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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……

Dresses appropriately for the position Invests time before and after school

Greets students at the door Practices self-reflection for improvement

Core Values (TIU3)

Dependability Relationships

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 learning as merely a change
an external stimulus. The in behavior is too
theory states that narrow. They view the
rewarding someone for a learner much like a
Brief particular behavior computer -- learning
encourages them to involves a change in
Description: knowledge stored in
behave in the same way in
memory, not just a change
a similar situation. The
in behavior. So, they focus
reward reinforces the
more on mental processes
behavior. However, if (rather than observable
punished for a behavior, behavior as the
they are less likely to behaviorists). Teachers
repeat it." assist the learner in making
associations and
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
the person as a
situation. Since each
learner constructs
whole. This theory
deals with the social-
knowledge, learning is
different for each emotional side of
person. Instruction learning.
should encourage
students to discover
principles for themselves,
and the curriculum should
spiral to build upon prior
knowledge.

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

Maslow
B.F. Skinner John Dewey

Theorists Albert Bandura Erik Erikson

Associated:
Benjamin Bloom

Howard Gardner

Jerome Butler

Notes:
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Implications
Fear of dark and injury, Likes
2 -4 yr olds to share, cooperative 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
Self-centered, but are becoming
interested in group activities,
5- 8 yr olds they enjoy make believe stories
and play, often become attached
to an adult other than their
parents, release tension through
physical activity
Peer groups grow more
important for members of this
9-11 yr olds age group. Children can be loud
and rude at times and tend to be
moody and sensitive, with
extremes in emotion.These
children want to be more
independent of adults. Sibling
rivalry is typical.
Adolescents are increasingly
comfortable interacting in the
12-14 yr olds community and with their peers.
For some activities, they enjoy
mixing with both sexes, while
for others, they prefer being with
their sex.
Transition period—teenagers
detach themselves from their
parents. They feel mature and
want to be an adult but don’t
15-18 yr olds have all the skills to do so.
,
Feelings of insecurity anger,
and frustration begin. Less
concerned with adult approval
and want more peer approval.
4. Retrieval
5. Routing
6. Retaining
Physical
Jumps with feet together,
Mature motor control, Ball
skills improve – throwing and
catching, May be ready to
learn to ride a bike by 4-5,
Cuts on the line with scissors
The growth rate is slower than
during infancy and early
childhood-slow and steady.
The average rate of increase is
3 to 6 pounds per year.
Children's need for food may
fluctuate with activity
The range of height and weight
widens. Becoming critical of
physical appearance increases
(especially in girls). Children in
this age group are as coordinated
as adults, although lapses of
awkwardness are common.
For adolescents, physical
development proceeds at a varied
pace. Some children experience
growth spurts; others grow at a
slower, more even pace. Girls
generally experience growth
spurts earlier than boys, and
some girls attain their adult
height by age 12 or 13. For a
time, they are taller than many
boys their age.
Teenagers may become self-
conscious as body changes, odor,
and possibly acne occurs.
Always hungry; appetite is great.
The need for sleep increases;
they may sleep quite late on
weekends.
7. Re-exposing
8. Rehearsing
9. Recognizing
Mental Characteristics /
Self-sufficient in many
routines, Dresses/undresses
self, Copies complex shapes,
Asks a lot of questions, Tells
stories
Around age 7, children begin to
think logically about their
Are at a period of steady
behavior and about things they
growth – use active
can easily imagine, such as
sharing with a friend or going on learning experiences
a drive. They also have a
difficult time making choices Are learning how to use
and decisions; they are hesitant their bodies by mastering
and indecisive. Adults can do
physical skills – use small
simple reasoning with children
now. tables and chairs.
Children in early adolescence
begin to think abstractly and can
Are quite active with boundless
plan for several weeks. They can
energy – emphasize active
insightfully evaluate behavior.
learning activities
Their attention span and ability
to concentrate increases from 30
Have interests that often change
minutes to several hours.
rapidly, jumping from one thing
to another – encourage many
brief learning experiences.
Having moved from concrete to
abstract thinking, adolescents
enjoy cognitive activities. They
Concerned about physical
need to be allowed to find
development, being liked by
solutions to their problems, learn
friends, social graces, and proper
from their mistakes, test ideas,
and form opinions. However, grooming – encourage learning
experiences related to
they still need the support and
understanding oneself and
guidance of adults.
getting along with others.
Intense questioning and
uncertainty. Increasing
accountability for finances,
employment, relationships. Have high social needs and
Teens test their language skills desires – put more emphasis on
personal development (mental
often using sarcasm.
and social) wherever possible.
Want and need a strong voice in
planning their programs –
provide suggestions and several
alternatives rather than detailed
instructions.
Hattie’s most effective influences on instruction (throughout SS)
Vocabulary: Strategy to integrate with prior knowledge - .93, cognitive task analysis – 1.29
Differentiated instruction: scaffolding instruction is found to have a strong influence on student achievement, .82
Small group instruction: Small group learning - .47, positive peer influences - .53, self-regulation strategies - .52, peer tutoring -
.53, classroom discussions- .82, cooperative learning - .40
Organizers: Imagery - .45, concept mapping - .64
Compare and contrast: Elaboration and organization - .75, transfer strategies- .86, meta cognitive strategies- .60
Summarizing and notetaking: summarizing - .79, notetaking - .50, outlining and transforming- .66, underlining & highlighting- .50
Bloom’s Verbs: Elaborative interrogation- .42, elaboration and organization- .72, rehearsal and memorization- .73, summarization-
.79, appropriately challenging goals- .59, questioning- .48, teaching communication skills and strategies- .43
Apps in the classroom: Interactive video methods- .54, technology in other subjects- .55, technology in writing- .42, technology
with elementary students- .44, technology with learning needs students- .57, intelligent tutoring systems- .48, information
communication technology- .47
Social and emotional learning: Positive self concept- .41, self-efficacy- .92, reducing anxiety- .42, behavioral intervention
programs- .62, positive peer influence- .53, strong classroom cohesion- .44, teacher expectations- .43, student-teacher relationships-
.52, metacognitive strategies- .60, self-regulation strategies- .52, setting standards for self-judgment - .62

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)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous 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)

Strategy 1: Individualized Instruction

• Instruction should be tailored to meet the needs of individual students.

Strategy 2: Flexible Grouping

• Flexible groups are purposeful collaborative groups that allow students to be appropriately
challenged and help you avoid labeling a student’s readiness or skill level as unchanging.

Strategy 3: Transparent Learning for Students

• There should be no surprises when it comes to student learning.

Strategy 4: Student Reflection

• If students are to work efficiently and to learn what they are supposed to learn, then they should be
encouraged to reflect systematically on their learning.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Reviewing the answers to homework Student moderated discussions.

together

Venn Diagram Charts

Graphic Organizers

Connect 4 Thinking KWL Chart

Advanced Organizers

Venn Diagram T-charts

Similarities / Differences

3-2-1 Summary Graffiti

Summarizing & Notetaking

Cues & Questions IQ slap down game

1 Minute Paper

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

Create Hypothesize, arrange, categorize, develop, devise

APPS: slideshow creator, anchor

Critique, justify, appraise, evaluate, interpret
Evaluate

APPS: Twitter, Google Meet

Categorize, demonstrate, employ, manipulate, produce
Analyze

APPS: Excel, Padlet

Compute, apply, illustrate, modify, predict
Apply

APPS: Docs, Sketchbook

Summarize, classify, discuss, express, review
Comprehension

APPS: tumblr, Clips

Arrange, describe, identify, outline, recall
Remember

APPS: Quizlet, Google

Components of a social emotional learning program (SS12)
1. Self-awareness
2. Self-management
3. Social Awareness
4. Relationship skills
5. Responsible Decision Making

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
• Keeps students engaged and interested in instruction
learning. • Has lesson plans that are learner-centered

Create a welcoming space (CBM3)

1. Begin the first few days of classes with fun activities while also letting the expectations be known.

2. Provide hall guides, signs, and welcome messages on the first day.

3. Have assigned seating at least for the beginning of the school year.

4. Have a hard copy of a discipline plan.

5. Let the students know who I am as a teacher as well as a person.

6. Wait a few days to discuss the grading system.

 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.

3. Technique 13: Name the steps. Great coaches, like great teachers, break down the tasks into steps.

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

Technique 29: Do Now. Familiar to elementary teachers and devotees of Harry Wong as "bell work," Do Nows are brief academic tasks to
5. review the previous day's work or to introduce the day's new work.

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

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

Four Questions to redirect behavior (CBM7)

1. Do you want to talk about what’s on your mind?

2. What can I do to help you remain on task?

3. Can you remind me of the expectations of the classroom?

4. What’s on your mind and what can I do to help alleviate that?

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……

Sets clear, firm behavioral expectations Provides instruction bell to bell

Displays student work/projects Maintains a clean and orderly classroom

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, Cognitive abilities
range from gifted to cognitively delayed,
Usually identified in the first three years of
life
A student who falls into this eligibility
category has any combination of vision
and hearing loss, though not necessarily
complete deafness and/or complete
blindness
May also have difficulty with speech,
reading, and writing skills, May use
speech, lip-reading, hearing aids, and/or
another amplification system
Hyperactivity, Aggression or self-injurious
behavior, Withdrawal, Immaturity,
Learning difficulties
Articulation difficulties and language
delays, Easily frustrated, Difficulty with
oral expression, Difficulty with
social/emotional skills
Struggle with overall academics, Struggle
with attention, memory, Struggle to make
generalizations, Trouble interacting
socially
Hampered speech and communication
skills, Challenges with mobility, Need
assistance with everyday tasks, Usually
has medical needs
It is difficult or perhaps impossible to
generalize the characteristics of a student
who qualifies under OI.
Having limited strength, vitality, or
alertness, including a heightened alertness
to environmental stimuli, that results in
limited alertness with respect to the
educational environment, that is due to
chronic or acute health problems
Reading, Writing, Oral Language, Math,
Study Skills
Articulation disorder, Abnormal voice,
Fluency disorder, Language disorder
Memory and attention concerns, Social
skill concerns, Emotional regulation
concerns,Speech and language concerns,
Physical concerns
Spatial positioning, short attention span,
Sensitivity to bright light,Poor eye and
hand coordination or clumsiness
• Poor academic
Impact on Classroom
Struggle to attend to a task or appear to not be
paying attention, Have difficulty sharing/taking
turns or call out answers, Have difficulty with
noise or visual stimuli
Require Information to be introduced
deliberately and systematically, Utilize the service
of a specialized Support Service Provider (SSP).
Need special seating, being in view of the
teacher, Need written supplements to oral
instruction like visual aids/cues, Require eye
contact prior to speaking
Exhibit inappropriate behavior under ordinary
circumstances, Not be able to maintain
relationships
Wear hearing aids or FM systems, Read lips or
use ASL, Need a quiet environment with many
visuals to be successful, Need a slower rate of
speech and clear enunciation
Not be working on grade level materials, Not
understand social norms, Struggle with problem-
solving across all areas (academic as well as
functional living skills).
Require multiple services, Use alternate
communication methods, Require alternate
curriculum materials.
Have no cognitive concerns, Be integrated into
the general education setting all the time, Use
assistive technology.
Slower reading rate, Frequent spelling errors,
Difficulty copying, Difficulty memorizing basic
facts, Difficulty describing events, Difficulty
interpreting subtle messages.
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.
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.
ARD Timeline Activity (E5)

#1 Initial Referral

#2 Notice/consent for initial evaluation

Within 60
Calendar
Days
#3 Full Individual Evaluation

Notice of ARD Within

#4
30
Calendar
Days

#5 Initial ARD

3
Years
1
Year

#6 Yearly ARD
Re-evaluation

#7 Dismissal

Terms to be assigned in the timeline:

#8 Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
Full Individual Evaluation, 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.
Example
Reduce the number of social studies
terms a learner must learn at any one
time. Add more practice activities or
worksheets.
Time
Definition
Adapt the time allotted and allowed for
learning, task completion, or testing.
Example
Individualize a timeline for completing a task;
pace learning differently (increase or decrease)
for some learners.
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
Assign peer buddies, teaching assistants, peer
tutors, or cross-age tutors. Specify how to
interact with the student or how to structure
the environment.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction Adapt the skill level, problem type, or
the rules on how the learner may Adapt how the student can
is delivered to the learner. approach the work. respond to instruction.

Example Example Example

Use different visual aids, enlarge text,
plan more concrete examples, provide
hands-on activities, place students in
cooperative groups, pre-teach key
concepts or terms before the lesson.
Allow the use of a calculator to figure math
problems, simplify task directions, or change
rules to accommodate learner needs.
Instead of answering questions in writing,
allow a verbal response. Use a
communication book for some students, or
allow students to show knowledge with
hands-on materials.

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.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Graphic organizers
1. Personal listening systems 4.
(SP7CPE)

Text to speech
2. Reading guides 5.

Wheelchairs
3. Speech recognition software 6.
Venn Diagram of 504 and IDEA (E9)

K, D, G, H, I, L A, E, C, 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)

Be careful about the school supplies you expect

Provide access to computers, magazines, newspapers,
1. 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 to purchase. Keep your requirements as
simple as you can for all students.
5. Arrange a bank of shared supplies for your students
to borrow when they are temporarily out of materials
for class.
6. Do not require costly activities. For example, if you
require students to pay for a field trip, some of them
will not be able to go.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1.

2.

3.

4.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1.

2.

3.
 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.

2.

3.
Reflections on the Math STAAR (TL4)
1.

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
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent

Final Percent
C10 + D10 +
Final Letter Grade E10
Three professional goals for my classroom (TL8)
1.

2.

3.

Vision of an Educator (TL11)

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