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June 25, 2023

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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……

Speaks with appropriate tone and volume Address students by name (learning everyone’s
names)
Has a classroom that reflects a positive, safe,
environment Invest time before and after school

Core Values (TIU3)

Advocacy Relationships

Additional Notes:
Ten Core Values:
Accountability
Advocacy
Caring
Cheerfulness
Compassion
Dependability
Ethical
Growth
Happiness
Relationships

Four Core Values:

Advocacy
Caring
Growth
Relationships

Two Core Values:

Advocacy
Relationships
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Change in behavior is Defining learning as Learner brings their Focuses on huma

caused by external merely a change in own past experiences freedom, dignity, and
stimulus. Rewarding behavior is too narrow. and culture factors to potential. Necessary to
someone for a Learning involves every situation. Since study the person as a
particular behavior change in knowledge, every learner construct whole. Social-
Brief encourages them to stored memory. Focus knowledge, learning is emotional side of
Description: behave in the same on mental process. different for each learning.
way in similar person. Instruction Advantages:
situations. Reward Examples: Classifying should encourage Emphasis on taking
reinforces behavior. or chunking info, students to discover care of basic human
Punishment makes linking concepts, principles for needs, students will
behavior less likely. providing structure, themselves and learn best if they are
real-world examples, curriculum should fed, feel safe, and are
analogies, Imagery spiral to build upon supported
prior knowledge.

Ivan Pavlov (1849- Jean Piaget (1896- Lev Vygotsky (1896- Abraham Harold
1936” – Discovered 1980) – First to study 1934) – social Maslow (1908-1970)
Classical children scientifically, interaction; zone of Most basic human
Conditioning- Stimulus through real- life and proximal development needs id for physical
Theorists automatically triggers obsessive note taking. Believes that nurture survival which is the
response He discovered that influenced first thing to motivate
Associated:
B.F Skinner (1904- ALL children’s development more our behavior.
1990) – Operant intellectual than nature. Basic Physiological Needs
Conditioning – development premise was that social Safety Needs (basic)
Behavior followed by progressed through interaction plays an Social Needs
consequence four stages essential role in (psychological need)
Albert Bandura Sensorimotor Stage learning. Saw hat Esteem Needs
(Current)- People learn (Birth-2 year) children use adults as a (psychological need)
from one another Preoperational Stage tool for problem Self-Actualization
through observation (2-7 years solving Needs (self-
fulfillment need)

Albert Bandura cont. – imitation and modeling. Builds a bridge between behaviorist and
cognitive earning theories.
Jean Piaget cont. – Concrete Operational Stage (7-12 years) ; Formal Operations Stage (13-
Adult)
Notes: Behaviorism Advantages: Observable behaviors – Good for data; Instructors can provide
positive and negative feedback to influence behaviors
Behaviorism Criticism: Doesn’t describe learning without reinforcement; disregards changes in
reinforced behavior and cognitive input; does prepare learner for problem solving and creative
thinking.
Cognitivism Advantages: Recognizes the complexities of human memory, Piaget’s theory
reinforces the idea that nurturance should be suitable for the child in adolescents’ stage of
thinking.
Cognitivism Criticisms: Involves cognitive process not readily observed; Piaget overlooked the
stages of adult intellectual development.
Constructivist Advantages: Encourage active engagement, promotes motivation, promotes
autonomy, responsibility, independence, develops creativity and problem solving
Constructivist Criticisms: Creates cognitive overload, may result in potential misconceptions,
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationships 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-exposing 9. Recognizing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of the dark and Jump with feet together, Self-sufficient in many Starts to look
2 -4 yr olds injury. Like to share be mature motor control, routines, copies complex longer/leaner, walks
cooperative with others, ball skills improve, may shapes, dresses self, tells upstairs, kick a ball.
may have imaginary be ready to learn to ride stories, paints, begins to
friend, become bike, cuts on lines with write names, 2-3 simple Slow, steady growth
competitive, understands scissors things at once, most rate. Learning how to
rules, needs structure important role for use bodies by
and routine learning is play
mastering physical
Into the world of
skills. More interested
Out of the home and into games and schoolwork. Into the world of adult
the friend group. Slow growth rate. ideas, logic, and in process than product.
5- 8 yr olds
Interested in group Muscle coordination and communication. Age 7 Wrapped up in self.
activities. Make-believe control is uneven and kids begin to think Thinking is concrete.
stories and play. incomplete. Large logically about behavior. Easily motivated to try
Attachment to friends muscles easier to control Form similar ideas as. something new.
grow. Tattling. Value than small. Gain small Adults. Learn to write
winning and leading. motor skills, hand and letters and numbers. Think of possible
Attached to adults. eye-hand skills develop. Understand value and occupations. Active
use of money. Physical with boundless energy.
9-11 yr olds Peer groups grow more Range of height and activity. Like to be with
important. Loud and weight widens. Critical member of own sex.
rude at times (moody). of physical appearance. Begin think abstractly Interest changes
Attitude changes Coordinated with lapse and can plan for several rapidly. Easily
regarding school. of awkwardness. Energy week. Insightfully motivated. Admire and
Discuss sex often to abounds, becoming evaluate behavior. imitate older boys/girls.
correct information from overstimulated. Attention span from 30
peers. seconds to hours. Concerned about
Rapid growth and physical appearance.
Increasingly comfortable physical changes. Must Enjoy cognitive thinking
12-14 yr olds Change at different
interacting in the cope with ungainly activities. Need to be
community and with bodies and new sense of allowed to find solutions
rates. Self-conscious.
peers. Leadership physical self. Physical to their problems. Learn Intense feelings
experiences valuable in development varies. from mistakes. Still need regarding sex.
this stage. Concerned Girls experience growth support and guidance Emotional
about issues of justice spurts earlier than boys. form adults. rollercoasters.
and fairness. Girls will be taller than
Comparison is difficult. boys. Intense questioning and Need freedom from
uncertainty. Teens test parental control. Want
15-18 yr olds Detach from parents. General awkwardness. language skill (sarcasm). adult leadership roles.
Feel mature, want to be 19 full motor capacities. Arguing skills improve. Quite interested in
Hattie’s most effective influences on instruction (throughout SS)
Small Group Instruction- Creating small groups of students with allotted teacher time. Slowly add different teacher activities, while
lengthening their independent time to allow them to work sufficiently without the teacher.
Instructional Scaffolding- Process through which a teacher adds supports for students to enhance learning and aid in the mastery of
tasks.
Differential Instruction- Teachers should adapt instruction to student’s differences.
Cooperative Grouping-an instructional strategy used to help students become independent, strategic learner. Groups of students
work together to complete learning tasks and foster collaboration.
Summarizing- Synthesis a concept or event and create a shortened version eliminating unnecessary and irrelevant information
Notetaking- Identify the most critical information and put it in their own words
Blooms Cues and Questions- hints about the lesson and content to keep on track ad focus

What is Academic Language? (SS1)

Academic language is the key to understanding for learning and instruction, it communicates language as well as deepens the
understanding of important ideas. Academic Language is necessary for students to understand, communicate, and perform.

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, using vocabulary words

in multiple 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)

Tiered Instruction: Changing the level of complexity or required readiness of a task or unit of study in
order to meet developmental needs of students.

Anchoring Activities: Activities that students may do at any time after completing present assignment.

Flexible Grouping: Allows students to be challenged and avoids labeling a student’s readiness as a static
state. Movement between groups is important.

Compacting Curriculum: Asses a student’s knowledge and skills and providing alternative activities for
the student who has already mastered curriculum content. Use performance assessment methods.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think, Pair, Share Jigsaw

Venn Diagram Charts

Graphic Organizers

Venn Diagram KWL Chart

Advanced Organizers

Venn Diagram T-Chart

Similarities / Differences

3-2-1 Summary Graffiti

Summarizing & Notetaking

Cues & Questions One question, one comment, last word

1-Minute Paper

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

Create Produce new or original work: design, assemble, construct, conjecture, develop, formulate, author,
investigate
iMovie, Podcasting
APPS:
Justify a stand or decision: appraise, argue, defend, judge, select, support, value, critique, weigh
Evaluate Twitter, Google Conferencing

APPS:
Draw connections among ideas; differentiate, organize, relate, compare, contrast, distinguish,
Analyze examine, experiment, question, test
Apple Pages, Apple Stocks, Apple Numbers
APPS:
Use information in new situations: execute, implement, solve, use, demonstrate,
Apply interrupt, operate, schedule, sketch
Google Editing, Google Drawings
APPS:
Explain ideas or concepts: classify, describe, discuss, explain, identify, locate,
Comprehension recognize, report, select, translate
Voicethread, Feedly
APPS:
Recall facts and basic concepts: define, duplicate, list, memorize, identify, label,
Remember outline, recognize
Wordle, Apple Reminders
APPS:
Components of a social emotional learning program (SS12)
Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Social emotional learning program involves creating a caring, equal, participating environment for learning. Using evidence-
based practices to involve students in their social, emotional, and academic growth.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Communicates clearly to engage students Provides a variety of feedback

Incorporates higher order thinking questions for

Keeps students engaged and interested in learning deeper learning

Create a welcoming space (CBM3)

1. Welcome and Greet students at the door, ask their names and introduce myself.

2. Have a seating chart on display so students know where their seat will be to start the year.
I will introduce myself, using a collage or some sort of advanced organizer including pictures to create
3. a welcoming relationship and environment for my students. Introducing myself will allow them to feel
more comfortable in my classroom.

4. I will have the rules of my classroom laminated and hung at the front of my room, to start the day I will
introduce the rules and expectations of the students while in my classroom.

5. A list of procedures will also be laminated and put at the front of the classroom for students to
reference. I will introduce procedures and expectations of students so they are aware of what they
should be doing while in my classroom.
6.
I will create a chart to fill out with students, one side being the expectations they have of me with
behavior and respect, and the expectations I have of them for behavior and respect. We will fill out
both sides as a class to stand as an “agreement” for duration of their time with me as their teacher.
 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 shot”.

2. Technique Nine: The Shortest Path: Although teachers are often enamored with clever approaches, Lemov asserts
that the shortest path to the objective is the most effective.

Technique 12: The Hook: Introducing the lesson with a “hook:, an activity or item that grabs your students
3. attention, will help enhance your lesson.

4. Technique 25: Wait Time. Teachers are too often too impatient and provide an answer to their own question when
no student pops a hand up. On the other hand, teachers also don't give students time to shape a complete, thoughtful
response to a question

5. Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such
as using a bathroom or getting a pencil, and can eliminate some of the waste of time that plagues
instruction.

6. Technique 41: Threshold. This threshold is the one at the door. By meeting and greeting students as they enter, you
can set the tone for your class.

Technique 44: Precise Praise. Rather than "cheap praise," precise praise is valued by students
7. because 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 what you were supposed to be doing?

4. What are you going to do about that?

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……

Maintain a clean and orderly classroom Provides instruction bell to bell

Sets clear, firm behavioral expectations Has material for substitutes readily available
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
abilities range from gifted to
cognitively delayed, usually
identified within the first three
years of life, 4:1 male to female
ratio
-Any combination of vision and
hearing loss, though not
necessarily complete deafness
and/or blindness, cognitive and
development abilities
-May also have difficulty with
speech, reading, and writing skills,
may use speech, lip-reading,
hearing aids, and or other
amplification system, ASL may be
their first language
-Hyperactivity, Aggressions or
self-injuries 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,
struggles with attention, memory,
struggle to generalize, trouble
interacting socially
-Hampered speech and
communication skills, challenges
with mobility, need assistance with
everyday tasks, usually has
medical needs
-Hard to identify
-May impact: reading, writing, oral
language, math, study skills
-Articulation disorder, abnormal
voice, fluency disorder, language
disorder
-Memory attention concerns, social
skill concerns, emotional
regulation concerns, emotional
regulation concerns, speech and
language concerns
-Spatial positions, short attention
span, sensitivity to light
Impact on Classroom
-Preservation on a topic, struggle to
attend to a task or appear to not be
paying attention, have difficulty
sharing/taking turns or call out answers,
have difficulty with noise or visual
stimuli
-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, require
eye contact prior to speaking, having
difficulty with social/emotional skills
-Exhibit inappropriate behavior under
ordinary circumstances, not to be able to
maintain relationships
-Wear hearing ais or FM system, read
lips or use ASL, need quiet environment
with many visuals to be successful
- Not be working on grade level
materials, not understand social norms,
struggle with problem-solving across all
areas
-Require multiple services, use alternate
communication methods, require
alternate curriculum materials
- Have no cognitive concerns, be
integrated into general education setting
all the time, use assistive technology
-Slower reading rate, frequent spelling
errors, difficulty copying, difficulty
memorizing basic fact
-tend to emerge at a young age, have
difficulties with comprehension, have
difficulties being understood, have
difficulty expressing needs, ides, or
information
-Struggle to process visual information,
struggle to follow multi-step directions,
struggle to communicate
-
ARD Timeline Activity (E5)

#1 Initial Referral (IR)

#2 Notice/Consent for initial

Evaluation
Within 60
Calendar
Days
#3 Full Individual Evaluation,

Within
#4 Notice of ARD 30
Calendar
Days

#5 Initial ARD,

3
Years
1
Year

#6 Yearly ARD

#7 Re- evaluation

Terms to be assigned in the timeline:

#8 Dismissal Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
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 students on task, to reinforce or prompt the use
activities students will complete prior to of specific skills. Enhance adult-student
assessment relationship

Example Example Example

Student is expected to complete 75% of Student is allotted 45 minutes to complete their Class will have a teaching aid for special learners
activities for accuracy instead of all quiz instead of 20 minutes. to help progress them through the class period.
assignments for accuracy.

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 the
the learner on how the learner may approach the work instruction.

Example
Those with special needs will be
given their tests and quizzes orally
instead of on paper or iPad.
Example Example
A simplified version of assignments Student will be given the option to give verbal
responses to instruction.
will be given to certain students with
individual explanation of directions

Participation
Definition
Adapt the extent to which a learner is
actively involved in the task.
Example:
3D models of biology content such as a
plant cells or human cell will be given to
student to help learn and showcase
understanding.
Notes:
Alternate Goals: Adapt goals or outcome expectations while using the same
materials
Example: In a social studies class, expect a student to be able to locate the colors of
the states on a map, while other students learn to locate each state and name the
capital.
Substitute Curriculum: Provide different instruction and materials to meet a learner’s
individual goals. Utilize only with student with moderate to severe disabilities
Example: During language lessons, a student is learning tolerating skills with an
aide.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. Graphic Organizers. 4.
(SP7CPE) Word Wall

2. Visual Timers. 5.
Apps for notetaking

Classroom Seating
3. Communication Board 6.
Venn Diagram of 504 and IDEA (E9)

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

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)

Students who live in poverty may not always

Provide access to computer, magazines, newspapers, and
1. books so low-income students can see and work with 4. know the correct behaviors for school situations.
At home, the function under different social skills.
printed materials.

2. Keep your expectations for poor students high. Poverty does
not mean ignorance.
3. Don’t make comments about your students clothes or
belongings unless in violation of dress code.
5. Be careful about the school supplies you expect
students to purchase. Keep requirements as simple as
you can for all students.
6.
Arrange a bank of shared supplies for your students
to borrow when they are temporarily out of materials
for clas.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Ask students to think of three questions they have about the topic we are currently learning.
Once they have come up with three questions THEY want to know, they have three different articles
to sue to find their response. They may only choose one.
2. Students pick a partner and choose an article from a list provided by the teacher, they will then answer
a series of questions provided by the teacher. At the end they will answer “what was the most
interesting fact you learned that was not already asked within the questions above?”
3. Students can create a project of their choosing (poster, PowerPoint, Canva) to create a project on any
main idea concept we have covered within the unit. Students must provide a minimum of 7
vocabulary words within their project. Cite 3 sources
4. In groups of 4, students will pick a topic and create 3 questions about that topic, students will answer
their own questions and then swap question with another group. Students will then research and
answer the three questions the other group provided.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Anticipation Guide Before/During/After Reading Comprehension strategy used to
1. activate students’ prior knowledge and build curiosity

Blending/Segment Game During reading/Individual/Small Group/Whole class Blending sounds together,

2. segmenting sounds apart to help read a spell.

List-Group-Label After reading/small groups/whole class Form of semantic mapping,

categorizing listed words, through grouping and labeling, to help students organize new concepts in relation to previously
3.
learned concepts.
 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, outlines, highlighted text

2. Build background Vocabulary self-selection, content word wall, visual vocabulary

Appropriate speech, explanation of academic task, model

3. Make verbal communication understandable techniques for students

4. Learning strategies (this one should be easy!) Mnemonics, word splash, Use procedural scaffolding

5. Opportunities for interaction Whole class and partnering groups, fostering student-student interaction, allow
students to express their thoughts fully without interuption

6. Practice and application Give multiple opportunities to practice, divide content into meaningful short chunks,
clustering
State daily, engage students 90%-100% of the time, clear explanations of academic tasks or
7. Lesson delivery instructions

8. Review and assess Paraphrasing, informal summarizing, informal assessments

Reflections on the Reading STAAR (TL4)

1. I missed question 3 “The first person point of view of the story allows the reader to understand the-“I chose the answer
“inner thought of the customers of the deli” upon reflection I read the answer choice too quickly and thought the
answer choice said “inner thoughts of the narrator at the deli”. I read through each answer choice so quickly I
combined the idea of the two answer choices and chose the wrong one. Students tend to do this often as well which is
why it is important to slow down and carefully read each question and each answer choice.

2.

3.
Reflections on the Math STAAR (TL4)
1. Although I did not miss any questions on the Math STAAR review, I struggled with my answer choice for question 5.
“an engine is operating at 25% of its power. Which number line shows a point that represents 25%. The number lines
had options for different number of dashes with the only number indicators being 0 and 1 at the start and finish. I
struggled because line C looks like the average markings for 25%, 50%, 75%, and 100%. I took a closer look and
realized B was correct because the dashes aligned with 25%, skip, 50%, skip, 75%, skip, then 1. Students may not
strategically think of this and select C because of the standard look of the graph.

2. The next problem I got correct but struggled to realize was question three. The question refers to “interquartile” this
was a phrase that because it was not a focus of a unit or lesson, I forgot the meaning to. I used information within the
graph and used my best educated guess. Although I got the question correct, I could see how the lack of direction to
finding the answer if one does not remember the meaning of “interquartile” could cause confusion.

3. Lastly, question 2 could be confusing due to the absolute value being the opposite of George’s integer or the absolute
vale of George’s integer. Reading to quickly could have caused for the wrong answer choice to be chosen by a student.

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
C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. Goal: I will create and integrate interactive lessons involving reading strategies to encourage and progress students reading
abilities that involve scientific language. Actions: Research different reading strategies to be used in large and small groups.
Targeted Completion Date: Quarterly progress Evidence of goal Attainment: Students progress in reading fluency and
comprehension of scientific text.

2. Goal: I will create and implement lessons that involve student-centered activities and include students to track their own
learning. Actions: Research and collaborate to create effective student lead activities. Targeted Completion Date: Ongoing
progress checks to ensure effectiveness Evidence of Goal Attainment: Students assessment of performance through
accuracy of completed assignments.

3. Goal: I will develop lessons that effectively and actively use students prior knowledge to connect to the current topic.
Actions: brainstorm prior topics and knowledge and determine how to intertwine the two topics. Targeted Completion
Date: End of unit progress check Evidence of Goal Attainment: End of unit student feedback through a series of questions
on how they sued previous knowledge and if the lessons effectively flowed through one another using this knowledge

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:

Within my classroom 2 research-based strategies I will use will be Cooperative Grouping and Instructional Scaffoldin. These
strategies will ensure my students are accommodated to their learning needs, but also learning academic independence.
Technology that will be used within my classroom is laptop computers, student issued iPad, projector and headphones when
needed. Important elements of lesson planning would be acknowledging a potential misconceptions students may have on the
instruction of completion of assignments to have a plan to address these misconceptions before they occur. Another important
element of lesson planning is to acknowledge and plan for any accommodations gifted learners or ESL students may have so the
teacher can be prepared to accommodate to those students within the lesson plan. Non-negotiables for my class is inappropriate
language being used. This includes towards oneself or towards others. Another non-negotiable for my classroom is touching other
students, even if it considered friendly, there will be no touching other people in my classroom. In my classroom I will ensure all
students have an equal opportunity to master learning by providing accommodations to those who need them,
Provide before or after school tutoring time, and ensure I continuously provide helpful feedback to all students.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Maintain up-to-date calendars Request technical support when necessary
Welcomes other adults visiting the classroom
Maintains a positive attitude in difficult situations
Believes 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……

Checking for understanding & providing
feedback
Distributing student progress reports in a
professional manner
Displaying consistency with grades – no extremes
Using data to inform short- and long-term
goals
Providing re-teach opportunities after each skill

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.