GO TO Page

Resources at your fingertips

Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

Implementing patience in my classroom in regards Learning to know when to ask for help.
to student’s understanding of material and attitudes
in general.

Core Values (TIU3)

Dependability Curiosity

Additional Notes:
I find that these 2 values most accurately define myself: dependability and curiosity.

I will always do my best to never let anyone down, especially when they are relying on me. I find myself bending over backwards
to make sure I have everything done in a timely manner. I feel that this will definitely have a positive impact on my teaching ability.
I value being able to be reliable and trustworthy and hope that this will be reflected in my classroom.

Curiosity has always been a defining trait of mine. From a young age, I have always had an inquisitive mind. Even today, I find
myself constantly researching how things work. I would love to instill this trait in my students and help foster inquisitive minds.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Behaviorists change Cognitivism is the Learning is through Learning uses social

their behavior based transmission of self-regulation and contract. Must look at
on a new development information from an building of conceptual the person as a whole.
in their environment. expert to a learner. The structures through
learner then can store reflection and
Brief the information and abstraction. The
Description: retrieve it. The learner is in the active
learning process is role to piece together
connecting pieces of their understanding.
knowledge in Stimulatie ideas and
meaningful ways. then have them reflect
on them. To Consider
new ideas, actions, and
experiences.

Thorndike, Pavlov, Jean Piaget, Lev Boethel, Dimock, and Abraham Harold
Skinner, and Bandura. Vygotsky, John Papert Maslow,
Dewey, Erik Erikson,
Benjamin Bloom,
Theorists Howard Gardner,
Jerome Bruner
Associated:

Behaviorism reward or punishment of a new behaviour

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

1. Relationship 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-Exposing 9. Recognize

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of dark/injury. Jumps with feet Self-sufficient in

2 -4 yr olds Likes play with other together. Mature many routines, can
kids, imgaginary friend. motor control. Ball dress/undress, can
Doesn’t want to lose. skills impvoe. May be copy shapes, asks
Finds taking turns
ready to learn to ride a questions, paints, 5
difficult. Needs structure
to feel safe. bike. Cuts on the line years old -> hand
with scissors. dominance.
Self-centered. Make Slow steady growth,
believe. Tattling for Coordination is Think logically about
5- 8 yr olds adult attention. Value incomplete. Hand behavior. Difficult best learns
being the best. Attached skills are developing. time making physically active,
to adults. Fears about Work briefly at small decisions. Forms interested in
school, social tasks. ideas. Value money. process. Self.
relationships. Release Short interest span. Concrete thinking.
tension through physical
Collections
activity.
Active. Group
Peer groups more Range of Think abstractly and activity. Like to be
important, loud and height/weight widens. can plan. Evaluate with same sex.
9-11 yr olds
rude, extreme emotion, Coordinated. Energy behavior. Build sense
Interests change
want independence. abounds. of morals based on
Daydream, Growing adults. rapidly, imitate
independence and older children, need
disobedience. Fears of recognition
unknown, family
problems. Self conscious,
Abstract thinking ->
Comfortable. Mix with Rapid growth and like cognitive emotion swings, fan
12-14 yr olds change. Varied pace. activities. Find clubs, pressure
both sexes. Leadership.
Concerned about Girls earlier than solutions to their mounts, sports, may
fairness. Comparison is boys. problems. avoid difficult tasks,
difficult. over the age of
Puberty at different Uncertainty, increased
Transition periods. Feel fantasy
rates. Need for food accountability,
mature. Anger, and sleep increase. reasoning skills,
frustration. Less Sexual desires personal goals, Strong voice,
concerned about adult leadership,
15-18 yr olds decision making,
approval. Desire for interested in travel,
acceptance. conscience, may
challenge assumptions need for freedom
Hattie’s most effective influences on instruction (throughout SS)
Strong influence on student achievement to strategy to integrate with prior knowledge and cognitive task analysis.

• Direct Instruction
• Note Taking & Other Study Skills
• Spaced Practice
• Teaching Metacognitive Skills
• Teaching Problem Solving Skills
• Reciprocal Teaching
• Mastery Learning
• Concept Mapping
• Worked Examples

What is Academic Language? (SS1)

Primary vehicle for learning and instruction. It plays a key role in deepening the understanding of important ideas and a means for
communication. It is the oral, visual, and written language that is required for communication, understanding, and performance.

Strategies to teach the Vocabulary (SS1)

1. Frayer Model (4 part analysis) 3. Word games (combine play with learning)

2. Word walls 4. Wheel of Fortune or game like Password

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

Differentiating instruction is doing whats fair for students. It means creating multiple paths so that students
of different abilities, interest or learning needs experience equally appropriate ways to learn. Various levels
of readiness, interests, ability levels, cognitive needs.

Various strategies
• Tiered Instruction: changing level of complexity (those who don’t know, some, or do understand
concept)
o Adjust pacing, materials, level of complexity, amount of structure
• Anchoring Activities: activities a student conducts when they completed present assignment.
• Flexible Grouping: students are appropriately challenged and avoids labeling a student’s readiness as
a static state. Ebb and Flow.
• Compacting Curriculum: assessing student’s knowledge and providing alternate activities who has
mastered the content.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Four Corners I’ve Got This

Anchor Chart Concept Map

Venn Diagram Connect 4 Thinking

T – Chart (compare /contrast) Venn Diagram

3-2-1 Summary Graffiti

Investigating the Question Slap Down

1-minute Paper
Game

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

Create Generate, plan, produce. Apps: Anchor (podcasting), Slideshow Creator (storytelling)

APPS:
Critique, judge. Apps: Notion (Moderating), Twitter (Networking)
Evaluate

APPS:
Break down, model subdivide, infer, calculate. Apps: Excel (Reworking), Padlet (Organizing)
Analyze

APPS:
Choose, modify, show, discover, diagram. Apps: KOMA KOMA (Simulating), IPEVO
Apply Whiteboard (Showcasing)

APPS:
Explain, summarize, infer, paraphrase, discuss. Apps: Annotate (annotating), Clips
Comprehension (explaining)

APPS:
Describe, Arrange, Order, Name, Memorize. Apps: Quizlet (recalling), Google
Remember (searching)

APPS:
Components of a social emotional learning program (SS12)
1. Self-Awareness
2. Self-Management
3. Responsible Decision making
4. Relationship Skills
5. Social Awareness

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Implements changes Incoporate technology
Has lesson plans that are learner-centered Keeps students engaged

Create a welcoming space (CBM3)

1. Stand at door greeting students with sign above door with labeled subject and my name

2. Have seats assigned for the first day to relieve stress from students

3. Go over discipline plan

4. Have supportive message on board as well as a bit about me

5. Dress for success

6. Appear ready and organized

 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Setting high expectations: Technique Three: Stretch It. This technique pushes a teacher to accept correct answers and
ask students to add depth or nuance to their answers.

2. Technique Six: Begin with the End.Links to an external site. This planning technique focuses on the outcome instead of
what you want to do during the period.

Technique 12: The Hook.Links to an external site. Introducing the lesson with a "hook," an activity or item that grabs your
3. students' attention, will help enhance your lesson.

4. Technique 18: Check for Understanding. This method is an on your feet model of data collection, sort of a formative
assessment on the run.

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

Technique 39: Do It Again. This technique is perhaps the only negative consequence that genuinely works. When students fail to meet
6. your standards, you ask them to "Do it again." They model the appropriate behavior but are eager not to have to do it again.

Technique 44: Precise Praise. Rather than "cheap praise," precise praise is valued by students because
7. it explicitly describes what actions please you.

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?”

Or “What will happen if you break the rules again?”

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……

Displays consistency with rules and
Maintains daily routines and procedures consequences
Displays student work/projects Maintains an up-to-date seating chart
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
from gifted to delayed, echo
Vision/hearing loss, varied
cognitive/development abilities
Difficulty w. speech, reading,
may use speech, ASL, lip
reading, hearing aids
Hyperactivity, aggression,
withdrawal, immaturity, learning
difficulties
Articulation difficulties, easily
frustrated, difficulty with oral
expression
Struggle with academics,
attention, memory, generalization
Hampered speech, mobility
challenges, needs assistance with
tasks
May have immobility limited
Having limited strength vitality,
or alertness.
May affect reading, writing, oral
language, math
Articulation disorder, abnormal
voice, fluency disorder
Concerns with memory, attention,
social, emotional regulation,
speech, physical
Spatial positioning, short
attention span, sensitive to bright
light
Impact on Classroom
Struggle to pay attention, difficulty with
stimuli, no grasping big picture, difficulty
changing routine
Require info to be introduced. Utilize
service of SSP
Need special seating, written supplements,
eye contact, become frustrated, behavioral
concerns
Exhibit inappropriate behavior, not able to
maintain relationships
Wearing hearing aids, read lips, need quiet
environment, need slower rate of speech
Not be working on grade level materials,
not understand social norms, struggle with
problem solving
Require multiple services, use alternate
communication methods, require alternate
curriculum materials
Have cognitive concerns, integrated into
the general education setting all the time,
use assistive technology
Slower reading rate, frequent spelling
errors, difficulty copying, difficulty
memorizing basic facts, describing events
Tend to emerge at young age, have
difficulties with comprehension, being
understood, expressing needs and social
interactions
Struggle to process visual info, following
multi-step directions, communicating,
grad-level work
ARD Timeline Activity (E5)

#1 Response to Intervention

#2 Initial Referral
Notice and Consent or Refusal to
Provide Initial Evaluation Within 60
Calendar
Days
#3 Initial Evaluation Completed

Within
#4 Notice of ARDC Meeting
30
Calendar
Days

#5 Eligivility Determination made by the

ARDC

3
Years

Year

#6 Annual IEP Review

#7 Notice and Consent for Reevaluation

#8 Dismissal/Grauduation
Modifications and Accommodations (E6)
Quantity
Definition
Adapt number of items the
learner is expected to learn or
number of activities students will
complete
Example
Reduce number of social studies
terms a learner must learn at one
time. Add more practice activities
Input
Definition
Adapt the way instruction is
delivered to the learner
Example
Use different visual aids, enlarge
text, plan more concret examples,
provide hands-on activities
Participation
Definition
Adapt the exten to which a
learner is actively involved in the
task.
Example:
In geography, have a student hold
the globe, while others point at
locations. Ask students to lead a
group
Types of Assistive Technology (E7)
Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. hearing aids, personal listening system
(SP7CPE)
(which transmits the speaker’s voice
to the user’s ear)
2. with a wireless transmitter
calculators, talking calculators
audio books and publications, CDs,
3. MP3s, reading guides
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for Increase personal assistance to keep
learning, task completion or testing student on task. Enhance adult-student
relationships. Use physical space and
environmental structure
Example Example
Individualize a timeline for completing Assign peer buddies, teaching
a task; pace learning differently for assistants. Specify how to interact with
some learners the student
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or Adapt how the student can respond to
the rules on how the learner may instruction
approach the work
Example Example
Allow the use of a calculator to figure Instead of answering questions in
math problems, simplify task directions, writing, allow a verbal response. Use a
or change rules to accomodate communication book for some students.
Notes:
pen/pencil grips, word processors, word wall,
4.
alternate keyboard, proofreading programs
graphic organizers, text to speech, audio
5.
books, apps for reminders or notetaking
voice amplification system, communication
6.
board
Venn Diagram of 504 and IDEA (E9)
D, G, H, I, K, L
504 BOTH
• 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.
• 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.
• K) Enforced by U.S.
Department of Education,
Office of Civil Rights
• L) Does not require
parental consent.
B,
A, C E, F, J, P
IDEA
• B) Must provide impartial
hearings for parents who
disagree with the
identification, evaluation,
or placement of the
student.
• A) Requires written
consent.
• C) Enforced by U.S.
Department of Education,
Office of Special
Education.
• E) An impartial appointee
selects a hearing officer.
• F) Describes specific
procedures.
• J) Provides "stay-put"
provision (the student's
current IEP and
placement continues to
be implemented until all
proceedings are
resolved.
• P) Parents must receive
ten days' notice prior to
any change in placement.
Suggestions for working with Students in Poverty (E12)
Arrange a bank of shared supplies for your students
Don’t make comments about your students’ clothes or to borrow when they are temporarily out of materials
belongings unless they are in violation of the dress code. for class.

Take time to explain the rationale for rules and procedures in
your classroom.
Be careful about the school supplies you expect students to
purchase. Keep your requirements as simple as you can for
all students.
Do not require costly activities. For example, if you
require students to pay for a field trip, some of them
will not be able to go.
Provide access to computers, magazines, newspapers,
and books so low-income students can see and work
with printed materials

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)

Studnets listen to lecture, students read text

Listen-Read-Discuss
Audio Assisted Reading
Use before, during, and after reading with
selection, then discussion. Compare and
small groups
contrast info from lecture.
Students read along in their books as they
Use during reading either individual or
hear a fluent reader read book on auidio
with small groups.
recording.

QAR teaches students how to ask key

Question-Answer Use after reading, individual, small groups
questions about their reading, then how to
Relationship or with whole class
find the answers in the text.
 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, highlighted text

2. Build background Contextualizing key vocabulary, content word wall, personal dictionaries

Explanation of academic tasks, use variety of techniques, appropriate

3. Make verbal communication understandable speech

4. Learning strategies (this one should be easy!) Mnemonics, Illustrate, graffiti write

5. Opportunities for interaction Encourage more elaborate responses, grouping configurations, information gap activities

6. Practice and application Writing diary through a character, writing test questions to ask another students, small group
discussions

7. Lesson delivery Clear explanation, active involvement, opportunities for students to apply learning in meaningful
ways.

8. Review and assess Review key vocabulary through analogy, informal review of key concepts “discuss 3 important
things we have learned so far”, provide feedback that clarifies and corrects misconceptions

Reflections on the Reading STAAR (TL4)

1. Students may assume they know the meaning of the word and will pick the answer before looking back at the context of the
word in the sentence which could change the meaning.

2.

3.
Reflections on the Math STAAR (TL4)
1. Some more obscure math based definitions may be unknown to students, especially if they’ve only heard of it once or twice.

2.

3.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.8 71.8
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.2 32.3 21.5

Final Percent 78.0

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will develop and execute lessons that consistently include student-centered activities and the
expectation for students to monitor their own learning through specific student-led strategies.

2. I will incorporate technology appropriately in the classroom to enhance students’ learning and
engagement.

3. I will improve my abilities to monitor and adjust instruction through targeted questioning techniques at
varied levels of cognition, the use of wait time, and academic feedback to students.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. Research based strategies: I will be incorporating many different types of research based strategies in my classroom to
promote student success and fosters a love of learning. Some of these strategies include Tomlinson’s Differentiation to
tailor my teaching to meet the diverse needs of my students.

2. Technology implemented: Technology is especially valuable for enhanced instruction and promoting student learning. I
plan on using interactive whiteboards, online resources and educational apps to engage students in the classroom. Also
throughout the year, I plan on assigning activities to create their own digital content such as a podcast or a video to
demonstrate their understanding of the material.

3. In regards to lesson planning, it is key to make sure the content I am focusing on comes directly form a TEKS objective
to ensure student’s are learning what they need to. The evaluation of students’ knowledge is important by incorporating
appropriate formative or summative assessment to gauge the understanding of the student.

4. In classroom behavior management, I believe that establishing clear expectations is key to promoting a positive and
productive learning environment. I establish clear rules and procedures that are consistently enforced, while also
incorporating opportunities for student input and engagement in the process. By promoting a culture of respect and
responsibility, I ensure that students are focused on learning and are empowered to take ownership of their education.

5. I assure all students have an equal opportunity to master learning by implementing differentiation strategies that meet the
various needs of students. This includes providing a range of instructional materials, varying instructional methods, and
providing additional support for students struggling with certain aspects of the class.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Submits required reports and paperwork on time Maintains an up-to-date calendar
Designs and implements quality lessons Understands their content/real-world
applications

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……

Implementing formal and informal assessments Displaying consistency in grades
Collecting, reviewing, and analyzing student data Communicating student progress to parents and
adm as needed

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.