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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……

Greets students at the door, Practices self-reflection for improvement,
Dresses appropriately for the position Conducts 1:1 conversations with students

Core Values (TIU3)

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

Change in behavior Learning involves a The learner brings their Human freedom,
caused by an external change in knowledge past experiences and dignity, and potential.
stimulus. stored in memory, not cultural factors to every Social-emotional side of
Rewards for a particular just a change in situation. Learning is learning
behavior encourage more behavior. different for each
of that behavior (pos Focus on mental person. Very contextual
Brief reinforcement). processes (rather than
Description: If punished for a observable behavior).
behavior, less likely to Teachers help the learner
repeat behavior (negative in making associations
reinforcement). and discovering for
themselves.

Ivan Pavlov – classical Jean Piaget – four stages Lev Vygotsky – social interaction Abraham Harold
and zone of proximal development;
conditioning; stimulus of child development nurture stronger than nature. Maslow – motivational
automatically triggers an (Stage Theory of John Dewey – Learning by doing theory – basic need is
helps develop problem-solving
involuntary response. Cognitive Development. skills
survival, then safety, then
B.F. Skinner – operant A child must master one Erik Erikson – personality social, then esteem, then
Theorists conditioning – behavior stage before moving to develops in 8 stages self-actualization
Benjamin Bloom – Bloom’s
Associated: followed by a the next. taxonomy, classifies learning
consequence Sensorimotor (birth-2), objectives
Albert Bandura – Social Preoperational (2-7), Howard Gardner – multiple
intelligences; many types of
Learning Theory – Concrete Operational (7- intelligence; also, IQ is a measure
people learn from one 12), Formal Operations of knowledge
Jerome Bruner – learning by
another using Stage (13-adult) discovery; instruction should
observation, imitation, address 4 areas: predisposition,
and modeling knowledge structure for easy
grasp, effective sequence to present
material, and the nature of rewards
and punishments

Advantages of Behaviorism: observable behaviors make it easy to collect and quantify data,
instructors provide feedback to influence a child’s behavior
Criticism of Behaviorism: doesn’t escribe learning that occurs without reinforcement,
disregards changes in reinforced behavior and any cognitive input, doesn’t prepare learner
Notes: for problem solving or creative thinking only for recall
Lev Vygotsky - social interaction – nurture stronger than nature. Adults show children how
to solve problems and how their culture works.
Zone of proximal development – ZPD is distance between student’s ability to perform a
task under adult guidance or with peer collab and the student’s ability to solve problem
independently. Learning occurs in this zone
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. 4. 7. Re-exposing
Retrieval
Relationship

5. 8. Routing
Rehearsing
Rigor
2.
2.
3. 6. Recognizing
Retaining
Relevance
9.

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications - Fear of dark and injury - Jumps with feet - Self-sufficient in many routines Activities include:
- Likes to share, coop play together - Dresses/undresses self - Sorting activities
with other children - Mature motor control - Copies complex shapes - I-spy
- May have an imaginary - Ball skills improve – - Asks lots of questions - Obstacle courses
2 -4 yr olds -
friend
Becomes competitive and
throwing and catching - Tells stories - Chores
- May be ready to learn - Begins to imitate and write name – by - Relay races
doesn’t want to lose to ride bike by 4-5 5, they’ve settled on hand dominance
- Drawing pictures
- Develops and - Cuts on the line with - Paints
- Cutting with scissors
understanding of rules,
scissors - Threads beads on lace
but finds taking turns - Understands 2-3 simple things to do at
difficult once
Applications:
- Needs structure and - Sorts objects by shape and size
- Slower growth rate, - Active learning
routine to feel safe - Understands that books are source of
average weight pleasure and uses pictures to follow experiences
increase of 3 to 6 story
- Encourage physical
- Still self-centered, but pounds per year - Learn letters, counting, colors
activities
becoming interested in group
- Muscle coordination - Most important learning mode is play
- Use small and large
activities; become social and
interested in friends and control is uneven muscle activities
- and incomplete
5- 8 yr olds Enjoy make-believe stories and
play - Need 10-12 hours of
- Age 7, children begin to think logically - Make-believe
about behavior and doing things they
activities help them
- Attachment to friends grows sleep
can easily imagine
- Difficult time making decisions imagine what other
- Tattling is common way of - Hand skills and eye- people think
getting adult attention/helping - Form ideas similar to those of an adult
learn rules hand coordination and can group things that belong in one - Provide solo and small
- Value winning, leading, being develop as children category
group activity
first gain small muscle - Learn to write letters and numbers;
can’t read or write skillfully at
- Release tension through motor skills beginning of this stage, but get the hang
of it by the end
physical activity
- Realistic fears of school,
- Center learning experiences around
- Range of height and physical activity
relationships, and family loss of - Emphasize active learning
income weight widens; - Understand the value and use of
experiences
- Positive self-concept develops becoming critical of money; planning allowances and using
money to buy what they want - Emphasize learning
with new experiences physical appearance - 5–8-year-olds have short interest span: experiences to be done
- - As coordinated as with members of same sex
9-11 yr olds Positive attitude about school up to 20 minutes

adults, though lapses - More curious about nature, things, and - Work closely with them
people
of awkwardness are - Wide variety of learning
- Peer groups more important
experiences
- Can be loud and rude at times and tend
common
- Allow youth to show
to be moody and sensitive - Need 10-11 hours of
- - Think abstractly and plan independence
Want to be more independent sleep for several weeks - Recognize them for
- Show attitude change regarding school
- Quite active with
(may daydream, become restless, mess - Attention span increases successes
around after school) boundless energy to several hours
- Want to discuss sex often to correct
- Developing sense of
information from peers
- Signs of independence and
morals based on what
disobedience become more frequent - Rapid growth and they’ve learned from - Encourage learning
- Fears of the unknown, failure, death, physical change adults experiences relate to
family problems, non-acceptance
- Must cope with ungainly - Think about possible understanding oneself and
- Strong attachment to their own sex an
bodies and new sense of occupations based on getting along with others
antagonism to opposite sex
- Be willing to talk about
12-14 yr olds - Self-view improves as they succeed at
things -
their physical selves
Physical development
personal abilities and
interests physical changes
- Sense of humor develops proceeds at varied pace - Many start to want a part- - Concentrate on
- Girls experience growth time job developing individual
spurts earlier than boys skills
- Comfortable interacting in the - Provide discussion for
community and with their peers human sexuality
- Enjoy mixing with both sexes, - Encourage youth to work
but others prefer being with - Moved from concrete to with adults to complete
their own sex abstract thinking learning experiences
- Leadership experiences in clubs - Coordination and strength - Enjoy cognitive activities
are valuable bc they allow increase, but rapid growth may - Need to be allowed to find
young people to learn decision- cause clumsiness
making skills solutions to their
- May be general awkwardness
problems, learn from
- Concerned with issues of - 19, adolescent has full motor
justice and fairness mistakes, test ideas, and - Emphasis on personal
capacities
- form opinions development
15-18 yr olds Family is vital anchor in their
lives still
- Boys develop deep voices/body
hair
- Still need support and - Plan coed projects
- Comparison with others is - Self-conscious of body changes
guidance from adults - Establish encouraging
difficult for them environment
- Always hungry
- May sleep late on - Help them see their
weekends positive worth
- Transition period – detach
- Intense questioning and - Emphasize life planning
themselves from parents
uncertainty activities
- Feel mature and want to
- Increased accountability
Hattie’s most effective influences on instruction (throughout SS)
1. Language instruction is found to have a strong influence on student achievement. I can use the Frayer Model and
Word Walls to practice language instruction in the classroom.
2. Scaffolding instruction is found to have a strong influence on student achievement as well, so I can use graphic organizers
or allow students to discuss topics to differentiate instruction and practice scaffolding in the classroom.
3. Small-Group instruction also has a strong influence on student achievement. I can group students and teach one group while
the other group works on activities reviewing what they’ve learned.
4. Cooperative grouping can also have a strong influence on student achievement. I can frequently use models like the Jigsaw
Learning model or the Think-Pair Share activity to practice cooperative grouping and improve self-management skills of
students.
5. Organizers can have a strong influence on student achievement, so I can use graphic organizers like the Anchor Chart or
Concept Maps to employ the use of organizers in my classroom.
6. Use of compare and contrast has a strong influence as well, so I can use T-Charts to practice this in the classroom.
7. Summarizing and Note-Taking is also highly influential on success, so I can teach my students different methods of
notetaking and summarizing like Cornell Notes or the Simple Summary method.

What is Academic Language? (SS1)

Academic Language is the oral, visual, and written language that students need in order to:
- Understand (read, listen, think)
- Communicate (listen, speak, write, connect)
- Perform (think, read, write, listen, speak, create)

Strategies to teach the Vocabulary (SS1)

1. 3. Word Games
Frayer – Wheel of Fortune
Model

2. 4. Word
WordGames
Walls- Password

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

Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each
1. I could allow group time to work on assignments as well as individual time
2. I could provide video lessons or audio recordings for students to access as they work through
assignments to differentiateExample
the lesson
1 Example 2
3. I could hold a Socratic seminar to discuss a historic event we just covered to create opportunity for
studentGrouping
Cooperative discussion andJigsaw
differentiate the lesson
Learning Model Think-Pair Share
4. I can provide anchoring activities like a summary or journal entry for students to work on if they
finish before their classmates
Concept Map Anchor Chart
Graphic Organizers

Know-Want to Know-Learn (KWL) Venn Diagrams

Advanced Organizers Chart

Venn Diagrams T-Charts

Similarities / Differences

The Simple Summary Method

Summarizing & Notetaking Cornell Notes

Cues & Questions Investigating the Question Slap Down

1-Minute Paper
Game

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

Create Create, reconstruct, develop, summarize, explain

APPS:
Summarize, explain, assess, conclude, predict
Evaluate
APPS:
Compare, contrast, write, analyze, categorize
Analyze

APPS:
Demonstrate, apply, write, sketch, choose
Apply

APPS:
Explain, summarize, discuss, indicate, describe
Comprehension

APPS:
Describe, define, identify, recall, name
Remember

APPS:
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……

1. Provides a variety of feedback 1. Incorporates higher order thinking
2. Is responsive to situations and students’ questions for deeper thinking
needs 2. Incorporates technology to facilitate
instruction

Create a welcoming space (CBM3)

1. Greeting students at the door

2. Assigning seats as the students come into the class

3. Going over the rules, procedures, and expectations clearly on the first day and providing a copy of
those rules to the students

4. Set up a personal “about me” collage on the wall somewhere to create a personal relationship with the
students

5. Dressing appropriately and professionally to convey to students that I am the teacher

6. Having the classroom organized to set the tone for the year
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Right is Right – accept no half-answers, only complete and correct answers to questions

2. Double Plan – planning for what YOU will do and what the STUDDENTS will do during a lesson

Exit Ticket – quick formative assessment of the lesson we just finished

3.

4. Cold Calls – ask unsuspecting students for an answer to keep all your students on their toes

Seat Signals – use hand signals to simplify requesting routing interruptions

5.

Threshold – meet students at the door

6.

Explain everything – be sure students understand why you do what you do

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……

- Maintains daily routines and procedures - Provides instruction bell to bell
- Maintains a clean and orderly classroom - Has materials for substitutes readily
available
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
- Neurological disorder, cognitive
abilities range from gifted to
delayed, identified in first 3 years
of life, 4:1 male to female ratio
- Any combination of vision and
hearing loss, not always
completely deaf or blind, wide
range of cognitive and
developmental abilities
- May have difficulty with speech,
reading, or writing skills, may use
certain devices for assistance, ASL
may be their first language
- Hyperactivity, aggression or self-
injurious behavior, withdrawal,
immaturity, learning difficulties
- Articulation difficulties, easily
frustrated, difficulty with oral
expression, difficulty with
social/emotional skills
- Struggle with overall academics,
attention, memory, generalizing,
and interacting socially
- Hampered speech, challenges with
mobility, needs assistance with
tasks, usually has medical needs
- Impossible to generalize; can have
many different characteristics
depending on issue
- Limited strength, vitality, or
alertness, due to health problems
like asthma, ADD or ADHD,
epilepsy, diabetes, etc.
- May impact 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
Impact on Classroom
- Struggle to attend to a task, difficulty
sharing or calling out answers, difficulty
with stimuli, struggle with transitions, run
or fight in stressful situations, lack
communication skills
- Require info to be introduced deliberately
and systematically, utilize service of a
specialized Support Service Provider
(SSP)
- Special seating to see teacher, need visual
aids/cues, require eye contact before
speaking, exhibit some articulation
difficulty, become frustrated and may have
behavioral concerns
- Exhibit inappropriate behavior under
ordinary circumstances, not able to
maintain relationships, display
inappropriate manifestation of physical
symptoms in response to school
- Wear hearing aids, read lips or use ASL,
need quiet environment with many
visuals, need slower rate of speech
- Not be working on grade level materials,
not understand social norms, struggle with
problem-solving across all areas
- Require multiple services, uses alternate
communication methods, requires
alternate curriculum materials
- Have no cognitive concerns, be integrated
into gen ed setting all the time, use
assistive technology
- Slower reading rate, frequent spelling
errors, difficulty copying, difficulty
memorizing facts, difficulty describing
events
- Tend to emerge at young age, difficulties
with comprehension and being
understood, difficulty expressing needs or
info, struggle with social interaction
- Struggle to process visual info, follow
multi-step instruction, communicating;
difficulty with grade-level work, difficulty
with problem-solving and logic 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 #4 Within

30
Calendar Days

#5 Initial ARD

3
Years
1
Year

#6 Yearly ARD

#7 Re-Evaluation

Terms to be assigned in the timeline:

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

Example Example
Reduce the number of terms students Example Assign lower-performing students with higher-
must know regarding the historical Give students more or less time to work on performing students on the groupwork
documents worksheet

Input Difficulty Output

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

Example Example Example

Using different visual aids or videos Allow certain students to write less on the Allowing a verbal response for an exit ticket
during my lecture rather than just graphic organizer about the documents rather than a written one
explaining at the board

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

Example:
Assign role to each student during
groupwork for accountability

Types of Assistive Technology (E7)

1. 4. Visual timers
Closed Captioning

2. 5.
Graphic organizers
Word processing aids

3. 6.
Classroom Seating
Audio books
Venn Diagram of 504 and IDEA (E9)

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

Provide access to computers, magazines, newspapers, and Take time to explain rationale for rules and
1. books 4. procedures in your classroom

2. Keep expectations for poor students high 5. Keep requirements for school supplies as simple as
you can for all students

3. Don’t make comments about students’ clothes unless they’re 6. Do not require costly activities (like paying for a
violating dress code field trip)

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
Paired (or Partner) reading During reading/with small groups Students read
1. aloud to each other;
More fluent readers placed with less
fluent readers
2. Word Wall. Before, during, and after/whole class setting Collection of words displayed on class wall

3.
Think-Pair Share Before reading/with small groups Work together to solve problem about assigned reading
 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, Leveled study guides, Outlines like t-charts

2. Build background Content word wall, concept definition map, contextualizing key vocabulary

Explanation of academic tasks, Scaffolding techniques, include multimedia in lessons

3. Make verbal communication understandable

Scaffolding (graphic organizer), procedural scaffolding (groupwork to individual

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

5. Opportunities for interaction Grouping for assignments, cooperative learning (jigsaw, four corners), fostering
student-student interaction

6. Practice and application Apply concepts in a personally relevant way, small group discussions for social interaction, incorporate all language
processes during practice and application

7. Lesson delivery Language objectives written on board for everyone to see, minimize boredom and off-task behaviors, plan out lessons with
appropriate time use and clear expectations

8. Review and assess Final review to cover key concepts, word study books to learn vocabulary/concepts,
Multidimensional assessments to evaluate what students have learned

Reflections on the Reading STAAR (TL4)

1. After taking the reading STAAR practice questions, it’s clear to me the importance of emphasizing looking for the main
picture and recurring themes with students as this is what most of the questions are asking about.

2.

3.
Reflections on the Math STAAR (TL4)
1. After taking the Math STAAR practice questions, I think it would be important to make sure students are careful in reading
questions and analyzing answer choices in order to not make any mistakes as they carefully come to an answer.

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 60
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  21.53 

Final Percent  77.98

C10 + D10 +
Final Letter Grade  C E10
Three professional goals for my classroom (TL8)
1. I will enhance my ability to deliver group-based instruction and assignment to students to develop interpersonal skills while
they learn material in the class.

2. I will increase my expertise in the most effective assessments to give to my students that are practical and give me the best
idea of where my students are at in the material.

3. I will incorporate differentiated instruction as much as possible throughout my lessons to ensure that every type of learner’s
needs are met.
Reflect on the 5 elements posted in the assignment to create your Vison statement:

In my classroom, I plan to employ the use of many research-based strategies like cooperative grouping,
scaffolding my lessons, and differentiating instruction as much as possible. Research shows that each of
these strategies
Vision are highly(TL11)
of an Educator impactful on student learning and will allow me to address each learner as
effectively as possible. Regarding technology, I plan on using Google Classroom for easy organization and
access of materials and assignments for my students. I also hope to use websites like Quizlet and Kahoot to
allow students to study in a more exciting and engaging way. Lastly, I plan to use apps like GroupMe or
Remind101 to communicate with my class and remind them of important due dates and deadlines. Important
elements of lesson planning I’ll need to incorporate for student success include clarifying academic
language needed to keep up with the lesson and ways to transition from lecture to guided practice to
individual activity. As for classroom behavior management, I plan on listing my expectations for the class
early in the year and posting them on a wall for students to see so they can always be aware of them. I also
plan on including these expectations on a syllabus that will be given to students and emailed to parents so
everyone can be sure what I expect. These expectations will be non-negotiable and enforced equally and
consistently among all my students. Lastly, to ensure that all my students have an equal opportunity to
master learning, I will do my best to address each learning style when teaching my lessons. I will also
include formative assessments to see where each of my students is at and to see what concepts I’ll need to
reteach. If students continue to struggle, I will work one-on-one with them to try every possible way to teach
the material in a way that they can understand and come to master.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Practices two-way communication with parents and Designs and implements quality lessons
administration

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……

Displaying consistency in grades – no extremes Using data to inform short and long term
learning goals

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.