Mary Smart

10/16/2023
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Stronge’s Qualities of Effective Educator (TIU3) Resources at your fingertips
The Effective Teacher as a person…

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

Has a classroom that reflects a positive, safe, Invests time before and after school
environment Dresses appropriately for the position
Greets students at the door

Core Values (TIU3)

Acceptance Kindness

Additional Notes:
Psychology 101 Review (TIU5)
Behaviorism
"Behaviorists believe that
learning is a change in
behavior caused by
an external stimulus. The
theory states that rewarding
someone for a particular
behavior encourages them to
Brief behave in the same way in a
Description: similar situation. The reward
reinforces the behavior.
However, if punished for a
behavior, they are less likely to
repeat it."
Ivan Pavlav
BF Skinner
Albert Bandura
Theorists
Associated:
Notes:
Cognitivism
Cognitive learning theorists
believe that defining learning as
merely a change in behavior is
too narrow. They view the
learner much like a computer --
learning involves a change in
knowledge stored in memory,
not just a change in behavior.
So, they focus more on mental
processes (rather than observable
behavior as the
behaviorists). Teachers assist
the learner in making
associations and discovering for
themselves.
Jean Piaget
Constructivists Humanism
Constructivists believe that Humanism focuses on
the learner brings their own human freedom, dignity, and
past experiences and cultural potential. It is necessary to
factors to every situation. study the person as a whole.
Since each learner constructs This theory deals with the
knowledge, learning is social-emotional side of
learning.
different for each person.
Instruction should encourage
students to discover
principles for themselves,
and the curriculum should
spiral to build upon prior
knowledge.
Lev Vygotsky Maslow
John Dewey
Erik Erikson
Benjamin Bloom
Howard Gardner
Jerome Bruner
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Fear of dark and injury. Likes
2 -4 yr olds
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.
Needs structure and routine to
feel safe
Five- and six-year-olds are still
quite self-centered, but they
are becoming interested in
5- 8 yr olds group activities. They become
sociable and interested in other
children as friends.. They
enjoy make-believe stories and
play. Attachment to friends
grows during this stage.
Children show friendship with
possessions, secrets, and time
together. Children want to
continue playing with their
friends and don't like to stop.
They need a 5- or 10-minute
warning before they have to
leave or change
activities. Tattling is a
common way of attracting
adult attention or helping to
learn the rules. They like to
know the rules and may
complain of unfair treatment
by playmates.
4. Retrieval
5. Routing
6. Re-teaching
Physical
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 scissors
The growth rate is slower than
during infancy and early
childhood-slow and steady.
The average rate of increase is
3 to 6 pounds per year.
Children's need for food may
fluctuate with activity. Muscle
coordination and control is
uneven and incomplete. Large
muscles (used for moving the
arms and legs) are easier to
control than small muscles
(used for moving the
fingers). Encourage children to
participate in activities
involving speed and energy.
Intense activity may bring
temporary exhaustion.
Children of this age need 10 to
12 hours of sleep per night.
Hand skills and eye-hand
coordination, needed for
activities such as writing and
shoe lacing, continue to
develop as children gain small
muscle motor skills. They need
to use large crayons and paper.
Projects often appear messy as
children work on polishing
these skills.
7. Re-exposing
8. Reflecting
9. Rehearsing
Mental Characteristics /
Implications
Sorting activies
Self-sufficient in many
Stations
routines. Dresses/undresses
self. Copies complex shapes.
Asks a lot of questions. Tells
stories. Begins to imitate and
write name – by 5 years old,
they have settled on hand
dominance. Paints
Around age 7, children begin
to think logically about their
behavior and about things they
can easily imagine, such as Slow, steady growth
sharing with a friend or going Use active learning
on a drive. They also have a experiences
difficult time making choices Learn best when active
and decisions; they are hesitant
and indecisive. Adults can do
simple reasoning with children
now. Children in this age
group begin to form ideas
similar to those of an adult.
They can group things that
belong in one category (for
example, babies, fathers, and
mothers are all people). They
learn to write letters and
numbers, often backward.
They cannot read and write
skillfully at the beginning of
this stage, but they should be
quite self-assured in these
areas by the end. During this
stage, children form a basic
understanding of numbers.
Encourage such skills by
letting them read signs, make
lists, or write prices of objects
they buy.
9-11 yr olds
Social Development

 Peer groups grow more important for members of this age group.
 Children can be loud and rude at times and tend to be moody and sensitive, with extremes in emotion.
 These children want to be more independent of adults. Sibling rivalry is typical.
 They also show an attitude change regarding school and may daydream, become restless, and mess around after school.
 Children want to discuss sex often to correct information from peers.

Emotional Development

 Signs of growing independence and disobedience, perhaps even backtalk and rebellious behavior, become more frequent. Common fears include the unknown,
failure, death, family problems, and non-acceptance. Concepts of right and wrong continue to build.
 A sense of humor develops during this period.
 Every time children succeed at something, their self-view improves.
 They have a strong attachment to their own sex and show antagonism toward the opposite sex.

Physical Development

 The range of height and weight widens. Becoming critical of physical appearance increases (especially in girls).
 Children in this age group are as coordinated as adults, although lapses of awkwardness are common.
 Energy abounds, and children may become overstimulated when participating in competitive physical activities. Children this age need 10 to 11 hours of sleep
each night.

Mental Development

 Children in early adolescence begin to think abstractly and can plan for several weeks. They can insightfully evaluate behavior. Their attention span and ability
to concentrate increases from 30 minutes to several hours.
 These children are developing a sense of morals based on what they have learned from adults. They need to know and understand "why;" and feel independent
and free to express themselves. They quarrel less with peers and act cooperatively and friendly with strangers.

Vocational Development

 Children of this age think about possible occupations when selecting junior high courses. They base their occupational preferences on personal abilities and
interests. Self-image as "worker" begins to emerge. Many children start to want a part-time job.

12-14 yr olds
Social Development

 Adolescents are increasingly comfortable interacting in the community and with their peers. For some activities, they enjoy mixing with both sexes, while for
others, they prefer being with their sex.
 Leadership experiences in clubs and groups are valuable at this stage because they allow young people to learn decision-making skills. In this stage, adolescents
also become concerned about issues of justice and fairness. The family is still a vital anchor in teens' lives, and they continue to seek their parents' counsel.
Success is essential for adolescents. Comparison with others is difficult for them, especially with their friends.

Physical Development

 Adolescence is a period of rapid growth and physical change. It can be an uneasy time for individuals whose physical changes are apparent and those who seem
to be at a standstill. Throughout this stage, adolescents must cope with ungainly bodies and a new sense of their physical selves.
 For adolescents, physical development proceeds at a varied pace. Some children experience growth spurts; others grow at a slower, more even pace. Girls
generally experience growth spurts earlier than boys, and some girls attain their adult height by age 12 or 13. For a time, they are taller than many boys their
age.

Mental Development

 Having moved from concrete to abstract thinking, adolescents enjoy cognitive activities. They need to be allowed to find solutions to their problems, learn from
their mistakes, test ideas, and form opinions. However, they still need the support and guidance of adults.
15-18 yr olds
Social and emotional

 Transition period—teenagers detach themselves from their parents.

 They feel mature and want to be an adult but don’t have all the skills to do so.
 Feelings of insecurity, anger, and frustration begin.
 Less concerned with adult approval and want more peer approval.
 Develop close relationships with their gender
 Develop an intense interest in the opposite sex
 Desire group acceptance and will follow peer dress and behavior norms

Physical

 Coordination and strength increase; however, rapid growth may cause clumsiness and lack of coordination.

 There may be a general awkwardness.

 By 19, the adolescent has full motor capacities (boys usually mature later than girls, but are generally bigger).
 Boys develop sex characteristics such as deep voices and body hair.
 Girls and boys move through puberty at different rates. This difference can be difficult for slow or quick developers to handle.
 Teenagers may become self-conscious as body changes, odor, and possibly acne occurs.
 Always hungry; appetite is great.
 The need for sleep increases; they may sleep quite late on weekends.
 Sweating increases
 Sexual desires and fantasies increase.

Mental and Vocational

 Intense questioning and uncertainty

 Increasing accountability for finances, employment, relationships
 Teens test their language skills often using sarcasm.

 Arguing skills improve (and are demonstrated often and with great passion)
 Reasoning skills improve
 Begins with the ability to apply concepts to specific examples
 Learns to use deductive reasoning and make educated guesses
 Learns to reason through problems even in the absence of concrete events or examples
 Becomes able to construct hypothetical solutions to a problem and evaluate which is best
 Learns to recognize that current actions can affect the future
 Starts to set personal goals (and may reject goals set by others)
 Decision-making skills improve
 Begins independently to differentiate right from wrong and develop a conscience
 Learns to evaluate the credibility of various sources of information
 Becomes able to anticipate the consequences of different options
 May challenge the assumptions and solutions presented by adults

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

Small group learning
Positive peer influences
Self regulation strategies
Peer tutoring
Classroom discussions
Cooperative learning
Graphic organizers
Anchor charts
Concept maps
Imagery
What is Academic Language? (SS1)
Academic language is a way of communicating information for learning and instruction. It is the oral, visual, and written language
that students need in order to understand, communicate, and perform.

Strategies to teach the Vocabulary (SS1)

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

different contexts

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

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

1. Tiered instruction – changing the level of complexity or required readiness of a task

2. Anchoring activities – activities to work on after student has finished assignment

3. Flexible grouping – allows students to be appropriately challenged

4. Compacting curriculum – providing alternative activities for students that have mastered skills
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Jigsaw Four Corners

Concept maps Anchor chart

Graphic Organizers

Venn Diagram Connect 4 Thinking

Advanced Organizers

Classifying Analogies or metaphors

Similarities / Differences

Cornell Notes
Summarizing & Notetaking T chart

Cues & Questions Investigating the Question, Slap down

One minute paper
game

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

Create Assess, defend, describe, summarize, compare

APPS: Magix, Canva

Evaluate Create, design, collect, prepare, rewrite

APPS: Weebly, Twitter

Solve, show, interpret, apply, analyze
Analyze

APPS: Wufoo, Excel

Compute, solve, demonstrate, predict, illustrate
Apply

APPS: Periscope, Ipevo

Explain, classify, describe, discuss, predict
Comprehension

APPS: Tumblr, Nimbus

Identify, recall, relate, arrange, label
Remember

APPS: Quizlet, Symbaloo

Components of a social emotional learning program (SS12)
Self-awareness, Self-management, Responsible decision-making, Relationship skills, and Social awareness

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Communicates clearly to engage students. Incorporates higher order thinking questions for
Provides a variety of feedback. deeper thinking.
Provides a variety of methods for learning:
visual, auditory, and kinesthetic.

Create a welcoming space (CBM3)

1. Greet every student at the door before they come in.

2. Provide a seating chart from the first day so students don’t feel anxious or awkward choosing a seat.

3. Get to know me slides on the smart board so students can make connections and understand that I am a
person, too.

4. Offer activities for students to express their feelings and to let me know more about them as people.

5. I will have rules and procedures posted on the wall to let students know exactly what to expect and how
I will run the classroom.

6. Smile and let my students know they are welcome!

 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.

3.  Technique 20: Exit Ticket. An exit ticket is a quick formative assessmentLinks to an external site. of the lesson your students just finished.

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

5.  Technique 29: Do Now. Familiar to elementary teachers and devotees of Harry Wong as "bell work," Do Nows are brief academic tasks to review
the previous day's work or to introduce the day's new work.

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

 Technique 49: Normalize Error. If students understand that errors are not the end of the world but an opportunity to learn, they will be more
7. 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……

Maintains a clean and orderly classroom Sets clear, firm behavioral expectations
Provides instruction bell to bell Maintains daily routines and procedures
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
May also have difficulty with speech, reading,
and writing skills. May use speech, lip-
Deafness 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
behavior, Withdrawal, Immaturity, Learning
difficulties
Emotional Disturbance
Articulation difficulties and language delays,
Easily frustrated, Difficulty with oral
expression, Difficulty with social/emotional
Hearing Impairment skills
Struggle with overall academics, Struggle
with attention, memory, Struggle to make
generalizations, Trouble interacting socially
Intellectual Disability
Hampered speech and communication skills,
Challenges with mobility, Need assistance
with everyday tasks, Usually has medical
needs
Multiple Disabilities
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. 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.
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
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).
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 on the classroom:
A student with an orthopedic impairment may
 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.
*15% of the special ed population in 2016 -17

Specific Learning Disability

Characteristics:
May Impact
 Reading
 Writing
 Oral Language
 Math
 Study Skills
Impact on the classroom:
A student that has a specific learning disability may demonstrate
 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

Characteristics:
 Spatial positioning
 Short attention span
 Sensitivity to bright light
 Poor eye and hand coordination or clumsiness
 Poor academic performance

ARD Timeline Activity (E5)

#1 Response to Intervention
Initial Referral

#2 Notice of Action
Prior written notice for evaluation.
Notice of Procedural safeguards. Within 60
Calendar
Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items that the learner
is expected to learn or number of activities
student 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
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 concepts or terms
before the lesson.
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. 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. Visual – text to speech
2. Listening/hearing – closed captioning
3. Math - calculators
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for learning, Increase the amount of personal assistance to keep
task completion, or testing. the student on task or to reinforce or prompt use of
specific skills. Enhance adult-student relationship;
use physical space and environmental structure.
Example Example
Individualize a timeline for completing a task; Assign peer buddies, teaching assistants, peer
pace learning differently (increase or decrease) tutors, or cross-age tutors. Specify how to interact
for some learners. with the student or how to structure the
environment.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or the rules Adapt how the student can respond to instruction
on how the learner may approach the work
Example Example
Allow the use of a calculator to figure math Instead of answering questions in writing, allow a
problems; simplify task directions; change rules verbal response, use a communication book for
to accommodate learner needs some students, allow students to show knowledge
with hands on materials.
Notes:
4. Reading – e-readers
Terms to be assigned in the timeline:
Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
5. Writing – word walls
Notice/Consent for initial Evaluation
6. Organization – graphic organizers
Venn Diagram of 504 and IDEA (E9)

B, G

D, H, I, K, L A, C, E, F, 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, newspapers, and books so low- Be careful about the school supplies you expect students to
income students can see and work with printed materials. School may be purchase. Keep your requirements as simple as you can for all
1. the only place where they are exposed to print media. 4. students.

Keep your expectations for poor students high. Poverty does not mean
Arrange a bank of shared supplies for your students to borrow
2. ignorance. Keep your expectations for poor students high. 5. when they are temporarily out of materials for class.

Don’t make comments about your students’ clothes or belongings unless

Do not require costly activities. For example, if you require
they are in violation of the dress code.
students to pay for a field trip, some of them will not be able to go.
3. 6.
1. you require
quire costly activities. For example, if
students to pay for a field trip, some of

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide current 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)

Strategy name When / how to use it Define it
Alphabet matching - during reading - matching activity to help students understand letters, sounds, and pronunciations
1.

Exit Slips - after reading – formative assessment at the end of a lesson to check for understanding
2.

3. Anticipation guide – before reading – preview a story and record your ideas
 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 texts, outlines

2. Build background Vocabulary self-selection, individual dictionaries, word wall

3. Make verbal communication understandable Paraphrasing and repetition, peer-modeling, think-alouds

4. Learning strategies (this one should be easy!) Graffiti write, mnemonics, “I wonder”

5. Opportunities for interaction Open-ended questions, round table, Jigsaw

6. Practice and application Writing in a diary, creating semantic maps, teaching another student

7. Lesson delivery Content objectives displayed and stated, well-planned lessons, active student involvement

8. Review and assess Feedback, summarizing, informal assessments

Reflections on the Reading STAAR (TL4)

1.

2.

3.
Reflections on the Math STAAR (TL4)
1.

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 81 81 72
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24 32 22

Final Percent 78
C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. Reinforce positive behaviors in the classroom by maintaining relationships with students, following the campus discipline
matrix, and communicating with parents regularly.

2. Integrate technology to enhance mastery of students’ goals.

3. Ask questions that encourage all students to engage in complex, higher-order thinking and problem solving.

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?

In my classroom, I will implement cooperative learning, student-led instruction, and formative assessments every day.

2. What technology will you see in my classroom?

I will utilize technology to enhance mastery with student chromebooks and a teacher smart board. We will play virtual
math games and virtual manipulatives to promote student engagement.

3. What are the important elements of lesson planning that need to be incorporated for student success?

The elements that are necessary for lesson planning are following the specific TEKS and the pacing guide provided by
TRS. It is also important to incorporate student-led lessons to foster engagement and provide open-ended, higher-
order thinking questions into each lesson.

4. In classroom behavior management, you learned about rules, procedures, routines, and organization. What are the
non-negotiables for my classroom?

My non-negotiables for behavior management are that students will be Ready, Responsible, and Respectful every day.
We will have a warm up every day for an entry routine, I will implement the T (time out) gesture, and I will hold my
students accountable for how they treat each other with a social contract.

5. In my classroom, how can I assure that all students have an equal opportunity to master learning?

I will assure that students will have an equal opportunity to master learning by creating a safe and respectful
environment where they feel safe to share and participate. I will incorporate small groups and other strategies to allow
students of all abilities to learn. I will also use formative assessments to adjust teaching practices.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Understands their content/real-world applications Conducts parent meetings in a proactive manner
Is prepared for emergencies in the classroom
Maintains 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……

Implementing formal and informal assessments Using data to inform short and long term learning
Checking for understanding & providing feedback goals
Providing re-teach opportunities after each skill

NOTES:
 CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR
CANDIDATES THAT ARE IN A CTE PLACEMENT

A. List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA CTE page.
B. List a CTSO for each Career Cluster from the Texas CTE page.

1. A. 2. A. 3. A.

B. B. B.

4. A. 5. A. 6. A.

B. B. B.

7. A. 8. A. 9. A.

B. B. B.

10. A. 11. A. 12. A.

B. B. B.

13. A. 14. A.

B. B.

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:

16. List at least three Industry based certifications that students could achieve in your specific career cluster.

17. While on the Texas CTE website, in the Career Cluster pages for your specific cluster, list at least three resources that
are housed here for teachers.