William Tyler Berry

March 6, 2023

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Reliability
Honesty
Stronge’s Qualities of Effective Educator (TIU3)
The Effective Teacher as a person…

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

Responds to students with respect at all times Greets students at the door
Models ethical/respectful behavior in all situations addresses students by name

Core Values (TIU3)

Additional Notes:
I glow with responding to students with respect at all times because I believe to treat others how you would want to be treated. This
is also tied to modeling ethical/respectful behavior in all situations. It is important to remember that I may be seen as a role model
to some students and to not act in a way that is expected on them as well is not acceptable. I need to grow in greeting students at the
door because sometimes I may be too busy stressing over making sure everything is perfect for the next class and making
corrections to anything that needs it. I also need to work on addressing students by name due to my memory for names not being
well.
 William Tyler Berry
March 6, 2023

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Learning happens with Learning is not only Learning is different Deals with social-
change in behavior. change in behavior, from person to person emotional side. Social
Positive feedback for but also a change in because everyone interaction and
good deeds and knowledge. There are brings with them their studying others is
negative feedback for stages in life that each own past experiences necessary.
Brief bad deeds. child must master and cultural factors.
Description: while growing and if a Teaching is to
task is too difficult, encourage the students
they will not succeed, to discover what works
and it will affect them for them to succeed.
negatively. Overlooks
adult learning

Ivan Pavlov (1849- Jean Piaget (1896- Lev Vygotsky (1896- Abraham Harold
1936) 1980) 1934) Maslow (1908-1970)
B. F. Skinner (1904- John Dewey (1859-
1990) 1952)
Theorists Albert Bandura (1925- Erik Erikson (1902-
Present) 1994)
Associated:
Benjamin Bloom
(1913-1999)
Howard Gardner
(1943-Present)
Jerome Bruner (1915-
2016)

Notes:

IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
(1) Fear of dark and injury (2)
Likes to share, cooperative
2. Rigor play (3) May have an
2. imaginary friend (4) Becomes
competitive (5) Develops an
3. Relevance
understanding of rules, but still
finds taking turns difficult (6)
Needs structure and routine to
feel safe
(1) self-centered, but interested
in group activities and friends
Stages of Development
(2) enjoy stories and(TIU7)
make-
Social
believe Emotional
(3) attachment to
friends grow (4) tattling for
help learning rules and
Implications attention (5) value winning for
happiness (6) attach to an adult
other than parents (7) release
tension through activity, but
2 -4 yr olds don’t know when to stop (8)
realistic fears overcome
irrational ones (9) positive
self-concept develops (10) try
new behaviors (11) have
positive attitude for school
(1) Peer groups grow more
important (2) louder, ruder,
moody and sensitive (3) desire
more independence (4) attitude
change to school (5) want to
5- 8 yr olds
discuss sex
(1) like working with peers,
some with only their sex,
others with both (2) leadership
experiences in clubs and
groups are valuable
(1) Detachment from parents
(2) feel mature and want
adulthood but lack skills (3)
9-11 yr olds feelings of insecurity, anger
and frustration (4) less
concerned about adult
approval (5) develop closer
relationships with their gender
(6) interest in opposite sex (7)
desire acceptance
4. Retrieval
(1) Jumps with feet together
(2) Mature motor control (3)
5. skills
Ball Routing
improve – throwing
and catching (4) May be ready
to learn to ride a bike by 4-5
6.CutsRe-teaching
(5) on the line with
scissors
(1) growth rate slows (2)
muscle coordination and
control is uneven and
incomplete (3) develops hand
skills and eye-hand
Physical
coordination
(1) Range of height and weight
widens and become critical of
physical appearance (2) as
coordinated as adults (3)
energy abounds and need more
sleep
(1) rapid growth and physical
change (2) some experience
changes faster than others and
girls and earlier than boys
(1) Coordination and strength
increases (2) general
awkwardness (3) full motor
capacity at 19 (4) puberty, but
sexes have different rate and
characteristics that develop (5)
self-conscious about body
changes (6) big appetite (7)
need for sleep increases (8)
more sweat (9) more sexual
desires and fantasies
William Tyler Berry
March 6, 2023
7. Re-exposing
(1) Self-sufficient in many
routines (2) Dresses/undresses
self (3) Copies Reflection
8.complex shapes
(4) Asks a lot of questions (5)
Tells stories (6) Begins to
imitate and write
9. name Rehearsing
– by 5
years old, they have settled on
hand dominance (7) Paints (8)
Threads beads on lace (9)
Understands 2-3 simple things
to do at once (10) Sort objects
by size and type (11)
Understands that books are a
Mentaland uses
source of pleasure
Characteristics
pictures to help them follow
the story (12) Learn their
letters, counting, and colors
(13) The most important mode
for learning is play
(1) Think more logically (2)
form ideas similar to parents
(3) learn to write letters and
numbers (4) understand value
and use of money (5) need
more physical activity (6) short
interest span (7) increase
curiosity
(1) Begin to think abstractly
and can plan (2) develop a
sense of morals from adults
(1) after moving from concrete
to abstract thinking, they enjoy
the cognitive activities, but
still need guidance
(1) Intense questioning (2)
increasing accountability (3)
test language skills in sarcasm
(4) arguing and reasoning
improves (5) can apply
concepts to specific examples
(6) can use deductive
reasoning (7) can reason
through problems even without
events or examples (8)
recognize consequences (9)
has personal goals
The children are toddlers who
improve their language,
sensory and motor skills,
emotional and social skills,
cognitive skills and start to
look longer and leaner.
Slow steady growth, learn best
if physically active and still
need to learn physical skills,
more interested in process than
product, self-centered, learning
friendship, may play with
opposite sexes, thinking
/ is
concrete, short attention span,
easily motivated, more
curious, sensitive to criticism,
strong desire for attention,
seeks approval from adults
Lots of energy, loves group
activity, like to be with
members of own sex, interests
change rapidly, does best work
in small pieces, needs
guidance from adults, admire
and imitate older boys and
girls, easily motivated, needs
recognition, doesn’t like
comparisons, have limited
decision-making ability
Concerned about physical
development and social status
among peers, change happens
at different speeds for different
children, self-conscious,
intense feelings related to sex,
roller coaster of emotions,
desire independence, idolize
some adults, depend on
parental guidance but question
authority and values, avoid
difficult tasks, want to explore
outside community, over
fantasy, gain social
relationship skills
High social needs and wants,
needs freedom, wants adult
leadership, interested in
adventure
 William Tyler Berry
March 6, 2023

12-14 yr olds

15-18 yr olds

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

1) Scaffolding – teacher systematically builds on students’ experiences and knowledge as they learn a new skill to enhance
learning and aid in the mastery of tasks
2) Language instruction – teaching vocabulary that relates to the lesson
3) Small group instruction – working with students in small groups during different activities
4) Cooperative grouping – groups of students work together to complete learning tasks and faster collaboration
5) Non-linguistic representation – visual maps that organize new information and helps students see relationships and patters
non-linguistically
6) Compare and contrast – allows students to outline similarities and differences between learning concepts
7) Summarizing and notetaking – helps students recognize key information and translate it into their own words
8) Benjamin Bloom’s action verbs – this is the 6 educational goals which have been updated to verbs, remember (knowledge),
understand (comprehension), apply (application), analyze (analysis), evaluate (evaluation) and creating/synthesize
(synthesis)
9) Technology – can help teachers harness the attention of the students for educational purposes
10) Student Relationships – a student’s social and emotional wellbeing help improve their learning and general wellbeing

What is Academic Language? (SS1)

Primary vehicle for learning and instruction. Not only a means for communicating but plays a role in deepening the understanding of
important ideas. It can be oral, visual, or written language that students need to understand, communicate, and perform.

1) Tiered
Strategies Instruction
to teach the Vocabulary (SS1)
2) Anchoring Activities
3) Flexible grouping
1. 4) Compacting
Repetitive exposureCurriculum
to words 3. Indirect learning of vocabulary, for example, using
vocabulary words in numerous different contexts
These are the 4 strategies highlighted by Tomlinson for Differentiation. This is to make the class be student
Learning
2.centered andvocabulary words before
to move away reading
from the “onethesize
text fits all”4.method
Learning vocabularyMaking
of teaching. in both written text and oral
assignments speech
tiered helps
make learning easier for the students who may be having a more difficult time understanding the lesson.
Anchoring activities, like journals or other after-work activities in class, help the students remember the
material in the Strategies
Tomlinson’s lesson. Flexible
forgrouping helps expose
Differentiation students
(note to different
at least ideas and thoughts. Compacting
4) (SS2)
instruction are a means to assess a student’s knowledge, like pre-testing before instruction, to discover who
needs more help in understanding.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1
Round table discussions “Jigsaw” cooperative strategy

Fishbone Anchor map

Graphic Organizers

Expository writing Know-Want to Know-Learn (KWL) Chart

Advanced Organizers

Ven Diagram T-Chart

Similarities / Differences

5-finger summary Cornell Notes

1-minute paper One question, one comment, last word

Cues & Questions

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

Create 1) Design 2) construct 3) develop 4) set up 5) invent
APPS: Canva, YouTube
1) Judge 2) evaluate 3) critique 4) support 5) assess
Evaluate

APPS: Padlet, Notion

1) categorize 2) interpret 3) compare 4) discover 5) relate
Analyze

APPS: Google Sheets, Airtable

1) choose 2) demonstrate 3) prepare 4) produce 5) practice
Apply

APPS: Sketchbook, Soundnation

1) explain 2) describe 3) summarize 4) paraphrase 5) give example(s)
Comprehension

APPS: Google Scholar, Picmonkey Collage

1) define 2) identify 3) state 4) reproduce 5) name
Remember
APPS: Google Chrome, Popplet
Components of a social emotional learning program (SS12)
1) Self-Awareness – the ability to identify your emotions and connect thoughts and feelings to behaviors
2) Self-Management – the ability to self-motivate, have self-control, and regulate those emotions
3) Social Awareness – about embracing diversity and showing empathy for others
4) Relationship Skills – the ability to work cooperatively with someone and resolve conflict with others
5) Responsible Decision-Making – considering the wellbeing for self and others. Evaluating the consequences of every
action

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

1) Implements changes as suggested by peers 1) Has lesson plans that are learner-centered
& admin 2) Facilitates learning with best practices
2) Provide a variety of methods for learning:
visual, auditory, and kinesthetic

Create a welcoming space (CBM3)

1. Being patient and listening to the students helps create a welcoming space. Ignoring them or being
impatient also doesn’t foster a very good relationship with the students

2. Being personable and understanding helps create a welcoming space and fosters a good relationship.

3. Treating the students as human beings and not talking down to them

4. Being positive and encouraging

5. Greeting the students at the door with a smile and to continue to do that every day, no matter what may
have happened the day before

6. Being open and honest with them because this also builds trust which can make the classroom
environment better

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

 1. No opt out

The shortest path

2.

Take a stand
3.

Cold calls
4.

Seat signal
5.

Sweat the details

6.

Warm and strict

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 Establishes smooth transitions between activities

Sets clear, firm behavioral expectations 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
1. A neurological disorder,
abilities range from gifted to
cognitively delayed
2. Any combo of vision or
hearing loss, but not
necessarily complete loss
3. may have difficulty with
speech, reading, writing. May
use speech, lip reading or
hearing aid. First language
may be ASL
4. Hyperactivity, aggression or
self-harm behavior,
withdrawal, immature
5. Difficulty with articulation,
oral expression, and
social/emotional skills. Easily
frustrated
6. struggle with overall
academics, attention, memory,
generalizations and interacting
socially
7. hampered speech and
communication, mobility
issues, needs help with
everyday tasks
8. range of characteristics of a
student who qualifies from
spinal cord injury to cerebral
palsy
9. limited strength, vitality, or
alternes due to chronic or
acute health problems like
asthma, ADD, etc.
10. may impact reading,
writing, oral language math,
study skills
11. Articulation disorder,
abnormal voice, fluency
disorder and language disorder
12. concerns in memory,
attention, social skill,
emotional regulation, speech
and physical concerns also
13. sensitive to light, clumsy
Impact on Classroom
1. perseverate on a topic, can
appear to no pay attention, have
problems with noise, calling out,
change, cues. Will fidget and mimic
2. require information to be
introduced deliberately and
systematically and uses SSP
3. needs special seating, visual
aids/cues, eye contact prior to
speaking. Difficult with
interpersonal skills and articulation.
May cause frustration.
4. inappropriate under ordinary
circumstances, can’t maintain
relationships
5. use hearing aids, read lips or use
ASL, need quiet environment and
slower rate of speech
6.not be working on grade level
material, no understanding of social
norms, struggle with problem
solving and living skills
7. require multiple services, use
alternate communication methods,
and requires curriculum materials
8. no cognitive concerns, be
integrated into general settings all
the time, use assistive tech.
9. some may affect a child’s
educational performance
10. may demonstrate slow reading
rate, frequent spelling error.
Difficulty in copying, memorizing,
describing events
11. difficulties with comprehension,
being understood, expressing
needs/ideas/info. Works with
speech pathologist for support
12. struggle to process visual info,
follow multi step directions,
communicate and grade level work
13. partial blind included
ARD Timeline Activity (E5)

#1 Initial Referral

#2 Notice and Consent or Refusal to

Provide Initial Evaluation Within 60
Calendar
Days

#3 FIE Completed

#4Cooperative Grouping Within

Notice of ARD Meeting
30
Calendar
Days

#5 ARD/IEP Meeting
Ex
am
ple 3
2 Years
1
Year

#6 Annual ARD/IEP Review

#7 Notice and Consent for

Su Reevaluation
m
ma
rizi
ng
#8
& Dismissal/Graduation
No
tet
aki
ng
Modifications and Accommodations (E6)
Quantity
Definition
Change the number of items that is
expected, or the number of activities
students will complete prior to the
test
Time Level of Support
Definition Definition
Allow more time for learning, Increase the amount of help to keep the student on task
with notes and work. Enhance adult-student relationships;
completing assignments, or testing. use physical space and environmental structure.

Example Example Example

Have Frayer models half done, Allow some students more time to Assign peer buddies for the ones who need help
to stay on task during class and work closely with
and only examples are needed work on the test those who need help with the booklet

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Change the rules on how the students Adapt how the student can respond to
delivered to the students. may approach the work. questions or instruction

Example Example Example

Use visual aids when conducting Allow open note quizzes Allow students different ways to
the PowerPoint lecture and bigger present projects if needed
text

Participation Notes:
Definition
Involve students in activities

Example:
Allow students to click the slides
for me during the lecture and to
pass out papers

Types of Assistive Technology (E7)

Terms to be assigned in the timeline:
1. 4. Word Processing Aids
Close captioning Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
2. 5. Text to speech
Notice/Consent for initial Evaluation
Visual timers

3. 6. Voice amplification system

Graphic organizers
Venn Diagram of 504 and IDEA (E9)

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)

Have access to supplies that can be shared like pens, pencils, Be as respectful just like you would with any other
1. etc. 4. student

Have extra materials, like folders, for those who may not be Try to not have activities that require a lot of money.
2. able to get some 5. Be fair and mindful of all the students

Keep the same standard for the students in poverty as you Be patient and understanding because they may have
3. would with other students. Poverty is not an excuse to be 6. not grown up in the same environment as other
ignorant. students

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
Exit Slips - After reading/individually - Students answer a question or prompt on a flashcard that helps them reflect on
1. what they have learned.

Paired (or Partner) Reading – During reading/with small groups – students read texts aloud in pairs.
2.

3. Possible Sentences – Before reading/small groups or whole class – students are provided a short list of words and they are
to create short sentences using those words to help them predict the meaning
 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 1) Graphis Organizers 2) Outlines 3) Marginal Notes

2. Build background 1) Content Word Wall 2) Concept Definition Map 3) Cloze Sentences

3. Make verbal communication understandable 1) Ensure multiple exposures 2) include multimedia

3) Reinforcing contextual definitions.

4. Learning strategies (this one should be easy!) 1) Think-aloud 2) Graphic Organizer

3) Questioning the Author

5. Opportunities for interaction 1) Numbered heads together 2) Round table 3) 3 Step Interview

6. Practice and application 1) Making and Playing a Game 2) Cooperative groups 3) working with
partners

7. Lesson delivery 1) Objectives stated orally and written 2) specific to book language 3) material relates
strongly to materials to be tested on

8. Review and assess 1) Review Key Content Concepts 2) Provide feedback orally and in writing 3) review
key vocab

Reflections on the Reading STAAR (TL4)

1. I can see a student getting question 2 wrong because a student might think that because the narrator wants to be with his
friends and complains about how boring the deli is, then the main conflict is the lack of excitement and not that he would just
rather be with his friends on a day he has plans.

2. N/A

3. N/A
Reflections on the Math STAAR (TL4)
1. I can see question 2 being missed because a student may not see or remember correctly when answering which version of 53 is
correct. The question has answers that are similar, but students need to pay attention to the negative (-) sign.

2. N/A

3. N/A

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 81%   81%  72%
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24%  32%   22%
 
Final Percent  78
C10 + D10 +
Final Letter Grade  C E10
Three professional goals for my classroom (TL8)
1. I will increase my expertise in strategies which are effective with ELL student performance.

2. I will learn to incorporate differentiation strategies in the classroom, using various methods based on what helps my students
achieve academic excellence.

3. I will create lessons and learning activities that are student-centered.

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1) What research-based strategies will you see in my classroom?
Group activity work is something you will see in my classroom. Working together helps students learn to cooperate with
each of
Vision other
anandEducator
can make learning
(TL11)easier and fun. You will also see a word wall in my classroom for important
vocabulary words that are related to the unit lesson. It’s a great quick reference for all students to remember the
important words. You will also see differentiation in instruction because not one way of teaching can help every student.
Some students depend more on one-on-one instruction or maybe need something visual to understand.
2) What technology will you see in my classroom?
In my classroom you will see me use various apps and handy educational videos in my classroom that relate to the unit.
The canvas app is one I particularly thought was clever in how easy it was to create a brochure, poster, etc. It’s
something that can be used for some fun group projects. There will also be a few instances where YouTube will be used
in the classroom for the purpose of giving the students a visual representation of what we are learning in the classroom.
3) What are the important elements of lesson planning that need to be incorporated for student success?
The first important element of lesson planning that I can think of off the top of my head is to keep in mind the ELL
students. Being in south Texas, many students live with families who do not speak English outside the house and depend
on the kids to translate. Another important element is to make sure to have those student-centered activities. They help
keep the students engaged and they enjoy the work more.
4) In classroom behavior management, you learned about rues, procedures, routines, and organization. What are
the non-negotiables for my classroom?
In my classroom, the first non-negotiable is to always show respect to your fellow students and teachers. Always treat
others how you want to be treated, and I firmly believe that to be the case in the classroom as well. There will also be no
judgment on anything a student may do or say. Learning can only happen if students ask questions and sometimes
making a mistake also leads to learning. My class will be a judgment free zone which is a non-negotiable for me.
5) In my classroom, how can I assure that all students have an equal opportunity to master learning?
I can assure that all students have an equal opportunity to master learning in my class by being aware of their strengths
and weaknesses. If I, as a teacher, don’t understand what helps my students learn or know their weaknesses (attention,
ELL, no interest in the subject etc.), then I can’t say that I know they are mastering the material. Another way is to also
offer help and communicate with other teachers about what they do that helps the students. Teachers working and
helping each other in the school make the environment much better for both educators and students.
 Areas for me to GROW……

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

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

- Is prepared for emergencies in the - maintains a positive attitude in difficult
classroom situations
- Understands their content/real-world - Conducts parent meetings in a proactive
applications manner

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Areas where I GLOW…..

- Conducting assessment after each lesson - Provide re-teach opportunities after each
- Checking for understanding and providing skill
feedback - 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.
A. 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.