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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……

Responds to students with respect at all times. Conducts 1:1 conversations with students.
Models ethical/respectful behavior in all situations. Practices self-reflection for improvement.

Core Values (TIU3)

Loving Growth

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

Learning is a change Learner much like a Learner brings their Focuses on human
in behavior caused by computer -- learning own past experiences freedom, dignity, and
an external stimulus. involves a change in and cultural factors to potential, we need to
Rewarding reinforce knowledge stored in every situation. study person as a
the behaviors. memory, not just a whole, it deals with
Brief change in behavior, social emotional side
Description: and they focus more of learning.
on mental processes.

 Ivan Pavlov  Jean Piaget  Lev Vygotsky Abraham Harold Maslow

Theorists  B. F. Skinner Sensorimotor Stage (social interaction Physiological Needs
Associated:  Albert Bandura (Birth – 2 years) and the zone of (basic need)
Preoperational Stage proximal Safety Needs(basic need)
(2 – 7 years) development) Social Needs
Concrete Operational  John Dewey (psychological need)
Stage (7 – 12 years)  Erik Erikson Esteem Needs
Formal Operations  Benjamin Bloom (psychological need)
Stage (13 – Adult)  Howard Gardner Self-Actualization Needs
 Jerome Bruner (self-fulfillment need)

Behaviorism
 Drill/ Rote work
 Bonus points (providing an incentive to do more work)
 Participation points (extra points as a reward for participation)
 Verbal reinforcement "great work"
Notes:
Cognitivism:
Examples:
 Classifying or chunking information
 Linking concepts (associating new content with something known)
 Providing structure (organizing a lecture in a meaningful way)
 Real-world examples
 Discussions
 Problem-solving
 Analogies
 Imagery
 Mnemonics
Constructivists
 Case studies
 Research projects
 Problem-based learning
 Brainstorming
 Collaborative learning/group work
 Simulations
Humanism:
 Use of a social contract
 Show and tell to get to know others better
 Counseling and social work support
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, share, Jump with both feet, Self-sufficient, names, Sorting, I-spy, Chores,
2 -4 yr olds cooperative, motor control, bike, dress/undress, shapes, race, drawing,
imaginary friend, ball, scissors ask questions, more painting, cutting
competitive, vocal, and writing,
understanding of painting, letters,
rules, needs sense of counting, colors,
secure books

Out of the home, and Copy shapes, letters Into the world of adult
5- 8 yr olds into friend group, Into the world of ideas, logic, and
Self-centered, start games and school communication.
interested group, work. In the world of
friendship, make- games and school
believe stories, work.
competitive, tattling

Peer group, negative Weight, height, and Think abstractly, plan

behaviors and appearance changes, weeks, evaluate
9-11 yr olds
emotions, want to be energetic with behaviors, concentrate
independent, learn competitive games longer time, sense of
sex, attitude changes, moral, reasons and
sense of humor, self- importance, express
view improve themselves

More comfortable to Rapid growth and Enjoy cognitive

interact with peers, physical changing, thinking, allow them
12-14 yr olds new sense of their to make their own
leadership experience,
have preference about physical self. decision and more
sex group,decision- authority
making skills

Big physical changes, Uncertainty, arguing,

Transition period,
15-18 yr olds body hair, voice, sarcasm,
want to be adult, need
strength, size, eat and accountability,
more peer approval,
sleep more, sexual personal goals,
insecure, interest in
desire, reasoning skill,
opposite gender, close
planning, predicting,
friendship with same
understanding
gender, peer norms
Ages 5-8

Characteristic of Age Group(5-8) Implications and Applications

Are at a period of slow, steady growth. Use active learning experiences.
Learn best if physically active. Provide activities that encourage physical activity:
running, moving, playing games, cutting with
scissors, painting, pasting, brushing, and assembling.

Are learning how to use their bodies by mastering Use small and large muscle activities. Use small
physical skills. tables and chairs.Use large crayons and paper.
Are more interested in process than product. It's okay for 5- to 8-year-olds to only work on a
Interested in doing activities rather than creating a project rather than complete it.
specific product or "doing well" in the activity.
Are wrapped up in self. Make-believe activities allow youth to imagine
clearly what other people think and feel.
Learning how to be friends. May have several "best Provide a balance of activities, which can be done
friends." alone or in small groups that allow for individual
attention.
Boys and girls may enjoy playing together. Involve both sexes in activities.
Thinking is concrete. Use the senses to help children experience things.
Easily motivated and eager to try something new. Plan a wide variety of activities. Plan activities that
take a short time to complete, with each experience
building on previous activities. Provide a variety of
short and specific learning activities involving
concrete concepts.
Deal with here and now. Attention span is short. Free time should be planned and encouraged. Move
from one activity to another—alternate high and
moderate activity with low. Be very specific and clear
with instructions.
Naturally curious and want to make sense of their Allow for exploration and spontaneity in activities.
world.
Sensitive to criticism. Don't accept failure well. Provide positive encouragement and assistance. Plan
many concrete learning activities to experience
success. Set up situations that foster cooperation and
teamwork rather than competition.

Have a strong desire for affection and attention of Plan for small group activities, allowing one adult for
adults. Are moving from dependence on parents to three to four children.
dependence on another adult.
Seek adult approval because not confident enough yet Offer support to the young people
to set their own standards.
Characteristics of Age Group (9-11) Implications and Applications

Are quite active with boundless energy. Emphasize active learning experiences.

Like group activity. Group and club memberships Emphasize group learning experiences.
are important.

Like to be with members of own sex. Encourage learning experiences to be done with members of
the same sex.

Have interests that often change rapidly, jumping Encourage many brief learning experiences.
from one thing to another.

Usually, do best when work is presented in small Need short and straightforward directions.
pieces.

Need guidance from adults to stay at a task to Work closely with this age group.
achieve their best performance.

Admire and imitate older boys and girls. Encourage apprenticing with older youth.

Easily motivated and eager to try something new. Provide a wide variety of learning experiences.

Do not like to keep records and do not see the Need assistance and close supervision in completing records.
value in them.

Like symbols, ceremonies, and songs. Hold initiation and installation ceremonies for new members
and officers.

Extremely curious; 9- to 11-year-olds constantly Do not answer all of their questions. They will learn by finding
ask “why." some answers on their own. Encourage a few to find solutions
and report to the group.

Enjoy cooperation. Plan activities so that youth work together sometimes.

Show independence by disobedience, backtalk, When you notice these characteristics, allow youth to show
and rebelliousness. independence. Ask them in which activities they would like to
participate, and give individual attention.

Need recognition and praise for doing good work. Recognize in front of peers and parents.

Have feelings of competence that enhance self- Provide activities that will let youth succeed. Recognize them
concept. for their accomplishments.
Don’t like comparisons with others. Instead of comparing youth to each other, compare the present
to the past performance of the individual.

Can direct a single familiar activity. Need adult support.

Have limited decision-making ability. Need adult guidance. Need to know steps and how to.

Char acter istics of Age Gr oup(12-14) Implications and Applications

Concerned about physical development, being liked Encourage learning experiences related to understanding
by friends, social graces, and proper grooming (even oneself and getting along with others. Be willing to talk
though they don't want to admit it). about physical changes.

Change at different rates, according to highly

individual "clocks." Can be painfully self-conscious They need many varied opportunities to achieve and to
and critical. Are vulnerable to bouts of low self- have their competence recognized by others.
esteem.

Self-conscious with many needing help to overcome

Concentrate on developing individual skills.
inferiority complexes.

Prepare opportunities to help youth discuss body

Have intense feelings related to sex. Keen interest in development as a natural and healthy process. Provide the
their bodies, especially sex and sex processes. opportunity for discussion of human sexuality to ease the
anxiety associated with a developing body.

Experience emotions that are on a roller coaster ride. Accept the feelings that they have. Remember that early
Change in hormones and changes in thinking adolescents are known for their drama, and their feelings
contribute to the mood swings. may seem extreme at times.

Desire a sense of independence, yet they want and Encourage youth to work with adults and older teens to
need their parent's help. complete learning experiences and apprenticing.

Encourage youth to work with or apprentice to older teens

They like fan clubs. Many have older or adult idols.
and adults.
 Involve youth in deciding on group rules. Give them
Still depend on parental guidelines
parameters to follow.

Are beginning to question the authority and values of

Be willing to spend time to discuss values and morals.
parents.

Use peer pressure as a positive influence. Use the group to

Peer pressure mounts, first from the same sex, then
influence non-participation. Have the group encourage
from the opposite sex.
individuals.

Interested in activities involving boys and girls. Encourage learning experiences involving boys and girls.

Interested in sports and active games. Encourage active and fun learning experiences.

Encourage a more in-depth exploration of leadership roles;

Are ready for in-depth, longer learning experiences. encourage more detailed record keeping of leadership
experiences.

Allow members to plan activities. Expect follow through.

Can take responsibility for planning and evaluating
Help them evaluate the outcome. Let members have
their work.
responsibility for group activity.

Form planning committees to plan parties and other social

Can plan their own social and recreational activities.
activities. Give experience in working in groups.

Help youth choose tasks at which they can succeed.

Encourage them to participate in all tasks. Assist youth in
May avoid difficult tasks.
eliminating their fears. Help them succeed in solving and
engaging in challenging tasks.

Want to get outside of their community to explore. Provide learning experiences outside of the community.

Getting over the age of fantasy. Begin to think of

what they will do when they grow up, but are often Relate life skills to career choices.
unclear of needs and values.

Provide opportunities for interaction with peers and adults.

Gain skills in social relations with peers and adults.
Provide activities that would foster social interaction.
Characteristics of Age Group (15-18) Implications and Applications

Put more emphasis on personal development (mental

Have high social needs and desires.
and social) wherever possible.

Want and need a strong voice in planning their Provide suggestions and several alternatives rather than
programs. detailed instructions.

Make youth aware that in these situations, they are

Need freedom from parental control to make
making decisions for themselves or a group like
decisions.
themselves.

Emphasize guidance and counseling from adult leaders

Want adult leadership roles. rather than directions. Recommend liberal use of
discussion.

Plan coeducational and group-oriented projects or

Quite interested in coeducational activities.
activities.

Make sure youth are encouraged by peers. Help

Strong desire for status in the peer group.
establish a climate that is conducive to encouragement.

Projects can have considerably more depth. May need

Restricting areas of interest; patterns of interest
to suggest related areas to give youth a broader
are becoming more definite.
outlook.

Reach high levels of abstract thinking and Put youth into real-life problem-solving situations.
problem-solving. Can choose purposes, make Allow them to fully discover ideas, make decisions,
plans, carry them out, and evaluate the results. and evaluate the outcomes.

Counter the feelings of inferiority and inadequacy by

Have widespread feelings of inferiority and
encouraging youth and helping them to see their
inadequacy.
positive worth.

Allow time for youth to explore and express their

Begins to know self as an individual. Personal philosophies. Use activities that have them search for
philosophy begins to emerge. experiences that will allow them to identify their
beliefs.
Are developing community consciousness. Recommend civic projects that are a service to others.

Are developing a growing concern for the well-

Encourage interest in and discussion of community and
being and progress of other individuals and
world problems in which they express concern.
groups.

Include activities and information regarding life

Need life planning guidance.
planning.

Are beginning to think of leaving home for

Emphasize consumer and financial management.
college, employment, marriage, etc.

Many will leave the community for

employment, and many who go to college will Introduce youth to other settings through tours and
not return to their present communities after trips to state and interstate conferences.
graduation.

For incentives, provide trips, rather than medals and

Are interested in travel and adventure.
ribbons.
Hattie’s most effective influences on instruction (throughout SS)
1. Transfer strategies 16. Piagetian Programs
2. Deliberate practice 17. Prior ability
3. Effort 18. Self-reported grades
4. Mnemonics 19. Self efficacy
5. Rehearsal and memorization 20. Comprehensive instructional program for teachers
6. Strategy to integrate with prior knowledge 21. Phonics instruction
7. Summarization 22. Repeated reading programs
8. Cognitive task analysis 23. Conceptual change programs
9. Planning and prediction 24. Collective teacher efficacy
10. Classroom discussion 25. Teacher Clarity
11. Feedback 26. Teacher credibility
12. Response to intervention 27. Teacher estimates of achievement
13. Jigsaw method 28. Micro-teaching/video review of lessons
14. Reciprocal teaching 29. Elaboration and organization
15. Scaffolding 30. Evaluation and reflection
31. Help seeking
32.

What is Academic Language? (SS1)

It is an oral, visual, and written language that students need in order to understand (read, listen & think), communicate(listen, speak,
write and connect), and perform(think, read, write, listen, speak and create).

** strategies of vocabulary teaching: Frayer model, Word Wall, Word Game(password)

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to word 3.Indirect learning of vocabulary, e.g. using vocabulary

words in different contexts
. 2. Learning vocabulary words before reading text 4. Learning vocabulary in both written text and oral speech

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

1. Tiered instruction - This strategy allows the teacher to categorize every aspect of the lesson into one of
three tiers. This strategy requires teachers to identify the skills and concepts of the lesson and group students
into 3 groups based on their knowledge of the concept: struggling students, students who may just need
practice, and advanced students.
2. Anchoring Activities - Independent, ongoing activities that students work on at any time when they have
completed primary assignments. These activities help with classroom management and promote learning.
3. Flexible grouping - Purposeful collaborative groups that allow teachers to match students to necessary
tasks and skill levels.
4. Compacting Curriculum - assessing a student’s knowledge and skills, and providing alternative activities
for the student who has already mastered curriculum content.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think-pair-share, four corners Jigsaw model, I’ve got this

Graphic Organizers Concept map& brainstorm web Math problem solving graphic

KWL chart Venn diagram

Advanced Organizers

Compare and Contrast (Venn T-chart

Similarities / Differences Diagram)

5 fingers(5 words, 5 mins) Math problem-solving graphic

Summarizing & Notetaking

Investigating and question slap

Cues & Questions 1 minute paper down game

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

Create Choose, explain, judge, justify, support

APPS: Canva, WeVideo

Write, create, summarize, explain, collect

Evaluate

APPS: Miro, Google Meet

Compare, analyze, choose, practice, solve

Analyze

APPS: Wufoo, Simple Mind

Apply, use, choose, demonstrate, show

Apply

APPS: COMACOMA, Sketchbook

Understanding, paraphrase, identify, discuss, classify

Comprehension

APPS: Tumblr, Adobe Express: Graphic Design

 Memorize, name, recall, state, list

Remember

APPS: Mind mapping, Quizlet

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……

Provides a variety of methods for learning: visual, Incorporates higher order thinking questions for
auditory, and kinesthetic deeper learning
Has lesson plans that are learner-centered Communicates clearly to engage students

Create a welcoming space (CBM3)

1. What are the rules in this classroom? - social contract, build it after the first week.

2. Am I in the right room? - standing at the door, helping anyone who needs help. A sign should be on the
door as well as the chalkboard of the classroom with the teacher's name and other welcoming and
supporting information, and check registration cards.
3. Where am I supposed to sit? - invite students to take an assigned seat.

4. What will I be doing this year? - Tell students what to do when wants the class's attention, what to do
upon entering the classroom, and how to make entries in a journal, and spend the first two weeks of
school teaching students how to be responsible for their behavior and their learning.
5. Who is the teacher as a person? - Teacher personality bulletin board," which contains a collage of
personal items about the teacher, such as pictures and objects about the teacher's life, work, and family.

6. Will the teacher treat me as a human being? - how you treat yourself with respect, dignity, and
love?how you greet your students at the door, how you dress, what signs are posted in your classroom,
the message on the chalkboard, the obviousness that you are organized and ready, and that you are in
control of the learning environment for the classroom.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. 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.

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

4. Pepper. Like a coach lobbing balls to his fielders, a teacher can "pepper" his or her students with fast-paced questions,
making it fun and keeping students on their toes

Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom
5. or getting a pencil, and can eliminate some of the waste of time that plagues instruction.

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

Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers can be both
7. simultaneously.

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?

** What is going to happen if you do this 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……

Maintains daily routines and procedures Establishes smooth transitions between activities
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
A neurological disorder
Different cognitive abilities range
Usually identified in the first three years of life
4:1 male to female ratio
A student who falls into this eligibility category
has any combination of vision and hearing loss,
though not necessarily complete deafness and/or
complete blindness
A wide range of cognitive and developmental
abilities
May also have difficulty with speech, reading,
and writing skills
May use speech, lip-reading, hearing aids, and/or
another amplification system
American Sign Language (ASL) may be their
first language and English may be their second
Hyperactivity
Aggression or self-injurious behavior
Withdrawal
Immaturity
Learning difficulties
Articulation difficulties and language delays
Easily frustrated
Difficulty with oral expression
Difficulty with social/emotional skills
Struggle with overall academics
Struggle with attention, memory
Struggle to make generalizations
Trouble interacting socially
Hampered speech and communication skills
Challenges with mobility
Need assistance with everyday tasks
Usually has medical needs
It is difficult or perhaps impossible to generalize
the characteristics of a student who qualifies
under OI. For example, a child with spinal cord
injury could have immobility limited to one side
of his or her body, just the arms or legs, or total
paralysis. A child with cerebral palsy may have
movement but need a wheelchair since walking
may be difficult.
Having limited strength, vitality, or alertness,
including a heightened alertness to environmental
stimuli
May effect
Reading
Writing
Oral Language
Math
Study Skills
Articulation disorder
Abnormal voice
Fluency disorder
Language disorder
Memory and attention concerns
Social skill concerns
Emotional regulation concerns
Speech and language concerns
Physical concerns
Spatial positioning
Short attention span
Sensitivity to bright light
Poor eye and hand coordination or clumsiness
Poor academic performance
Impact on Classroom
Struggle to attend to a task or pay attention; Have
difficulty sharing/taking turns or call out answers,
with noise or visual stimuli; Not understand the big
picture or abstract concepts, non-verbal cues, jargon,
or slang terms; Struggle with transitions or change to
routine; Fidget, rock, flap, stimulate, echo or mimic
phrases; Run or fight in stressful situations
Require Information to be introduced deliberately and
systematically
Utilize the service of a specialized Support Service
Provider (SSP).
Need special seating, being in view of the teacher
Need written supplements to oral instruction like
visual aids/cues; Require eye contact prior to
speaking; Have difficulties with social/emotional or
interpersonal skills; Exhibit some form of articulation
difficulty; Become frustrated and may have
behavioral concerns; Use hearing devices, which DO
NOT return hearing to normal
Exhibit inappropriate behavior under ordinary
circumstances; Not be able to maintain relationships
Display inappropriate manifestation of physical
symptoms or fears in response to school or personal
difficulties.
Wear hearing aids or FM systems
Read lips or use ASL
Need a quiet environment with many visuals to be
successful
Need a slower rate of speech and clear enunciation
Not be working on grade level materials
Not understand social norms
Struggle with problem-solving across all areas
(academic as well as functional living skills).
Require multiple services
Use alternate communication methods
Require alternate curriculum materials.
Have no cognitive concerns
Be integrated into the general education setting all the
time
Use assistive technology.
limited alertness with respect to the educational
environment
Affects a child’s educational performance.
Slower reading rate
Frequent spelling errors
Difficulty copying
Difficulty memorizing basic facts
Difficulty describing events
Difficulty interpreting subtle messages.
Tend to emerge at a young age
Have difficulties with comprehension
Have difficulties being understood
Have difficulty expressing needs, ideas, or
information; Struggle with social interactions
Work closely with a speech/language pathologist to
support the student.
Struggle to process visual information
Struggle to follow multi-step directions
Struggle to communicate
Have difficulty with grade-level work
Struggle with logic, problem-solving, and reasoning
skills.
Affects a child’s educational performance
ARD Timeline Activity (E5)

#1 Initial Request for Referral made by Parent

Z#2 Consent and Notice of Evaluation or

Prior Written Notice given to Parent
Within 60
Calendar
Days
#3 Full individual and initial evaluation completed

Within
#4 ARD Meeting and Consent for
Initial Placement
30
Calendar
Days

#5 Initial Request for Referral made by Parent

3
Years
1
Year

#6 Consent and Notice of Evaluation or Prior

Written Notice Eligibility - Yearly ARD
#7 Full Initial Individual Evaluation Completed
and provided to parent
Terms to be assigned in the timeline:
Initial Referral(R), Initial ARD, Notice of
ARD, Yearly ARD, Full Individual
Evaluation, Dismissal, Re-evaluation,
Notice/Consent for initial Evaluation

#8 Annual goals, sped ed, related services&

supplementary aids& services
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition
Definition Definition
Lessen the # of items/activities
needed to be learned for skill Allow more time for learning/task Increase personal assistance to remain
mastery assessment (test). completion/testing. on task, enhance student-adult
relationship.
Example
Example Example
Instead of having 20 math During final comprehension test, 10 Peer buddies will be utilized during
questions correct, 18 is extra minutes will be allotted. initial learning of material.
expectation.

Input Difficulty Output

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

Example Example Example

Instead of directly teaching the Allow the use of a calculator to figure math Having a game which students have to
comparison symbols, alligator problems, simplify task directions, or answer the question verbally instead of
symbol method will be used. change rules to accommodate learner needs. writing down.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example:
Student can create one comparing
math problem, and other student
give the right answer.

Types of Assistive Technology (E7)

1. Graphic Organizers 4. Word Processing Aids

2. Classroom Seating 5. Electronic math worksheet

3. Visual Timers 6. Apps for reminders or note-taking

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)
Don’t make comments about your students’ clothes or
1. belongings unless they are in violation of the dress code.
Arrange bank of basic needs supplies for both school life
2. (pencils, paper, notebook, computer, etc.) and daily life
(toothbrush, tooth paste, deodorant,comb, or even some free
food).
3. Do not require costly activities, and supplies. Make it clear
that I value them for their character and not for their
possessions.
Take time to explain the rationale for rules and
4. procedures in your classroom, because students who
live in poverty may not always know the correct
behaviors for school situations.
5. Keep your expectations for poor students high.
Poverty does not mean ignorance.
6. Work to boost the self-esteem of students who live in
poverty by praising their school success instead of
what they own.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading - set a goal for students like a question or proposal, like : how
panda bear are becoming extinct.
2. Support student autonomy- students choose reading text from an appropriate reading list provided by the
teacher; students can pick where to sit, what product to produce (eg: poster or essay); and who to work with,
single, partner, or group.
3. Provide interesting texts - Choose topics with familiar background knowledge. Texts that are visually pleasing
and appear readable. A text's relevance and interest is often an individual matter.To generate interest, provide
stimulating tasks related to reading topics prior to reading.
4. Increase social interactions among students related to reading - reading together, sharing information,
and explaining and presenting their knowledge to others during reading-related tasks, appropriate group work
behavior, providing feedback to group members.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
1. Word Wall - Whole class setting - using a math word wall that has three parts: key vocabulary, "in your own words"
definitions, and a variety of ways to portray a function. For example, multiplication is portrayed by the following symbols:
x, *, and ( ).

2. Exit Slips - After class/ could be used individually, in a small group or whole class setting - At the end of your lesson ask
students to respond to a question or prompt.

Think- Pair-Share - before reading/ Small group setting - T : (Think) Teachers begin by asking a specific question about
3. the text. Students "think" about what they know or have learned about the topic.

P : (Pair) Each student should be paired with another student or a small group.

S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.
 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 Organizer/ Multimedia/Jigsaw model

2. Build background Content word wall/ Vocabulary self-selection/ vocabulary through songs

3. Make verbal communication understandable Use gestures/ scaffolding techniques/ multi-exposure

4. Learning strategies (this one should be easy!) Questioning technique/ scaffolding techniques/ I wonder form

5. Opportunities for interaction Wait time/ Jigsaw/ student-student interaction

6. Practice and application Hands on materials/ application of content and knowledge/ integration of language skills

7. Lesson delivery Students engagement/ language objectives/ pacing

8. Review and assess Paraphrasing/ word study book/ feedback

Reflections on the Reading STAAR (TL4)

1. I did not miss any questions, but I skipped a question (Which of the following best describes Eric’s main conflict in the story?)
and did not check if I answered all the questions.
Same things could happen to students, when answer the questions, as you go back and forth to check the content, it is easy to
skip questions.

2.

3.
Reflections on the Math STAAR (TL4)
1. For Inter-quartile Range (IQR), students may look at the wrong numbers ( the numbers on the number line) and ignore the real
number (the numbers that those dots represent for) that they need.

2. For the number line question looking for percentage, students may first mix up with the percentage with the fraction, 25% =
1/4, 20%= 1/5, 40% = 2/5, 60% = 3/5, 50% = 1/2, 75% = 3/4, 80% = 4/5

3.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher
9 wks 1 grading Grades Unit Test scores Benchmark
Standards Absences
Period Percent 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 80.75 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 would like to develop and maintain great science classroom procedures and classroom culture. I would want my classroom
to be student-centered, open to ideas and a safe place for my students to grow and share. I would like to have students do
morning science reading and refection every morning when they get in the class; and we will have science exit ticket when
the leave the class.

2. I will incorporate differentiation strategies which include varied content, process, and technology and product expectations
for my science class. I will apply as much visual tools and actual experiments as I can for the science learning content.

3. I will enhance my ability to develop aligned formative and summative assessments which directly measure students’
knowledge and skills for the science lessons outcomes. I will work with colleagues to develop and gather feedback and
regarding formative and summative assessments. I will also do some research of how to effectively using these strategies.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
1. In my classroom, you will see 9 research-based strategies, which are start my class with reviewing, presenting new material in
small steps, thinking aloud, guided practice, state the objectives, usage of graphic organizers, concept sort, checking for
understanding and providing feedback.

2. In my classroom, you will see we use Classdojo for classroom management, Teach Your Monster for students with different
learning levels to play fun studying games, and Mind Mapping when we need to create a concept maps.

3. The important elements of lesson planning that need to be incorporated for student success are student-centered activities,
student-engaging, clear learning goals and objectives, and effective.

4. The non-negotiation rules are Hands to yourselves; No casting; Follow the school rules; non-negotiation procedures are
rewarding system, always show work in math.

5. In my classroom, for assuring that all students have an equal opportunity to master learning, I will avoid race and gender
barriers, diversify my curriculum, accommodate learning styles and disabilities, and avoid assumptions about students’
backgrounds.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Performs assigned duties in a professional manner Practices two- way communication with parents &
Maintains a positive attitude in difficult situation adm
Is available for tutoring, before and after school
Believes that all students can achieve at high levels

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 – no extremes
Conducting assessment after each lesson

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.