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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……

Being able to have a safe and positive learning Being more assertive in tough situations.
environment. Being able to speak with the appropriate tone
Being able to give and show my students respect. and volume.

Core Values (TIU3)

Creativity, boldness, daring
Accountability, calmness, compassion,
collaboration, consistency, dependability,
mindfulness, understanding.

Additional Notes:
My core values that I have and used to describe myself are what is going to make me a successful teacher and be a great mentor or
role model for my students. I want to be the teacher I know my students can always depend on.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

External stimulus will The learner is like a Each learner constructs Focuses on human
encourage someone to “computer”. knowledge differently. freedom, dignity, and
behave in the same A process that focuses They use their own potential. Look at the
way. on mental processes. past experiences and whole person.
cultural factors into
Brief every situation.
Description:

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

B.F. Skinner John Dewey Maslow
Albert Bandura Erik Erikson
Benjamin Bloom
Theorists Howard Gardner
Jerome Bruner
Associated:

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

1. Relationships 4. Retrieval 7. Re-exposing

2. Rigor 5. Routing 8. Reflecting

2.
3. Relevance 6. Re-teaching 9. Rehearsing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications
Fear of dark and injury. Likes Jumps with feet together. Self-sufficient in many Sorting activities. I-spy,
2 -4 yrs. olds to share, cooperative play with Mature motor control. Ball routines. obstacle courses, chores,
other children. Becomes skills improve (throwing & Dresses/undresses self. relay races, drawing
competitive and doesn’t want catching). May be ready to Asks a lot of questions. pictures, cutting with
to lose. Develops an learn to ride of a bike by 4- Tells stories. Sort objects scissors
understanding of rules, but still 5. Cuts on the line with by size and type. Learn
finds taking turns difficult. scissors. their letters, counting and
Needs structure and routine to colors.
feel safe.
Growth rate is slower.
Become more sociable and Around 7 begin to think Slow and steady growth.
5- 8 yr olds Need for food may
interested in other children as logically about their Learn best if physically
fluctuate with activity.
friends. Attachment to friends behavior. Simple active. Learning how to
muscle coordination and
grow. Tattling is common. reasoning with children use their bodies. Active
control is uneven and
More realistic fears (school, now. Learn to write letters learning experiences. Use
incomplete. Encourage
social relationships, and and numbers. Cannot read small and large muscle
children to participate in
family loss of income). and write skillfully at the activities.
activities involving speed
Positive self-concept continues beginning. Value and use
and energy. Hand skills
to develop. of money, planning for
and eye-hand coordination.
allowances.
9-11 yr olds Peer groups grow more
Range of height and weight
important for members of this Begin to think abstractly Active with boundless
widens (critical of physical
group. Can be loud and rude at and can plan for several energy. Emphasize active
appearance increases).
times and tend to be moody weeks. Their attention learning experiences,
Coordinated as adults,
and sensitive, with extreme in span and ability to group learning
lapses of awkwardness are
emotion. Signs of growing concentrate increases from experiences. Need
common. Energy abounds
independence and 30 mins to several hours. guidance from adults to
and children may become
disobedience (backtalk, etc.) Developing a sense of stay at a task to achieve
overstimulated.
Sense of humor develops. morals based on what they their best performance.
12-14 yr olds have learned from adults. Work closely with this age
Comfortable interacting in the group.
Rapid growth and physical
community and with their From concrete to abstract
change. Must cope with
peers. Mixing with both sexes thinking, enjoy cognitive Concerned about physical
ungainly bodies and a new
and prefer to be with their own activities. Need to be development, being liked
sense of their physical
sex. Leadership experiences in allowed to find solutions by friends, social graces,
selves. Physical
clubs and groups are valuable. to their problems, learn and proper grooming.
development proceeds at a
from their mistakes, test Concentrate on developing
varied pace. Growth spurts,
Transition period- teenagers ideas and form opinions. individual skills.
slower and more even
15-18 yr olds detach themselves from their pace. Girls have them
parents. Feel mature and want
earlier.
to be an adult but don’t have
all the skills. Insecurity, anger,
Hattie’s most effective influences on instruction (throughout SS)
Jigsaw method 1.20
Scaffolding 0.82
Reciprocal teaching 0.74

What is Academic Language? (SS1)

It is the primary vehicle for learning and instruction. Used for communicating information but is used to have a better understanding
of important ideas.

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, different contexts

2. Learning vocabulary words before reading the text 4. Learning vocabulary in both written text and oral speech

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

Tiered instruction: changing the level of complexity of a task or study in order to meet the developmental
needs for the students involved. You can tier assessments, assignments, materials and learning stations.

Anchoring activities: students may do at any time when they finish their current assignment.

Flexible grouping: allows students to be challenged and avoids labeling a student’s readiness as a static
state.
Allow movement between groups because students 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 mastered curriculum content.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2
Jigsaw: students form into home groups
Cooperative Grouping Groups of two to four students work and then number students into expert
together to answer questions. groups

Anchor Charts Fishbone Graphic Organizer

Graphic Organizers

Connect 4 thinking Know-Want to Know-learn chart

Advanced Organizers

Similarities / Differences T-chart Venn Diagram

Using who, what, when, where, why,

Summarizing & Notetaking Having students fill out a Connell how to make an effective summary.
note taking sheet.

Cues & Questions Investigating the Question Slap Down

1-minute paper
Game

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

Create Generate, conclude, produce, decide, defend, justify, and support.
Slide show creator, WeVideo, Adobe Spark video, Canva, anchor, animation desk
APPS:
Evaluate Critique, categorize, collaborate, combine, contrast, formulate, integrate, reorganize,
and revise.
Notion, google meet, twitter, adobe spark page, Miro, Weebly
APPS:
Diagram, differentiate, illustrate, infer, prioritize, and correlate.
Analyze SimpleMind, popplet, padlet, Wufoo, Microsoft Excel, ThingLink
APPS:
Chart, collect, predict, produce, provide, report, solve, and use.
Apply iRig Recorder LE, KOMA KOMA, IPEVO Whiteboard, Google Docs, Sketchbook

APPS:
Classify, estimate, explain, paraphrase, and summarize.
Comprehension
Airtable, Annotate, clips, tumblr, Feedly, Adobe Express

APPS:
Define, describe, identify, label, list, match, name, and select.
Remember Quizlet, Microsoft onenote, voicethread, mind mapping, google

APPS:
Components of a social emotional learning program (SS12)
Self-awareness: being able to identify with their emotions, understanding the impact of their words
Self-management: self-control of emotions, how to deal and process emotions
Social awareness: embracing each other
Relationship skills: work with other people, how to handle conflicts
Responsible decision making: evaluating the consequences

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 methods for learning Provides a variety of feedback
Responsive to situations and students’ needs Implements changes as suggested by peers &
Lesson plans that are learner centered admin

Create a welcoming space (CBM3)

1. Standing near the front entrance of the gymnasium, saying hi to students and making sure that they are
going to the right place and then guiding them to the correct place.

2. Having the students find their names on designated spots on the court but informing the students that it
is in order by last name.

3. Having a detailed discipline plan on what the expectations are during this class.

4. Go over what we will be doing over the year and laying down the expectations when they step into
class. Go over classroom procedures and policies to ensure success for students.

5. Let students know that they will be graded on participation and attendance.

6. Introduce myself to the classroom and favorite hobbies. Let the students know what they should expect
from me and how I can help them succeed in class.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique 39: Do it again: Repetition is to ensure that students understand your expectations and meet the
standards.

2. Technique 6: Begin with the end: focuses on the outcome instead of what you want to do during the period.

Technique 13: Name the steps: break down the tasks into steps.
3.

4. Technique 22: Cold Calls: ask someone unsuspecting for an answer, avoiding opting out.

Technique 28: Entry Routine: Having a structured entry routine.

5.

Technique 41: Threshold: set the tone for the class by being at the door greeting everyone.
6.

Technique 49: Normalize error: errors are not the end of the world but an opportunity to learn.
7.

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……

Establish smooth transitions between activities Has materials for substitutes readily available
Maintain daily routines and procedures
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism A neurological disorder, cognitive Perseverate on a topic, struggle to attend to
abilities range from gifted to cognitively a task or appear to not be paying attention,
delayed. Identified in the 1st 3 years of difficulty sharing/taking turns or call out
life. 4:1 male to female ratio. answers.

Deaf/Blindness Any combination of vision and hearing Require information to be introduced

loss, wide range of cognitive and deliberately and systematically, utilize the
developmental abilities. service of a specialized support service
provider.
Deafness May have difficulty with speech, Need special seating, written supplements
reading, and writing skills, may use to oral instruction like visual aids/cues
speech, lip-reading, hearing aids.
Exhibit inappropriate behavior under
Emotional Disturbance Hyperactivity, aggression or self- ordinary circumstances, not be able to
injurious behavior, withdrawal, maintain relationships, display
immaturity, learning difficulties. inappropriate manifestation of physical
symptoms or fears in response to school.
Hearing Impairment Articulation difficulties and language Wearing hearing aids or FM systems, read
delays, easily frustrated, difficulty with lips or use ASL, need a quiet environment
oral expression, social/emotional skills. with many visuals to be successful.

Intellectual Disability Struggle with overall academics, Not working on grade level materials, not
attention, memory, make understand social norms, with problem
generalizations, trouble interacting solving across all areas.
socially.
Multiple Disabilities Hampered speech and communication Require multiple services
skills, challenges with mobility.

Orthopedic Impairment Difficult to generalize the No cognitive concerns

characteristics.

Other Health Impairment Limited strength, vitality, alertness,

asthma, ADD, ADHD, diabetes epilepsy

Reading, writing, oral language, math,

Specific Learning Disability study skills Slower reading rate, frequent spelling
errors, difficulty copying, memorizing basic
facts, describing events, interpreting subtle
Articulation disorder, abnormal voice, messages.
Speech or Language Impairment
fluency disorder, language disorder Tend to emerge at a young age, difficulties
with comprehension, being understood,
expressing needs, ideas, information.
Memory and attention concerns, social
Traumatic Brain Injury skill concerns, emotional regulation, Struggle to process visual information,
speech, and language. multi-step directions, struggle to
communicate.
Visual Impairment Inc Spatial positioning, short attention spa
Blindness
ARD Timeline Activity (E5)

#1 Response to intervention
Initial Referal

Notice of action
#2 Prior Written notice for evaluation.
Notice of procedural safeguards. Within 60
Calendar
Days
#3 Full and individual initial evaluation
completed with written report.

Notice of Admission, Review and Within

#4
Dismissal (ARD) Committee meeting 30
Calendar
Days

Initial ARD Committee meeting

#5 ARD/IEP Meeting

3
Years
1
Year

#6 Student transfer
ARD meeting for transfer students
Annual ARD/IEP Review

#7 Notice and consent for reevaluation

Three-year reevaluation

#8 Dismissal/ Graduation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Increase the amount of personal
Adapt the number if items that Adapt the time allotted and allow for assistance to keep the student on task, to
the learner is expected to learn or learning, task completion or testing. reinforce or prompt the use of specific
number of activities.
skills.

Example Example Example

Reduce number of health terms. Individualize a timeline for completing Assign peer buddies, teaching
a task. assistants, or peer tutors.

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 Allow for simplify task directions or Allow verbal responses
text. change rules.

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

Types of Assistive Technology (E7)

Reading
1. Visual 4.

2. Listening / Hearing 5.
Writing

Organization and memory

3. Math 6.
Venn Diagram of 504 and IDEA (E9)

B,G

H, D, K, L, I A, C, J, E, F, 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. Don’t make comments about students’ clothing or 4. Provide access to computers, and books so low-
income students can see and work with printed
belongings. materials.
2. Take time to explain the rationale for rules and procedures. 5. Keep expectations for poor students high

Arrange a bank of shared supplies for your students

3. Be careful about the school supplies you expect students to 6. to borrow when they are temporarily.
purchase

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. Anticipation guide Before reading Getting them prepared of what we are going to cover

Alphabet matching During reading Help the students understand letters, sound, and pronunciation
2.

3. Exit slips After reading Making sure the students understand or can summarize what we covered
 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 Marginal notes, graphic organizers, highlighted text

2. Build background Personal dictionaries, content word wall, concept definition map

3. Make verbal communication understandable Appropriate speech, explanation of academic tasks, variety of
techniques

4. Learning strategies (this one should be easy!) Scaffolding, Gist summarizing strategy (1 min-write 10 words),
illustrate

5. Opportunities for interaction Encouraging more elaborate responses, roundtable, clarify key concepts

6. Practice and application Discussing and doing (engaging in discussion circles), modeling correct English, small
group discussions

7. Lesson delivery Minimize boredom, information written on board, proper pacing

8. Review and assess Review key vocab, review key content concepts, informal assessment

Reflections on the Reading STAAR (TL4)

1. I did not miss any questions

2.

3.
Reflections on the Math STAAR (TL4)
1. I did not miss any questions

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 21.525

Final Percent 77.975

C10 + D10 +
Final Letter Grade C E10
 Three professional goals for my classroom (TL8)
1. Stay in contact with parents and guardians regarding academics for students.

2. Model all standards, attendance, and professional appearance.

3. Reinforce positive behaviors and intercepts misbehavior fluidly.

Vision of an Educator (TL11)

1. What research-based strategies will you see in my classroom?

In my
Reflect on the classroomposted
5 elements I wouldin
usethe
cooperative learning,
assignment gettingyour
to create the students
Vison tostatement:
interact and learn from each other. Being
able to make small groups and having the students have small group discussions before rejoining can give them a
chance to bounce ideas off each other, learn someone else’s perspective on the topic.

2. What technology will you see in my classroom?

I would use YouTube to demonstrate exercises or cover certain topics. This will catch the student’s attention,
summarize information that was covered in class, and give them another visual aid in learning. Using google slides
to make slideshows to present information or what tasks or activities we are doing in class. I will also utilize Canva
presentations in my class as well.

3. What are the important elements of lesson planning that need to be incorporated for student success?

The important element that go into a lesson plan is the Academic language and targeted language supports. With
academic language students will have to learn vocabulary, on how to write and speak in class. Making sure that they
can discuss, write reports or even be able to present about the topics in class.

4. In classroom behavior management, you learned about rules, procedures, routines, and organization. What are the
non-negotiables for my classroom?

Being late to class when there is plenty of time in passing period to get there. Disrespecting a teacher (swearing at a
teacher or name calling) or a fellow student will not be tolerated in my classroom.

5. In my classroom, how can I assure that all students have an equal opportunity to master learning?

First making my classroom a safe environment for learning allowing the students to have a voice
and an opinion. That my teaching style is something I can alter in case of students not doing too
well or with a learning disability.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Staying in communication with parents and
administration. Submitting required work and Requesting technical support, when necessary,
reports. Maintain a positive attitude. Believe that all
students can be successful in the classroom.

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. Conducting assessment after each lesson, Reteach opportunities after each skill.
communicating students progress to parents and
adm. As needed.

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.