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……

- Models ethical/respectful behavior in all situations

- Addresses students by name
- Has a classroom that reflects a positive, safe, environment
- Dresses appropriately for the position

Core Values (TIU3)

Growth Reliability

I chose the word “growth” because a main goal of mine as a teacher is for my students and myself to grow. Whether it
be a little or a lot of growth, I think it is important to end the term as a better version of oneself than the beginning.
Second, I thought the word “reliability” because I think it is an umbrella term. It can mean being a team player for
one’s peers or holding accountability for work.

Additional Notes:

 Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Behaviors are Learning theory Learners Focuses on

learned that focusses on construct human freedom,
through how information knowledge rather dignity, and
interaction is received, than just potential.
with the organized, passively take in
Brief
environment stored, and information.
Description: retrieved by the
mind.

- Ivan Pavlov - Jean Piaget - Lev Vygotsky - Abraham

- B. F. Skinner - John Dewey Harold
- Albert - Erik Erikson Maslow
Theorists Bandura - Benjamin
Bloom
Associated:
- Howard
Gardner
- Jerome
Bruner

Notes:

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

1. Relationships 4. Retrieval 7. Retaining

2. Rigor 5 Routing 8. Rehearsing

3. Relevance 6 Re-exposing 9. Recognizing

Stages of Development (TIU7)

YRS Old Social Physical Mental Activities

Emotional
- Fear of the dark and - Jumps with both - Self-sufficient in - Sorting activities
2- 4 injury feet together many routines - I-Spy
- Likes to share and, - Mature motor - Dresses/Undresses - Obstacle courses
cooperative play control self - Chores
with other children - Ball skills improve - - Copies complex - Relay races
- May have imaginary throwing and shapes - Drawing pictures
friend catching - Asks a lot of - Cutting with scissors
- Becomes - May be ready to questions
competitive and learn to ride a bike - Tells stories
doesn’t want to lose by 4-5 - Begins to imitate
- Develops an - Cuts on the line with and write name
understanding of scissors - Paints
rules, but still finds - Threads beads
taking turns difficult - Understands 2-3
- Needs structures simple things to do
and routine to feel at once
safe - Sorts objects by size
and type
- Understands that
books are source of
pleasure and uses
pictures to help
them follow the
story
- Learn letters,
counting, and colors
- The most important
mode for learning is
play

 - becoming sociable - growth rate slow - logical thinking - Active learning

5-8 - Enjoy make-believe and steady about their behavior experiences
stories - Muscle coordination and things they can - Physical activity
- Friendships blossom and control is easily imagine - Tables, chairs,
- Tattling uneven and - Form ideas similar crayons, paper
- Competitive incomplete to those of an adult - Work on project
- Attached to adult - Hand skills and eye- - Learn to write - Make-believe
other than parent coordination letters and activities
- Physical activity/ development numbers, often - Balance of groups
rough-housing backward vs. individual
- Develop realistic - Value and use attention
fears money - Involve both sexes
- Positive self-concept - Use physical activity- 5 senses
to enhance learning - Variety of short
- Short interest span tasks
- Curious - Free time
- Exploration and
spontaneity
- Positive
encouragement
- peer groups - height and weight - think abstractly and - Short and
9 - 11 - Want independence range can plan for several straightforward
like adults - Coordinated weeks directions
- Attitude change - Energy abounds - Sense of morals - Work closely
- Discuss sex - Encourage
- independence and apprenticing with
disobedience older youth
- Sense of humor - Ceremonies
- Success improves - Do no answer all
self-view questions
- Attachment to own - Past vs. present
sex and show
antagonism toward
the opposite sex
- increasingly - period of rapid - Enjoy cognitive - understanding
12 - 14 comfortable growth activities oneself
interacting with - Varied pace - Varied opportunities
community and - Individual skills
peers - Human sexuality
- Leadership in clubs - Leadership
and groups experience
- Members plan
activities
- Social activities
- Learning outside
community
- Like skills to career
choices
- peers/adults

 - Transition period - coordination and - questioning and - personal

15 - 18 - Feel mature, but strength uncertainty development
not ready - General - Finances, - Suggestions and
- Insecurity, anger, awkwardness employment, detailed alternatives
frustration - By 19, full motor relationships - Counseling
- Peer approval capacities - Sarcasm - Coeducational and
- Close relationships - Boys have deep - Arguing skills group-oriented
with opposite voice and body hair improve projects/activities
gender - girls/boys different - Reasoning skills - Projects with more
- Follow peer dress paces improve depth
and norms - Self-conscious - Apply concepts to - Real-life problem
- Always hungry specific examples solving
- Need for sleep - Deductive reasoning - Explore philosophies
increases - Hypothetical - Civic projects
- Sweating increases solutions - Discussion of
- Sexual desires - Current actions community and
increase affect the future world problems
- Personal goals - Life planning
- Decision-making - Consumer and
skills improve financial
- Right vs wrong / management
consequences - Different settings
- Challenge
assumptions/
solutions

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

- Strategy to integrate with prior knowledge

- Cognitive task analysis
- Scaffolding instruction

- Small group learning

- Positive peer influences
- Self regulation strategies
- Peer tutoring
- Classroom discussions
- Cooperative learning
- Imagery
- Concept mapping
- Elaboration and organization
- Transfer strategies
- Meta cognitive strategies
- Summarizing
- Notetaking
- Outlining and transforming
- Underlining and highlighting
- Elaborative interrogation
- Rehearsal and memorization
- Appropriately challenging goals
- Questioning
- Teaching communication skills and strategies
- Interactive video methods
- Technology in other subjects
- Technology in writing
- Technology with elementary students
- Intelligent tutoring systems
- Information communication technology

 - Positive self concept

- Self efficacy
- Reducing anxiety
- Behavioral intervention programs
- Positive peer influence
- Strong classroom cohesion
- Teacher expectations
- Student-teacher relationships
- Meta cognitive strategies
- Self regulation strategies
- Settings standards for self judgement

What is Academic Language? (SS1)

The oral, visual, and written language that students need in order to understand, communicate, and
perform.

Strategies to teach the Vocabulary (SS1)

1. Repetitive expose to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous 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)

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

1.Tiered Instruction
Example 1 Example 2

Cooperative Grouping Four Corners I’ve Got This

Graphic Organizers Concept Map Problem Solving Graphic

Advanced Organizers Venn Diagram KWL Chart

Similarities / Differences
Compare/Contrast T-chart

Summarizing & Notetaking Cornell Notes

3-2-1 Summary

One Question, One Comment, Last

Cues & Questions Word
Slap Down Game

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

Create
APPS:
Canva, Youtube

Evaluate Padlet, Weebly

APPS:

Analyze
Google Sheets, ThingLink

APPS:

Apply
Pixlr, Zoom

APPS:

Comprehension
Voicethread, Express EDU

APPS:

 Remember

APPS: Wordle, 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……

- Incorporates higher order thinking questions for

- Implements changes as suggested by peers and admin.
deeper learning
- Has lesson plans that are learner-centered.
- Facilitates learning with best practices

Create a welcoming space (CBM3)

1. Positive quotes on the walls

2. Colorful Decorations

3. Personalized name tags

4. Easy to follow directions on the whiteboard

5. Organized paperwork/supplies

6. Low volume music

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

1.
Technique 1: No Opt Out. “Give it a shot”

2. Technique 10: Double Plan. My plan/student plan

3. Technique 20: Exit Ticket. Quick formative assessment

Technique 23: Call and Response. Class participation

4.

Technique 29: Do Now. “bell work”

5.
Technique 41: Threshold. Meeting and Greeting
6.
Technique 45: Warm and Strict. Both simultaneously

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
- Displays student work/projects - Displays consistency with rules and consequences

 Categories of Disabilities in SPED (E4)

Disability Characteristics Impact on Classroom
- neurological disorder Perseverate on a topic
Autism •
- Cognitive abilities range from gifted to cognitively • Struggle to attend to a task or appear to not
delayed be paying attention
- Usually identified in the first three years of life • Have difficulty sharing/taking turns or call
- 4:1 male tot female ratio out answers
• Have difficulty with noise or visual stimuli
• Not understand the big picture or abstract
concepts
• Struggle with transitions or change to
routine
• Fidget, rock, flap, stimulate, echo or mimic
phrases
• Run or fight in stressful situations
• Lack reciprocal communication skills or be
nonverbal
• Not understand non-verbal cues, jargon, or
slang terms
• Have difficulty with volume control,
cadence, and intonation.
A student who falls into this eligibility Require Information to be
Deaf/Blindness • •
category has any combination of vision and introduced deliberately and systematically
hearing loss, though not necessarily • Utilize the service of a
complete deafness and/or complete specialized Support Service Provider
blindness (SSP).
• A wide range of cognitive and
developmental abilities
• May also have difficulty with Need special seating, being in
Deafness •
speech, reading, and writing skills view of the teacher
• May use speech, lip-reading, • Need written supplements to
hearing aids, and/or another amplification oral instruction like visual aids/cues
system • Require eye contact prior to
• American Sign Language (ASL) speaking
may be their first language and English • Have difficulties with social/
may be their second 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
• Hyperactivity • Exhibit inappropriate behavior under
Emotional •
•
Aggression or self-injurious behavior
Withdrawal •
ordinary circumstances
Not be able to maintain relationships
Disturbance •
•
Immaturity
Learning difficulties
• Display inappropriate manifestation of
physical symptoms or fears in response to
school or personal difficulties.
Articulation difficulties and Wear hearing aids or FM systems
Hearing Impairment • •
language delays • Read lips or use ASL
• Easily frustrated • Need a quiet environment with many visuals to
• Difficulty with oral expression be successful
• Difficulty with social/emotional skills • Need a slower rate of speech and clear
enunciation
• Struggle with overall academics • Not be working on grade level materials
Intellectual •
•
Struggle with attention, memory
Struggle to make generalizations
•
•
Not understand social norms
Struggle with problem-solving across all
Disability • Trouble interacting socially areas (academic as well as functional living
skills).
• Hampered speech and communication skills • Require multiple services
Multiple Disabilities • Challenges with mobility
• Need assistance with everyday tasks
•
•
Use alternate communication methods
Require alternate curriculum materials.
• Usually has medical needs
It is difficult or perhaps impossible to generalize the Have no cognitive concerns
Orthopedic •
characteristics of a student who qualifies under OI. For • Be integrated into the general education
example, a child with spinal cord injury could have setting all the time
Impairment immobility limited to one side of his or her body, just
the arms or legs, or total paralysis. A child with
• Use assistive technology.

cerebral palsy may have movement but need a

wheelchair since walking may be difficult.

 Disability Characteristics Impact on Classroom
Having limited strength, vitality, or alertness,
Other Health including a heightened alertness to environmental
stimuli, that results in limited alertness with respect to
Impairment the educational environment, that is due to chronic or
acute health problems such as asthma, attention deficit
disorder, or attention deficit hyperactivity disorder,
diabetes, epilepsy, a heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, sickle
cell anemia, and Tourette syndrome and adversely
affects a child’s educational performance.
May Impact A student that has a specific learning disability may
Specific Learning • Reading
Writing
demonstrate
Slower reading rate
• •
Disability •
•
Oral Language
Math
•
•
Frequent spelling errors
Difficulty copying
• Study Skills • Difficulty memorizing basic facts
• Difficulty describing events
• Difficulty interpreting subtle messages.
Articulation disorder Tend to emerge at a young age
Speech or Language • •
• Abnormal voice • Have difficulties with comprehension
• Fluency disorder • Have difficulties being understood
Impairment • Language disorder • Have difficulty expressing needs, ideas, or
information
• Struggle with social interactions
• Work closely with a speech/language
pathologist to support the student.
Memory and attention concerns • Struggle to process visual information
Traumatic Brain •
• Social skill concerns • Struggle to follow multi-step directions
• Emotional regulation concerns • Struggle to communicate
Injury •
•
Speech and language concerns
Physical concerns
•
•
Have difficulty with grade-level work
Struggle with logic, problem-solving, and
reasoning skills.
Spatial positioning - Assistance taking notes, testing, and technology
Visual Impairment •
• Short attention span
• Sensitivity to bright light
Inc Blindness • Poor eye and hand coordination or
clumsiness
• Poor academic performance

 ARD Timeline Activity (E5)

#1
Notice of ARD

#2
Initial ARD
Within 60
Calendar
Days

#3
Initial Referral (IR)

#4 Within
Notice/Consent for initial Evaluation 30
Calendar
Days

#5
Full Individual Evaluation
3
Years
1
Year

#6
Yearly ARD

#7
Re-evaluation

Terms to be assigned in the timeline:

#8 Initial Referral (IR), Initial ARD, Notice
Dismissal of ARD, Yearly ARD, Full
Individual Evaluation, Dismissal, Re-
evaluation,
Notice/Consent for initial Evaluation

 Modifications and Accommodations (E6)

Quantity Tim Level of Support

Definition
- Adapt the number of items that the
learner is expected to learn or the number
of activities students will complete prior
to assessment for mastery.
Example
- Reduce the amount of examples the
learner needs to identify in the text. Add
more practice worksheets, less stress
about project.
e
Definition
- Adapt the time allotted and allowed for
learning, task completion, or testing.
Example
- Increase time to deliberate in groups.
Increase time to complete project.
Definition
- Increase the amount of personal assurance to
keep the student on task, to reinforce or prompt
the use of specific skills. Enhance adult-student
relationships; use physical space and
environmental structure.
Example
- Assign peer buddies, or have students meet
with higher level classes on occasion to form
relationships.

Input Difficulty Outp

ut
Definition Definition
- Adapt the way instruction is delivered to - Adapt the skill level, problem type, or the rules Definition
the learner. on how the learner may approach the work.
- Adapt how the student can respond to
Example Example instruction.
- Plan concrete examples, use cooperative
groups - simplify task directions (have one person Example
share)
- Allow verbal response

Participation Notes:
Definition
- adapt the extent to which a learner is
actively involved in the task.

Example:
- Ask the student to hold the brochure

Types of Assistive Technology (E7)

1. Graphic Organizers 4. Classroom Seating

2. Visual Timers 5. Word Processing Aids

3. Close Captioning 6. Audio players

 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)

1. Provide access to school computers and 4. Make sure school supplies is

printed materials. realistic/form a borrow system.

2. Keep your expectations high. 5. Do not make comments about students’ clothes
or belongings unless they violate the dress code.
3. Take time to explain the rationale for 6. Do not require costly activities.
rules and procedures in your classroom.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading

2. Support student autonomy

3. Provide interesting text

4. Increasing social interactions among students related to reading.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Concept Map During reading Organize ideas into categories as you read
Individually, with small groups, or

Student draws a picture or tells a story

2. Dictation Before reading/After reading Teacher uses a few examples from the picture or story
Individually, with small groups, or whole class Teacher demonstrates writing and sounds out the words

3. Word Hunt During reading

Introduce reading material
Individually, with small groups, or
whole class setting Model and ask students to read and reread
to find words that fit a particular pattern

 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, Adapted Text, Supplementary Materials: pictures, photos, visuals

2. Build background
Contextualizing Key Vocabulary, Word Wall, Concept Definition Map

3. Make verbal communication understandable

Step-by-step manner, Think-Alouds, Reinforcing contextual definitions

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

Mnemonics, GIST summarizing strategy, procedural scaffolding

5. Opportunities for interaction

Encouraging elaborate responses, think-pair-share, cooperative learning activities: four
corners
6. Practice and application
Hands-on practice, teach to other students, small group discussion

7. Lesson delivery
Objectives stated orally and written, engaged time, focus on pace

8. Review and assess

Paraphrasing, periodic review, authentic assessment: projects/performance

Reflections on the Reading STAAR (TL4)

1.

Because Eric’s main conflict was that he had to help his parents on a day that he has plans with his friends, the students may believe the
theme had to do with his work keeping him away from his friends (“Your dad and I appreciate your help”).

2.
The students may confuse sadness with anxiety because they are both negative emotions.

3. The students may not be able to identify the correct main conflict of the story because the narrator discusses several topics.

 Reflections on the Math STAAR (TL4)

1.

The students may forget to how to add and subtract negative numbers, so they might add a positively and choose the wrong answer.

2.
The phrase “same amount of money” may cause a student to believe the carpenter charges $720 for each amount of time worked.

3. The students may miscalculate the interquartile range or range.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher
Unit Test
9 wks 1 Standa Grades Benchmar Abse
scores
grading Period rds Percent k Grade nces
average
Average
Grading Scale
50-5
Unit 1 8.2 76 75 62 0 9 F
unit 2 8.3 86 83 75 1
60-6
Unit 3a 8.4 92 94 95 0 9 D
Unit 3b 8.5 68 71 55 4
Average 70-7
Percent 80.5  80.75   71.75 9 C
Weighted 30% = 0.3
Average Value 40%= 0.4 30%= 0.3

Weighted 80-8
Percent 24.15  32.3  21.52 9 B
 
90-1
Final Percent 78  00 A
Final Letter C10 + D10
Grade C  + E10

 Three professional goals for my classroom (TL8)

1.

Improve classroom management skills: time management tools, checklists, contracts, etc.

2.
Improve presentation skills: simple slides, visuals, tell a story, etc.

3. Increase parent involvement: open-door, volunteering, family project, etc.

Vision of an Educator (TL11)

In my classroom, I will use research-based strategies such as setting objectives, cooperative learning, scaffold instruction, nonlinguistic
representations, and more. I will incorporate technology using a projector, laptop, and/or tablet. I will use several applications including:
Google Classroom, Kahoot, and Quizizz. The projector will allow me to easily display follow-along instruction, videos, and organizers. I
believe the other important elements of lesson planning consist of objectives, timing, differentiation, materials, assessment, hook/closure,
and classroom management. It is important when implementing behavior management that I stay calm, firm, and consistent. By creating
collaborative class rules, the students will be more obligated to follow them because they helped create them. Also, creating a routine and
stimulating lessons can help keep the students engaged and minimize behavioral issues. As a teacher, I will use positive language and try
to develop a relationship with all my students. My non-negotaibles are to: be safe, be respectful, and try your best.

 Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

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

- Believes that all students can achieve at high levels - Collaborates with the dept, parents, & admin.

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……

- Checking for understanding & providing 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.
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.