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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……

I make great connections with each of my students. Classroom management

Core Values (TIU3)

Flexability Growth

Additional Notes:

What are your two core values?

My two core values are flexibility and growth.

What do your core values mean to you?

Flexibility means that sometimes things need to be changed quickly weather it's teaching an assignment in a
different way for better understanding or moving to a different position you may be better suited for.
Excepting change and powering through it.
Growth can be for yourself or your students. Growth is what shows what you are doing is making a difference
while gaining new knowledge.

How you derived these core values?

In life in general you need to be flexible anything can change in a split second. As a teacher you have many
different students who learn in many different ways. I have had to change the way I taught something
completely because they just weren't getting it.
What experiences led you to these core values?
Working as a paraprofessional I have had a chance to not only grow but help and watch my students show
growth. It amazes me and excites me to witness this.
One experience that led me to flexibility was moving from the middle school to the primary school. I went
from being an inclusion para to a pass para with drastically different age levels. I had to learn a new job
quickly that I was completely unprepared for this also goes along with growth. I made more growth and
learned more from this move in one year than I did in the first two years of being a para. I was terrified but
surprised myself with as much as I learned.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

rewarding someone focus more on learner brings their human freedom,

for a particular mental processes own past dignity, and potential
behavior encourages (rather than experiences and
them to behave in observable behavior cultural factors to social-emotional
the same way in a every situation.
Brief similar situation. side of learning.
discover principles
Description: if punished for a for themselves.
behavior, they are curriculum should
less likely to repeat spiral to build upon
it." prior knowledge.

Pavlo classical Jean Piaget Lev Vygotsky Abraham

conditioning, Zone of Proximal
Development Harold
skinneroperant
Maslow
conditioning, John Dewey learning
Theorists
BanduraSocial by doing
Pyramid
Associated:
Learning design of basic
Erik Erikson 8 stages needs
starts from infancy
to old age

Bloom
Gardner
Bruner

Maslow
Physiological Needs (basic need)
Safety Needs (basic need):
Esteem Needs (psychological need):
Notes: Self-Actualization Needs (self-fulfillment need)
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. relationship 4. Retrieve 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 dark and injury
2 -4 yr olds
Likes to share, ,May have an
imaginary friend ,Becomes
competitive and doesn't
want to lose,Develops an
understanding of rules, but
still finds taking turns
difficult
Needs structure and routine
to feel safe
Jumps with feet together
Mature motor control
Ball skills improve –
throwing and catching
May be ready to learn to
ride a bike by 4-5
Cuts on the line with scissor
Self-sufficient in many • Sorting
routines .Dresses/undresses activities
self ,Copies complex shapes
,Asks a lot of questions ,tells • I-spy
stories ,Begins to imitate
and write name – by 5 years
old, they have settled on
• Obstacle
courses
hand dominance ,Paints
Threads beads on lace
,Understands 2-3 simple • Chores
things to do at once ,Sort
objects by size and type • Relay races
,Understands that books are
a source of pleasure and • Drawing
uses pictures to help them pictures
follow the story ,Learn their
letters, counting, and
colors.The most important • Cutting with
mode for learning is play scissors

5- 8 yr olds
• Five- and
six-year-olds
are still quite
self-
centered,
but they are
becoming
interested in
group
activities.
They
become
sociable and
interested in
other
children as
friends.

• They enjoy
make-
believe
stories and
play.

• Attachment
to friends
grows during
9-11 yr olds this stage.
Children
show
friendship
with
12-14 yr olds

15-18 yr olds

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

Goes from red to yellow to green and finally over the hinge point 0.4 to the blue zone visible learning barometer of influences

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction

Strategies to teach the Vocabulary (SS1)

1. Academic language is the primary vehicle for learning 3.

and instruction Indirect learning of vocabulary, for example, using
vocabulary words in numerous different contexts

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

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

Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt
instruction to student differences.
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.
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. They may relate to
specific needs or enrichment opportunities, including problems to solve or journals to write.
They could also be part of a long-term project.

Flexible Grouping
This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state.
It is important to permit movement between groups because interest changes as students move from
one subject to another
Compacting Curriculum
Compacting the curriculum means assessing a student’s knowledge and skills, and providing
alternative activities for the student who has already mastered curriculum content.
This can be achieved by pre-testing basic concepts or using performance assessment methods.
Students demonstrating, they do not require instruction move on to tiered
problem solving activities while others receive instruction.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Small groups data driven Small groups change often

Venn Diagram Drawing visuals

Venn Diagram

Summarizing is the process that helps

students determine essential ideas and
synthesize important details that support
them.

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

Create Use information to create something new.
Storytelling and Canva
APPS:
Examine information and make judgement.
Evaluate Conferencing , posting

APPS:
Take apart the known and identify relationships
Analyze Outlining, mashing

APPS:
Use information in a new(but similar) situation
Apply Editing, Illustrating

APPS:
Grasp meaning of instructional materials
Comprehension Annotating, blogging

APPS:
Recall specific facts
Remember Listing, google searching

APPS:
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……

Has lesson plans that are learner-centered
Is responsive to situations and students’ needs

Keeps students engaged and interested in learning Incorporates technology to facilitate

P instruction

Create a welcoming space (CBM3)

1.
Meet and greet students at the door with a positive attitude.

2. Create a welcoming atmosphere that is clean and comfortable.

3. Establish clear routines, rules, expectations, and procedures.

4. Be consistent with expectations that meet all student’s needs.

5. Being organized is key to keeping students engaged.

6.
Have quiet and private areas for students to have personal time or space if needed.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1.
• Technique Four: Format Matters. High expectations mean that students must answer in complete
sentences using correct grammar.
2.
• Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.

3. • Technique 20: Exit Ticket. An exit ticket is a quick formative assessmentLinks to an external
site. of the lesson your students just finished.
technique 25: Wait Time. Teachers are too often too impatient and provide an answer to their own question when no student pops a hand
4. up. On the other hand, teachers also don't give students timeLinks to an external site. 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.

• Technique 39: Do It Again. This technique is perhaps the only negative consequence that genuinely works. When students
6. fail to meet your standards, you ask them to "Do it again." They model the appropriate behavior but are eager not to have to
do it again.

Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers can be both
7. simultaneously

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4.What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

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

Maintains a clean and orderly classroom Provides instruction bell to bell
Displays consistency with rules and Maintains an up-to-date seating chart
consequences
Categories of Disabilities in SPED (E4)
Characteristics
Autism A neurological disorder, Cognitive abilities
range from gifted to cognitively delayed,
Usually identified in the first three years of
life,4:1 male to female ratio
Deaf/Blindness 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 ,A wide range of cognitive and
developmental abilities
Deafness May also have difficulty with speech,
reading, and writing skills ,May use
speech, lip-reading, hearing aids, and/or
another amplification system ,American
Sign Language (ASL) may be their first
language and English may be their second
Hyperactivity ,Aggression or self-injurious
Emotional Disturbance behavior ,Withdrawal ,Immaturity
,Learning difficulties
Hearing Impairment Articulation difficulties
and language delays
• Easily frustrated
• Difficulty with
oral expression
• Difficulty with
social/emotional
skills
Impact on Classroom
A student with Autism may ,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 ,Not
understand the big picture or abstract concepts
,Struggle with transitions or change to routine
,Fidget, rock, flap, stimulate, echo or mimic
phrases ,Run or fight in stressful situations
,Lack reciprocal communication skills or be
nonverbal ,Not understand non-verbal cues,
jargon, or slang terms ,Have difficulty with
volume control, cadence, and intonation
A student that is deaf-blind may ,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/cues ,Require eye contact prior to
speaking ,Have difficulties with social/emotional
or interpersonal skills ,Exhibit some form of
articulation difficulty ,Become frustrated and may
have behavioral concerns ,Use hearing devices,
which DO NOT return hearing to normal
• 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
• 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
Intellectual Disability - characteristics: Struggle with overall academics ,Struggle with attention, memory ,
,Struggle to make generalizations ,Trouble interacting socially
Impact in classroom: 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).

Multiple Disabilities - characteristics:

Hampered speech and communication skills

• Challenges with mobility

• Need assistance with everyday tasks

• Usually has medical needs

Impact in classroom:

• Require multiple services

• Use alternate communication methods

• Require alternate curriculum materials

Orthopedic Impairment - characteristics: It is difficult or perhaps impossible to generalize the

characteristics of a student who qualifies under OI. For example, a child with spinal cord injury could
have immobility limited to one side of his or her body, just the arms or legs, or total paralysis. A child
with cerebral palsy may have movement but need a wheelchair since walking may be difficult.
Impact in classroom:
• Have no cognitive concerns

• Be integrated into the general education setting all the time

• Use assistive technology.

Other Health Impairment - Having limited strength, vitality, or alertness, including a heightened
alertness to environmental stimuli, that results in 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

Specific Learning Disability - Characteristics:

• Reading

• Writing

• Oral Language
 • Math

• Study Skill

Impact in classroom:

• Slower reading rate

• Frequent spelling errors

• Difficulty copying

• Difficulty memorizing basic facts

• Difficulty describing events

• Difficulty interpreting subtle messages.

Speech or Language Impairment - Characteristics:

• Articulation disorder

• Abnormal voice

• Fluency disorder

• Language disorder
Impact on the classroom:
A student that has a speech or language disability may
• Tend to emerge at a young age

• Have difficulties with comprehension

• Have difficulties being understood

• Have difficulty expressing needs, ideas, or information

• Struggle with social interactions

• Work closely with a speech/language pathologist to support the student.

Traumatic Brain Injury - Characteristics:

• Memory and attention concerns

• Social skill concerns

• Emotional regulation concerns

 • Speech and language concerns

• Physical concerns
Impact on the classroom:
A student that has a traumatic brain injury may
• Struggle to process visual information

• Struggle to follow multi-step directions

• Struggle to communicate

• Have difficulty with grade-level work

• Struggle with logic, problem-solving, and reasoning skills.

Visual Impairment Inc Blindness -

Spatial positioning

• Short attention span

• Sensitivity to bright light

• Poor eye and hand coordination or clumsiness

• Poor academic performance

ARD Timeline Activity (E5)A

#1 Parent Authorization signature

#2 evaluation

Within 60
Calendar
Days
#3 ARD team meets

Within
#4 Talks about evaluation results
30
Calendar
Days

#5 IEP created

3
Years

Year

#6 Annual ARD

#7 Re-evaluation

#8
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 or
worksheets.
Time
Definition
Adapt the time allotted and allowed for
learning, task completion, or testing
Example
Individualize a timeline for completing a
task; pace learning differently (increase or
decrease) for some learners.
Level of Support
Definition
Increase the amount of personal assistance to
keep the student on task, to reinforce or
prompt the use of specific skills. Enhance
adult-student relationships; use physical
space and environmental
Example
structure.
Assign peer buddies, teaching assistants, peer
tutors, or cross-age tutors. Specify how to
interact with the student or how to structure
the environment

Input Difficulty Output

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
concepts or terms before
the lesson
Participation
Definition
Adapt the extent to which a learner is
actively involved in the task
Definition
Adapt the skill level, problem type, or the
rules on how the learner may approach the
work.
Allow the use of a calculator to figure math
problems, simplify task directions, or change
Example
rules to accommodate learner needs.
Notes:
Definition
Adapt how the student can respond to
instruction.
Example
Instead of answering questions in writing,
allow a verbal response. Use a
communication book for some students, or
allow students to show knowledge with
hands-on materials

Example:
In geography, have a student hold the
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)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Visual search engines
1. Text to speech
(SP7CPE) 4.

2. Voice recognition 5.
Wheelchair

3. Digital recorders 6.
Electronic spell checkers
Venn Diagram of 504 and IDEA (E9)

A
D
K
F

C I,E,H, L B ,J, G, 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)

Instructional strategy Vocabulary in Context

Higher-order thinking strategy Advanced organizers

Summarization Non-Linguistic representation

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)

Exit slips after reading with small groups, individual, or whole class An informal way to assess
how well they understood the lesson

Choral reading During reading with small groups, individual, or whole class reading aloud
together at the same time

Word Hunts During reading with small groups, individual, or whole class It teaches
students to focus on spelling patterns and root words
 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, leveled study guides

2. Build background Content word wall, personal dictionaries, visual vocabulary

3. Make verbal communication understandable Appropriate speech, explanation of academic tasks, use of a variety
of techniques

4. Learning strategies (this one should be easy!) Learning strategies, scaffolding techniques, questioning techniques

Opportunities for interaction, wait time, clarify key concepts in L

5. Opportunities for interaction opp

6. Practice and application Hands on material and/or manipulatives ,application of content and language knowledge,
Integration of language skills

7. Lesson delivery Content objective, language objectives, pacing

8. Review and assess Review of key vocabulary words, review of key content concepts, authentic assessment

Reflections on the Reading STAAR (TL4)

1. I could see where going over theme and how to come up with what figurative sentence help explain feelings.

2.

3.
Reflections on the Math STAAR (TL4)
1. The student was looking at a 50/50 chance of being right and picked what they thought was the best answer because they need
to be retaught what range and interquartile is.

2.

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 21.53

Final Percent 78
C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will do better to monitor and adjust instruction through targeted questioning techniques at varied
levels of cognition, the use of wait time, and academic feedback to students. I will assess this every
unit.

2. I will enhance my ability to develop aligned formative and summative assessments which directly
measure students’ knowledge and skills for specific lesson/unit outcomes. I will use targeted analysis
for each unit through data tracking and communication systems.

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

Vision of an Educator (TL11)

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

1. A couple researched based strategies I will use in my classroom are first setting objectives, so we
have goals in mind that are clear and visible. I will also use rewards based on specific
performance standards. I think all humans need to have something concrete in order to be
motivated to reach their goals. Some of the technology you will see in my classroom will be the
use of smartboards, educational videos, and Chromebooks. I would use my smart goals while
completing lesson plans: Specific, Measurable, Achievable, Realistic, and Timely. My non
negotiables in my classroom would be, disrespect to anyone including oneself, being mean and
hateful, being discouraging, getting out of seat, or leaving classroom without permission. In my
classroom, I will assure that all students have an equal opportunity to master learning by getting
to know my students and their backgrounds, differentiating instruction to fit my students
learning style, and consistently watching for understanding and growth.
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 Conducts parent meetings in a proactive manner
classroom

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 and providing Using data to inform short and long.
feedback

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.