Madeline Cheatle 4/3/2024

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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……

Communication, relationships, accountability, Decisiveness, cheerfulness, and knowledge
responsibility, kindness, dedication, acceptance

Core Values (TIU3)

Accountability, creativity, dedication, Responsibility and Thoughtfulness
encouragement, family, friendship, kindness,
growth, leadership, mindfulness, recognition,
proactivity, resourcefulness, thoughtfulness

Additional Notes:
I believe I have many of the qualities that make a great teacher. My biggest area of weakness I believe is the fact I am a first-year
teacher. Sometimes I feel overwhelmed to take on such a big responsibility and a job where everything is new. I am adaptable,
responsible and optimistic that the challenges I will face, I can overcome. One of my biggest weaknesses in the past was my
timidness to ask for help or ask questions. I viewed myself as weak if I needed help but now I know there is no shame in asking for
help. My community is here to help me. My success will also reflect on their success.
 Madeline Cheatle 4/3/2024

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

-focuses on -posits that knowledge -focuses on human

-belief that all understanding the is constructed by freedom, dignity, and
behaviors are acquired mind by examining indiviuals rather than potential. It is
through conditioning thinking processes, passively received. necessary to study the
-observable behavior is information - learners actively person.
Brief the only thing that processing, and mental engage with their - this theory deals with
Description: matters; internal representations experiences, reflect on the social emotional
mental states (such as -thoughts significantly them and create mental side of learning
thoughts and impact behavior representations
emotions) do not -learning is an active
process and social
activity
-learning is an active,
social, and
personalized process

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

BF Skinner Joh Dewey Maslow
Albert Bandura Erik Erikson
Benjamin Bloom
Theorists Howard Gardner
Jerome Bruner
Associated:

1.Behaviorism- stimuli and response

- BF Skinner: operant condition
- views learners as blank slate
- learning occurs when cues from the environment prompt specific responses
Notes: -ex: repitive practice, verbal reinforcement, bonus points
2. Cognitivism- centers on mental processes
- learners actively process information, think about what’s happening and construct
understanding
-memory, attention and problem solving
-ex: understanding and retention;
3. humanism- focuses on individual growth, self actualization and personal strategy
-learning is driven by intrinsic motivation and self directedness
Maslows hierarchy of needs
-ex: student autonomy, holist education
 Madeline Cheatle 4/3/2024

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

1. Relationships 4. Routing 7. Rehearsing

2. Rigor 5. Re-exposing 8. Recognizing

2.
3. Relevance 6. Retaining 9. Retrieval

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

-gradually learn how to -child becomes -makes great strides -by age 2 most
2 -4 yr olds manage their feelings. stronger and starts to in being able to children can walk
By age 5 friends become upstairs one at a
important
look longer and think and reason.
leaner Children learn their time, kick a ball, and
-self centered but -jumps with feet letters, counting and draw simple strokes
becoming interested in together colors with a pencil.
group activities -ball skills improve -self sufficient in - by age 5 most can
-tattling for adult dress and undress
attention
many routines
-children value winning -growth rate is slow -asks a lot of and write some
5- 8 yr olds
and being first and steady questions lowercase and
-release tension through -muscle -tells stories capital letters
physical activity coordination and -students begin to -start thinking of
-more realistic fears occupational
replace fears of monsters
control is uneven thing logically about
and witches and incomplete their behavior preferences
-have a positive attitude -hand skills and eye- -begin to think more
towards school hand coordination like an adult
9-11 yr olds -positive self concept continue to develop. -learn to write letters
continues to develop
Children gain and numbers
with successful
experiences muscle motor skills -understand the
-peer groups are -the range of height value and use of
important and weight widens money
-loud, emotional, -as coordinated as -short attention span
moody, sensitive
adults -curious about
-attitude change towards
school -need 10-11 hours of nature, thinks and
-growing independence sleep each night people
and disobedience -begin to think
-sense of humor abstractly and can
develops plan for several
-when succeed at
weeks
 Madeline Cheatle 4/3/2024

12- 14 yr ol
-increasingly -rapid growth and -have moved from
comfortable with physical change concrete to abstract
interacting in the -growth is different thinking
community for everyone; is -enjoy cognitive
-start to mix uncomfortable activities; need to be
interaction with allowed to find solutions
sexes to their problems, learn
-leadership from mistakes, test ideas,
experiences in clubs and form opinions
and groups are -still need support of
helpful to decision adults
making skills -intense questioning and
-concerned with uncertainty
issues of justice and -language skills, arguing
fairness skills, reasoning skills
-comparing to increase
friends -can apply concepts to
-need family as an specific examples
anchor -coordination and -deductive reasoning and
-transition period: strength increase can make educated
15-18 teens detaching from -general guesses
parents awkwardness -can construct hypothesis
-feelings of - by 19 full motor to a problem and evaluate
insecurity, anger and capabilites for the best choice
frustration begin -boys develop body -learns current actions can
-less concerned with hair and deep voices effect the future
adult approval and -girls and boys go -starts to set personal
more peer approval through puberty at goals
-develop close different rates -can anticipate
relationships with -self conscious from consequences for actions
their gender body changes, odor -learns to evaluate
-interest in opposite and acne credibility of sources of
sex -always hungry info
-desire for group -need sleep -may challenge the
acceptance and -Sweat increases assumptions and solutions
follows how peers -sexual desires presented by adults
dress and behavior increase
norms
 Madeline Cheatle 4/3/2024

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

-Potential to considerably accelerate student achievement:
- Phonics instruction
- Repeated reading programs
- Self reported grades
-Potential to accelerate student achievement
- socio-economic status
-comprehension programs
-Likely to have positive impact on student achievement
- out of school curriculum experiences
- career interventions
-Likely to have small positive impact on student achievement
-morning vs. evening
-Likely to have a negative impact on student achievement
- suspension, television, family on welfare/state

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction. It plays a key role in communicating information and
deepening the understanding of important ideas. Academic language is oral, visual and written language that students need in order
to understand, communicate and perform.

Strategies to teach the Vocabulary (SS1)

1. Frayer model 3. Word games

2. Word Wall 4. Wheel of fortune

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

-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 students involved.
-Anchoring activities: 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. They may relate to specific needs or enrichment
opportunities, including problems to solve or journals to write. They could also be part of long term project.
-Flexible Grouping: This allow students to be appropriately challenged and avoids labeling a student’s
readiness as a static state. It is important to permit movement between groups because interest changes as
students move from one subject to another.
-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. This can be
achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating
they do not require instruction move on to tiered problem solving activities while others receive instruction.
 Madeline Cheatle 4/3/2024

Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Jigsaw Four Corners

Anchor Chart Concept maps

Graphic Organizers

Venn Diagram Connect 4 Thinking

Advanced Organizers

Rank’em T chart
Similarities / Differences

3-2-1 Summary
Summarizing & Notetaking Cornell Notes

Cues & Questions Investing the Question Slap down game

1-minute paper

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

Create Canva, Animation desk

APPS:
Evaluate Padlet, Miro

APPS:
Thinglink, Wufoo
Analyze

APPS:
Sway, Google Earth
Apply

APPS:
Annotate, Clips
Comprehension

APPS:
Quizlet, Microsoft OneNote
Remember

APPS:
 Madeline Cheatle 4/3/2024

Components of a social emotional learning program (SS12)

Self awareness- ability to identify emotions
Self-management- ability to self-motivate, self control and to regulate ones emotions
Social awareness-embracing diversity and showing empathy for others
Relationship skills- ability to work together and resolve conflicts in relationships
Responsible decision making- considering the well being for self and others

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Keeps students engaged and interested in learning. Incorporates higher order thinking questions for
Is responsive to situations and students’ needs. deeper learning.
Incorporates technology to facilitate instruction.

Create a welcoming space (CBM3)

1. Name tags at each student’s assigned seat

2. Welcoming page displayed on the Smart Board

3. Have a classroom schedule posted on the white board.

4. Create a bulletin board where students can share more about themselves.

5. Decorate door with a colorful positive welcoming message

6. Set up a calm corner with books and inviting lighting and a comfortable chair or pillows
 Madeline Cheatle 4/3/2024

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

1. Technique 2: Right is right- Accepts no half answers but asks for complete and correct answers to questions

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

Technique 16: Break it down- Requires the teacher to use the wrong answers and help students discover the correct number
3.

4. Technique 24: Pepper- Like a coach lobbing balls to his fielders, a teacher can “pepper” his or her students with fast passed
questions, making it fun and keeping student on their toes.

Technique 28: Entry Routine- Having a structured entry routine expedites the beginning of instruction
5.

Technique 39: Do it again. When students fail to meet your standards, you ask them “to do it again”. They model the
6. appropriate behavior but are eager not to have to do it again.

Technique 44-Precise Praise: precise praise is valued by students because it explicitly describes what
7. actions please you

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……

Displays student work/ projects Displays consistency with rules and
Maintains a clean and orderly classroom consequences

Sets clear, firm behavioral expectations


Categories of Disabilities in SPED (E4)
Autism
Deaf/Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Characteristics
Neurological disorder, cognitive
abilities range from gifted to
cognitively delayed, identified by
age 3, 4:1 male to female ratio
Has any combination of vision and
hearing loss, not necessarily
complete deafness or blindess; wide
range of cognitive and
developmental abilities
Difficulty with speech, reading, and
writing skills; may use speech, lip
reading, hearing aids or other
amplification system; ASL may be
their first language and English2nd.
-hyperactivity, aggression,
withdrawal, immaturity, learning
difficulties
-articulation difficulties and language
delays, easily frustrated, difficulty
with oral expression, difficulty with
socio emotional skills
-struggle with overall academics,
attention, memory, make
generalizations, trouble interacting
socially
-hampered speech communication
skills, challenges with mobility, need
assistance with everyday tasks, has
medical needs
-varies; spinal chord injury-
immobility limited to one side of
their body; cerebral palsy- have
movement but need a wheelchair
-chronic or acute health problems;
asthma, ADD, epilepsy, diabetes,
sickle cell anemia, Tourette
syndrome
-may impact reading, writing, oral
language, math and study skills
-articulation disorder, abnormal
voice, fluency disorder, language
disorder
-memory and attention, social skills,
emotional regulation, speech and
language, and physical concerns
-spatial positioning, short attention
span, sensitivity to bright light, poor
eye and hand coordination, poor
Madeline Cheatle 4/3/2024
Impact on Classroom
Have difficulty sharing/taking turns or call
out answers; fidget, rock, flap, stimulate,
echo or mimic phrases; lack reciprocal
communication skills or be nonverbal
A student that is deaf-blind may require
information to be introduced deliverately
and systematically; utilize the service of a
specialized support service provider
-need special seating, written supplements
to oral instruction like visual aids/cues,
require eye contact prior to speaking,
difficult articulating, hearing does not
return to normal
-exhibit appropriate behavior under
ordinary circumstances, not able to
maintain relationships, display
inappropriate manifestation of physical
symptoms or fears in response to school or
personal difficulties
-wear hearing aids, read lips, use ASL,
need quiet environment, need slower rate
of speech and clear enunciation
-may not be working on grade level
materials, not understand social norms,
struggle with problem-solving across all
areas
-may require multiple services, use
alternative communication methods,
require alternate curriculum materials
-have no cognitive concerns, be integrated
into the general education setting all the
time, use assistive technology
-having limited strength, vitality, or
alertness including heightened aleretness to
environmental stimuli that results in
limited alertness with respect to the
educational environment
-slower reading rate, frequent spelling
errors, difficult copying, difficulty
memorizing basic facts, difficulty
describing event, difficulty interpreting
subtle messages
-tend to emerge at a young age, have
difficulties with comprehension, have
difficulties being understood, have
difficulty expressing needs, ideas or
information, struggle with social
interactions. Work with speech pathologist
-struggle to process visual info, multi step
directions, communication, grade level
work and logic, problem solving and
reasoning skills
 Madeline Cheatle 4/3/2024

Visual Impairment Inc Blindness

ARD Timeline Activity (E5)

#1 Number of school day from parent

written request for initial referral to
school response

#2 Notice and consent or refusal to

provide initial evaluation
Within 60
Calendar
Days
#3 Full individual and initial evaluation
completed

Within
#4 Notice of ARD meeting 30
Calendar
Days

#5 Eligibility determination made by

ARD committee
3
Years
1
Year

#6 Annual IEP review

#7 Three year reevaluation

#8 Dismissal/ graduation or no longer

meets age eligibility

Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items the learner is
expected to learn or number of activities
student will complete prior to assessment
for mastery
Example
Reduce number of terms that
need to be learned at one time;
add more practice activities
Input
Definition
Adapt the way instruction is
delivered to the learner.
Example
Use visual aids, enlarge text, plan
more concrete examples, hands on
activities, pre-teach key concepts
Participation
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example:
Have student hold book and turn
pages while students are listening
to book
Types of Assistive Technology (E7)
1. Magnifiers, screen reading software,
large print materials
2. Closed captioning, hearing aids,
personal listening system
Madeline Cheatle 4/3/2024
Time Level of Support
Definition Definition
Adapt allotted time for learning, task Increase the amount of personal assistance.
Enhance adult student relationships, use
completion and testing
physical space and environmental structure
Example Example
Individualize a timeline for a Assign peer buddies, teaching
completing a task; pace learning assistants, etc., Specify how to interact
differently for some learners with studert or structure environment
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
Allow calculator, simplify task Allow verbal response instead of
directions, or change rules to written answers. Use a communication
accommodate learner needs book or students can show knowledge
on had s on materials
Notes:
Alternate goals: adapt the goals or outcome expectations while using the same
materials. When routinely utilized, this only for students with moderate severe
disabilities
Ex: expect a student to be able to locate colors of states while other students locate
each state and capital
Substitute curriculum or functional curriculum: Provide different instruction and
materials to meet a learner’s induvial goals. Only used for moderate to severe
disabilities
Ex: during a language lesson, a student is learning toileting skills with an aide
Terms to be assigned in the timeline:
Initial Referral (IR), Initial ARD,
Notice
Pen grips, word of ARD, word Yearly
processors, wall, ARD,
4. Full Individual Evaluation, Dismissal,
alternate keyboard
Re- evaluation,
Notice/Consent for initial Evaluation
Graphic organizers, text to speech, audio
5.
books
Voice amplification system, communication
 Madeline Cheatle 4/3/2024

Venn Diagram of 504 and IDEA (E9)

B,C

H,L,D,G,I A,F,E,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.
 Madeline Cheatle 4/3/2024

Suggestions for working with Students in Poverty (E12)

Provide access to computers, magazines, newspapers and Be careful about the school supplies you expect
1. books so low income students can see and work with printed 4. students to purchase on their own
materials.

2. Keep your expectations for poor students high. Poverty does 5. Do not require costly activities like field trips
not mean ignorance

3. Don’t make comments about your students clothes 6. Arrange a bank of shared supplies for students to
belongings unless they are in violation of dress code borrow when they are temporarily out of materials
for class

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Allow students to collaborate by reading together, sharing information and explaining and presenting
their knowledge to others during reading-related tasks

2. Allow students to choose what they want to read. Have many options and different genres for students
to choose from.

3. Provide content goals for reading. Have individualized goals for each student.

4. Allow students to choose to select partners, join groups or work alone

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Paragraph shrinking reading comprehension; during reading partner reading summarization tool
1.

List-group-label vocabulary; before, during, after reading using prior knowledge to organize vocab
2.

3. Paragraph hamburger writing Organize ideas in a structured paragraph

 Madeline Cheatle 4/3/2024

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 Highlighted text, graphic organizers, jigsaw text reading

2. Build background Vocabulary self-selection, visual vocabulary, content word wall

3. Make verbal communication understandable Appropriate speech, use a variety of techniques, scaffolding
techniques

4. Learning strategies (this one should be easy!) Mnemonics, Question cube, word splash

5. Opportunities for interaction Fostering student to student interaction, 3 step interview, send a problem

6. Practice and application Making and using graphic organizers, engaging in discussion circles, partnering students
before independent work

7. Lesson delivery Practice pacing, write and state content objectives, active student involvment

8. Review and assess Key vocabulary can be developed through analogy, structured review summarizing, response
boards

Reflections on the Reading STAAR (TL4)

1. I could understand how students got the first question wrong because in order to answer this question correctly the students
have to understand the overall theme. Multiple answers described accurate events in the story, but only one answer fit the best.

2. Question 3 was a question on vocabulary. I understand how students could answer this question incorrectly because the word
‘wistfully’ is not commonly used, but with using context clues sadness would best fit how the narrator was feeling at the time.
The options of anxiety and curiosity could fit, but sadness made the best sense.

3. Question 4 asks the test taker to analyze figurative language. The answer choices three and four could both work but the
figurative language doesn’t exactly explain the customers feelings as they left. The figurative language does explain that the
deli was busier before and had slowed down making the third answer choice correct.
 Madeline Cheatle 4/3/2024

Reflections on the Math STAAR (TL4)

1. In order for a student to answer this question correctly, the student must understand how to multiply negative and positive
numbers. If a student does not know how to properly multiply negative numbers and add them together, they would not answer
correctly.

2. In order for a student to answer question 2 correctly they must know what absolute value is. If the student does not understand
absolute value is always positive then they would answer incorrectly.

3. For question 3, students must understand how to calculate range and interquartile range to answer correctly. If the student only
knows how to do one, they could answer wrong. This is a two step problem

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 24.2 32.3 21.5

Final Percent 78
C10 + D10 +
Final Letter Grade C E10
 Madeline Cheatle 4/3/2024

Three professional goals for my classroom (TL8)

1. My goal is to establish, communicate and maintain clear expectations for student behavior.

2. My goal is to create a positive learning environment to support all learners in their pursuit of high levels of academic and
socio-emotional success.

3. My goal is to improve my ability to create formative and summative assessments which directly measure students’
knowledge and skills for specific learning objectives.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
My vision for my classroom is to create a safe and colorful environment for students of all backgrounds to thrive in their learning
and development as a child. As you walk into my classroom you will see a poster with five classroom rules, a word wall with
essential vocabulary, a calm corner, turn in bins, classroom supplies, “I can” objectives, and positive encouraging affirmations on
the walls. You will see a smart board with a slide show on it displaying today’s lesson and a cart full of Chromebooks ready for
the students to interact with.
I will incorporate Marzono’s strategies for note taking, guided reading practices, cooperative grouping, class discussions,
scaffolding, exit tickets, and appropriate assessments aligned to students’ learning objectives into my lesson plans to support
students’ success. I will incorporate Bloom’s taxonomy to develop SMART objectives for students learning, I will use strong
vocabulary during my lessons. I will use the I do, We do, You do technique to scaffold the students’ learning. To ensure all
students have an equal opportunity to master learning I will use many different modes of teaching such as auditory, visual and
hands on. I will continually assess students of their strengths and weaknesses and look out for clues to students who may have a
disorder. For anyone who has many of the varying disorders, I will work with them and the family and the principal to find the
best accommodations and modifications to implement for the student’s best opportunity to learn.
To ensure a well-run classroom, here are some of my non-negotiables: keep all hands to oneself, no yelling, no bad words or
calling another student ‘stupid’ and when the teacher is talking students should have their ears open, mouths closed and eyes on
the teacher. I will have some classroom procedures enforced such as the entering my classroom procedure, bathroom procedure,
and exiting my classroom procedure. These procedures will help build a routine for the students and make class time run
smoothly with more time to focus on learning.
 Madeline Cheatle 4/3/2024

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

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

Performs assigned duties in a professional manner. Maintains an up to date calendar
Maintains a positive attitude in difficult situations. Submits required reports and paperwork on time
Believes that all students can achieve at high levels. Conducts parent meetings in a proactive manner

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……

Checking for understanding and providing feedback Collecting, reviewing, and analyzing student
data to inform short and long term learning goals

NOTES:
 Madeline Cheatle 4/3/2024

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.
 Madeline Cheatle 4/3/2024

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.