GO TO Page

Resources at your fingertips

Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

Core Values (TIU3)

Passion Leadership

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

Learning is a change Learning involves Learner brings their Human freedom,

in behavior caused by change in knowledge own past experiences dignity, and
external stimulus. stored in memory. and cultural factors potential. Study the
Reward reinforces Focuses on mental to every situation. person as a whole.
behavior/punishment processes. Teachers Learner constructs
Brief makes repeated assist the learner in knowledge and is
Description: behavior less likely making associations different for each
and discovering for person.
themselves.

Ivan Pavlov- classical Jean Piaget- Piaget’s -Lev Vygotsky-social Abraham Harold
conditioning Stages of Cognitive interaction and ZPD Maslow-Hierarchy of
Development -John Dewey-learn by Needs
B.F. Skinner- doing
Theorists operant conditioning -Erik Erikson-stages of
(positive/negative development
Associated:
reinforcement) -Benjamin Bloom-
Bloom Taxonomy
Albert Bandura- Social -Howard Gardner-
Learning Theory IQ/multiple
intelligence
-Jerome Bruner-
learning by discovery

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

1. Relationships 4. Retrieval 7. Reflection

2. Rigor 5. Routing 8. Re-exposing

2.
3. Relevance 6. Retaining 9. Rehearsing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of dark and injury, Likes to Jumps with feet together Self-sufficient in many routines, Understands that books are a
share, cooperative play with other Mature motor control Dresses/undresses self, Copies source of pleasure and uses pictures
2 -4 yr olds children, May have an imaginary Ball skills improve – throwing and complex shapes, Asks a lot of to help them follow the story
friend, competitive and doesn't catching questions, Tells stories, Begins to Learn their letters, counting, and
want to lose, Develops an May be ready to learn to ride a bike imitate and write name – by 5 years colors.
understanding of rules, but still by 4-5 old, they have settled on hand The most important mode for
finds taking turns difficult, Needs Cuts on the line with scissors dominance, Paints, Threads beads learning is play
structure and routine to feel safe on lace, Understands 2-3 simple
things to do at once, Sort objects by
size and type

quite self-centered, but they are The growth rate is slower than wrapped up in self. Learning how
becoming interested in group during infancy and early childhood, begin to think logically about their to be friends. May have several
5- 8 yr olds activities. Attachment to friends Muscle coordination and control is behavior and about things they can "best friends." Boys and girls may
grows, tattle, value winning, uneven and incomplete, need 10 to easily imagine, begin to form ideas enjoy playing together, Thinking is
leading, and being first, release 12 hours of sleep, similar to those of an adult concrete, Easily motivated and
tension through physical activity eager to try something new,
Sensitive to criticism. Don't accept
failure well.

begin to think abstractly and can Children of this age think about
The range of height and weight plan for several weeks. can possible occupations when
Peer groups grow more important, widens. Becoming critical of insightfully evaluate behavior. selecting junior high courses. They
9-11 yr olds can be loud and rude at times and physical appearance increases Their attention span and ability to base their occupational preferences
tend to be moody and sensitive, (especially in girls). Children in concentrate increases from 30 on personal abilities and interests.
with extremes in emotion. want to this age group are as coordinated as minutes to several hours. Self-image as "worker" begins to
be more independent of adults. adults, although lapses of developing a sense of morals emerge. Many children start to
Sibling rivalry is typical. show an awkwardness are common. Energy based, on what they have learned want a part-time job.
attitude change regarding school abounds, and children may become from adults. need to know and
and may daydream, become overstimulated when participating understand "why;" and feel
restless, and mess around after in competitive physical activities. independent and free to express
school. want to discuss sex often to Children this age need 10 to 11 themselves. quarrel less with peers
correct information from peers. hours of sleep each night. and act cooperatively and friendly
with strangers.

increasingly comfortable rapid growth and physical change, Having moved from concrete to
12-14 yr olds interacting in the community and physical development proceeds at a abstract thinking, adolescents enjoy Experience emotions that are on a
with their peers. For some varied pace, girls generally cognitive activities. They need to roller coaster ride. Change in
activities, they enjoy mixing with experience growth spurts earlier be allowed to find solutions to their hormones and changes in thinking
both sexes, while for others, they than boys, and some girls attain problems, learn from their contribute to the mood swings.
prefer being with their sex their adult height by age 12 or 13. mistakes, test ideas, and form
For a time, they are taller than opinions. However, they still need
Transition period—teenagers many boys their age. the support and guidance of adults.
detach themselves from their Learns to recognize that current
parents. feel mature and want to be Coordination and strength increase; Intense questioning and uncertainty actions can affect the future
an adult but don’t have all the skills rapid growth may cause clumsiness Increasing accountability for Starts to set personal goals (and
to do so. Feelings of insecurity, and lack of coordination., a general finances, employment, may reject goals set by others)
anger, and frustration begin. awkwardness. By 19, has full relationships Teens test their Decision-making skills improve
Less concerned with adult approval motor capacities Boys develop sex language skills often using Begins independently to
differentiate right from wrong and
15-18 yr olds and want more peer approval. characteristics such as deep voices sarcasm. Arguing skills improve,
develop a conscience Learns to
Develop close relationships with and body hair. Girls and boys move Reasoning skills improve Begins
their gender,intense interest in the through puberty at different rates. with the ability to apply concepts to evaluate the credibility of various
opposite sex specific examples sources of information
Hattie’s most effective influences on instruction (throughout SS)

 cognitive task analysis - 1.29

 Scaffolding instruction- .82
 Classroom discussions - .82
 Rehearsal and memorization - .73

What is Academic Language? (SS1)

Academic language is the oral, visual and written language that students need in order to understand, communicate and perform in
the educational setting

Strategies to teach the Vocabulary (SS1)

1. Frayer Model 3. Word Games

2. Word Walls 4. Using vocabulary in written and oral language

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

Four Corners Jigsaw

Anchor Chart Concept Map

KWL Chart Connect 4 Thinking

Venn Diagram Connect 4 thinking

3-2-1 summary Cornell Notes

IQ Slap Down Game

1-minute paper

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

Create Canva
Skype

APPS:
Padlet
Evaluate Notion

APPS:
Wufoo
Analyze Thinglink

APPS:
Pixlar
Apply Sway

APPS:
Feedly
Comprehension VoiceThread

APPS:
Vocaroo
Remember Popplet

APPS:
Components of a social emotional learning program (SS12)
 Self-awareness
 Social-awareness
 Self-management
 Decision making
 Relationships

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Implements changes as suggested by peers & Provides a variety of feedback
admin. Incorporates higher order thinking questions for
Is responsive to situations and students’ needs deeper learning

Create a welcoming space (CBM3)

1. Great students at the door with smile

2. Have a seating chart and have seats clearly marked

3. Have a personality bulletin board to let students get to know me

4. Review rules and procedures

5. Have a clean organized classroom

6. Hang positive and encouraging posters

 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique Three: Stretch It. This technique pushes a teacher to accept correct answers and ask students to add
depth or nuance to their answers.

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

Technique 15: Circulate. Keep moving! Drawing the map suggests making room between the desks, so the teacher
3. moves unhindered.

4. 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.

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

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

Technique 48: Explain Everything. Be sure your students understand why you do what you do.
7. The "WHY" is an important part of instruction.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

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

Maintains daily routines and procedures Has make-up work ready for absentees
Establishes smooth transitions between activities Has materials for substitutes readily available
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism A neurological disorder Perseverate on a topic Struggle to attend to a task or
Cognitive abilities range from gifted to appear to not be paying attention, difficulty
cognitively delayed sharing/taking turns or call out answers, difficulty
Usually identified in the first three years of with noise or visual stimuli, Not understand the big
life 4:1 male to female ratio picture or abstract concepts, Struggle with transitions
or change to routine
Deaf/Blindness has any combination of vision and hearing
loss, though not necessarily complete deafness Require Information to be introduced deliberately and
and/or complete blindness A wide range of systematically Utilize the service of a specialized
cognitive and developmental abilities Support Service Provider (SSP).

difficulty with speech, reading, and writing special seating, being in view of the teacher, written
Deafness skills, May use speech, lip-reading, hearing supplements to oral instruction like visual aids/cues,
aids, and/or another amplification system eye contact prior to speaking, difficulties with
(ASL) may be their first language social/emotional or interpersonal skills, some form of
articulation difficulty

Hyperactivity, Aggression or self-injurious inappropriate behavior under ordinary circumstances,

Emotional Disturbance behavior, Withdrawal, Immaturity Not be able to maintain relationships, Display
Learning difficulties inappropriate manifestation of physical symptoms or
fears in response to school or personal difficulties.

Articulation difficulties and language delays Wear hearing aids or FM systems, Read lips or use
Hearing Impairment Easily frustrated, Difficulty with oral ASL, Need a quiet environment with many visuals to
expression, Difficulty with social/emotional be successful, Need a slower rate of speech and clear
skills enunciation

Struggle with overall academics Not be working on grade level materials

Intellectual Disability Struggle with attention, memory Not understand social norms
Struggle to make generalizations Struggle with problem-solving across all areas
Trouble interacting socially (academic as well as functional living skills).

Multiple Disabilities Hampered speech and communication skills Require multiple services
Challenges with mobility Use alternate communication methods
Need assistance with everyday tasks Require alternate curriculum materials.
Usually has medical needs

impairments caused by a congenital anomaly, Have no cognitive concerns

Orthopedic Impairment disease (e.g., poliomyelitis, bone Be integrated into the general education setting all the
tuberculosis), and other causes (e.g., cerebral time, Use assistive technology.
palsy, amputations, and fractures or burns that
cause contractures).

limited strength, vitality, or alertness, adversely affects a child’s educational performance

Other Health Impairment including a heightened alertness to
environmental stimuli, that results in limited
alertness with respect to the educational
environment
Slower reading rate
Reading Frequent spelling errors
Specific Learning Disability Writing Difficulty copying, memorizing basic facts,
Oral Language describing events, interpreting subtle messages.
Math
Study Skills

Tend to emerge at a young age

Speech or Language Impairment Articulation disorder Have difficulties with comprehension, being
Abnormal voice understood, expressing needs, ideas, or information
Fluency disorder Struggle with social interactions, Work closely with a
Language disorder speech/language pathologist to support the student.

Memory and attention concerns, Social skill Struggle to process visual information, follow multi-
Traumatic Brain Injury concerns,Emotional regulation concerns step directions, communicate, Have difficulty with
Speech and language concerns, Physical grade-level work, Struggle with logic, problem-
concerns solving, and reasoning skills.

Spatial positioning, Short attention span Poor academic performance

Sensitivity to bright light, Poor eye and hand
Visual Impairment Inc Blindness coordination or clumsiness
ARD Timeline Activity (E5)

#1 Initial Referral (IR)

#2
Notice/Consent for initial Evaluation
Within 60
Calendar
Days
#3 Full Individual Evaluation

Within
#4 Notice of Ard
30
Calendar
Days

#5
Initial Ard
3
Years

Year

#6
Yearly Ard

#7
Re-evaluation

#8 Dismissal
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the learner Adapt the time allotted and allowed for Increase the amount of personal assistance to keep the
is expected to learn or the number of student on task, to reinforce or prompt the use of specific
activities students will complete prior to
learning, task completion, or testing. skills. Enhance adult-student relationships; use physical
assessment for mastery. space and environmental structure.

Example Example Example

Reduce number of terms a Pace learning differently Peer buddies, teaching assistants, peer
learner must learn at any one tutors, cross-age tutors
time

Input Difficulty Output

Definition Definition Definition
Adapt the extent to which a Adapt the skill level, problem type, or Adapt how the student can respond to
learner is actively involved in the the rules on how the learner may instruction.
task. approach the work.

Example Example Example

different visual aids, enlarge text, Allow the use of a calculator to figure math allow a verbal response, use a communication
problems, simplify task directions, or change book, allow students to show knowledge with
plan more concrete examples, hands-on materials.
rules to accommodate learner needs.
hands-on activities

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example:
Have student hold globes, whiles
others identify locations, have
student turn pages in a book

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Pencils grips
1. Text to speech
(SP7CPE) 4.

2. Calculators 5.
Line readers

3. Audio books 6.
Spelling assistance
Venn Diagram of 504 and IDEA (E9)

A,B,
D,G,
P,J

F C, E,

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, Take time to explain the rationale for rules and
and books so low-income students can see and work with procedures in your classroom.
printed materials.
Be careful about the school supplies you expect
Keep your expectations for poor students high students to purchase. Keep your requirements as
simple as you can

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 (R

Jigsaw During reading with small groups cooperative learning strategy that enables each student of a
"home" group to specialize in one aspect of a topic Students
meet with members from other groups who are assigned the
same aspect, and after mastering the material, return to the
"home" group and teach the material to their group
members. With this strategy, each student in the "home"
group serves as a piece of the topic's puzzle and when they
work together as a whole, they create the complete jigsaw
puzzle.

Combining sentences encourages students to

take two or more short, choppy sentences and
Sentence Combining Individually/ with small groups/ combine them into one effective sentence — to
make their writing more readable and
whole class engaging. Sentence combining is a skill that
develops over several short practice sessions.

pre-reading vocabulary strategy that activates

students' prior knowledge about content area
vocabulary and concepts. Before reading,
students are provided a short list of
Possible Sentences Before reading/ with small groups or vocabulary words from their reading. Students
whole group create, based on their prediction of what the
reading will be about, a meaningful sentence
for each vocabulary word or concept. After
reading, students check to see if their
"possible sentences" were accurate or need
revising.
 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

2. Build background

3. Make verbal communication understandable

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

5. Opportunities for interaction

6. Practice and application

7. Lesson delivery

8. Review and assess

Reflections on the Reading STAAR (TL4)

1. I could see student miss number 5 on the test if they have to mastered making inferences.

2.

3.
Reflections on the Math STAAR (TL4)
1. I could see a student missing number 1 on the math test, because they may not have a strong understanding of solving
problems that include negative numbers. For the correct answer, the student would need to multiply 5 by -6 then add -7 to get
the correct answer of -37. If a student chose B, the student likely made a mistake when multiplying to get 30 instead of -30. A
student who chose B needs to work on rules for multiplying integers. If a student chose C or D, the student most likely added
5 to -6 then added -7 and made a computation error at some point. This student would need to practice recognizing
multiplication in an expression as well as rules for adding integers.

2.

3.

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 78
C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will incorporate differentiation strategies which include varied content, process and product expectations for students,
using data and students’ learning profiles as the basis for decisions in order to increase overall
performance and close gaps in learning.

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 my abilities to monitor and adjust instruction through targeted questioning techniques at varied levels of
cognition, the use of wait time, and academic feedback to students

Vision of an Educator (TL11)

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

I will develop a classroom culture of respect and communication which promotes an active learning environment. Through
reflective, data driven instruction, students will be impacted to be lifelong learners. By incorporating technology into the
curriculum, I will strengthen my lessons so that my students can maximize their potential. Through a social contract, students will
be held to a high standard of respect and effort. I will differentiate my lessons for all learning needs.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Conducts parent meetings in a proactive manner Submits required reports and paperwork on time
Welcomes other adults visiting the classroom Maintains an up-to-date calendar

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 & providing feedback Collecting, reviewing, and analyzing student
Distributing student progress reports in a data
professional manner Providing re-teach opportunities after each skill

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.