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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……

Models ethical/respectful behavior in all situations. Greets students at the door. Addresses students
Conducts 1:1 conversation with students by name

Core Values (TIU3)

Dedication Encouragement

Additional Notes:
Here are a few of the key foundational principles of brain-based learning:

The brain does many things at one time. Thoughts, emotions, imagination, and predispositions operate simultaneously. So, an effective teacher utilizes multiple
delivery methods.
The brain needs and registers what is familiar to make meaning. An effective teacher understands that lessons need to offer students choices, and the more real-life
motivation factors, the better.
The brain is designed to perceive and generate patterns and resists meaningless information. An effective teacher creates meaningful, relevant patterns in such areas
as problem-solving and critical thinking.
Emotions are critical and at the heart of patterning. Emotions and cognition cannot be separated. An effective teacher understands that the classroom environment
needs to be supportive and marked by mutual respect and acceptance.
The brain downshifts under perceived threats and learns optimally when appropriately challenged. An effective teacher recognizes the positive and minimizes
harshness with students, so they work at a "relaxed alert" state.
Each brain is unique. An effective teacher creates multifaceted activities that allow all students to express visual, emotional, and auditory preferences.
Caine, G., Caine, R.N., & Crowell, S.(1999) Mindshifts: A brain-based process for restructuring schools and renewing education. Zephyr Press: Tuscon, AZ.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Learning is a change Learning involves a Learner brings their Focuses on human

in behavior caused by change in knowledge own past experiences freedom, dignity, and
an external stimulus. stored in memory, not and cultural factors to potential. Deals with
just a change in every situation. social-emotional side
behavior. for learning.
Brief
Description:

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

B.F. Skinner Maslow
Albert Bandura

Theorists
Associated:

Examples and Applications of Behaviorist Learning Theory

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: Learning Theories. (n.d.) Retrieved from http://thepeakperformancecenter.com/educational-learning/learning/theories/Links to an external site.
(2019, January 10).

Advantages

A key feature is that observable behaviors make it easy to collect and quantify data.
Instructors provide positive and negative feedback to influence a child's behavior.
Criticisms of Behaviorism

It doesn't describe learning that happens without reinforcement, such as initial language learning.
It disregards changes in reinforced behavior and any cognitive input.
"Doesn't prepare the learner for problem solving or creative thinking. It prepares the learner for recall of basic facts, automatic responses, or
performing tasks."

Examples and Applications of Cognitive Learning Theory

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
Advantages
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
2. Rigor (Planning)
2.
3. Relevance (Planning)
Stages of Development (TIU7)
Social Emotional
Implications
Children gradually learn how
2 -4 yr olds to manage their feelings.
Fear of dark and injury
May have imaginary friend
Becomes competitive and does
not like to lose
Need structure and routine to
feel safe
5- 8 yr olds Attachment to friends
Self-centered
Are competitive and hate to
lose
Enjoy make believe stories
Attach to an adult outside of
family
Develop more realistic fears.
9-11 yr olds Peer groups more important.
Can be loud, rude, and moody.
Sibling rivalry is typical, want
to be more independent of
adults.
Show attitude change
regarding school and may
daydream, become restless,
and mess around after school.
Want to discuss sex often to
correct info from peers.
Comfortable interacting in the
12-14 yr olds community and with peers.
Mix with both sexes or with
own sex.
Leadership experiences allow
them to learn decision-making
skills. Become concerned
about issues of justice and
fairness. Family is still vital.
Success is essential.
15-18 yr olds Detach from parents. Feel
mature. Feelings of insecurity,
anger, and frustration begin.
Want more peer approval.
Develop close relationships
4. Retrieval (Instruction)
5. Routing (Instruction)
6. Re-exposing (Instruction)
Physical
Children become stronger and
starts to look longer and leaner
Jumps with feet together
Mature motor control
Ball skill improve – throwing
and catching
May learn to ride a bike
Cuts on the line with scissors
Growth rate is slower
Muscle coordination and
control is uneven and
incomplete.
Hand skills and eye-handed
coordination develop small
muscle motor skills
Range of height and weight
widen. Become critical of
physical appearance
(especially girls).
Are as coordinated as adults,
although lapses of
awkwardness are common.
Energy abounds, may become
overstimulated when
participating in physical
activities. Need 10 to 11 hours
of sleep.
Rapid growth and physical
change.
Experience growth spurts;
some slower, some at an even
pace. Girls experience growth
spurts before boys. For a time,
girls are taller than boys.
Always hungry. Self-conscious
of body, need for sleep
increases. Sweating increases.
Sexual desires and fantasies
increase
7. Retaining (Assessment)
8. Rehearsing (Assessment)
9. Recognizing (Assessment)
Mental Characteristics /
Children make great strides in
being able to think and reason.
Self-sufficient in many
routines.
Dresses/undresses self
Copies complex shapes
Asks a lot of questions
Tells stories
Paints
Begin to think logically
Learn to write letters and
numbers, often backwards
Understand the value and use
of money
Have short interest span
Think abstractly and can plan
for several weeks. Attention
span and ability to concentrate
increases from 30 minutes to
several hours.
Develop a sense of morals
based on what they have
learned from adults. They need
to know and understand
“why”; and feel independent
and free to express themselves.
They quarrel less with peers
and act cooperatively and
friendly with strangers.
Having moved from concrete
to abstract thinking, enjoy
cognitive activities. They need
to be allowed to find solutions
to their problems, learn from
their mistakes, test ideas, and
form opinions. They still need
support and guidance from
adults.
Intense questioning and
uncertainty. Arguing skills
increase. Reasoning improves.
Starts to set personal goals.
Decision-making improves.
Hattie’s most effective influences on instruction (throughout SS)
Strategy to integrate with prior knowledge - .93
Cognitive task analysis – 1.29
Vocabulary instruction:
Repetitive exposure to words
Learning vocabulary words before reading the text
Indirect learning of vocabulary
Learn vocabulary in both written text and oral speech

What is Academic Language? (SS1)

Is the oral, visual, and written language that students need in order to:
Understand (read, listen, think)
Communicate (listen, speak, write, connect)
Perform (think, read,write,listen,speak,create)

Strategies to teach the Vocabulary (SS1)

1. Frayer Model 3. Word Games

2. Word Walls 4. Wheel of Fortune and Password

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

1. Tiered Instruction: changing the level of complexity or required readiness of a task or unit of study in
order to meet the developmental needs of the students involved.
2. Anchoring Activities: these are activities that a student may do at any time when they have completed
their present assignment or when the teacher is busy with other students.
3. Flexible Grouping: this allows students to be appropriately challenged and avoids labeling a student’s
readiness as a static state.
4. Compacting Curriculum: means 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

Homogenous and heterogenous grouping

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

Create Produce new or original work (Design, assemble, construct, develop, formulate, investigate)
Storytelling, Video Editing, Mixing, Designing, Podcasting, Animating

APPS:
Justify a stand or decision (appraise, argue, defend, judge, select, support, value, critique, weight)
Evaluate Moderating, Conferencing, Networking, Collaborating, Critiquing

APPS:
Draw connections among ideas (differentiate, organize, relate, compare, contrast, distinguish,
Analyze examine, experiment, question, test)
Outlining, Structuring, Organizing, Surveying, Reworking, Mashing
APPS:
Use information in new situations (execute, implement, solve, use, demonstrate, interpret,
Apply operate, schedule, speech)
Interviewing, Simulating, Demonstrating, Showcasing, Editing, Illustrating
APPS:
Explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize,
Comprehension report, select, translate)
Organizing, Annotating, Explaining, Blogging, Subscribing, Labeling
APPS:
Recall facts and basic concepts (define, duplicate, list, memorize, repeat, state)
Remember Recalling, Listing, Curating, Describing, Mind Mapping, Searching

APPS:
Components of a social emotional learning program (SS12)
1. Self-awareness
2. Self-assessment
3. Social awareness
4. Relationships
5. Decision Making

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Is responsive to situations and students’ needs Keeps students engaged and interested learning
Communicates clearly to engage students Has lesson plans that are learner-centered

Create a welcoming space (CBM3)

1. Greet the students at the door

2. Place nametags at desks and have them find their nametag and sit at that desk for the day.

3. Introduce myself to the class

4. Use Support Chairs for the students to introduce themselves to the class.

5. Speak about classroom expectations, especially during HR or SDLt

6.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Setting High Academic Expectations

2. Planning that Ensures Academic Achievment

Structuring and Delivering Your Lessons

3.

4. Engaging Students in you Lesson

Creating a Strong Classroom Culture

5.

Building and Maintaining High Behavioral Expectations

6.

Building Character and Trust

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 Sets, clear behavioral expectations and Displays
consistency with rules and consequences
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
Developmental disability that
significantly affects verbal and nonverbal
communication and social interaction
Simultaneous hearing and visual
impairments
A hearing impairment so severe that a
child is impaired in processing linguistic
information through hearing
A condition exhibiting one or more
characteristics over a long period of time
and to a marked degree that adversely
affects a child’s performance
An impairment in hearing, whether
permanent or fluctuating, that adversely
affects a child’s education performance
but is not included under deafness
Significantly subaverage general
intellectual functioning
Simultaneous impairments
A severe orthopedic impairment that
adversely affects a child’s educational
performance.
Having limited strength, vitality, or
alertness, including a heightened
alertness to environmental stimuli
A disorder in one or more of the basic
psychological processes involved in
understanding or in using language
A communication disorder such as
stuttering, impaired articulation, a
language impairment, or a voice
impairment
An acquired injury to the brain caused by
an external physical force
An impairment in vision that includes
both partial sight and blindness
Impact on Classroom
Struggle to attend to task or appear to not be
paying attention, have difficulty with voice
volume, fidget, rock, flap, mimic phrases
Require information to be introduced
deliberately and systematically. Utilize the
service of a specialized Support Service
Provider
Need special seating near teacher, need written
supplements to oral instruction, require eye
contact prior to speaking, become frustrated and
may have behavioral concerns
Exhibit inappropriate behavior under ordinary
circumstances, not able to maintain
relationships, display inappropriate
manifestation of physical symptoms
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 to be working on grade level materials, not
understand social norms, struggle with
problem-solving across all areas
Requires 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
Slower reading rate, frequent spelling errors,
difficulty copying, difficulty memorizing basic
facts, difficulty describing events, difficulty
interpreting subtle messages
Have difficulties with comprehension, difficulty
being understood, difficulty expressing needs,
ideas, or information, struggle with social
interactions
Struggle to process visual information, struggle
to follow multi-step information, struggle to
communicate, have difficulty with grade-level
work, struggle with logic, problem-solving, and
reasoning skills
Spatial positioning, short attention span,
sensitivity to light
ARD Timeline Activity (E5)

#1 Notice and consent or refusal to provide

initial evaluation

Provide parents with prior written notice

#2 for evaluation and provide parents with
notice of procedural safeguards to provide
consent to evaluate. Within 60
Calendar
Days
#3 Full and Individual initial evaluation
completed with written report

Within
#4 ARD committee determines if student has
disability according to the eligibility criteria and the 30
educational needs of the child Calendar
Days

ARD committee must determine eligibility. Provide parents

#5 with the ARD process guide prior to meeting, provide
parents at least 5 school days notice of the meeting and
lastly meeting should be held at a mutually agreeable time
and place.
3
Years

Year

Eligibility is determined by the ARD

#6 committee

ARD committee meets for

#7 reevaluation

#8
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the learner Adapt the time allotted and allowed for learning, Increase the amount of personal assistance to keep
is expected to learn or the number of task completion, or testing the student on task, to reinforce or prompt the use
activities students will complete prior to of specific skills. Enhance adult-student
assessment for mastery relationships

Example Example Example

Reduce the number of social studies Individualize a timeline for completing a task; Assign peer buddies, teaching assistants, peer
terms a learner must learn at any one pace learning differently for some learners tutors, or cross-age tutors.
time. Add more practice activities

Input Difficulty Output

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

Example Example Example

Use different visual aids, enlarge text, plan Allow the use of a calculator to figure math Instead of answering questions in writing, allow
more concrete examples, provide hands-on problems, simplify task directions, or change verbal response.
activities, place students in groups rules to accommodate learner needs.

Participation Notes:
Definition Adapt goals or outcome expectations while using the same materials.
Adapt the extent to which a learner is
actively involved in the task

Example:
In geography, have a student hold the
globe, while others point out locations.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Reference charts
1. Calculators
(SP7CPE) 4.

Computers Graphic organizers

2. 5.

Translation software
3. Head Phones 6.
Venn Diagram of 504 and IDEA (E9)

B,

D,F,G,H,I,J,K,L A,C,E,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)

Provide access to computers, magazines, newspapers, and Students who live in poverty may not always know
books the correct behaviors for school situations.

Keep expectations for poor students high Be careful about the school supplies you expect
students to purchase

Don’t make comments about your student’s clothes or Do not require costly activities
belongings unless they are in violation of school code

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)

Think-aloud Before/During reading Have students describe what

They think the topic we are
About to discuss is to them

Possible sentences Before reading Have students write their own

Word problem using keyword

Word Walls Before/During/After reading Come up with a list of keywords

To help up determine what kind
Or problem we are solving
 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, Outlines, and Highlighted text

2. Build background Content word wall, Contextualizing key vocabulary, word sorts

3. Make verbal communication understandable Appropriate Speech, Explanation of Academic tasks, use a variety
of techniques

4. Learning strategies (this one should be easy!) “I wonder”, Illustrate, Graffiti write

5. Opportunities for interaction Four corners, Homogenous or heterogenous grouping, clarify key concepts

6. Practice and application Making and playing a game for content review, solving problems in cooperative groups,
writing test questions to ask another student

7. Lesson delivery Well planned lessons, clear explanation of academic tasks or instruction, strong classroom
management skills

8. Review and assess Feedback, informal assessment, final review

Reflections on the Reading STAAR (TL4)

1. The student does not understand the vocabulary being used in the text provided. Therefore, they do not know how to answer
the question.

2. The student is rushing through the exam and does not take the exam seriously.

3. The student gets frustrated and will doze off during the exam.
Reflections on the Math STAAR (TL4)
1. The student does not read the question properly. Therefore they answer the question incorrectly.

2. Now, that most tests are taken online, some students do not know how to answer the question properly.

3. The student rushes through the test making easy mistakes.

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 80.75 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. Be able to create better lesson plans

2. Get better a classroom management

3. Develop a system for quicker feedback to students

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
This year was my first year in the classroom. Many of my lessons were with students in groups. The technology used was laptops
in which students used the Summit Learning platform. I learned that my lesson plans helped me to better time my lessons and be
more effective in my teaching. It also helped the students get into a routine by letting them now how much time we were going to
take on each topic. Classroom management was a little difficult at first. Throughout the year I started to place directions on the
board as to what items were needed for the day and the warm-up. A social contract was established later in the year and it did
help with behavior and I intend to establish this earlier in the year. I always let my students know about the tutorial schedule for
the school and what day was my turn for tutorials. I also let them know that if they needed help that I usually stayed until 5 pm
and if needed I could go to the teacher’s room that was holding tutorials that day so I could help them. They also knew that the
Summit Platform had videos and assignments that could help them understand the material better if I was not available.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

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……

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.