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Thoughtfulness
Honesty

Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

As a teacher: Understanding different culttural views.
Very passionate about helping others. Interact with parents, while keeping a calm and
Stay positive with every situation. positive attitude.
Treat students like I want to be treated.

Core Values (TIU3)

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

When learning is a When the behavior of When a student brings Focus on human
change of behavior learning is changed. in their own past freedom, dignity, and
caused by an external experiences and potential.
stimulus. cultural factors to
every situation. To study the person
Brief as a whole.
Description:

Ivan Pavlov Jean Piaget Lev Vygotsky Jerome Butler

Theorists
Associated:

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

1. 4. 7. Retaining
Retrieval
Relationships

5. 8. Routing
Rehearsing
Rigor
2.
2.
3. 6. Recognizing
Re-Exposing
Relevance
9.

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications Jumps with feet Self-sufficient in

Fear of dark and
together many routines
injury. Likes to share,
Mature motor Dresses/undresses
2 -4 yr olds cooperative play with
control self
other children. May
Ball skills improve – Copies complex
have an imaginary
throwing and shapes
friend
catching

Attachment to friends.
Enjoy make-believe Around 7 years, Period of slow, steady
5- 8 yr olds stories. Very self- Growth rate is slower. children think logical. growth. Learn best if
centered. Value Muscle coordination Learn to write letters physically active.
winning, leading, and control is un-even and and numbers. Masters physical
being first. incomplete. Hand Understand the value skills.
/eye coordination of money.
develop.
Very active and
Peer groups grow Children in early energetic. Groups and
more important for adolescence begin to friends are important.
9-11 yr olds The range of height
members of this age think abstractly. Can Like to be with
and weight widens.
group. Children can plan several weeks in members of their own
Becoming critical of
be loud and rude at advance. Sense of sex.
physical appearance
times These children morals develop.
increases. In this age
want to be more
group are as
independent.
coordinated as adults.
Concerned about
Adolescents are physical development,
Having moved from
12-14 yr olds increasingly being liked by friends,
Adolescence is a concrete to abstract
comfortable social graces, and
period of rapid growth thinking, adolescents
interacting in the proper grooming.
and physical change. enjoy cognitive
community and with Self-conscious with
physical development activities. They need
their peers. they enjoy the need to overcome
proceeds at a varied to be allowed to find
mixing with both inferiority complexes.
pace. solutions to their
sexes.
problems.
Teenagers detach Need freedom from
15-18 yr olds themselves from their Intense questioning parental control to
parents.They feel Coordination and and uncertainty make decisions.
mature and want to be strength increase. Increasing Have high social
an adult. Girls and boys move accountability for needs and desires.
through puberty at finances, employment,
Hattie’s most effective influences on instruction (throughout SS)

According to Hattie, teacher clarity is one of the most potent influences on student achievement.

What is Academic Language? (SS1)

Is the oral, written, auditory, and visual language proficiency required to learn effectively in
schools and academic programs

Strategies to teach the Vocabulary (SS1)

1. 3. Provide
Defineexamples
the wordofusing
the word.
kid friendly word

2. 4. Provide
Describe
non-examples
characteristics
of the
of word.
the word.

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

 Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each
1. Content
2. Process
3. Product Example 1 Example 2
4. Learning Environment
Cooperative Grouping Group students, consider a variety of Design group work around the core
criteria components

Venn Diagrams Concept Maps

Graphic Organizers

Vary the style of advance organizers used. There a many ways to expose students to
Advanced Organizers information before they learn it.

Classify Items Create metaphors and analogies

Similarities / Differences

Clarify questions that are unclear

Summarizing & Notetaking Set of rules for writing a summary

Cues & Questions Pause after asking a question.. will allow depth Allow time for the student to think about
in student’s answer. the question.

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

Create Storytelling, Presenting
APPS:

Evaluate Networking, Posting

APPS:

Outlining, Organizing
Analyze

APPS:
Simulating, Demonstrating
Apply

APPS:
Organizing, Explaining
Comprehension

APPS:

Recalling, Listing
Remember

APPS:
Components of a social emotional learning program (SS12)
Self-Awareness, Self-Management, Social-Awareness, Relationship Skills, 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……

Incorporates technology to facilitate Communicates clearly to engage students
instruction. Keeps students engaged and interested in
Has lesson plans that are learner-centered learning

Create a welcoming space (CBM3)

1. Create a “welcome to your future” sign.

2. Place a rules list and expectations sign in your room.

3. Make your classroom layout look professional.

4. Place positive, inspiration posters in your classroom.

5. Create a sign that lists teacher’s credentials and necessary information.

6. Place job listings on the wall for the subject that I am teaching.
 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. Post It. Be sure your students know your objective for the day by posting it on the board.

3. Technique 20: Exit Ticket. An exit ticket is a of the lesson your students just finished.

4. Technique 22: Cold Calls. Like the sales technique, the teacher asks someone unsuspecting for
an answer.

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

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

7. Technique 43 Part 1: Positive Framing. Positive Framing means casting things in a way that is
positive and leads to appropriate behavior. 

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Were you doing that?

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
Displays consistency with rules and consequences Displays student work/projects
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 ability-Gifted to delay
First 3 years of life
Student who has vision/hearing loss
Has cognitive and development
abilities.
Have difficulty with speech, reading,
and writing skills.
Use speech, lip-reading, hearing
aids.
Inability to learn that cannot be
explained by intellectual, sensory, or
other health factors. Hyperactivity,
Withdrawal.
Articulation difficulties and language
delays. Easily frustrated. Difficulty
with oral expression.
Struggles with over all academics,
attention, and memory. Trouble
interacting socially.
Hampered speech and
communication skills. Challenges
with mobility. Has medical needs.
There are many characteristics for
orthopedic impairment. It has to do
with control of certain areas to the
body.
Having limited strength, vitality, or
alertness that results in limited
attention to the educational
environment.
My impact reading, writing, oral
language, math, and study skills.
Articulation disorder, abnormal
voice, fluency disorder, language
disorder.
Memory and attention concerns.
Social skill concerns. Emotional
regulation concerns. Speech
language concerns.
Spatial positioning. Short attention
span. Poor eye and hand
coordingation.
Impact on Classroom
Struggle to pay attention
Have difficulty sharing
Difficulty with noise/visual
Not understand concepts
Requires special support services.
Information to be introduced
systematically.
Needs special seating. Need written
supplements to oral instructions like visual
aids. Require eye contact prior to
speaking.
Inappropriate Behavior. No relationships.
Manifestation of fears in response to
school or personal difficulties.
Wearing hearing aids or FM systems.
Read lips. Quiet environment with visual
ques.
Not understand social norms. Not working
on grade level material. Problem solving
struggles.
Require multiple services. Use alternate
communication methods. Require alternat
curriculum materials.
Have not cognitive concerns, Be
integrated into general education setting.
Use assistive technology.
Can adversely affect a child’s education
performance.
Demonstrate slower reading rate. Frequent
spelling errors. Difficulty copying or
memorizing basic facts.
Emerge at a young age, difficult with
comprehension. Having difficulties being
comprehension.
Struggle to process visual information,
follow multi-step directions. Stuggle to
communicate. Grade level work.
Unable to communicate regularly. Need
translator for assistance.
ARD Timeline Activity (E5)

#1 Initial referral

#2
Within 60 Calendar Days

#3

#4 Within
30
Calendar Days

#5

3
Years
1
Year

#6

#7

#8
Modifications and Accommodations (E6)
Notice of ARD.
Quantity Ti Level of Support
me
Definition Definition
Adapt the number of items Definition Increase the amount of personal
that the learner is expected to Adapt the time allotted and allowed for assistance to keep the student on task.
learn Full initial individual evaluation
learning, task completion, or testing.
Completed.
Example Example
Reduce the number of Example Assign a computer partner with a
vocabulary/functions the student Creating enough class time to student who is falling behind.
is to learn. complete quizzes and assignments.
Notice of ARD (Admission, Review,
and Dismissal) Meeting.
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.
Initial ARD meetingapproach the work.
and consent for
Initial Placement
Example Example Example
Use simple learning tips to assist Change the way quizzes are laid out to Instead of answering the question with
the students. Visual aids with make them easier to understand. a definition, give an example.
vocabulary.

Participation Notes:
Definition
Adapt the extend to which a
Yearly ARD
learner is actively involved in the
task.
Example:
Have each student go to the
computer board, and show how a
function works. Re-evaluation

Dismissal
Types of Assistive Technology (E7)
Terms to be assigned in the timeline:
1. Reading: Books in audio. Use 4. Mobility: Create
Initialclassroom layoutInitial
Referral (IR), for ARD,
computer to enlarge print. wheelchairs.Notice
Offerofdifferent
ARD, desk YearlytoARD,
type
accommodateFullstudents.
Individual Evaluation, Dismissal,
Re- evaluation,
2. Writing: Use special pencil grips to 5. Listening/Hearing: use hearing
Notice/Consent aids and
for initial closed
Evaluation
steady writing. Use proofreading caption.
programs between students.
3. Speech Communications: use voice 6. Visual: Use eyeglasses, magnifiers, and large
amplification system. Use font.
Communication Board.
Venn Diagram of 504 and IDEA (E9)

BC
H

DGIKL AEFJP

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)

Keep your expectations for poor students high. Be careful about the school supplies you expect
1. 4. students to purchase. Keep your requirements
simple.
Don’t make comments about your students’ close or
2. belongings. 5. Arrange shared school supplies for your students to
borrow when they are temporarily out of material.

3. Provide access to computers and books so students can see 6. Do not require costly activities.
and work with printed material.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Create texts that are large and easy to read.

2. Place images or pictures next to the to text that are interesting to motivate the reader.

3. Provide tasks at the end of a reading assignment to motivate the reader.

Allow students to read in a group. This will allow other students to follow along and motivate them
4. when it is their time to read.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

Descriptive Writing Use it when you need to describe an item :To describe a person place or
1. by creating a picture of it in the reader’s mind. thing in such a way a picture in
the reader’s mind.

Concept Maps During reading, Individual, Small Groups, Is a visual organizer that can enrich
2. Whole class setting. a student’s understanding using
Graphical organizers.

3. Listen-Read-Discuss Before, During, After reading The students first listen to a lecture
Small groups and class settings. From teacher, read the material, and
discuss it in class.
 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 Plan language objectives for all lessons, Emphasize academic vocabulary development, Identify
language demands of the content.

2. Build background Teach words in categories. Use contrasts and comparisons, Use analogies.

3. Make verbal communication understandable I Instruction my be clearly communicated, sequenced and scaffolded.

4. Learning strategies (this one should be easy!) Entry Routine, Cold Calls, Exit Ticket

5. Opportunities for interaction Promote oral interaction. Have extended academic discussion. Provide multiple
exposure to vocabulary.

6. Practice and application Review and practice vocabulary. Go over the key concepts. Explain the primary functions
of vocabulary.

7. Lesson delivery Use prior knowledge. Use Topic focused reading. Use different methods such as lecture, multimedia,
and group.

8. Review and assess Review vocabulary and key concepts. Give students feedback in language and vocabulary used.
Use exit ticket to verify knowledge learned.

Reflections on the Reading STAAR (TL4)

1. The only problem that I missed was question 4. What is the meaning of wistfully. In the paragraph, the content
surrounding the word wistfully does not give a complete description of the term. By looking at the paragraph, I could
think of several different meanings of the term wistfully based on the surrounding content.

2.

3.
Reflections on the Math STAAR (TL4)
1. The questions that I got wrong was number 4. This was asking me what the interquartile range and the range was. I
was not sure what the interquartile means. I just looked it up on the internet. It is the range between the second and
third segments, out of four segments. Unless you are a major in statistics, this question would be hard to get right.

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  21.525

Final Percent  77.975

C10 + D10 +
Final Letter Grade C  E10
Three professional goals for my classroom (TL8)
1. I will create a lesson plan that will adjust for all types of learners in my class.
I will create these lesson plans by viewing the TEKS requirements for my current chapter, and consider my students as I
create my plan.
I will complete my lesson plan before the start of the six weeks.

2. I will continue to improve the need for consistent work from students.
I will sit and compare a student’s work with work from the past, to work from the present.
Time table: This will be an on-going process.

3. As for achievement, I will build up my students to a level of perfectionist in their chosen career.
As I explain new ideas, I will continue the push students to achieve a high level of perfect and complete work.
Time Table: This will be an on-going process.
Reflect on the 5 elements posted in the assignment to create your Vison statement:

Vision of an Educator (TL11)

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. Agriculture, Food, Natural Resources 2. A. Architecture and Construction 3. A. Art, Audio/Video,Communication

B. Animal Science, Agricultural Engineering B. Architectural Design, Electrical, MasonryB. Photography, Animation, Graphic

4. A. Business, Marketing, Finance 5. A. Education and Training 6. A. Energy Career Cluster

B. Accounting, Management, Marketing B. Early Learning, Teaching and Training B. Oil and Gas, Refining, Chemicals

7. A. Health Sciences 8. A. Hospitality and Tourism 9. A. Human Services

B. Exercise and Wellness, Informatics B. Culinary Arts, Resort Management B. Family and Community Services

10. A. Information Technology 11. A. Law and Public Service 12. A. Manufacturing

B. IT Support, Networking, Web Development B. Emergency Service, Legal Studies B. Manufacturing and Machinery

13. A. Science, Engineering, Mathematics 14. A. Transportation, Distribution, Logistics

B. Cybersecurity, Engineering, Software B. Automotive, Diesel and Heavy Equipment

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:
Lacy Freeman, lacy.freeman@tea.texas.gov Career Cluster: Communications
Jennifer Bullock, jennifer.bullock@tea.texas.gov Career Cluster: Information Technology

16. List at least three Industry based certifications that students could achieve in your specific career cluster.
Cluster: Science and Engineering: Certificates: Autodesk and Solidworks Certificate
Cluster: Information Technology: Certificates: Oracle Database, Webmaster Professional,
Software Developer
Cluster: Communications: Certificates: Professional Communications Specialist

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.
Texas WorkForce Commission
National Technical Honor Society
Graphics Art Guild
1. What research-based strategies will you see in my classroom?

The will be several research-based strategies that will be used in order to teach a technical
education course:

Setting Objectives, Cooperative learning, Note Taking, Cues and Advance Organizers, Testing
Hypotheses.

2. What technology will you see in my classroom? Computers, projectors, and internet.
3. What are the important elements of lesson planning that need to be incorporated for student
success?

The most important elements would be assessment quizzes/exams and project grading. It is
important to make sure the students are on track with the subject knowledge.

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

Respect the teacher, and each other. Do your own work. Turn work in on-time. Attend all
classes.

5. In my classroom, how can I assure that all students have an equal opportunity to master
learning? Since most of my lesson are computer based, each student needs to have their own
computer during the class period. Also a computer at home to access and do homework.
The Effective Teacher monitors student progress and
potential by……..
Implementing formal and informal assessments           Distributing student progress reports in a
professional manner

Displaying consistency in grades – no extremes           Providing re-teach opportunities after each skill

Conducting assessment after each lesson                    Communicating student progress to parents & adm.
as needed

Collecting, reviewing, and analyzing student data         Using data to inform short and long term learning
goals

Checking for understanding & providing feedback       

Effective Teachers know how each student is progressing in their class. They use a variety of assessments
to demonstrate mastery of the skill and are able to communicate professionally with the student, parents
and other professionals about student strengths and weaknesses.