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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……

Greet students at the door Practice self-reflection for improvement
Have 1:1 conversation with students. Invest time before and after school.

Core Values (TIU3)

Dependable Appreciation
Flexible Risk Taker
Dependable

Additional Notes:
Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Learning is a change Learning involves a The learner brings Human beings are
in behavior caused change in knowledge their own past and generally good and
by an eternal stored in memory, cultural experience want to reach their full
stimulus. not just a change in to every situation. potential and tends to
behavior. Everyone does not focus on worldly
Brief learn the same way issues rather than
Description: so instruction should spiritual matters.
encourage students Humanism focuses on
to discover principles human freedom,
for themselves and dignity, and potential.
the curriculum Social-Emotional side
should be created to of kearning
build upon students
learning.

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Maslow

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

Piaget’s stages of development

0-2yrs Sensorimotor Objective Permanence
2-7yrs Preoperational Pretend Play & egocentric
7-11yrs Concrete operational Conservation
Notes: 12yrs & Older Formal Operational Abstract moral reasoning
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1.
2.
2.
3.
Stages of Development (TIU7)
Social Emotional
Implications
Fear of dark and injury
2 -4 yr olds Likes to share, cooperative
play with other children
May have an imaginary
friend. Becomes
competitive and doesn't
want to lose. Develops an
understanding of rules, but
still finds taking turns
difficult.
5- 8 yr olds Self centered but
interested in other
children as friends.
Peer groups become
9-11 yr olds
more important.
Can be loud and rude at
times.
Shows attitude change
regarding school and
may daydream.
12-14 yr olds Leadership experience
in clubs and groups are
valuable at this stage
because they learn
decision making skills.
Family is still a vital
anchor in teens live and
4. 7. R
5. 8. Rehearsing R
6. Recognizing R
9.
Physical Mental Characteristics /
Jumps with feet Self-sufficient in Change from
together. Mature many routines clumsy toddlers
motor control. Dresses and undresses into lively
Ball skills improve- self
explorers of the
throwing & catching. Copies complex world.
Maybe ready to learn shapes
to ride a bike by 4-5 Ask a lot of questions.
Muscle coordination Difficult time making
decision and choices.
and control is
Adults can do simply Learn best if
uneven and
reasoning with them physically active.
incomplete. now. Learning how to
use their bodies by
mastering physical
skills.
Attention span
Energy abounds and increase and ability to
may become concentrate increase
from 30 minutes to Hull of energy. Like
overstimulated.
several hours. group activities and
Need 10-11 hours of
membership is
sleep.
important.
Some experience Enjoys abstract
rapid growth spurts. thinking. They still
Some girls may need the support and Concerned about
attain their adult guidance of adults.
physical
height by age 12 or
development, being
13. For a time they
15-18 yr olds

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

Small group instruction is found to have a strong influence on student achievement.

Language instruction -using a variety of methods to teach vocabulary works better than simply vocabulary
lesson.
Scaffolding is a process through which a teacher adds supports for students to enhance learning and aid in the
master of tasks.
Cooperative learning helps students to become more independent, strategic learners. Groups of students work
together to complete learning task and foster collaboration.
Organizers are visual maps that organizers new information and help students see relations and patterns.
Compare and contrast allows students to outline similarities and differences between learning concepts.
 Bloom’s verb-Elaborative interrogative, organization, rehearsal and memorization,
summarization, appropriate challenging goals, questions and teaching communication skills

What is Academic Language? (SS1)

Academic language is the written, oral, visual and written language that students need in order to community, perform and
understand.
Understand (read, listen, think)
Communicate (listen, speak, write, connect)
Perform (think, read, write, listen, create)

Strategies to teach the Vocabulary (SS1)

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

vocabulary words in numerous different contexts.

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

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

1.Flexiable grouping- a mix students with varying abilities. This allows students to be challenge
appropriately. Students should be allowed to move among groups since their interest and skills change as
they move from one topic to another.
2. Tired instruction- Use data to provide different instructions for each student. This is flexible, teacher can
differentiate process, content, and product into the 3 tiers.
3. Formative Assessment-Quick snapshot of the progress of student learning and a powerful tool for
examining the way students learn. Can take a variety of form and provide continual information about what
students know, what they don’t know, and how to adjust instruction to help every learner to succeed.
4. Effective Feedback- Must be timely, the faster students learn how well they are doing, the better.
Feedback should not be critical, judgmental, or harsh. The teacher’s tone should be pleasant and friendly.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each
So

Example 1 Example 2

Cooperative Grouping Four Corners I’ve Got This

Anchor charts Math Problem Solving Graphic-Showing

Graphic Organizers a math problem-solving process visually

Venn diagram-connect new material to Know-Want to Know-Learn (KWL)

Advanced Organizers prior knowledge and shoe connections Chart
to what students already know,
Rank Em! T-Chart- Write one subject on either
Similarities / Differences
side of the middle line. Compare and
contrast the 2 subject by adding details
Graffiti- students draw graffiti
Summarizing & Notetaking 3-2-1 Summary representing the major concept taught
during the lesson.

Cues & Questions Investigating the questions

1 Minute Paper

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

Create Generate conclude produce decide defend

Animoto &Audio Memos

APPS:
Critique categorize collaborate combine contrast
Evaluate
Padlet & Edmodo
APPS:
Diagram differentiate illustrate infer prioritize
Analyze

APPS: Desmos & Edmodo

Collect produce provide predict report

Apply
SimpleMind & Editing
APPS:
Classify estimate explain paraphrase summarize
Comprehension
Nearpod and Quick star
APPS:
Label list match name select
Remember
Quiz and Symbaloo EDU
APPS:
Components of a social emotional learning program (SS12)
5 Components that should be addressed in social emotional learning program are: Self-awareness,
relationship skills, responsible decision making, social awareness and self-management.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Communicate clearly to engage students. Facilitate learning with best practices.
Implement changes as suggested by peers and Incorporates higher order thinking questions for
admin. deeper learning.

Create a welcoming space (CBM3)

1. Create a space for curiosity and discovery.

2. Include picture of the students and their family.

3. Create a welcome collage, poster reflecting the languages represented by students home language.

4. Have a variety of multicultural books in the classroom library.

5. Label objects around the classroom in English and languages represented in the classroom.

6. Create a visual classroom schedule with each of the key activities for each day. Words will be in
English and other languages represented in the classroom.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Entry Routine: Having a structured entry routine expedites the begin of instruction.

2. Do Now: Brief academic tasks to review the previous day’s work or introduce the day’s new work.

Name the steps: Teachers break down the tasks into steps.
3.

4. Board=Paper: Students writes everything on the board on their paper.

Break it down: Teachers use the wrong answers and help students discover the correct answer.
5.

Exit ticket: A quick formative assessment of the lesson that students have just finished.
6.

Cold Calls: The teacher asks someone unsuspecting for an answer.

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……

Create classroom rules and consequences with Using the 4 questions strategy to redirect
students on the first day of school. behavior.
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 Articulation disorder, abnormal voice,
Traumatic Brain Injury
Visual Impairment Inc Blindness span, Sensitivity to bright light, Poor eye
Characteristics
Neurological disorder, Cognitive
abilities range from gifted to
cognitively delayed, usually identified
in the first three years of life.
A student who falls into this eligibility
category has any combination of vision
and hearing loss, though not necessarily
complete deafness and/or complete
blindness.
May have difficulty with speech,
reading, and writing skills. May use
speech, lip-reading, hearing aids, and/or
another amplification system.
Hyperactivity, Aggression or self-
injurious behavior, Withdrawal,
Immaturity and learning difficulties.
Articulation difficulties and language
delays, easily frustrated, difficulty with
oral expression and difficulty with
social/emotional skills.
Struggle with overall academics,
struggle with attention, memory,
struggle to make generalizations and
trouble interacting socially.
Hampered speech and communication
skills, challenges with mobility need
assistance with everyday tasks, and
usually has medical needs.
It is difficult or perhaps impossible to
generalize the characteristics of a
student who qualifies under OI.
Having limited strength, vitality, or
alertness, including a heightened
alertness to environmental stimuli.
May Impact reading, writing, oral
Language, math, study and skills.
fluency disorder and language disorder
Memory and attention concerns, social skill
concerns and emotional regulation
concerns, speech and language concerns
and Physical concerns.
Spatial positioning, short attention
and hand coordination or clumsiness
Impact on Classroom
Perseverate 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.
Requires information to be introduces
deliberately and systematically and utilize the
service of a specialized support service
provider.
Need special seating, being in view of the
teacher, written supplements to oral instruction
like visual aids/cues. Require eye contact prior
to speaking. Have difficulties with
social/emotional or interpersonal skills.
Exhibit inappropriate behavior under ordinary
circumstances, not be able to maintain
relationships, display inappropriate
manifestation of physical symptoms or fears in
response to school or personal difficulties.
Hearing:Wear hearing aids or FM systems, read
lips or use ASL, need a quiet environment with
many visuals to be successful and need a slower
rate of speech and clear enunciation.
Not be working on grade level materials, not
understand social norms, struggle with
problem-solving across all areas (academic as
well as functional living skills).
MD:Require multiple services, use alternate
communication methods and require alternate
curriculum materials.
OI: Have no cognitive concerns, be integrated
into the general education setting all the time
and use assistive technology.
OHI: limited alertness with respect to 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.
SLD: Slower reading rate, frequent spelling
errors, difficulty copying, difficulty
memorizing basic facts and difficulty
describing events and difficulty interpreting
subtle messages.
Tend to emerge at a young age, have
difficulties with comprehension, have
difficulties being understood, have difficulty
expressing needs, ideas, or information.
Struggle to process visual information, follow
multi-step directions, communicate, difficulty
with grade-level work and with logic, problem-
solving, and reasoning skills.
ARD Timeline Activity (E5)

#1 Initial Referral

#2 Notice and consent or refusal to

provide initial Evaluation Within 60 Calendar Days

#3 Notice of ARD Meeting

#4 FIE Completed
Within
30
Calendar Days

#5 ARD/IEP Meeting

3
Year
1 s
Year

#6 Student transfer-provide comparable

services

#7 ARD meeting for transfer students

Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
#8 Annual ARD/IEP Review Full Individual Evaluation, Dismissal,
Re- evaluation,
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 students will complete prior to
assessment for mastery.
Example
Reduce the number of social studies
terms a learner must learn at any one
time. Add more practice activities
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, pre-teach key concept.
Participation
Definition
Adapt the extent to which a
learner is actively involved in the
task.
In geography, have a student hold the
Example:
globe, while others point out locations.
Ask the student to lead a group. Have
the student turn the pages while sitting
on your lap (kindergarten).
Types of Assistive Technology (E7)
1. Braille
2. Electronic math worksheet
3. Audio Books
Time Level of Support
Definition Definition
Increase the amount of personal assistance to keep
Adapt the time allotted and allowed for
the student on task, to reinforce or prompt the use
learning, task completion, or testing.
of specific skills. Enhance adult-student
relationships; use physical space an environmental
structure.
Example Example
Individualize a timeline for completing a Assign peer buddies, teaching assistants, peer
task; pace learning differently (increase or tutors, or cross-age tutors. Specify how to interact
decrease) for some learners. with the student or how to structure the
environment.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or Adapt how the student can respond to
the rules on how the learner may instruction.
approach the work.
Example Example
Instead of answering questions in writing, allow a
Allow the use of a calculator to figure math
verbal response. Use a communication book for
problems, simplify task directions, or change
rules to accommodate learner needs. some students or allow students to show
knowledge with hands-on materials.
Notes:
4.
Text to speech
5.
Pencil Grips
6.
Voice amplification system
Venn Diagram of 504 and IDEA (E9)

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

Provide access to computers, magazines, newspaper, and Take time to explain the rational for rules and
1. books so low-income students can see and work with printed 4. procedures in the classroom.
materials.

2. Keep your experiences for poor students high. 5. Be careful about the school supplies that students are
required to purchase.

3. Don’t make comments about student’s clothes or belongings 6. Have a bank of shared supplies for students to
unless they are in violation of dress code. borrow when they are temporarily out of materials
for class.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide Content Goals for reading:

2. Support student autonomy: Provide students with a wide variety of appropriate books to choose from
and the choice to read independently or with a group.

3. Use interesting text: Choose books with familiar background, make sure the visuals are pleasing and
appear readable.

4. Opportunities for students to collaborate: Allow students to read with a small group or with a partner.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Anticipation Guide Before reading Used before reading to activate
1. student’s prior knowledge and build
curiosity about the topic.

2. Blending and segmenting games individually, small group Blending is putting sounds
Whole class together and blending is pulling
sounds apart.
3. Exit slips After reading, individual
Small group, whole class Written students responds to questions teaches
poses.
 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, Highlighted text & Outlines

Content Word wall, vocabulary through songs & visual vocabulary

2. Build background:

3. Make verbal communication understandable: Use gesture when presenting lesson, sentence strip & multi-media
or technology.

4. Learning strategies (this one should be easy!): Graffiti write, create a poem, or chat, make a word splash

5. Opportunities for interaction: Homogenous or Heterogeneous grouping, wait for students to answer, cooperative
learning activities

6. Practice and application: Hands on materials or manipulatives, model correct English & students write test questions
to ask their peers.

7. Lesson delivery: Clearly stated content objective, Keep tract of pacing & well-planned lesson

8. Review and assess: Paraphrasing, word study book & thumps up/thumbs down.

Reflections on the Reading STAAR (TL4)

1. It would be easy for students to get question 2 wrong because they forget or do not know the definition of
the word wistfully.

2. In question 3, I could see where students would choose the second answer. The reason would be that they
would refer tidal wave and stream to be wet.

3. Question 6, students might confuse the theme of the story for the main idea.
Reflections on the Math STAAR (TL4)
1. Question 2 might confuse students if they forget or do not know definition of integer and absolute value.

2. Question 4 requires students to identify the table that shows the same amount of dollars is added each hour.

3.

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 21.5

Final Percent 78
C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will develop and execute lessons that consistently include student-centered activities and the expectation for students to
monitor their own learning through specific student-led-strategies.

2. I will incorporate differentiation strategies which include varied content, process and product expectations for students’
learning profiles as the basis for decisions in order to increase overall performance and close gaps in learning.

3. I will enhance my ability to develop aligned formative and summative assessments which directly measure students;
knowledge ad skills for specific lesson/unit outcomes.

Vision of an Educator (TL11)

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

1. What research-based strategies will you see in my classroom?

1. Flexible grouping and tired instructions, timely feedback along with Marzano use of graphic organizer.
2. What technology will you see in my classroom?
Interactive Whiteboards: This will engage students in interactive lessons, displaying visuals, videos, and interactive activities that
make learning more dynamic and immersive. Tablets: To provide access to educational apps, e-books, and online resources
that support literacy, numeracy, and other subject areas. Tablets will also be used for individual and/or group activities, research,
and creative projects. Educational Software: Nearpod or learning A-Z are age-appropriate educational software that help reinforce
concepts taught in class and provide personalized learning opportunities tailored to each student's needs and abilities.

3. What are the important elements of lesson planning that need to be incorporated for student success?
Clear Learning Objectives: This helps teachers and students understand what knowledge or skills are expected to achieve by the
end of the lesson. Engaging Introduction: Grabs students' attention, generates interest, and provides a clear connection to the
lesson's purpose and relevance to students lives. Differentiated Instruction ensures that teaching methods, materials, and activities
are adapted to accommodate varying abilities and interests. Actively engaging students through discussions, hands-on activities,
group work, or interactive technology promotes their involvement in the learning process and helps maintain their focus.
Formative Assessment throughout the lesson will help gauge students' understanding, identify misconceptions, and adjust
instruction so timely feedback and support can be given. direct instruction, cooperative learning, guided practice, and independent
practice, accommodates different learning preferences and reinforces understanding. Closure and Reflection: Providing a clear
conclusion to the lesson allows students to reflect on what they have learned, summarize key points, and make connections to
prior knowledge or real-life applications.

4. In classroom behavior management, you learned about rules, procedures, routines, and organization. What are the non-
negotiables for my classroom?
Respect their peers, teachers, and classroom materials. Follow direction promptly and take responsibility for their belongings and
learning.
In my classroom, how can I assure that all students have an equal opportunity to master learning?
Differentiated Instruction: Recognize and address the diverse learning needs and abilities of students by providing varied
instructional strategies, materials, and activities. Differentiate instruction to accommodate different learning styles, levels of
readiness, and interests. Provide individualized support to students who require additional assistance. This may include one-on-
one instruction, targeted interventions, or personalized learning plans to meet their specific needs. Utilize a range of assessment
methods to allow students to demonstrate their learning in different ways. This will include written assignments, oral
presentations, projects, hands-on activities, or digital portfolios, ensuring that students with different strengths can showcase their
understanding.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Welcomes other adults visiting the classroom. Submit required reports and paperwork on
Maintains a positive attitude in difficult time.
situations. Maintain 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……

Display consistency in grades. Collect, review and analyzing student data.
Provide re-teach opportunities after each skill Use 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.

1. A. 5. A. 6. A.

B. B. B.

1. 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.