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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……

Empathy Patience
Listening Adaptability (sometimes I get stressed when things
Communication don’t go according to planned, even though I’m used
to being adaptbale)

Core Values (TIU3)

CARING ETHICAL

Additional Notes:



 Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Behaviorists believe
that learning is a Cognitive learning Believe that the learner
change in behavior theorists believe that brings their own past
experiences and cultural Focuses on human
caused by an external defining learning as
factors to every situation. freedom, dignity and
stimulus. The theory merely a change in
Brief Since each learner potential. It is
states that rewarding behavior is too narrow. constructs knowledge,
Description: necessary to study
someone for a They view the learner learning is different for the person as a
particular behavior much like a computer, each person. Instruction
should encourage student
whole. This theory
encourages them to learning involves a
to discover principles for deals with the social-
behave the same way in change in knowledge
themselves, and the emotional side of
a similar situation. stored in memory, not curriculum should spiral to learning.
Reward reinforces just a change in build upon prior
behavior. behavior. knowledge.

Theorists Lev Vygotsky

Associated: Ivan Pavlov John Dewey
Erik Erikson
B.F Skinner Jean Piaget
Benjamin Bloom
Maslow
Albert Bandura Howard Gardner (IQ)
Jerome Bruner

Notes:

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

RIGOR 4.
1. Routing 7. Rehearsing
2. RELEVANCE 5. Re-exposing 8. Recognizing
3. 6. Retaining Relationships
Retrieve 9.

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

2 -4 yr olds Fear of dark and injury Jumps with feet together Self-sufficient in many routines
Like to share, cooperative play Mature motor control Dresses/undresses
May have an imaginary friend Ball skills improve, throwing Copies complex shapes
and catching Asks a lot of questions
Becomes competitive May be ready too learn to ride a bike Tells stories
Develops an understanding of rules Cuts on the line w/scissors Paints

5- 8 yr olds Self-centered, but becoming Growth rate is slower Think logically about their behavior
interested in group activities. Need for food may fluctuate Form ideas similar to those of adults
Interested in friends Muscle coordination is uneven Basic understanding of numbers
and incomplete. Understand value/use of money
Enjoy stories and play. They need to use large crayons Short attention span: 20 mins
and papers. Curious about nature, collections
Competitive, unhappy if they
lose
See teacher as authority.
Release tension through PA.
Have positive attitude about school.

9-11 yr olds Peer groups grow more important Range of height and weight widens Begin to think
Can be loud and rude, sensitive, moody Coordinated as adults abstractly.
Attitude change regarding school Energy abounds Ability to concentrate
Growing independence and disobedience goes up to hours
Sense of humor Sense of morals
Self-view may improve

12-14 yr olds Comfortable interacting w/community Rapid growth Moved on to abstract

thinking
Leadership experiences are valuable Development at a varied pace Need to be allowed to
find solutions to their
problems, test ideas,
etc.

 15-18 yr olds Transition period, they detach Coordination and strength increase Intense questioning
from parents. General awkwardness Accountability
Feel mature and want to be adults Boys develop sex characteristics Sarcasm - language
skills
Insecurity, anger, frustration. Move through puberty Deductive reasoning
Less adult approval, more peer. Always hungry Starts to set personal
goals
Strong relationships w/ their sex. Sweating increases
Interest w/opposite sex Sexual desires and fantasies

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

Collective teacher efficacy

Self.reported grades
Cognitive task analysis
Prior ability
Conceptual change programs
Scaffolding

What is Academic Language? (SS1)

Academic language 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. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

words in numerous different contexts

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

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

Make a visual graph/drawing of how photosynthesis works

Watch a video about photosynthesis
Photosynthesis relay game
Make real plant cell’s structure functions with fruits or clay
Make your own plant cell drawing



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

Example 1 Example 2

Cooperative Grouping Jigsaw Ping-pong

Cause/effect Compare/ contrast

Graphic Organizers

Advanced Organizers Venn diagrams Connect 4 thinking

Similarities / Differences

Summarizing & Notetaking

Cues & Questions

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

Create Generate, conclude, produce, defend, justify, support.
APPS: Flip grid, quizalize

Evaluate Critique, categorize, collaborate, revise.

APPS: Skitch

Analyze Diagram, differentiate, illustrate, infer, prioritize,

APPS: Powtoon

Apply Chart, collect, predict, produce, provide, report,

solve.
APPS: Freckle, Google Maps, Kahoot

Comprehension Classify, estimate, explain, paraphrase,

summarize.
APPS: Edmod

 Remember

APPS: Evernote, Skype

Define, describe, identify, label, list.

 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……

Communicated clearly to engage students Incorporates technology to facilitate instruction

Has lesson plans that are learner-centered Keeps students engaged and interested in learning
Is responsive to situations and students’ needs Provides a variety of methods for learning.

Create a welcoming space (CBM3)

1.Have the rules of the classroom somewhere in the class

2. Have assigned seats for all of the students

3. Say hi to the students every day and call them by their name

4. Have their work on the walls to display

5. I will introduce myself and let them know 3 fun facts about myself

6. I will explain briefly some things that we will be learning throughout the school year and how they will be
graded.

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

1.
No opt out

2. Post it

3.
Name the steps & board = paper

Cold calls
4.

Entry routine
5.
Threshold
6.
Normalize Error

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 doing 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……

Has materials for substitutes readily available
Displays student work/projects Establishes smooth transitions between activities
Mantains daily routines and procedures

Categories of Disabilities in SPED (E4)

 Characteristics Impact on Classroom

Autism
Perseverate on a topic
Struggle to pay attention
A neurological disorder
Have difficulty with noise or visual stimuli
Cognitive abilities range from gifted to
Run or fight in stressful situations
Deaf/Blindness cognitively delayed
Lack reciprocal communication skills or be non verbal
Identified in the first three years of age.
Require information to be introduced deliberately and
4:1 male to female ratio
systematically
Vision or hearing loss, doesn’t mean deaf or
Utilize the service of specialized Support Service
blindness 100%
Provider
Deafness
May also have difficulty with speech, reading,
Need special seating
and writing skills
Need written supplements to oral instruction like visual
May use speech, lip-reading, hearing aids etc.
aids
American Sign Language might be their first
Require eye contact prior to speaking
language
Emotional Disturbance
Exhibit inappropriate behavior
Includes schizophrenia
Not be able to have friends
Hyperactivity
Display inappropriate manifestation of physical
Agression or self-injury
symptoms or fears
Withdrawal
Immaturity and learning difficulties
Hearing Impairment Wearing hearing aids or FM systems
Read lips or use ASL
Articulation difficulties and language delays
Need a quiet environment with many visuals to be
Easily frustrated
successful
Diffculty with oral expression and social/
Need a slower rate of speech
emotional skills
Intellectual Disability Not be working on grade level materials
Struggle with overall academics, attention,
Not understand social norms
memory, making generalizations
Struggle with problem solving across all areas of life
Trouble interacting socially
May:
Does not include deaf-blindness
Multiple Disabilities Hampered speech and communication skills
Require multiple services
Use alternate communication methods
Challenges with mobility
Require alternate curriculum materials
Need assistance with tasks
Usually has medical needs
Have to cognitive concerns
Be integrated into the general education setting all the
Includes impairments caused by a congenital
Orthopedic Impairment anomaly or accidents
time
Use assistive technology
Impossible to generalize.

Accute problems such as asthma, ADD,

hyperactivity, diabetes, epiepsy, heard
Other Health Impairment condition etc.
May impact reading, writing, oral language, math,
A disorder in one or more basic processes
study skills etc. Slower reading rate, spelling errors,
involved in understanding or in using language,
difficulty copying, describing events, memorizing basic
spoken or written. facts, interpreting subtle messages.
Specific Learning Disability
Articulation disorder, abnormal voice, fluency
disorder, language disorder. Tend to emerge at a young age, have difficulties with
comprehension, have difficulties being understood,
Injury caused by an external physical force. struggles with social interactions
Memory and attention concerns, emotional
Speech or Language Impairment regulation concerns, speech and language Struggle to process visual information, multi-step
concerns, physical concerns. directions, to communicate.
Difficulty with grade-level work, logic, problem-solving
Included both partial sight and blindness. and reasoning skills
Spatial positioning, short attention span,
sensitivity to bright light, poor eye and hand
Traumatic Brain Injury coordination

Visual Impairment Inc Blindness

 ARD Timeline Activity (E5)

#1 Referral for initial

evaluation

#2 Notice of action
Within 60
Calendar
Days

#3 Full and individual initial evaluation

completed with written report

#4 Within
Notice of admission, review, and 30
dismissal committee meeting
Calendar
Days

#5 Initial ARD Committee Meeting

3
Years
1
Year

#6
Annual IEP review

#7 Notice and consent for

reevaluation

Terms to be assigned in the timeline:

#8 Three year reevaluation/ Initial Referral (IR), Initial ARD, Notice
of ARD, Yearly ARD, Full
Dismissal or graduation Individual Evaluation, Dismissal, Re-
evaluation,
Notice of action Notice/Consent for initial Evaluation

 Modifications and Accommodations (E6)
Quantity
Definition: Adapt the number of
items that the learner is
expected to learn or the number
of activities.
Example Reduce the number of
social studies terms. Add more
practice or worksheets
Input
Definition: Adapt the way
instruction is delivered to the
learner.
Example: Use different visual
aids, enlarge text, plan more
concrete examples, provide
hands-on activities, place
students in cooperative groups.
Participation
Definition: 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)
1. Close captioning
2. Classroom seating
3. Pen/pencil grips
Tim Level of Support
e
Definition: Increase the amount of
Definition: Adapt time allowed for personal assistance to keep the
learning, task completion or testing. student on task.
Example: Assign peer buddies,
Example: Individualize a timeline for teacher assistants, peer tutors, or
cross-age tutors. Specify how to
completing a task; pace learning
differently, for some learners interact with the student or how to
structure the environment.
Difficulty Outp
ut
Definition: Adapt the skill level,
problem type or the rules on how the Definition: Adapt how the student can
learner may approach the work. respond to instruction.
Example: Instead of answering
Example: Allow the use of a questions in writing, allow a verbal
calculator to figure math problems, response. Use communication book
simplify task directions or change for some students or allow students
rules to accommodate learner needs. to show knowledge with hands-on
materials.
Notes: + Alternate goals and substitute curriculum
4. Graphic organizers
5. Word wall
6. MP3

 Venn Diagram of 504 and IDEA (E9)

B
F

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

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)

 Explain not only what they need to do but also why, and how
1. to do it.
Build a relationship of mutual respect with each student.
Communicate to parents the need to talk to their children
2. Connect lessons to students’ lives and interests
Help them reflect on the future
Give them choices and teach processes.
3.

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)

Give the name of the strategy: Exit slips
Describe when/how to use it: At the end of the lesso
Describe the strategy:
Ask students to respond to a question or prompt about the reading task.
List/Group/Label: Comprehensio
Before the reading/small group After readin
Mapping activity categorize new concept and vocabulary: Summarize

Give the name of the strategy: Shared reading

Describe when/how to use it: Interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher.
Describe the strategy: The teacher models the skills of pro cient reading.
List/Group/Label: Fluenc
Before the reading/small group During reading, with small groups or individuall
Mapping activity categorize new concept and vocabulary: Rea

Give the name of the strategy: Word wall

Describe when/how to use it: A collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom.
Describe the strategy: The word wall is designed to be an interactive tool for students and contains an array of words that can be used during writing and reading.
List/Group/Label: Vocabular
Before the reading/small group - Whole class setting
Mapping activity categorize new concept and vocabulary: Vocabulary

fi
d

 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
2. Build background
Content word wall
3. Make verbal communication understandable
Model techniques
4. Learning strategies (this one should be easy!)
Brainstorming
5. Opportunities for interaction
Grouping
6. Practice and application
Manipulatives for learning
7. Lesson delivery
Content objectives
8. Review and assess
Informal assessment

Reflections on the Reading STAAR (TL4)

1.

Language can be tricky

2.
Students must know exactly what they are being asked for

3. It’s important to learn how to summarize

 Reflections on the Math STAAR (TL4)

1.

Math language can be tricky too

2.
There are several ways to get the right answer

3. Students should practice questions before the exam

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathema cs NAME: Jimmy

Teacher
9 wks 1 grading Standar Grades Unit Test Benchmark Absen
Period ds Percent scores average Grade ces
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
70-7
Average Percent 80.4 79.5 71.75 9 C
Weighted
30% = 0.3
Average Value 40%= 0.4 30%= 0.3
Weighted 80-8
Percent 25.15 31.8 21.535 9 B

ti

 90-1
Final Percent 77.5 00 A
Final Le er C10 + D10
Grade C + E10

Three professional goals for my classroom (TL8)

Create a learning environment that fosters active participation and engagement among students.
1. Implement strategies to encourage students to ask questions, make predictions, and share their thoughts during reading
activities.
Facilitate group discussions where students analyze and interpret texts, encouraging critical thinking and active participation.
Design and organize interactive reading centers or stations that provide hands-on opportunities for students to practice
reading skills independently.
Develop students' comprehension skills by applying higher-order thinking processes to written material.
Guide students in identifying main ideas, supporting details, and cause-and-effect relationships in texts.
2. Help students make connections between what they read and their own experiences, other texts, and the world around
them.
Engage students in activities that require them to analyze characters, settings, and plot elements to deepen their
understanding of stories.
Foster students' creativity and imagination through various literacy activities.
Encourage students to create their own stories, using elements such as characters, settings, and events.
Promote critical thinking and problem-solving skills by asking students to generate alternative endings or solutions to story
3.
problems.
Provide opportunities for students to engage in dramatic play, role-playing, or storytelling to enhance their oral language
development and imagination.

tt

 Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
In my first-grade reading and literacy classroom, you will see several research-based strategies to support
student success. I incorporate phonics instruction to help students connect letters and sounds, as well as guided
reading sessions that cater to their individual reading levels. Repeated reading activities are used to enhance
fluency, and explicit vocabulary instruction is provided to expand their word knowledge. I also encourage
independent reading to foster a love for books and literacy. As for technology, my classroom includes
interactive whiteboards, tablets, and educational apps that engage students and reinforce their learning. When
planning lessons, I ensure to incorporate clear objectives, engaging activities, and ample opportunities for
student practice and assessment. In terms of behavior management, my non-negotiables include establishing
clear rules and expectations, teaching and practicing procedures, maintaining consistent routines, and
promoting an organized and respectful classroom environment. To assure equal learning opportunities, I
differentiate instruction based on students' needs, provide individualized support, encourage collaboration, and
create an inclusive and supportive classroom community where all students feel valued and respected.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

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

Mantains a positive attitude in difficult situations

Believes that all students can achieve at high levels Is prepared for emergencies in the classroom
Designs and implements quality lessons Mantains an up-to-date calendar

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……

Displaying consistency in grades — no extremes.
Checking for understanding and providing
Conducting assessment after each lesson needed.
feedback. 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.