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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……

Treating students like people. Making good lesson plans, and some classroom
management

Core Values (TIU3)

Honor, service.

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

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

Ivan Pavlov (1849- Jean Piaget (1896- Lev Vygotsky (1896- Abraham Harold
1936) 1980) 1934) Maslow (1908-1970)
B.F. Skinner (1904- John Dewey (1859-
1990) 1952)
Theorists Albert Bandura (1925- Erik Erikson (1902-
2021) 1994)
Associated:
Benjamin Bloom
(1913-1999)
Howard Gardner
(1943-present)
Jerome Bruner (1915-
2016)

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

1. Relationships 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-exposing 9. Recognizing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of dark and injury
Likes to share, cooperative
2 -4 yr olds
play with other children
May have an imaginary friend
Becomes competitive and
doesn't want to lose
Develops an understanding of
rules, but still finds taking
turns difficult
Needs structure and routine to
feel safe
5- 8 yr olds
9-11 yr olds
12-14 yr olds
Jumps with feet together Self-sufficient in many Sorting activities
Mature motor control routines I-spy
Obstacle courses
Ball skills improve – throwing Dresses/undresses self
and catching Copies complex shapes Chores
May be ready to learn to ride a Asks a lot of questions Relay races
bike by 4-5 Tells stories Drawing pictures
Cuts on the line with scissors Begins to imitate and write Cutting with scissors
name – by 5 years old, they
have settled on hand
The growth rate is slower than dominance
during infancy and early Paints
childhood-slow and steady. Threads beads on lace
The average rate of increase is Understands 2-3 simple things
3 to 6 pounds per year. to do at once
Children's need for food may Sort objects by size and type
fluctuate with activity. Understands that books are a
Muscle coordination and source of pleasure and uses
control is uneven and pictures to help them follow
incomplete. Large muscles the story
(used for moving the arms and Learn their letters, counting,
legs) are easier to control than and colors.
small muscles (used for The most important mode for
moving the fingers). learning is play
Encourage children to
participate in activities
involving speed and energy.
Intense activity may bring
temporary exhaustion.
Children of this age need 10 to
12 hours of sleep per night.
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. They need
to use large crayons and paper.
Projects often appear messy as
children work on polishing
these skills. Encourage
children to work briefly at
tasks requiring small muscle
control and then return to
running and jumping-tasks that
use their larger, more skilled
muscles.

15-18 yr olds
Hattie’s most effective influences on instruction (throughout SS)
• Cognitive task analysis
• Planning prediction
• Learning goals vs no goals.
• Concept mapping,

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. Frayer Model 3. Word Games

2. World Wall 4. Wheel of Fortune, and Password

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

• Tiered Instruction
• Anchoring Activities
• Flexible Grouping
• Compacting Curriculum
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

ample 1 Example 2
Think-pair-share Jigsaw

Anchor chart Concept Maps

Graphic Organizers

KWL Chart Venn Diagram

Advanced Organizers

Compare and Contrast T-Chart

Similarities / Differences

3-2-1 Cornell notes

Summarizing & Notetaking

Rember this name, describe what they did for it may be important, Critique the
Cues & Questions this to happen. decisions that lead to that outcome.

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

Create Critique

Canva, Slideshow creator: also students be creative and make their own presentation.
APPS:
Explain
Evaluate
Notions, Adobe spark page: also, students to share notes with one another, and they can collaborate on
APPS: projects

Compare
Analyze Popplet, Simplemind: it also student analyze a word and then add pictures to it so they can connect
it to real world things.
APPS:
Demonstrate
Apply
Sketchbook, ipevo: drawing also students create scenes of that moment in time.
APPS:
Summarize
Comprehension Airtable, annotate: they are great tools for students to summarize the material for that
lesson.
APPS:
Describe
Remember Quizlet, mind mapping: these are great tools. One allows to specific information, and
the other allows the student to link main ideas to supporting or one event to other
APPS: events.
Components of a social emotional learning program (SS12)
• Self-awareness
• Social-awareness
• Relationship skills
• Responsible decision making
• Self-management

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Provides a variety of feedback. Incorporates higher order thinking questions for
Communicates clearly to engage students. deeper learning.
Keep student engaged and interested in learning.

Create a welcoming space (CBM3)

1. I would hang posters of all the things that I like, from colleges, football teams, animas, movies. I will
also meet them at the door to the classroom.

2.
I will place lamps and led light strips throughout the classroom.

3.
I will add some artificial plants throughout the classroom.

4.
I will add some comfy chairs for them to sit and read in.

5.
I will make sure that the room smells good.

6.
I would also play soothing music.
 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.

Technique 12: The Hook.Links to an external site. Introducing the lesson with a "hook," an activity or item that grabs your
3. students' attention, will help enhance your lesson.

4. 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. On the other hand, teachers also don't give students timeLinks to an external site. to shape a
complete, thoughtful response to a question.

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

Technique 39: Do It Again. This technique is perhaps the only negative consequence that genuinely works. When students
6. fail to meet your standards, you ask them to "Do it again." They model the appropriate behavior but are eager not to have to
do it again.

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)

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 a clean and orderly classroom. Provides instructions bell to bell.
Display student work/ projects. Displays consistency with rules and
consequences.
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
A wide range of cognitive and
developmental abilities
American Sign Language
(ASL) may be their first
language and English may be
their second.
Aggression or self-injurious
behavior
Articulation difficulties and
language delays
Struggle with overall
academics.
Hampered speech and
communication skills.
It is difficult or perhaps
impossible to generalize the
characteristics of a student
who qualifies under OI.
Easily distracted.
Reading,writing,Oral,Languag
e,Math, Study Skills
Articulation disorder
Memory and attention
concerns
Short attention span
Impact on Classroom
Not understand the big picture or
abstract concepts
Require Information to be
introduced deliberately and
systematically.
Need written supplements to oral
instruction like visual aids/cues.
Not be able to maintain
relationships.
Wear hearing aids or FM systems.
Not be working on grade level
materials.
Require multiple services.
Be integrated into the general
education setting all the time.
Disrupting the class.
Slower reading rate.
Have difficulties with
comprehension.
Struggle to follow multi-step
directions.
not be able to see objects at a
distance, like on a whiteboard or
blackboard.
 #1 Parent or school request evaluation

ARD Timeline Activity (E5)

#2 Parental consent signed and received

Timeline begins.
Within 60
Calendar
Days
#3 Special Education evaluation

#4Cooperative Grouping Within

Eligibility meeting
30
Calendar
Days

#5 Individual Education Program meeting

3
Years
1
YearEx

#6 Annual ARD meeting

#7 New Evaluation

Terms to be assigned in the timeline:

#8 Initial Referral (IR), 30 Initial ARD,
Notice of ARD, 1 Yearly ARD, Full
Individual Evaluation, 3 Dismissal, Re-
evaluation, Notice/Consent for initial
Evaluation.
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
Definition
Adapt the time allotted and allowed for
learning, task completion, or testing.
Level of Support
Definition
Increase the amount of personal assistance to keep
the student on task, to reinforce or prompt the use
of specific skills. Enhance adult-student
relationships; use physical space and
environmental structure.

Example Example Example

Reduce the number of social studies
terms a learner must learn at any one
time.
Individualize a timeline for completing Assign peer buddies, teaching assistants, peer
tutors, or cross-age tutors. Specify how to interact
a task.
with the student or how to structure the
environment.

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 learner. the rules on how the learner may instruction.
approach the work.

Example Example Example

Use different visual aids, enlarge text, plan Allow the use of a calculator to figure math Instead of answering questions in
more concrete examples, provide hands-on problems, simplify task directions, or change writing, allow a verbal response.
activities, place students in cooperative rules to accommodate learner needs.
groups.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example:
In geography, have a student hold the
globe, while others point out locations. Ask
the student to lead a group.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Tablets
1. Learning management systems 4.
(SP7CPE)

Augmented reality
2. Smartboards 5.

Multimedia lessons
3. Digital field trips 6.
Venn Diagram of 504 and IDEA (E9)

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)

1.
Provide access to materials, so all students have
4. Be careful about school supplies.
same access.

2. Keep expectations high of students. 5. Be sensitive of all students.

Do not make comments about clothing unless in
3. violation of dress code. 6.
Have extra school supplies.

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
Exit ticket at the end of class or end of lesson Exit slips are written student responses to questions
1.
teachers pose at the end of a class or lesson. These quick, informal assessments enable teachers to quickly assess students’
understanding of the material.

2. Paired reading when a teacher has a weak reader, the teacher can pair them a strong reader. More fluent readers
can be paired with less fluent readers, or children who read at the same level can be paired to reread a story.

list-group-label when the teacher wants to increase the vocabulary and comprehension in their students. a
3. vocabulary and comprehension strategy that engages students in a three-step process to actively organize their
understanding of content area vocabulary and concepts.
 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 organizer

2. Build background Concept definitions map

3. Make verbal communication understandable Use scaffolding routinely.

4. Learning strategies (this one should be easy!) Continuum of strategies

5. Opportunities for interaction Jigsaw

6. Practice and application Integration of language skills

7. Lesson delivery Content objectives

8. Review and assess Assessment of lesson objectives

Reflections on the Reading STAAR (TL4)

1. It had a lot of reading.

2. It covered a lot of material and different topics.

3. Questions were vague not very specific.

Reflections on the Math STAAR (TL4)
1. I was completely confused, I haven’t seen questions like that since high school.

2. Covered a lot of information.

3. Some of the questions I had no idea what I was looking at and got confused.

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 21.52

Final Percent 77.6

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will my students love of history with interactive events to make it more enjoyable.

2. I will create classroom procedures that the students can easily flow and have a relaxed but fair in my classroom.

3. 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.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
I will use graphic organizer and KWL charts to help my students learn the information. The technology that I would use in my
classroom would be whatever the campus has, I would check with the tech department and see if they had any VR goggles so I
can so my students firsthand. If I don’t have so signed for IPADS or laptops, then I will show the students from my laptop and
project to the whiteboard. Students really need to be engaged for them to learn, especially in subjects that they are not interested
in. I would make lesson that would engage the students and make it fun for them to learn. If the student does not listen or causes
problems and being disruptive, then I would send the student to the AP office and have their AP talk to them and send an email to
the parent. I will make sure that if any student is having a hard time with the material, then I will send more time with that student
so they can understand the material.

He
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

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……

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.