words, definitions,
to teach pronunciation,
the Vocabulary (SS1) and indirect learning of vocabulary, learning vocab in both
representations. written text and oral speech.

1. 3.

2. 4.

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

Four strategies for differentiation:

1. Anchoring Activities – These are activities that a student may do at any time when they have
completed their present assignment or when the teacher is busy with other students.

2. Tiered Instruction – Changing the level of complexity or required readiness of a task or unit of study
in order to meet the developmental needs of the students involved.

3. Compacting Curriculum – Compacting the curriculum means assessing a student’s knowledge and
skills, and providing alternative activities for the student who has already mastered curriculum
content.
Scaffolding:
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.
Lee and Hannafin (2016) designated four levels of scaffolding teachers should integrate into the instructional
system:
(a) procedural (how to use the learning environment features);
(b) conceptual (what knowledge to consider);
(c) metacognitive (how to think about the problem); and
(d) strategic (what the alternative strategies are).
Key findings (critical alignment to the brain and how we learn!)
 Visual representations help students recognize how related topics connect.
 Finding a pattern helps students organize their ideas to recall later and apply what they have
learned. Research has shown an increase in understanding when students learn to represent
in 3D forms.
 After brainstorming to generate ideas, students can improve their reading, writing, and
thinking skills by using thinking maps to organize key concepts visually.

Free or low-price infographic tools


oVismeLinks to an external site.
oPiktochartLinks to an external site.
oBefunkyLinks to an external site.
oVenngageLinks to an external site.
oInfogramLinks to an external site.
oSnappaLinks to an external site.
oCanvaLinks to an external site.
oGoogle ChartsLinks to an external site.
 Some good education infographicsLinks to an external site.Links to an external site.

Tips and suggestions


o Before you design a chart or infographicLinks to an external site.
o SLI infographics resourcesLinks to an external site.
o 13 tipsLinks to an external site., 12 tipsLinks to an external site., or a different 12
tipsLinks to an external site. :)
o Infographic university for 2nd graders!Links to an external site.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping -Time, pair, share & Rally Robin

-Anchor Chart & Concept Map

Graphic Organizers

Advanced Organizers - Connect 4 Thinking & KWL Chart

Similarities / Differences -Venn Diagram &

Compare/Contrast

Summarizing & Notetaking

-Plot Diagram & Cornell Notes

Cues & Questions

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

Create Produce new or original work. Verbs – Defend, Summarize, Explain, Relate, and Predict
https://www.adobe.com/education/express/
APPS:

Evaluate Justify a stand or decisio

n. Verbs – Explain, Rearrange, Relate, Generate, and Revise
https://padlet.com/
APPS:
Draw connections among ideas. Verbs – Modify, Illustrate, Contrast, Categorize,
Analyze and Compare
https://www.airtable.com/
APPS:
Use information in new situations. Verbs – Use, Demonstrate, Relate, Apply,
Apply and Practice
https://sway.cloud.microsoft/my
APPS:
Explain ideas or concepts. Verbs – Paraphrase, Recognize, Summarize,
Comprehension
Describe, and Give Examples
https://www.befunky.com/features/text-editor/
APPS:
Recall facts and basic concepts. Verbs – Identify, Match, Label, Name,
Remember
and Describe
APPS:
https://www.popplet.com/
Components of a social emotional learning program (SS12)
Five Components:
1. Self-Awareness – The ability to identify your emotions.
2. Self-Management – The ability to self-motivate and have self-control.
3. Social Awareness – Embrace diversity and show empathy for others.
4. Relationships – The ability to work cooperatively with someone and resolve conflict. You need this skill
your whole life.
5. Decision-Making – Considering the well-being for yourself and others.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

1. 1. Is responsive to situations and students’ 1. Has lesson plans that are learner-
needs. centered.
2. Provides a variety of methods for learning: 2. Incorporates higher order thinking
visual, auditory, and kinesthetic. questions for deeper learning.
MOST USED ASSESSMENT FORMATS

Format Nature/Purpose Stage

Oral and written responses based on individual experience

Baseline
Baseline
Assessments
Assess prior knowledge

Multiple-choice, short answer, essay, constructed response,

Paper and Pencil written reports
Formative
Tests
Assess students' acquisition of knowledge and concepts

Embedded Assess an aspect of student learning in the context of the learning

Formative
Assessments experience

Require communication by the student that demonstrates an

Oral Reports Formative
understanding

Assess individual and group performance before, during, and

Interviews Formative
after an experience

Require students to create or take an action related to a problem, Formative and

Performance Tasks
issue, or scientific concept Summative

Formative and
Checklists Monitor and record anecdotal information
Summative

Investigative Require students to explore a problem or concern stated either by

Summative
Projects the teacher or the students

Extended or Unit Require the application of knowledge and skills in an open-ended

Summative
Projects setting

Assist students in the process of developing and reflecting on a Formative and

Portfolios
purposeful collection of student-generated data Summative

The types of assessments used will measure various aspects of student learning, conceptual development, skill
acquisition, and application. Using various assessments can yield a more meaningful understanding of what
students know and can do, which is, after all, the primary purpose of assessment.
Badders, W. (2000). DiscoveryWorks. Houghton, Mifflin.

Create a welcoming space (CBM3)

 I will make sure there is a sign near my classroom with my name so that students know it’s the correct
1. classroom. I will also stand near the door – especially on the first few days of school – to greet students
and assist them in making it to the right placement.
I will have each seat assigned to a student with their name clearly printed on the desk or table. I will
2. encourage students to go look for the seat with their name. This lets them know where they will be
sitting as soon as they enter the room. I will also have their names on the lockers. This lets them know
where to place their belongings when they enter the room.
3. Once class starts, I will go over the rules and expectations of our classroom and the school. I will send
a copy of those rules and expectations home for the parents to look over, sign and return. I will then
make copies of those signed forms and send home for them to keep a copy there. As a class we will
4. also create a classroom contract that will be posted in our classroom.
Over the first few days we will continue to discuss rules and expectations. I will reinforce what
students should be doing and what our classroom procedures are. We will also practice procedures for
5. the cafeteria and bathrooms.
During the first day and the following days as we get to know each other and the expectations, I will
create an about me board and share with the class, so they know about who I am. I will invite students
6. to create a board about them to hang on their lockers as well. There will be time set aside for all
students to share their poster.
I will also spend this time building a relationship with my students. I want them to know I care, respect
them, and see us as our own little family.

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

1. Technique Four: Format matters – High expectations mean that students must answer in complete
sentences using correct grammar.

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

3. Technique thirteen: Name the steps – Great coaches, like great teachers, break down the tasks into
steps.

4. Technique twenty-five: Wait time – Teachers are too often impatient and provide an answer to their
own question when no student pops a hand up. Give students time!

5. Technique 34: Seat signals – Simple hand signals simplify requesting routine interruptions, such as
using the bathroom or getting a pencil.

Technique 41: Threshold – This threshold is the one at the door. By meeting and greeting students as
6.
they enter, you can set the tone for your class.

Technique 49: Normalize error – If students understand that errors are not the end of the world but an
7. opportunity to learn, they will be more willing to take risks and more likely to learn.

Four Questions to redirect behavior (CBM7)

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……

Establishes smooth transitions between activities. Sets clear, firm behavioral expectations.

Displays student work/projects Displays consistency with rules and

consequences.

Categories of Disabilities in SPED (E4)

Characteristics Impact on Classroom

Autism A neurological disorder, Perseverate on a topic, struggle to

cognitive abilities range from
gifted to cognitively delayed,
usually identified in the first
three years of life, 4:1 male to
female ratio.
Has any combination of vision
Deaf/Blindness and hearing loss (though not
necessarily complete deafness
or blindness), wide range of
stay on task or appear not to be
paying attention, have trouble
sharing, call out answers, struggle
with noise or visual stimuli, not
understand the big picture or abstract
concepts, struggle with transitions or
changes to routine, fidget, rock, flap,
stem, or script, run or fight when
stressed, lack reciprocal
communication skills or are
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Struggle with overall
academics, attention memory,
and to make generalizations,
trouble interacting socially.
Multiple Disabilities Hampered speech and
communication skills,
challenges with mobility, need
assistance with everyday tasks,
usually has medical needs.
It is difficult or perhaps
impossible to generalize the
May not be working on grade level
materials, not understand social
norms, struggle with problem-solving
across all areas (academic as well as
functional living skills).
May require multiple services, use
alternate communication methods,
require alternate curriculum materials.
May have no cognitive concerns, be
integrated into the general education
setting all the time, use assistive
Orthopedic Impairment

Other Health Impairment

Specific Learning Disability

Speech or Language Impairment

Traumatic Brain Injury

Visual Impairment Inc Blindness

ARD Timeline Activity (E5)

Initial Referral (IR) – The District has
#1 15 school days after a written request
for eval is received from the parents to
respond.

Notice/Consent for initial Evaluation –

#2 Must be given to parents 5 school days
before initiating eval. Within 60
Calendar
Days
Full Individual Evaluation - report
#3 must be completed no later than 45
Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items the
student is expected to learn or the
number of activities they must
complete.
Example
During the summative assess. give
students needing accommodations
less answer choices.
Time Level of Support
Definition Definition
Adapt the time allotted for learning, Increase amount of assistance for
completing a task/activity, or testing. prompts, cues, or reinforcement. Also
includes use of physical space and
environ. structure.
Example Example
Allow more time when completing the Either a para or peer could prompt
assessment. student to focus and keep working
when they get offtrack.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the student. rules on how the student may approach instruction.
the work.

Example Example Example

For students needing it, provide Instead of having the students write the Allow a non-verbal student the use of
visual aids of the vocabulary they words, give them precut cards with their communication device for
are learning. vocab to attach to the fill-in-the-blanks. participating in class discourse.

Participation Notes:
Definition Accommodations always depend on the needs of the particular student as they are all
different with differing needs.
Adapt the extent to which a
student is actively involved in the
task.
Example:
Have the para sit with the student
during group time and prompt their
responses.

Types of Assistive Technology (E7)

Low tech – pencil grips and slant Closed Captioning

1. 4.
boards.

Mid tech – portable word processors Visual Timers

2. 5.
and alternate computer access devices.

High tech – computers, advanced

communication devices, and complex Classroom Seating options such as wobble
3. 6.
computer input systems controlled by stools.
eye gaze or speech.
Venn Diagram of 504 and IDEA (E9)

B,

D, G, H, I, K, L 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)
Provide access to print media such as computers, magazines,
books, and newspapers.
1.
Try to keep an excess of shared supplies for students to
borrow when they are out of materials. It would also be great
2. to keep things such as deodorant or other hygiene products if
possible.
These students may have a different set of social
4. rules at home – take time to explain the rationale for
school rules and procedures.
5. Keep expectations high – these students are not
ignorant.

3. Do not comment on their clothing, belongings, or lack of… 6. Do not require costly activities such as expensive
supply materials if they do not have them, but do not make field trips.
them feel embarrassed or guilty.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading – Help students find a purpose or question for their reading.

Support student autonomy – Give students a choice and some control over what they read. Give them
2. a list of choices of what to read, where to read, or allow them to select their partners.

Provide interesting texts – Provide a variety of texts to motivate interest. Have texts that are
3. interesting visually, appeal to their interests, a topic previously discussed, or their heritage.

Increase social interactions among students related to reading – Provide time for students to read
4. together or share what they are reading.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

Alphabet Matching —This activity focuses on phonics and is done before reading. It can be used with
1. individual students, small groups, or a whole class setting. - It is designed to help young learners (often used
with preschool or early elementary) recognize uppercase and lowercase letters of the alphabet.

Paired Reading – This activity focuses on fluency and is done during reading. It can be done in small groups or
in a whole class setting. - This activity involves pairing 2 students. One student reads aloud while the other
2. follows along and then switch. During this activity, a teacher often pairs a more fluent reader with a less fluent
reader.

Word Hunt —Word hunts are used for vocabulary and are done during reading. They can be done individually,
with small groups, or in a whole-class setting. Word Hunts are fun and help students make connections
3. between spelling and reading words.
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 - Graphic organizers; Jigsaw text reading; Leveled study guides.

2. Build background - Content word walls; Cloze sentences; Visual vocabulary.

Appropriate speech; Explanation of academic tasks

3. Make verbal communication understandable - (step-by-step instructions, and peer-modeling); Use a
variety of techniques (scaffolding, modeling, think-
aloud…)

4. Learning strategies (this one should be easy!) - Mnemonics; Construct a graphic organizer; Use a
question cube.

Grouping Configurations (whole class, small group, partnering …);

5. Opportunities for interaction - Cooperative learning activities (four corners, roundtable, jigsaw …);
Provide enough wait time

Hands-on materials or manipulatives for practice (multiple opportunities

6. Practice and application - to practice); Discussing and doing (solving problems in cooperative
groups); Integration of language skills (practice listening, speaking,
reading, or writing to help develop the other areas).
Display and review objectives clearly; Allocate time for each activity and
7. Lesson delivery -
lesson (be efficient); Ensure students are actively engaged (be enthusiastic in
lesson delivery).

8. Review and assess - Review key concepts; Provide feedback that is constructive and encouraging;
Perform informal (formative) assessments to check for understanding before
moving on.
Reflections on the Reading STAAR (TL4)
1. In the first question, I could see students choosing the second answer to the first question. Sam mentions
this in the story, and at the beginning, he states that he knows them by what they always order. Because
he calls them that at first, and at the end, they start to fix their regular orders, I could see a student
thinking this could be correct.

2.
With question 4, I could see students possibly choosing answer 4. The story mentions that some of the
customers were frustrated or upset when they first came in, but everyone seemed calmer by the time
Sam’s parents came back. A tidal wave could be thought of as angry when it first crashes in, but as it
withdraws, it could be considered calmer.

3. Sam thinks it would be good for regular customers to order something new or even visit other places
sometimes. These same customers are referenced multiple times. I think some students could choose d as
the answer because Sam seems like he wants more fun with his friends and thinks the regulars could do or
order other things.

Reflections on the Math STAAR (TL4)

1. Question two might be tricky for students. If they don’t remember the meaning of absolute value and/or
integer, this could trip them up when it comes to getting the correct answer. I could definitely see
students choosing the first or third answer if they don’t understand or remember absolute value.

2.
Question 3 is one that could trip up students. If they don’t remember the vocabulary and how to solve for
what the question is asking for, they could easily get this question wrong. To combine asking for
interquartile range, remembering how to solve for that, as well as what the range is and how to figure that
out will likely be quite challenging for some students.

3. I feel that the negative signs could cause some students to become confused and possibly choose the
wrong answer. If they don’t understand what the question is asking due to the language of the question, it
might cause some students to misunderstand what is being asked.
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

77.975 or
Final Percent 78
C10 + D10 +
Final Letter Grade C E10

Three professional goals for my classroom (TL8)

1. Goal – I will improve my abilities to scaffold learning for my students. I will better manage my time during
small group instruction and be better prepared to adjust my teaching to my student’s learning. I will have
available supplies such as accommodations and a targeted plan before gathering my small groups. Dimensions –
Differentiation, Content knowledge, Knowledge of students, and Monitoring and adjustment. Actions –
Collaborate with my kindergarten team, Data, and Research techniques. Targeted Completion Date – Each
grading period (9 weeks). Evidence of Goal Attainment – Data tracking through formative and summative
2. assessments.
Goal – I will consistently provide hands-on opportunities for student-centered learning. I will ensure the activities
are compatible with our lesson, doable within our time frame, and can be done by students with minimal
guidance from the teacher (me). Dimensions – Activities, Classroom environment, Knowledge of students, and
Classroom culture. Actions – Discuss with my kindergarten team, Research ideas and strategies, and Establish
rules and the process. Targeted Completion Date – Every progress report period (every 4.5 weeks). Evidence of
Goal Attainment – Observation, assessment, and well-thought-out lesson plans that outline the student-centered
3. activities.
Goal – I will research more creative activities and strategies to develop more cooperative learning opportunities,
particularly with my ELL students. Dimensions – Differentiation, Knowledge of students, Content knowledge
and expertise, Classroom environment, and Classroom culture. Actions – Use research-based strategies during
lesson planning to develop more cooperative learning opportunities. Plan for ways to include speaking and
writing activities that will be inclusive for all students. Targeted Completion Date – Quarterly. Evidence of Goal
Attainment – Increased language proficiency for ELL students and increased cultural respect within our
classroom.
Vision of an Educator (TL11)
Reflect on the 5 elements posted in the assignment to create your Vision statement:

1. In my classroom, you will see cooperative learning groups, word walls, hands-on
activities, and plenty of whole-group discourse, among other research-based
strategies.

2. The technology I will use in my classroom will be my computer, student’s

Chromebooks, a projector, and a document camera.

3. I need to follow the TEKS, make sure to allow ample time for each activity and
lesson, plan quality formative and summative assessments, include research-based
strategies and tools, and keep it organized.

4. Disrespect of me and/or peers, physical behavior, and unkindness (laughing at

someone, saying unkind things, taking things that aren’t yours …) are non-negotiables
in my classroom.

5. I will monitor my students closely to ensure they comprehend the lesson. I will use
small-group targeted instruction for students who need that. I will also provide
accommodations to students who require them, have a comprehensive word wall, and
offer tools to all students to aid in success, such as a 120s chart.
Qualities of Effective Educators - The Effective Teacher as a professional

The Effective Teacher as a

professional…
Practices two- way communication with parents & adm. Collaborates
with the dept, parents, & admin.
Performs assigned duties in a professional manner Requests technical
support when necessary
Submits required reports and paperwork on time Maintains an up-
to-date calendar
Welcomes other adults visiting the classroom Conducts parent
meetings in a proactive manner
Maintains a positive attitude in difficult situations Is prepared for
emergencies in the classroom
Is available for tutoring, before and after school Designs and
implements quality lessons
Believes that all students can achieve at high levels Understands their
content/real-world applications
The Effective Teacher engages in dialogue with students, colleagues, parents,
and administrators, consistently demonstrating respect, accessibility, and
expertise. The Effective Teacher believes that all students can be successful in
the classroom.

Qualities of Effective Educators - The Effective Teacher monitors student progress and potential by...
The Effective Teacher monitors student
progress and potential by……..
Implementing formal and informal assessments Distributing student
progress reports in a professional manner
Displaying consistency in grades – no extremes Providing re-teach
opportunities after each skill
Conducting assessment after each lesson Communicating student
progress to parents & adm. as needed
Collecting, reviewing, and analyzing student data Using data to inform
short and long term learning goals
Checking for understanding & providing feedback

Effective Teachers know how each student is progressing in their class. They
use a variety of assessments to demonstrate mastery of the skill and are able to
communicate professionally with the student, parents and other professionals
about student strengths and weaknesses.

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 Practices two-way communication with
situations. Is prepared for emergencies in parents & admin. Collaborates with the
the classroom. dept, parents, & 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……

Collecting, reviewing, and analyzing student Conducting assessment after each lesson.
data. Using data to inform short and long Communicating student progress to
term goals. parents & admin. as needed.

NOTES:
I know talking with parents about anything unpleasant will be a definite struggle for me. This
is something I plan to research and build a plan for, as well as discuss with our admin to get the
district policies when it comes to parent contact.