GO TO Page

Resources at your fingertips

Lia Karagianopoulos 8/6/23
Stronge’s Qualities of Effective Educator (TIU3)
The Effective Teacher as a person…

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

- Addresses Students by name - Invests time before and after school
- Has a classroom that reflects a positive, - Practices self-reflection for improvement
safe, environment

Core Values (TIU3)

LOVE – love one another, with kindness and a EXCELLENCE – doing whatever it is well and to
compassionate heart, respecting and giving to support your best ability with intentionality and attention
others. and care.

Additional Notes:

My two core values are LOVE and EXCELLENCE.

Love is the most important thing we can do in this lifetime. To love one another, with kindness and a
compassionate heart, respecting and giving support to others. So many beautiful things flow from love:
kindness, compassion, thoughtfulness, generosity, humility, safety, respect, loyalty, care, accountability,
commitment, zeal, passion, deep and meaningful relationships, support, encouragement, and more, which is
why I derived LOVE as my first core value. I align with all the values that follow, and they are rooted in love.
Throughout the last 5 years, I really have been devoting my life to walking with Jesus, and the greatest
commandment is to love one another. In walking with Him more intimately, dying to self-centeredness and
selfishness, I have been opened to so many ways I can love others and give away something that costs
nothing but humility. We can always love more, and it's a joy and a challenge discovering those ways daily.
Excellence is important as well. I think it can also be applied to multiple areas in our lives. It covers
professionalism which I hold in high regard as well as being ambitious, bold, risk-taking, motivated,
passionate, challenged, resourceful, responsible, creative, curious, and knowledgeable. Yes, it is something to
achieve and work for, with dedication and diligence, but to be aware it can also be done in an unhealthy
manner of striving for achievements and self-centered, selfish desires. I think all work, career, academics,
hobbies, cleaning/chores, writing a blog or upkeeping social media, the mundane things of life, etc., should all
be done well and to our best abilities. There should be intentionality, attention, and care to what and how we
apply ourselves to - whether it is something major, minor, or mundane, for ourselves or for others. It gets us
the most out of the short life we live, with the ability to make an impact in ways we may never understand. In
working towards excellence, we set goals, we gain vital life skills, we fail and learn from our mistakes to
grow as individuals or for the advancement of something bigger than ourselves. That’s why I ultimately chose
excellence as my second core value. I am beyond grateful and thankful for pursuing excellence in my
academics and in dance particularly. All the effort and investments I have made in years past, shaped me to
be who I am today because I set a standard for myself and how I wanted to live. So my core is to love
excellently, and excellently work through love.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

OBSERVED BEHAVIORS
Learning is a change in
behavior caused by an
EXTERNAL stimulus.
Positive reward/incentive
reinforces behavior, and
Brief punished, negative
Description: reinforcement for
behavior leads to less
lively to repeat a
behavior. *doesn’t
prepare learner for prob-
solv, creative thinking,
but prepares for recall of
basic facts, suto
responses or performing
tasks *use to discipline
Learning involves change
in knowledge stored
memory, not just
behavior, and focuses on
mental processes.
Nurturance should be
suitable for stage of
thinking.
Things too difficult could
neg impact psyc & emot.
*structure, prob solv,
imagery, realworld ex,
link concepts, classify,
analogies, discussions
Sm-Po-CO-FO
Learner brings their own Motivational theory.
past exp + cultural factors to Can’t learn or move up
every situation, construting
knowledge, different for
a level unless needs
everyone. are met in the pyramid
Discover principles for structure of needs. The
themselves, builds upon next level will
prior knowledge.
motivate the behavior.
*case studies, research proj,
prob-based oearning,
brainstorm, collab
learn/teamwork,
Simulations
+active engagement,
motivation, ind, creativity,
prob-solv,
-Doesn’t work if results
need consistency.

Ivan Pavlov- Jean Piaget – Lev Vygotsky – SOCIAL Abraham Harold

CLASSICAL STAGE THEORY OF INTERACTION + ZONE Maslow
OF PROXIMAL
CONDITIONING COGNITIVE DEVELOPMENT
DEVELOPMENT John Dewey – learn by
***Theorists B.F Skinner DOING
OPERANT Erik Erikson – 8
Associated:
CONDITIONING Personality Development
Stages
Albert Bandura- Benjamin BLOOM –
Bloom Taxonomy
SOCIAL LEARNING
Howard Gardner – IQ is
THEORY (the bridge measure of knowledge, +
between behaviorism Multiple Intelligences
and cognitive learning Jerome Burner – lean by
theories) discovery

BEHAVIORISM -OBSERVED BEHAVIORS

Pavlov- Classical Conditioning- an external stimulus automatically triggers an involuntary response. EX: dog salivating at bell
Skinner – Operant Conditioning – a behavior followed by a response EX: Rats in maze (not studied with children) using positive and
negative reinforcents for deired behaviors
Bandura- SOCIAL LEARNING THEORY – people learn from one another, using observation, imitation, modeling. Includes: attention,
memory motivation
Notes:
COGNITIVISM – MENTAL PROCESSES
PIAGET – 4 SAGES OF COGNITIVE DEVELOPMENT S-P-C-F
1. SENSORIMOTOR STAGE – ( >2 ) -understand by senses, muscles learn by doing
2. PREOPERATION STAGE (2-7 yrs) – understand through language/images – learning through actions/thoughts/feelings – Egocentism – no logic
3. CONCRET OPERATIONAL STAGE- (7-12 yrs) – think logically/ empathetically, but learn best through experience. Understand patterns, other’s
feeling, POVs, reversibility, cause&effect, obj convo.
4. FORMAL OPERATIONS STAGE (13-ADULT) -develop understanding through abstract thinking. perspectives, imagine hypothetical
situations/scenarios. Use logic, deductive reasoning, comparison, classification.

CONSTRUCTIVIST
Vygotsky- Social Interaction – Nurture over nature, thinking + lang skills reinforce each other – Zone of Prox Dev (ZDP) – distance btwn
students ability to do task under guidance/collab and the student’s ability to indptly solve probs.
Dewey- Learn by DOING
Erikson – 8 Stages of Development: birth-18 months –> trust vs mistrust; 18mnth -3 yrs –> autonomy vs shame; 4-6 yrs –> initiation vs guilt;
7-12 yrs – industry vs inferiority; Adolescence 13-17yrs –> identity vs role confusion; Young Adults 18-35 –> intimacy and solidarity vs
isolation-love; Middle Adulthood 3-55 Generativity vs self-absorption/stagnation; Late Adulthood – 55+ integrity vs despair
Bloom – Bloom Taxonomy is a model used to classify edu learning objs into levels of complexity & specificity
Howard Gardner – IQ + MUULTIPLE INTELLEGENCES, many types of intellegece
Jerome Burner – lean by discovery : predisposition, structured knowledge, effective sequence, pacing of reward/punish

HUMANISM
MASLOW- Motivational Theory- Paryamid of basic needs – Physiological Needs (base)  Safety Needs (psyc needs)  Social
Needs (psyc need)  Esteem Need (psyc need) RESPECT Self-Actualization Needs (self-fulfillment need)
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationship
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Implications
Gradually learn how to
2 -4 yr olds manage feelings, fear
dark/injury, becomes
competitive with
winning, needs
structure/routine feel
safe, understanding for
rules
*Friends become important.
Make believe stories and play.
5- 8 yr olds
Needs 5-10 min warning
Elementary
before change of
activities/leaving. Tattling to
know rules and make rules
known. Competitive and wants
to be first. Become attached to
adult not their parent (teacher).
Tension released through
physical activity.
Important peer groups,
9-11 yr olds sibling rivalry, extm
Middle School
emotions, indpnt, att.
Changes about school,
disobedience, concept of
right and wrong build,
humor develops, success=
+self view, girls vs boys,
Decision making skills,
12-14 yr olds justice/fairness, leadership
Junior High experiences, family
counsel, success is
essential, comparison,
greater social skills
between peers/adults
Detach from parents, want
to be an adult,
15-18 yr olds insecure/angry/frustrated,
High School wants peer approval,
intense interest in opposite
sex, close friend
relationships
4. Retrieval 7. Retaining
5. Routing 8. Rehearsing
6. Re-Exposing 9. Recognizing
Physical Mental
Stronger, looks longer IMITATION
and leaner. Rapid brain development.
Improved motor control, Learn letters, counting,
colors, and broadens vocab,
throwing and catching,
Self-sufficient in routines,
cuts with scissors on line dress/undress self, asks lots
of ?, tells stories, 2-3 step
processes,
Slower growth rate.
Muscle coordination and Slower, steady brain
control uneven and development. Begin
thinking logically around 7.
incomplete. Practice
Indecisive. Simple
activities with speed and
reasoning. MIMICING,
energy. 10-12 hours of categorize. Enhance
sleep/night. Slow learning around physical
develop of small muscle activity. 20-min attn span,
motor skills. curious.
Height/weight widens, CONCRETE THINKING
becoming critical in Attn span 30min- several
hrs, developing morals,
appearances,
understand they why, ind
coordinated, energy
+self expressive, Think
abounds  about vocation and work.
overstimulation. 10-11
hrs of sleep/night.
ABSTRACT THINKING,
Rapid growth/physical brain games, cognitive
changes, growth spurts activities, prob-solvers,
learn from mistakes, test
differ between sexes.
ideas, form opinions, still
need adult support and
guidance.
Rapid growth may lead Intense
to clumsiness, but questioning/uncertainty,
coordination and accountability, sarcastic,
strength increase, gen arguing and reasoning
awkwardness, puberty, skills improve, deductive
reasoning, edu-guess,
acne, BO, always
hypoth scenarios, decision
hungry, need for sleep
making skills improve,
increases, sweating current action affect future,
increases, sexual desires evaluation of credibility,
and fantasies increase. anticipate consequences,
challenges, conscious
develops
Characteristics /
Sorting activities, I-spy,
chores, obstacle courses,
drawing pictures, cutting
with scissors, relays
Slow steady growth – active
learning experiences, learn best if
Phys Active – playing games,
doing motion with body, Mastering
physical skills, process > product,
Egocentric – make believe/pretend,
co-ed, concrete thinking -senses to
help them experience things, easily
motivated, be specific and clear, try
to make sense of the world –
explore, sensitive to failure – be
positive. Affection/attn from other
adults – small groups, approval
seeking- offer support and
feedback.
Boundless energy- active learning,
working in groups, brief learning
experiences, small, short and
straightforward work, adult guidance for
tasks focus, Bigs/Littles, ceremonies,
celebration, songs, extremely curious-
encourage them to seek the answers and
report to group, words of affirmation and
recognition/praise publicly, competence-
recognize accomplishments, begin to
direct something familiar with adult
support, limited decision making-give
step by step.
Phys develop. Concerns, low self-esteem
– varied opportunities to help achieve,
self conscious – develop indv skills, all
things around SEX and their bodies -
make space to discuss it, emo coaster,
indep/needy, ? authority and values, peer-
pressure mounts, active learning is fun/
sports, involve both sexes, deeper longer
learning experiences, responsibility,
avoid difficult tasks, adventurous, career
thoughts
High social needs/desires-personal
devlpmt, strong voice in planning
prog-give altns w/ space, freedom
to make decision, want adult
leadership roles-seek counsel vs
direction, co-ed, defined interests-
depth in projs broader outlook,
real-life prob solving, feeling of
inadequacy/inferiority-affirm them,
personal philosophy, community
consciousness, need planning
guidance, adulting/next steps-
consumer/$ management,
adventurous-incentives/trips,
Hattie’s most effective influences on instruction (throughout SS)
• strategy to integrate with prior
knowledge - .93
• cognitive task analysis - 1.29
• Small group learning - .47
• Positive peer influences - .53
• Self Regulation strategies - .52
• Peer Tutoring - .53
• Classroom discussions - .82
• Cooperative learning - .40
• Questioning - .48
• Teaching communication skills
and strategies - .43
• Imagery - .45
• Concept mapping - .64
• Elaboration and organization - .75
• Transfer strategies - .86
• Meta cognitive strategies - .60
• Summarizing - .79
• Notetaking - .50
• Outlining and transforming - .66
• Underlining and highlighting - .50
• Elaborative interrogation - .42
• Rehearsal and memorization - .73
• Appropriately challenging goals - .59
WITH TECHNOLOGY
• Interactive video methods - .54
• Technology in other subjects - .55
• Technology in writing - .42
• Technology with elementary
students - .44
• Technology with learning needs
students - .57
• Intelligent tutoring systems - .48
• Information communication
technology - .47

What is Academic Language? (SS1)

Primary vehicle for learning and instructing to communicate information but also plays a key role in deepening
the understanding of important ideas. It’s oral, visual, and written language that is needed 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. Repetition 3. Indirect learning of vocab (ie. Using words numerous

different ways)

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

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

There are 11 Strategies for DI. Some I can easily see myself integrating into my classroom are:
- Student Reflection
- Respectful Tasks
- Formative Assessments with Effective Feedback/Planned Implementation of Feedback
- Anchor Activities
- Tiered Instruction
- Flexible Grouping
Others:
- Individual Instruction
- Transparent Learning
- Student Choice

*I honestly can see myself easily implementing all these strategies on a regular basis because a
dance classroom is atypical and allows this space to naturally adapt and modify to accommodate
all learners in the classroom.
-
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2
Jigsaw & Think-Pair-Share Roundtable or Four Corners
Cooperative Grouping

Brainstorming Webs/ Concept Maps Fishbone Organizer

Graphic Organizers

Venn Diagrams KWL

Advanced Organizers

Compare/Contrast – T Chart Classify – Rank ‘EM

Similarities / Differences

Cornell Notes 5-5-5 Hand Method for Simple Summary

Summarizing & Notetaking

"Remember this; it may be important" or “Do you think...was effective or

Cues & Questions ineffective, why?
"Start to think about how..."

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

Create Critique, justify, appraise/argue, assess, conclude, interpret, judge/rate

APPS: VoiceThread &VideoEditior(WeVideo)

Create/Invent, assemble/develop, compose, revise/rearrange/reconstruct, plan
Evaluate

APPS: Canva & SITES(Google)

Compare/contrast, discover, change, manipulate, modify, dramatize,
Analyze

APPS: Notion & FORMS(Google)

Construct, demonstrate, discover, prepare, interpret, practice,
Apply

APPS: SimpleMind-Lite-Mind Mapping

Describe, express, recognize, review, give examples, discuss
Comprehension

APPS: Google Chat/Group & Feedly

Memorize, define, outline, repeat, recall
Remember

APPS: Quizlet & Video Recorder

Components of a social emotional learning program (SS12)

1) Self-awareness
2) Self-management
3) Social Awareness
4) Relationship Skills
5) 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……

- Incorporates technology to facilitate
- Provides a variety of methods for learning: visual,
instruction
auditory, kinesthetic
- Has lesson-plans that are learner-centered
- Provides a variety of feedback
- Incorporates higher order thinking questions
- Is responsive to situations and student’s needs
for deeper learning
- Engages and keeps students engaged
- Facilitates learning with best practices

Create a welcoming space (CBM3)

1. Stand at the door, welcoming students with a big smile and a handshake. Make sure everyone is where they need
to be.

And have an entry assignment ready for them once they are in the class, and then present a video of expectations
2. that they fill out.

Introduce myself- share my graphic organizer, why I am looking forward to working with them, positive things I
3. have heard about them and of the school, my favorite subject in school, why I chose to be a teacher.

Engage them in the space when they enter with an activity to gauge their readiness. Fast-paced
4. interesting instruction.

5. Begin working on social contract and teaching classroom routines. Cap what they are going to do for
the year.

6. Help students connect with each other.

 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique Three: Stretch It. This technique pushes a teacher to accept correct answers and ask students to add
depth or nuance to their answers.

2. Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.

Technique 18: Check for Understanding. This method is an on your feet model of data collection, sort of a formative
3. assessment on the run.

Technique 23: Call and Response. This technique uses a tradition from African American hymnody and creates a
4. way for the whole class to participate in questioning.

Technique 28: Entry Routine. Having a structured entry routine expedites the beginning of instruction.
5.

Technique 39: Do It Again. This technique is perhaps the only negative consequence that genuinely works. When students
fail to meet your standards, you ask them to "Do it again." They model the appropriate behavior but are eager not to
6. have to do it again. & Technique 41: Threshold By meeting and greeting students as they enter, you can set the tone for your
class.
Technique 49: Normalize Error. If students understand that errors are not the end of the world but an opportunity
7. to learn, they will be more willing to take risks and more likely to learn.

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……

• Displays consistency with rules and
• Sets clear, firm behavioral expectations
consequences
• Has materials for substitutes readily
• Maintains daily routines and procedures
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-delayed, usually identified
within first 3 years, 4(male):1(female)
Any combo of vision + hearing loss (may not
be complete though), wide range of
cognitive/developmental abilities
Difficulty w/ speech, reading and writing, may
use speech, lip-reading, hearing aids/amp sys,
ASL may be their first language and English
second.
Hyperactivity, aggression, self-injurious
behaviors, withdrawal, immaturity, learning
difficulties
Articulation difficulties, easily frustrated,
difficulties with oral expression, difficulties
So/Emo skills
Struggling with: overall academics, attn, mem,
making generalizations, interacting socially
Hampered speech/communication skills,
challenges w/ mobility, need assistance w/
everyday tasks, usually has meds
Difficult or even impossible to generalize
characteristics. Could be a variety of things
that cause body to not function normally-
congenial anomaly, imparenets due to disease,
or impairments from other causes. (ex:
paralysis, spinal cord injury, cerebral palsy)
Alertness imbalances: limited strength,
vitality, alertness, or heightened alertness to
envior stimuli that results in limited alertness
with respect to edu environments. (Ex: ADD,
ADHD, epilepsy, asthma, diabetes, a heart
condition, hemophilia)
Impacts learning skills of reading, writing,
speech, study skills, calculating
Articulation disorder, abnormal voice, fluency
disorder, language disorder.
Memory and attn concerns, social skill
concerns, emotional regulation concerns,
speech and language concerns, physical
concerns
Can’t see, needs assistance, poor academic
performance, poor hand-eye coordination,
clumsiness, sensitivity to bring light/colors,
Impact on Classroom
May struggle to attend a task or appear to not pay
attn, difficulty with noise/visual stimuli, difficulty
sharing/taking turns/calls out answers, struggles
with change to routine, run/fight in stressful
situations, difficulty with volume control, cadence,
intonation.
Require to be introduced deliberately and
systematically, utilize the service of specialized SSP
Needs special seating, in view of teacher, written
supplements to oral instruction, visual aids/cues,
require eye contact prior to speaking, difficult w/
So/Emo – interpersonal skills, articulation
difficulty, become frustrated/behavior concerns
Exhibit inappropriate behavior under normal
circumstances, not able to maintain relationships,
displays inappropriate manifestation of physical
symptoms or fears in response to school or personal
difficulties
Wear earing aids/ FM sys, reads lips use ASL, needs
quiet environment with many visual cues to be
successful, needs slower rate of speech and clear
enunciation.
Not working on grade level materials, not
understanding social norms, struggle prob-solv across
ALL area (academic and living)
Requires MULTIPLE services, uses alt
communication methods, req alt curriculum materials.
Have no cognitive concerns, be integrated into gen
edu setting all the time, use assistive technology.
Lack of attention or energy, misbehaving, lack of
concentration, distracted, absent, etc.
Slower reading rate, frequent spelling errors.
Difficulty copy, memorizing basic facts, describing
events, interpreting subtle messages.
Emerges at young age, difficulties comprehension,
being understood, expressing needs ideas or info, w/
social interactions, work closely with
speech/language pathologist to support student.
Struggles to: process visual info, follow multi-step
direction, communication, grade-level work, logicm
prob-solv, reasoning skills.
Short attn span, spatial positioning, struggles with
coordination.
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:

Initial Referral (IR), Initial ARD,
#8 Dismissal
Dismissal Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
Modifications and Accommodations (E6)
Quantity
Definition
Adapting/adjusting the number of
items/activities the learner is expected
to learn or complete prior to mastery
assessment.
Example
Instead of doing both the solo and the group
dance, I would ask for just the group dance, to
do in the group and then that same movement
and markers, just individually to keep content
material less
Input
Definition
Adapt the way instruction is
delivered to the learner.
Example
I will place student in cooperative
groups and will supply various
visual aids to help.
Participation
Definition
Adapt the extent to which a learner is
actively involved in the task.
Example:
Instead of doing by themselves, I
can have student do it with another
student of choice to not be alone,
or to show me in private.
Types of Assistive Technology (E7)
Taaaaaaaaaayaaaaaapes
AAAAAA
of Assistive Technology
(SP7CPE)
1. Closed captioning in videos
2. Graphic organizers / concept maps
3. Smart phone
Time Level of Support
Definition Definition
Increase the amt of personal assistance to
Adapt the time allotted and allowed for
keep student on task, reenforcing and
learning, task completion, or testing. prompting specific skills.
Example Example
Increasing the amount of time needed to map out I can spend more time on the “WE DO” and
and mark spacing for solo and group work. guide in different learning techniques.
Break up section into phrase 1 and phrase 2 and
complete phrase 2 due at a later time.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or the Adapt how the student can respond to
rules on how the learner may approach the instruction.
work.
Example Example
I could give the student an easier, less I can have the student orally give the
complex variation of the movement BCR verses writing or typing or
phrase to do. provide a simpler paper to fill out that
guides the answer verses free thought.
Notes:
Accommodations - An accommodation is a change that helps a student overcome or work around
the disability. These changes are typically physical or environmental. Allowing a student who has trouble
writing to give his answers orally is an example of an accommodation. This sort of accommodation
extends across assignments and content areas.
Modifications - Modifications are generally connected to instruction and assessment: things that
can be tangibly changed or modified. Making the assignment easier, so the student is not doing the
same level of work as other students is an example of a modification. This change is specific to a
particular type of assignment. Making a slight modification to an assignment can drastically improve a
student’s ability to be academically successful.
4. Word processors, proofreading programs
5. Apps for reminders & notetaking
Post-its
6. Visual Timer
Venn Diagram of 504 and IDEA (E9)

D–H–G–I–J–K–L A- C – E – F – 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)

Keeping a stocked snack drawer for those who may not have Take the time to explain to students the rationale
1. too much food at home. 4. behind rules and procedures in the classroom.

Be careful of the supplies I require and expect my students Listen to your disadvantaged students, so they can
2. to purchase. 5. succeed because they see you as trustworthy.

Do not require costly activities. Try to find activities that When you suspect other students are taunting
3. could also add to their life-experiences. 6. disadvantaged peers, act quickly to stop the
harassment.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading: a question/purpose for reading that emphasize the importance of an
increased interest in learning from what to read.

2. Support student autonomy: allowing the student to choosing from a list of appropriate texts, by giving the
student control over some aspects of assignment.

Use Interesting Texts: something that is interesting to the student, choose topics with familiar backgrounds,
3.
visually pleasing, relevant, etc.

Increase opportunity for students to collaborate during reading: read together, discuss, collaborative groups
4. work

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Before the reading/ individually or Comprehension strategy to activate students’
1. Anticipation guide small groups prior knowledge and to build curiosity about new
topics to set a purpose for reading.
Individually/ small groups / whole
RAFT A writing strategy that helps students understand
2. class their roles as writers, their audience, and topic of
writing.

During reading/ throughout class Collection of words displayed for interaction by

3. Word Walls the students for understanding of vocabulary in
content area, reading, and writing.
 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 – JIGSAW TEXT READING – HIGHLIGHTED TEXT (for newcomers)

2. Build background PERSONAL DICTIONARIES – CONTENT WORD WALL –VISUAL VOCABULARY

3. Make verbal communication understandable APPROPRIATE SPEECH – USE A VARIETY OF TECHNIQIES –

GESTURES/DEMONSTARITIONS

4. Learning strategies (this one should be easy!) GIST SUMMARIZING – THINK ALOUDS – GRAPHIC
ORGANIZER (Venn Diagram) – SCAFFOLDING

5. Opportunities for interaction ELABORATION OF RESPONSES – THINK-PAIR-SHARE – SMALL GROUPS –

COORPERATIVE LEARNING – WAIT TIME

6. Practice and application DISCUSSING & DOING – Gently MODEL CORRECT ENGLISH –
INTEREGRATED/INTERELATED NATURALLY - REPETITION

7. Lesson delivery CLEAR CONTENT & LANGUAGE OBJECTIVES – PACING – ACTIVE STUDENT INVOLVEMENT

8. Review and assess INFORMAL (FORMATIVE) ASSESSMENTS – FEEDBACK & APPLICATION OF

FEEDBACK – SYSTEMIC STUDY – FORMAL ASSESSMENT (performance)

Reflections on the Reading STAAR (TL4)

1. I can understand why a student would select the wrong inferred definition to wistfully. At first my instinct was to choose “with
sadness” as the adjective, but then I went back to the text and re-read, and it seemed like “with curiosity” could fit in well too.
Yes, he was sad, but in that moment, I personally would be naturally curious as to what they would be seeing or where they
were going, so I changed my initial answer. I remember my biology teacher talking to me about choosing the answer you first
originally thought unless you could prove that it was wrong as you initiation to change it from that initial choice. The thinking
behind the answer was the emphasis that there was nothing going on in the deli itself that was exciting, he may have felt bored
and left out, so to be missing out on the fun when everything was the same old same old and in turn was sad when watching
the people passing by. There were no cues that he was “peeking” or context of trying to see where the people were going.

Reflections on the Math STAAR (TL4)

I answered all the question correctly, but question 3 was trickier because it was a multi-step process. If a student doesn’t
understand how to fine the median and the IQR, then they are bound to get it incorrect. I can see them getting the median
part incorrect because they must make sure that they are taking a median from both the upper and the lower quarter and
finding the difference to get their IQR. Students can quickly jump to the end number as the range, but it was the range of
lengths, and you wouldn’t sell a trailer that was zero feet. Also, if they student may have a reading disability, they may just
guess on this answer because they can’t decode or don’t understand what interquartile means. There are many different
areas in this problem for error and would assume that this is the answer that most get incorrect because of the error chances.
Jimmy’s Report Card (TL6)
(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.3 21.525

Final Percent 77.97

C10 + D10 +
Final Letter Grade C E10

Three professional goals for my classroom (TL8)

1. As a professional, I will be more efficient at lesson planning for the arc of the academic year. Not only planning out
the lessons, but also thinking about the importance of how I plan to deliver and include alternatives if lesson isn’t
being received well from the class.

2. I will enforce ALL policies and procedures in the classroom to keep students safe, for classroom self- efficacy, and
classroom management so it generates a positive classroom culture with student-centered, student-led structure.

3. I will explore the use of differentiation strategies to determine what strategies work well as a basis for closing the
learning gap while seeing an increase in performance.
Vision of an Educator (TL11)

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

In my classroom, I see myself integrating a variety of differentiated learning strategies based off
Tomlinson’s research as well as Marzano and Hattie’s research. I am going to have a class where I have 9-
12 graders in dance and so it is imperative that I meet each level of student where they are, so I will be
utilizing cooperative learning strategies, small groups, feedback sessions, and nonlinguistic representation in
many if not all my lessons. In regard to technology, I plan on utilizing research-based methods of discovery
and presentations, videos displays, electronic tests/submissions, and creative endeavors supported by
applications. For the success of every student, it is crucial to have a clear SMART objective, so every
student knows what goal is expected and how we are going to accomplish it. If it is done well, there should
be more results in getting done what it is that they are intended to learn. And before they leave, I plan on
closing classes with a quick formative assessment to check their understanding and what they learned that
period. Whether it is an exit slip, or a discussion circle checking frequently and at the end is going to be
important, so I know what direction to take the lesson for the next class. Non-negotiables for my classroom
will be valued relationships, dress code, and proper dance etiquette. These help to prepare the student for the
real-world not only a dance performance career, but in any other area of their life that discipline and respect,
and efficiency are prevalent. The one thing I will not accept is a lack of effort. Life is full of exploration, but
it is up to our efforts to push past what we think we can do to what we were called to do. I also will
absolutely not tolerate unkindness; we are called to love one another – period. All things can fall under the
umbrella of excellence and love. If you build relationships and love your students, then as a teacher the
ways you reach that student should help with their behavior. If you hold a high standard for your students,
you must speak into the potential you know they have and then support them in succeeding past those
standards. Everyone in my class will have an equal opportunity to master the knowledge and skills that I
will be teaching on, because it isn’t necessarily about the level of complexity, but the understanding of a
concept that they can apply and add then add who they are into their art. If students need more help, I will
make sure they get the accommodations and modifications that they need to succeed, whether it is a learning
disability or if it is a mental health illness they are working through, every student matters and every student
can succeed if they are given what they need to reach those means. I am going to meet everyone, and I will
watch them reach their goals and the goals I set for my students.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

-Welcomes other adults visiting the classroom. -Practices two- way communication with parents
-Believes that all students can achieve at high & administration.
levels. Understands their content/real-world -Conducts parent meetings in a proactive
applications and believes that all students can be manner.
successful in the 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……

-Providing re-teach -Collecting, reviewing, and analyzing student

data and using data to inform short and long term
- Checking for understanding & providing learning goals
feedback - Distributing student progress reports in a
professional manner.

NOTES:

GLOWS-
• I believe all students can achieve high understanding and success in my classroom, they just equity that
meets their needs.
• Welcoming to others who come visit is something I feel like is in my Greek blood, regardless of the
context.
• If a student doesn’t understand something the first time, I’m more than happy explaining it another way
that may help them more that relates to their preferred learning style.
• It is second nature that I am always checking for understanding and offering feedback. I am excited to
also pass some of that responsibility to the students for peer-to-peer feedback also.
GROWS-
• I can grow even more at 2-way conversation with parents and admin because sometimes you have to
have difficult conversations, or you are collaborating and that’s something I am working on to be a
more effective communicator.
• Conducting parent meeting in proactive manner is just new to me. I just have no real experience with
this just yet, especially when it is when emotions are high, and they are unhappy. Listen to them and
address appropriately.
• Physically collecting data and analyzing and such is just going to be a new skill I am needing to do and
I think it is also going to help me to stay organized and knowing my students deeper.
• The greatest challenge will be grading and how I grade my students, and then being able to back up my
grading with explanation and proof to the students and parents.

Most of these are just new and will be learned as I go. I feel confident in learning and growing in these
areas because the thought process behind them already, it’s just the physical application and work.