Gabriel Jauregui 10/23/23

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……

Greets students at the door Practices self reflection for improvement
Addresses students by name Invests time before and after school

Core Values (TIU3)

Boldness Accountability

Additional Notes:
How teachers present themselves makes an impression on administration, colleagues, parents, and students. How the teacher relates
to the students has a profound impact on the students' experience in the class.

The best thing a teacher can do is create a positive impression on students so that learning occurs in a safe and trustworthy
environment.

Greeting at the DOOR is a very helpful daily activity for relationships.

Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Behaviorists believe Cognitive learning Constructivists believe Humanism focuses on

that learning is a theorists believe that that the learner brings human freedom,
change in behavior defining learning as their own past dignity, and potential.
caused by an external merely a change in experiences and It is necessary to study
stimulus. The theory behavior is too narrow. cultural factors to the person as a whole.
Brief states that rewarding They view the learner every situation. Since This theory deals with
Description: someone for a much like a computer each learner constructs the social-emotional
particular behavior -- learning involves a knowledge, learning is side of learning.
encourages them to change in knowledge different for each
behave in the same stored in memory, not person.
way in a similar just a change in
situation. The reward behavior. So, they
reinforces the focus more on mental
behavior. processes

Pavlov Piaget Vygotsky Maslow

Skinner Dewey
Bandura Erikson

Theorists
Associated:

Physiological Needs (basic need): These are physical requirements for human survival, e.g., air,
food, drink, shelter, clothing, warmth, sex, sleep. If these needs are not satisfied, the human body
cannot function optimally. Maslow considered physiological needs the most important as all the
other needs become secondary until they are met.
Notes: Safety Needs (basic need): Protection from elements, security, order, law, stability, freedom from
fear.
Social Needs (psychological need): After physiological and safety needs have been fulfilled, the
third level of human needs is social and involves feelings of belonging. The need for
interpersonal relationships motivates behavior. Examples include friendship, intimacy, trust, and
acceptance, receiving and giving affection and love, affiliating, and being part of a group (family,
friends, work).
Esteem Needs (psychological need): Maslow classified these into two categories: (i) esteem for
oneself (dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect
from others (e.g., status, prestige). Maslow indicated that the need for respect or reputation is
most important for children and adolescents and precedes real self-esteem or dignity.
Self-Actualization Needs (self-fulfillment need): Realizing personal potential, self-fulfillment,
seeking personal growth
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationship 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

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

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Between the ages of 2 In these years, a child A child this age makes Fear of dark and injury
2 -4 yr olds and 5, children gradually becomes stronger and great strides in being Likes to share,
learn how to manage starts to look longer and able to think and reason. cooperative play with
their feelings. By age 5, leaner. In these years, children other children
friends become learn their letters, May have an imaginary
important. counting, and colors. friend

5- 8 yr olds Five- and six-year-olds The growth rate is Around age 7, children Are at a period of slow,
are still quite self- slower than during begin to think logically steady growth.
centered, but they are infancy and early about their behavior and Learn best if physically
becoming interested in childhood-slow and about things they can active. Are learning how
group activities. They steady. Muscle easily imagine, such as to use their bodies by
become sociable and coordination and control sharing with a friend or mastering physical
interested in other is uneven and going on a drive. skills.
children as friends. incomplete.

9-11 yr olds Peer groups grow more The range of height and Children in early Are quite active with
important for members weight widens. adolescence begin to boundless energy. Like
of this age group. Becoming critical of think abstractly and can group activity. Group
Children can be loud and physical appearance plan for several weeks. and club memberships
rude at times and tend to increases (especially in They can insightfully are important.
be moody and sensitive, girls). evaluate behavior. Their Like to be with members
with extremes in attention span and ability of own sex.
emotion. to concentrate increases.
Having moved from
Adolescents are Adolescence is a period concrete to abstract Concerned about
12-14 yr olds
increasingly comfortable of rapid growth and thinking, adolescents physical development,
interacting in the physical change. It can enjoy cognitive being liked by friends,
community and with be an uneasy time for activities. social graces, and proper
their peers. For some individuals whose grooming (even though
activities, they enjoy physical changes are they don't want to admit
mixing with both sexes, apparent and those who it).
while for others, they seem to be at a standstill.
prefer being with their
sex. Intense questioning and
15-18 yr olds Transition period— Coordination and uncertainty Have high social needs
teenagers detach strength increase; Increasing accountability and desires.
themselves from their however, rapid growth for finances,
parents. may cause clumsiness employment,
They feel mature and and lack of coordination. relationships.
want to be an adult.
Hattie’s most effective influences on instruction (throughout SS)
Frayer Model: for a new word, uses a four-square graphic organizer for students to write out the definition, examples, and
characteristics or an illustration.

Cooperative Learning (or Cooperative Grouping) occurs when groups of students work together to complete learning tasks and foster
collaboration. As a teacher, you want to be careful that you are not just "throwing kids together" for the sake of group work. We all
have been assigned to group projects where the workload was not equally distributed. For group learning to be productive, groups
must be created with intention, have a clear direction for learning and assessment, and defined roles for participants.

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.

Strategies to teach the Vocabulary (SS1)

Frayer Model: for a new word, uses a four-square Word Wall: a word wall serves as a valuable tool in the
1. graphic organizer for students to write out the 3. classroom when you are working with vocabulary. A
definition, examples, and characteristics. word wall is a designated location in the classroom.

Word games: are an excellent addition to other Indirect learning of vocabulary, for example, using
2. vocabulary instruction methods because they combine 4.
vocabulary words in numerous different contexts.
play with learning. The games help students do with
words what hands do with tools.

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

Tiered Instruction Flexible Grouping

Changing the level of complexity or
required readiness of a task or unit of This allows students to be appropriately challenged and
study in order to meet the avoids labeling a student’s readiness as a static state. It is
developmental needs of the students important to permit movement between Groups because
involved. interest changes as students move from one subject to
another.
Anchoring Activities
These are activities that a student may do at any Compacting Curriculum
time when they have completed their present
assignment or when the teacher is busy with other Compacting the curriculum means assessing a student’s
students. They may relate to specific needs or knowledge and skills, and providing alternative activities
enrichment opportunities, including problems to for the student who has already mastered curriculum
solve or journals to write. They could also be part content. This can be achieved by pre-testing basic concepts
of a long term project. using performance assessment methods.
Students demonstrating they do not require
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2
Four Corners I've Got This
Cooperative Grouping Assign each corner of the room, either a Place students in groups of at least six.
vacation destination, soft drink, etc. They become experts at assigned info.
Anchor Chart Fishbone Graphic Organizer
Graphic Organizers Place a chart on the classroom wall with the Students analyze content in terms of big
overarching concept unit listed. ideas and smaller, connected ideas.
Students add ideas to the anchor chart (KWL) Chart
Venn Diagram
Advanced Organizers Teachers can use a Venn diagram to What they know about the content, what
connect new material to prior knowledge. they want to know, what they learned.
T-Chart Rank 'Em!
Similarities / Differences Write one subject on either side of the Have students rank images, objects, etc 1-10
T, then contrast differences.
Cornell Notes
Summarizing & Notetaking 3-2-1 Summary Questions, main ideas, summary section
Students write 3 big ideas, 2 examples,
1 question/conclusion One Question, One Comment, Last Word
1-Minute Paper Each student adds a question and comment about a
Cues & Questions Students "brain dump" ideas, skills, processes, etc., selected text.
writing for 1 minute. In random rows, each student presents his/her
Students then draw 1 conclusion about what they learned question and comment.
The next person must answer the question, respond
or to the comment, and submit his/her question

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

Create generate, conclude, produce, decide, defend

Animoto, Anchor
APPS:
Evaluate critique, categorize, collaborate, combine, contrast

Twitter, Miro
APPS:
diagram, differentiate, illustrate, infer, prioritize
Analyze
Excel, Wufoo
APPS:
chart, collect, predict, produce, provide, report
Apply
Periscope, Google Docs
APPS:
classify, estimate, explain, paraphrase, summarize
Comprehension
Tumblr, Airtable
APPS:
define, describe, identify, label, list
Remember
Voicethread, OneNote
APPS:
Components of a social emotional learning program (SS12)
1. Responsible Decision-Making
2. Relationship Skills
3. Social Awareness
4. Self-Awareness
5. Self-Management

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Communicates clearly to engage students Incorporates technology to facilitate instruction

Keeps students engaged and interested in learning Incorporates higher order thinking questions for
deeper learning

Create a welcoming space (CBM3)

1. I will dress well, smell nice, and will pay attention to looking professional so that students know that I
am mature and dependable.

2. I will dim my classroom a bit and hang LED lights and some decorations. This appears inviting and
calming and students will know they can relax a bit but work hard regardless.

3. I will always stand at the door and greet students with a fist bump, and I will ask to see if they are
happy and achieving new things.

4. I will provide a suggestions box so that students can anonymously provide advice, activity ideas,
random comments, etc.

5. I will decorate with pictures of myself, my activities, interests, and my family so that students can
understand me better and can strike conversation.

6. I will have enough band-aids, hand sanitizer, tissues, and personal products, so that students know I am
prepared to take care of them by carrying supplies.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1.
 Technique 39: Do It Again. Repetition is one way to ensure that students understand your expectations and
meet your standards.

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

3.  Technique 21: Take a Stand. This technique encourages students to have opinions and to take stands on those opinions.

4.  Technique 24: Pepper. Like a coach lobbing balls to his fielders, a teacher can "pepper" questions.

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

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

7.  Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but
effective teachers can be both simultaneously.

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?

2.

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

Displays student work/projects Provides instruction bell to bell

Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism -A neurological disorder -Perseverate on a topic
Cognitive abilities range from gifted to Struggle to attend to a task or appear to not be paying
cognitively delayed attention
Usually identified in the first three years of Have difficulty sharing/taking turns or call out
life answers
4:1 male to female ratio Have difficulty with noise or visual stimuli
Not understand the big picture or abstract concepts

Deaf/Blindness A student who falls into this eligibility Require Information to be introduced deliberately and
category has any combination of vision and systematically
hearing loss, though not necessarily complete Utilize the service of a specialized Support Service
deafness and/or complete blindness Provider (SSP).
A wide range of cognitive and developmental
abilities

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

Emotional Disturbance Hyperactivity Exhibit inappropriate behavior under ordinary

Aggression or self-injurious behavior circumstances
Withdrawal Not be able to maintain relationships
Immaturity Display inappropriate manifestation of physical
Learning difficulties symptoms or fears in response to school or personal
difficulties.

Articulation difficulties and language delays

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

Struggle with overall academics

Intellectual Disability Struggle with attention, memory
Not be working on grade level materials
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).

Hampered speech and communication skills

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

It is difficult or perhaps impossible to

Orthopedic Impairment generalize the characteristics of a student who
Have no cognitive concerns
Be integrated into the general education setting all the
qualifies under OI. For example, a child with time
spinal cord injury could have immobility Use assistive technology.
limited to one side of his or her body, just the
arms or legs, or total paralysis. A child with
cerebral palsy may have movement but need a
wheelchair since walking may be difficult.

Having 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
May Impact Frequent spelling errors
Specific Learning Disability Reading Difficulty copying
Writing Difficulty memorizing basic facts
Oral Language Difficulty describing events
Math Difficulty interpreting subtle messages.
Study Skills
Speech or Language Impairment-

Articulation disorder
Abnormal voice
Fluency disorder
Language disorder

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 closely with a speech/language pathologist to support the student.

Traumatic Brain Injury-

Memory and attention concerns

Social skill concerns
Emotional regulation concerns
Speech and language concerns
Physical concerns

Struggle to process visual information

Struggle to follow multi-step directions
Struggle to communicate
Have difficulty with grade-level work
Struggle with logic, problem-solving, and reasoning skills.

Visual Impairment Inc Blindness-

Spatial positioning
Short attention span
Sensitivity to bright light
Poor eye and hand coordination or clumsiness
Poor academic performance

ARD Timeline ActivitInitial

Evaluation
Completed y (E5)

#1 Initial Referral

#2 Notice and Consent

 Annual
IEP Review
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
is expected to learn or the number of the student on task, to reinforce or prompt the use
activities students will complete prior to
learning, task completion, or testing.
of specific skills. Enhance adult-student
assessment for mastery. relationships; use physical space and
environmental structure.
Example Example Example
Students only have to present 4 Students are allowed 10 full days for Peer buddies work together every day
slides on my project. my project. and call on me for support easily.

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

Visual examples are given for the The rubric is changed on my project for Students tell me on note cards what
project as pieces to follow. their grade. they learned and why it matters.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example:
Students can orally rehearse their
project with time to spare.

Types of Assistive Technology (E7)

Terms to be assigned in the timeline:
Initial Referral (IR), Initial ARD,
Notice ofmay
Reading: Students ARD, Yearly ARD,
have trouble
1. Visual: Students may be visually 4.
impaired but not cognitively impaired. decoding, comprehension, fluency, or Dismissal,
Full Individual Evaluation,
tracking. Re- evaluation,
Notice/Consent for initial Evaluation
Writing: Some students may struggle with the
2. Listening/Hearing: Students may have 5.
difficulty hearing or completely physical aspects of writing with pen and
hearing impaired. paper, while others may struggle with
cognitive issues like spelling, grammar, and
organization.
3. Math: Students may have trouble 6.
Venn Diagram of 504 and IDEA (E9)

B.

D. A.
G. B.
H. E.
I. F.
K. J.
L. 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 computers, magazines, newspapers, and books so low-income students can see and work with
printed materials. School may be the only place where they are exposed to print media.
2. Keep your expectations for poor students high. Poverty does not mean ignorance.
3. Don’t make comments about your students’ clothes or belongings unless they are in violation of the dress code.
4. Students who live in poverty may not always know the correct . behaviors for school situations. At home, they may
function under a different set of social rules. Take time to explain the rationale for rules and procedures in your
classroom.
5. Be careful about the school supplies you expect students to .purchase. Keep your requirements as simple as you
can for all students.
6. Arrange a bank of shared supplies for your students to borrow when they are temporarily out of materials for
class.
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

1. Exit Slip After lesson Quick, informal assessment, shows understanding of lesson

Word Wall Always displayed Collection of visible words on wall to teach vocabulary
2.

3. RAFT Before writing Role, Audience, Format, Topic, helps creative writing
 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, outlines, jigsaw text readings

2. Build background Vocabulary self -reflection, personal dictionary, content word wall

3. Make verbal communication understandable Appropriate speech, explanation of academic task, use of a variety
of techniques

4. Learning strategies (this one should be easy!) Mnemonic, “I wonder”, Graffiti write

5. Opportunities for interaction Encourage elaborate responses, grouping configuration, wait time

6. Practice and application Hands- on material, integration of language skill, writing in diary format

7. Lesson delivery Content objective, language objective, pacing

8. Review and assess Paraphrasing, systematic study, periodic review

Reflections on the Reading STAAR (TL4)

1. I can see a student missing question 1 because “wistfully” is a sad feeling, while “anxious’ may describe sad feelings but is not
quite the best answer.

2. If a student does not understand the meaning of “tidal wave” in question 2, I can see student confusion come and they would
miss the question.

3. In question 4, the main point is “seeing the importance of loyal customers” but this can also be confused as Eric accepting
more responsibility at work.
Reflections on the Math STAAR (TL4)
1. In question 1 if a student does not understand a ( ) sign, they will miss the multiplication step.

2. For question 4, a student needs to divide and find the hourly value in the pattern, and they may not realize this.

3. In question 5, if students do not carefully count the dashes or if they do not know 25 percent equals 1/4 th, then they can easily
miss this question.

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

Final Percent 77.975%

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will improve my instructional skills that include collaborative assignments between my students, including group
presentations, turn and talks, four corners, and other methods that provide collaboration in my class.

2. I will improve my instructional skills by giving a variety of visual learning tools with graphic organizers, including Venn
Diagrams, T charts, fishbones, and other charts.

3. I will improve my instructional skills by working on effective modifications and accommodations for any special ed or ELL
students, including smaller organizers, vocabulary charts, translations, and one on one time with students.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
I will use graphic organizers, differentiation, and collaboration to propel my class toward learning.
I will use collaborative apps including Kahoot, message boards, and PowerPoint to ensure this.
I will make accommodations for ELL kids, special ed, and struggling students as well.
In my classroom, students will respect each other and their teacher, and this will be embodied in my behavior as their leader.
Students will be given ample opportunity for success through tutoring, one on one time, lesson accommodations, and makeup
opportunities.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Requests technical support when necessary Collaborates with the dept, parents, & admin.
Performs assigned duties in a professional manner Conducts parent meetings in a proactive manner
Understands their content/real-world applications 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……

Implementing formal and informal assessments Communicating student progress to parents &
Distributing student progress reports in a adm. as needed
professional manner Using data to inform short and long term
Providing re-teach opportunities after each skill learning goals
Checking for understanding & providing
feedback

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.