Melissa Calderon 1/10/23

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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……

- Conduct 1:1 conversation with students. - Practice Self-Reflection for Improvement.

- Greet students at the door. - Addresses students by name.

Core Values (TIU3)

Relationships Kindness

Additional Notes:

My two core values are relationships and kindness.

A relationship is a connection with someone that can come in various forms, and as humans making

connections is part of our survival. When I stop and think about what means the world to me and has

shaped me into who I am, I recognize it has a lot to do with the relationships I’ve had in my life. The
first is my relationship with my family. I am the oldest of four children, which has driven me to be a

leader, a nurturer, and a good role model for my siblings, niece, and nephews. They are my priority, so

when making decisions, I consider how this will affect not just me but also my family. It matters who

you have in your corner when life gets hard, and my family has always been there for me. Apart from

my family, I always had a sound support system from my friends. Company matters! However, good

friendships require you to be a good friend; they are an investment, but one worth making and makes a

difference. Lastly, relationships with others outside your inner circle also matter, such as coworkers,

fellow church members, and even people who work out at the same gym. You never know how those

small relationships can lead to your next opportunity. My relationships have taken me to different jobs,

allowed me to experience new places, and even opened doors for our family business.

Kindness; to means so much more to me than just being nice; it is about showing love to others. I
believe being kind means having compassion for others. I may not agree with everyone I ever

encounter, but I can respect them and love them just for being human. That is what kindness is to me.

Kindness also mean being generous. I like to be generous with my money but also with my time. I find

ways to volunteer and give back to the community. I do this because I am blessed; one way I know how

to show my gratitude is by blessing others. Also, a memory that resonates with me is one of my

coworkers who tended to be very quick to anger, and when dealing with demanding clients, it could

quickly go in the wrong direction. I remember him calling me and being so excited to tell me how he

defused a heated situation by taking my advice and killing them with kindness. There is a lot of

darkness in our world, we experience it every day, but I believe if we all strive to be a little kinder to

one another, it will make a huge impact.

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Learning is change in • Cognitive is focused more • Constructivist believe • Humanism focuses on

behavior caused by on how knowledge is that the learner brings human freedom, dignity
external stimulus. processed. Teacher assist their own past and potential. Teaching

Rewarding a behavior the learner in making experiences and cultural the whole student and
associations and factors to every incorporating SEL.

encourages it to be discovering for situation. Encourage

Brief repeated in similar themselves. students to discover

Description: situations and principles for themselves

reinforces. However, and the curriculum

punishment will should build on their

discourage behavior. previous knowledge.

Ivan Pavolv (1849- • Jean Piaget (1896-1980) • Lev Vygotsky (1896 - • Abraham Harold

1936) • 1934) Maslow (1908-1970)

• John Dewey

B.F. Skinner (1904- (1859-1952))

• Erik Erikson (1902 -

Theorists 1990) 1994)

Associated: • Benjamin Bloom

Albert Bandura (1925- (1913-1999)

Present) • Howard Gardner (1943-

present)
• Jerome Bruner

(1915-2016)

Behaviorism: Examples: participation points and verbal reinforcement. Allows for observable behavior to obtain
data. Providing feedback can influence behavior. However, learning can still occur without reinforcement. Doesn’t

consider changes in reinforced behavior, cognitive input or require creative thinking. Palvolv discovered classical

conditioning where a situation triggers an involuntary response. Skinner based his theory on operant conditioning -

Notes: a behavior following positive or negative reinforcement. Bandura states people learn from one another, bridging

the gap between behaviorist and cognitive learning.

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

1. Relationship 4. Retrieve 7. Retaining

2. Rigor 5. Routing 8. Reflecting

2.

3. Relevance 6. Re-exposing 9. Rehearsing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of dark and injury, Jumps with feet Self- sufficient in Sorting activities, I-spy,

2 -4 yr olds obstacle courses, chores,

Cooperative play, together, mature motor routines, dress self,

Imaginary friends, control, ball skills copies complex shapes, relay races, drawing

competitive, understand improve, bike by 4-5, lots of questions, tells pictures, cutting with
rules, difficult with cuts on lines with stories, write name by 5, scissors.

taking turn, needs scissors. paints, threads beads,

structure and routine to understand 2-3 siple task

feel safe. at once, sorts,

Slow & steady growth,

Friends are important, Growth rate is slower, @7 begin to think

5- 8 yr olds Tattling for attention, muscle coordination & logically about behavior learn best if physical,

competitive; bossing and control uneven and and things imagined, learning to use body,
unhappy if lose, attached incomplete. Need 10-12 begin forming ideas, more interested in

process vs product,
to authority, release hrs of sleep, hand skills learn to write letters &

tension with physical and eye hand #s skill low at beginning egotistic, learning

activity, develop coordination continue to but increases, value friends, boys and girls
realistic fears, positive develop as they gain money, enhance learning interact, thinking is

concrete, easily
self develop w/ success, small muscle motor w/ physical activities,

try new behavior skills. short attention, curious motivated

9-11 yr olds Peer groups more Height and weight Think abstractly, can Boundless energy, like
group activity, like

important, loud, rude, widen, critical physical plan for weeks, can
members of own sex,
moody and sensitive, appearances increase, evaluate behavior,

want to be independent, coordinated, energy attention span increases, interest change rapidly,

attitude change towards abounds and may develop morals, need to work in small pieces,

school, want to discuss become over stimulated, understand why, quarrel need guidance to stay on
sex, sense of humor, need 10-11 hrs of sleep. less with peers, think task, admire and imitate

suceed self-view about possible older kids, easily

improve, attach 2 gender occupations. motivated,

12-14 yr olds Comfortable interacting Rapid growth and Moving from concrete to Concerned with physical
with community, physical change, coping abstract thinking, need dev, friends, social

leadership experiences with their changing to find solutions to their graces, vulnerable, self

are valuable, become bodies and sense of problems, learn from conscious, intense

concern with justice and physical self, girls mistakes, test ideas, feelings related to sex,
fairness, family is vital generally experience form opinions, still need changing emotions,

anchor, success is growth spurt before guidance from adult. desire independence, fan

essential, comparison is boys. clubs, dependent on

difficult. adult guidance,

Have high social needs

15-18 yr olds Transition period, feel

mature, feeling insecure,
Coordination and
strength increase,
Intense questioning,
increasing and desires, strong voive

more concerned on peer awkwardness, become accountability, arguing in planning, need

approval vs adult, dev more self conscious as and reasoning skills freedom from parental
close relationships, body changes, difference improve, learns to use control, want leadership

intense interest in in change can be deductive reasoning, roles, status in peer

opposite sex, desire difficult, hungry, need reason through group, restricting area of

group acceptance for sleep, sweat increase problems, set goals interest, abstract thinkin


Hattie’s most effective influences on instruction (throughout SS)

- Jigsaw Method

- Reciprocal Teaching
- Scaffolding

- Response to intervention

- Feedback

- Classroom Discussion
- Planning and Prediction

- Cognitive task analysis

What is Academic Language? (SS1)

Academic Language is the oral, visual and written language that students need in order to understand, communicate and
perform.

Strategies to teach the Vocabulary (SS1)

1. Frayer Model 3. Word Games

Word Wall 4. Word Journals

2.

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

1. Tiered Instruction – changing level of complexity or required readiness of a task or unit of study to
meet the needs of students involved.

2. Anchoring Activities – activities a student can do once their assignment has been completed.

3. Flexible Grouping – changing groups based on interest and subject.

4. Compacting Curriculum – assessing student knowledge and skills & providing alternative activities for

student who already mastered content.

Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think pair share four corners

Concept mapsand
Anchor chart
Graphic Organizers
brainstormingWebs

know want toknow learn

Advanced Organizers

Connect 4thinking

chat

Similarities / Differences
Rank Em T chart

Summarizing & Notetaking

3 2 1 Summary Math problemsolvingGraphic

theQuestioncan
I minute paper

Cues & Questions

investigating

Slap Down Game

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

Create Design develop construct create reconstruct

APPS: Youtube blogger

Evaluate Justify ConcludeEvaluateDescribe Support

APPS: forms Chrome

Analyze analyze discover produce show use

APPS: Google sites sheets

Apply solve demonstrateinterpret practice relate

APPS: Drawings Drive

Comprehension Discuss explain giveexamples paraphrase review

APPS: Google help GoogleDoc

Remember Define identify label order relate

APPS:
keep Doc

Components of a social emotional learning program (SS12)

soundingconflictmediation

1 SelfAwarenessDefective
manedifferentchoices

2 to stooltohelp

Self managementseat mggggggunt

role nowsomeonemay havefelt

3socialAwareness Servicelearning play

embracediversity

todealwconflict
how
4 basedleaningcooperativelearn
Relationshipskillsproject

5ResponsibleDecision
MakingConsideringwellbeing selfandothers

of

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

oimplements changes assuggestedbypeers oincorporatestechnologytofacilitate

and admin instruction

o Is responsive tosituationsandstudent okeeps Cs engagedandinterested

needs in learning

Create a welcoming space (CBM3)

1.
I will be standingat thedoor and
assistingany student

greeting

seats to avoid students sitting alone

2.
I will assign

them posted on the wall

3.
Iwill set dear expectations and have

where it is visible to all

4.
I will set procedures that safe
create a space

5.
Iwill introduce myself my to studentsand share enough with them

to feel welcomed
respecteverystudent that walk in

6.
will door

I my

Lemov’s techniques to “Teach like a Champion” (CBM4)

1.

Technique oneno opt out we No I don't know Give it a shot

2.

Technique six Begin with the end

3.

TechniqueBoard Paper I write you write

4.

Technique 22 cold calls

5.

Technique 29 Do Now

6.

Technique 41 Threshold greeting students as they enter

7.

Technique48ExplainEverything students shouldunderstandwhy

Four Questions to redirect behavior (CBM7)

1.
What are
youdoing

2.
What are you supposetobe doing

doingit
3.

Are you

4.
What are to do about it

yougoing

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……

substitutes

o Maintains a clean andorderly for

oHasmaterial
readily

classroom available

0Maintains an o Has makeupworkreadyforabsentee

up to date seating

chart

Categories of Disabilities in SPED (E4)

Characteristics Impact on Classroom

Autism • Neurological Disorder • Perseverate on a topic

• Cognitive range from gifts to delayed. • Struggle to attend to a task or appear to not be
• Usually identi ed in the rst three years of paying attention.

life. • Have dif culty sharing/ taking turns.

• 4:1 male to female ratio.

Deaf/Blindness • A student who falls into this eligibility • Require information to be delivered and

category ha s any combination of vision systematically

and hearing loss. • Utilize the service of special Support

• Wide range of cognitive and Service Provider

developmental abilities.

Deafness
• dif culty with speech, reading, and • Need special seating, being in view of the teacher
writing skills • Need written supplements to oral instruction like

• May use speech, lip-reading, hearing aids, visual aids/cues

• ASL may be their rst language and • Require eye contact prior to speaking
English may be their second • Have dif culties with social/emotional or

interpersonal skills
• Hyperactivity

Emotional Disturbance • Aggression or self-injurious behavior • Exhibit inappropriate behavior under ordinary

• Withdrawal circumstances
• Not be able to maintain relationships
• Immaturity

• Learning dif culties • Display inappropriate manifestation of physical

symptoms or fears in response to school

• Articulation dif culties and language

Hearing Impairment delays • Wear hearing aids or FM systems

• Easily frustrated • Read lips or use ASL Need a quiet environment

• Dif culty with oral expression with many visuals to be successful Need a slower
rate of speech and clear enunciation

• Dif culty with social/emotional skills

• Struggle with overall academics • Not be working on grade level materials

Intellectual Disability • Struggle with attention, memory • Not understand social norms

• Struggle to make generalizations • Struggle with problem-solving across all areas

• Trouble interacting socially (academic as well as functional living skills).

• Hampered speech and communication

Multiple Disabilities skills • Require multiple services

• Challenges with mobility • Use alternate communication methods Require

alternate curriculum materials.
• Need assistance with everyday tasks

• Usually has medical needs

Orthopedic Impairment • It is dif cult or perhaps impossible to • Have no cognitive concerns

generalize the characteristics of a student • Be integrated into the general education setting

who quali es under OI all the time

• Use assistive technology.

• limited strength, vitality, or alertness,

Other Health Impairment 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

• Slower reading rate

Specific Learning Disability • Reading

• Frequent spelling errors
• Writing
• Dif culty copying

• Oral Language
• Dif culty memorizing basic facts
• Math

• Study Skills
• Dif culty describing events
• Dif culty interpreting subtle messages.

Speech or Language Impairment • Articulation disorder

• Tend to emerge at a young age

• Abnormal voice
• Have dif culties with comprehension
• Fluency disorder

• Language disorder
• Have dif culties being understood Have dif culty
expressing needs, ideas, or information Struggle

with social interactions

Traumatic Brain Injury •

Memory and attention concerns
•
Social skill concerns
• Struggle to process visual information
• Struggle to follow multi-step directions

•
Emotional regulation concerns • Struggle to communicate
•
Speech and language concerns • Have dif culty with grade-level work

•
Physical concerns • Struggle with logic, problem-solving, and

• Spatial positioning reasoning skills.

Visual Impairment Inc Blindness

• Short attention span

• Sensitivity to bright light Poor eye and

hand coordination or clumsiness Poor

academic performance


ARD Timeline Activity (E5)

#1

Initial Referral

#2Notice
ConsentforInitialEvaluation

Within 60

Calendar

Days

#3

Notice of ARD

Within
#4
individual

full Evaluation
30
Calendar

Days

#5

Initial

ARD 3

Years

Year

#6

Yearly ARD

#7

Reevaluation Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,

Notice of ARD, Yearly ARD,

Wtf

#8

Full Individual Evaluation, Dismissal,

Re- evaluation,

Dismissal Notice/Consent for initial Evaluation

Modifications and Accommodations (E6)

Quantity Time Level of Support

Definition Definition Definition

• Number of items learner is expected to • Adapt allotted time • Increase the amount of personal assistance
learn. to keep the student on task.

Example Example Example

• Reduce the number of end of

lesson quiz questions from 4 to 2.
• Allow student 10 additional minutes to
complete their independent practice.
• Assign a peer tutor and small group
instruction.

Input Difficulty Output

Definition Definition Definition

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

work.

Example Example Example

• Allow the use of calculators. • Allow students to do a math mat

• Provide visual representations, and
matching activity.

printed notes.

Participation Notes:

Definition
• Adapt the extent to which a learner is

actively involved in the task.

Example:

• All student to participate in other

activities such as starting timers on

my board.

Types of Assistive Technology (E7)

1.
Calculators
4. Classroom seating

2.
CloseCaptioning 5.
VisualTimers

3.
Graphic Organizers
6.
WordProcessing Aids

Venn Diagram of 504 and IDEA (E9)

• B,

• D, G, H, I, K, L • A, C, E, 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)

• Students who live in poverty may not always know the correct

1. • Provide access to computers, magazines, newspapers and books so low 4. behaviors for school situation. Take time to explain the
income students can see and work with printed material. rationale for rules and procedures in your classroom.

• Be careful about the school supplies you expect students to

2. • Keep your expectations for poor students high. Poverty does not mean 5. bring. Keep requirements simple.

ignorance

• Arrange a bank of shared supplies you expect students

3. • Don't make comments about your students clothes or belongings unless 6.

they are in violation of the dress code.

to borrow when they use temporarily out of material for
class.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. • Provide content goals for reading

2. • Support student autonomy

3. • Provide interesting texts

• Increase social interactions among students related to reading.

4.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

• Used before reading and provides teacher an • A vocabulary and comprehension strategy

1. • Concept sorting
opportunity for teacher to see what students already used to familiarize students with

know about a given concept by letting them categorize

a set of terms.
vocabulary of a new topic.

• Exit Slips. • At the end of class, give students a prompt that • Written student responses to question

2. documents learning, emphasizes the process of learning teachers pose at the end of a class or

or evaluates the effectiveness of instruction lesson.

• Word maps
• Used before, during and after reading. • Visual organizer that promotes vocabulary
3. Introduce vocabulary words, map them development. Engages students to develop

with central concept in middle, suggest de nition, synonyms , antonyms and a

examples, model writing a de nition picture for given term.

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 (Venn Diagram), outlines (notes), leveled study guide (summary of text, questions,

statement of learning )

2. Build background • Concept Word Wall (words displayed alphabetical), Concept De nition Map (what is it, what is it like,
examples), Visual Vocabulary (pictures representing vocabulary)

3. Make verbal communication understandable

• Scaffolding, multiple exposures, pre-teaching key words.

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

• “I wonder” (ponder on topic to come), think out loud, thinking cube (generate at least 6 high learning questions.

5. Opportunities for interaction

• Group con guration, cooperative learning activities, wait time.

6. Practice and application

• Hands on material and manipulative for practice, small group discussion, playing games for content Review.

7. Lesson delivery

• Students are engaged , proper pacing , language objectives are clear.

8. Review and assess

• Providing feedback, Review key vocabulary, Review key content concepts

Reflections on the Reading STAAR (TL4)

1.

• I got all the questions correct. However, I do see the bene ts of taking the assessment as a teacher, to better prepare students, it also allowed
me to see the importance of reading slow, rereading and process of elimination.

2.

3.

Reflections on the Math STAAR (TL4)

1. • I missed problem #3. I see that the reason I missed this questions was due to not remembering the terms interquartile range vs range. I can see
that it can be easy to confuse the two. I also recognize the importance of reviewing vocabulary as it in essential to understanding what the

question is asking.

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

average Grade
Absences

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 21.53

Final Percent
77.98 C10 + D10 +

Final Letter Grade C E10

Three professional goals for my classroom (TL8)

1. • I will learn strategies to improve instructional design and delivery that is consistent and effective when presenting content in order to improve student
results by 20% by the end of the year. I will do this by attending professional development workshops offered by the district and individual research.
•

2. • I will enhance my understanding on how to appropriately respond to off task behavior to improve classroom environment where 80% students

exhibit self direction in response to behavioral expectation. I will do this by observing exemplary teacher classroom systems, participate in
professional development workshops and educating myself with research.

3. Ilearning
will enhance my ability to develop check for understanding questions aligned to the TEKS and student success criteria in order to improve higher

in the classroom. I will do this by attending PD sessions on the topic. I will also continue my research on bloom taxonomy and develop my
questions from their stems. I will also plan in advance the questions I will be asking and include them in my slide to remember. Evidence will be in

formative and summative form as they show their increase level of higher thinking to understand questions and process.

Vision of an Educator (TL11)

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

• I believe that all students are unique and need a teacher that caters to their individual needs in a safe and stimulating environment. I will use
Hattie’s in uences on instructions such as scaffolding, quicker feedback and classroom discussion. I want to create a classroom where students
can ourish and feel motivated to reach their full potential. One way to achieve this is by implementing technology in the classroom ensuring

all students have access to any material necessary for them to be effective though creating a Google page, classroom and drive. I would like to

begin prerecording lessons to still teach students who are absent or those who will need re-teaching.
• In order for me to be effective in the classroom, it is necessary for me to always plan ahead and follow a clearly laid out lesson plan. The

important elements to incorporate for student success is having a SMART objective, having a central focus, using a I DO, WE DO, YOU DO,

lesson cycle and have a method of evaluation to con rm what students have learned.
• My goal is also to create a warm, loving environment so students feel safe to take risks and express themselves. My non-negotiable is disrespect

and I will be upholding a social contract in order to maintain a safe and respectful environment.

• So with all these factors in place, this will supply an inclusive environment Roa all students to have an equal opportunity to master learning.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

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

• Collaborates with dept., parents and admin. • Practices two-way communication with parents and admin
• Maintains a positive attitude in dif cult situations • Conducts parents meetings in a proactive manner
• Understands their content/real world • Submits required reports and paperwork on time

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……

• Communicating student progress to parents & admin as needed.

• Implementing formal and informal assessments.
• Displays consistency in grades - no extremes.
• Checking for understanding & providing feedback.
• Providing research opportunities after each skill
• 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.