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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……

1. Has a classroom that reflects a positive, 1. Responds to students with respect at all
safe, environment. times.
2. Conducts 1:1 conversation with students. 2. Speak with appropriate tone and volume.

Core Values (TIU3)

Growth Leadership

Additional Notes:

What are your two core values? Growth & Leadership

What do your core values mean to you? I feel these are the foundation for effect learning and
community.

How you derived these core values? These are the true essences of who I am and what I have a true
passion for.

What experiences led you to these core values? As a Pastor and Certified Life Coach I use these
two core values as the foundation of my message and help for others.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Rewarding someone Learning involves a Learners bring their Focuses on human

for a particular change in knowledge own past experiences freedom, dignity, and
behavior encourages stored in memory, not and cultural factors to potential. It is
them to behave in the just a change in every situation. necessary to study the
same way in a similar behavior. So, they Instruction should person as a whole.
Brief situation. The reward focus more on mental encourage students to
Description: reinforces it and process rather than discover principles for
punishment redirects observable behavior. themselves.
it.

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

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

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

1. Relationship 4. Retrieval 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 • Jumps with feet • Child becomes

injury. together stronger and starts
2 -4 yr olds • Self-sufficient in
• May have • Mature motor to look longer and
many routines leaner.
imaginary friend. control
• Dresses/undresses •
• Becomes • Ball skills improve- Begins to think and
self reason.
competitive and throwing and
• Copies complex • Gradually learns
doesn’t want lose. catching.
shapes
• Develops an • May be ready to how to manage
• Asks a lot of their feelings.
understanding of learn to ride a bike.
questions. •
rules, but still finds • Cuts on the line Begins to talk and
• Begins to imitate carry on
taking turns with scissors
and write name. conversation.
difficult. • The growth rate for
• Learn their letters, •
• Needs structure and 5-8 is slower than it Begins to use motor
counting, and skills.
routine to feel safe. was during infant
colors. •
• 5&6 they are still and early Learn best if
• The most important physically active
5- 8 yr olds self-centered, began childhood.
mode of learning is
to become • Hand and eye during age 5-8.
interested in group play. • More interested in
coordination
actives and become • Around age 7 process than
improves.
children begin to
sociable. • Start showing sign product
• Start to build think logically • Learning to make
of growing
about their behavior friends and will
friendships independence and
• Still working on
• More realistic fears disobedience at age have many best
polishing skills so friends
start to take place. group 9-11
projects will seem •
• They start imitating • Sense of humor Like group
messy. activities 9-11
friends trying out develops during
• Children in 9-11 • Admire and imitate
new behaviors this period
group begin to
• Have positive • Every time they older boys and girls
think abstractly and • Self-conscious with
attitude towards succeed at
9-11 yr olds can plan several inferiority
school. something their
weeks a head
• Peer groups are self-view improves. complexes12-14
• Attention span •
more important • Have a strong Intense feelings
increases from 30 related to sex and
during age group 9- attachment to their
mins to several the body
11. own sex and
hours. •
• They can tend to be showing dislike for Want adult
• Start to develop a leadership roles 15-
loud, rude, and the opposite sex.
moral bases.
moody • Range of height 18
• Move from •
• Have a desire to and weight widens Need life planning
12-14 yr olds start discussing sex. and become more
concrete to abstract guidance
thinking 12-14 •
• Leadership skills critical of Are beginning to
appearance • Intense questioning think of leaving
start to develop in
and uncertainty 15-
age group 12-14 • Rapid growth and home for college,
18
• They feel mature physical change employment,
during 12-14 • Reasoning skills marriage, etc.
and want to be an
improve.
adult but don’t have • Teenagers may
all the skills to do become self-
so. (15-18) conscious as body
15-18 yr olds
changes, odor, and
possibly acne
occurs.15-18
• Sweating Increases
• Sexual desires and
fantasies
Hattie’s most effective influences on instruction (throughout SS)
Collective teacher efficacy

What is Academic Language? (SS1)

Represents the language of discipline, school, community, or culture that people must learn and use to participate and engage in
meaningful ways.

Strategies to teach the Vocabulary (SS1)

1. The Frayer Model 3.

2. Word Wall 4.

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

1. Tiered Instruction
2. Anchoring Activities
3. Flexible Grouping
4. Compacting Curriculum
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Students tackle problems in groups and Shared reading and writing plays where
explain their answer. students get to colabrate.

Spider Web to assist students with Story board which breaks down the story
gathering/organizing content. into a visual sequence.

Provide guiding questions before each Skimming the chapter to identify key
lesson. vocabulary and concepts.

Venn diagram QAR (Question/Answer/Relationship)

Graphic Organizers Column Notes

Anticipation Guide
Think alouds

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

Create Produce new or original work.

APPS:
Justify a stand or decision
Evaluate

APPS:
Draw connection among ideas
Analyze

APPS:
Use information in new situations
Apply

APPS:
Explain ideas or concepts
Comprehension

APPS:
Recall Facts and basic concepts
Remember

APPS:
Components of a social emotional learning program (SS12)
1. Self-Awareness
2. Self-Management
3. Social Awareness
4. Relationship Skills
5. Responsible Decision

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

1. Communicates clearly to engage students. 1. Incorporates higher order thinking
2. Keeps students engaged and interested in questions for deeper learning.
learning. 2. Incorporates technology to facilitate
instruction.

Create a welcoming space (CBM3)

1. Take charge of your class

2. Calm your students’ fears

3. Introduce yourself

4. Engage your students’ minds

5. Begin to teach the class routines

6. Begin to build a classroom community

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

1.
Setting High Academic Expectations

2. Planning that Ensures Academic Achievement

3. Structuring and Delivering Your Lessons

4. Engaging Students in your Lesson

Creating a Strong Classroom Culture

5.

Building and Maintaining High Behavioral Expectations

6.

7. Building Character and Trust

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you suppose 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……

Sets clear, firm behavioral expectations. Has make-up work ready for absentees
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
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
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-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, and
Learning difficulties
Articulation difficulties and language
delays, easily frustrated, Difficulty with
oral expression, Difficulty with
social/emotional skills
Struggle with overall academics, Struggle
with attention, memory, Struggle to make
generalizations, Trouble interacting
socially
Hampered speech and communication
skills, Challenges with mobility, need
assistance with everyday tasks, usually
has medical needs
Have no cognitive concerns, be integrated
into the general education setting all the
time, and use assistive technology.
Having limited strength, vitality, or
alertness, including a heightened alertness
to environmental stimuli.
May Impact Reading, Writing, Oral
Language, Math, and Study Skills.
Articulation disorder, Abnormal voice,
Fluency disorder, and Language disorder
Memory and attention concerns, social
skill concerns, Emotional regulation
concerns, Speech and language concerns,
Physical concerns
Spatial positioning, short attention span,
Sensitivity to bright light, Poor eye and
hand coordination or clumsiness, and poor
academic performance.
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, and Have difficulty with
volume control, cadence, and intonation.
Require Information to be introduced
deliberately and systematically and 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, and which DO NOT return
hearing to normal.
Exhibit inappropriate behavior under ordinary
circumstances, Not be able to maintain
relationships, and display inappropriate
manifestation of physical symptoms or fears in
response to school or personal difficulties.
Articulation difficulties and language delays,
easily frustrated, Difficulty with oral expression,
and Difficulty with social/emotional skills.
Not be working on grade level materials, Not
understand social norms, and Struggle with
problem-solving across all areas (academic as well
as functional living skills).
Require multiple services, use alternate
communication methods, and require alternate
curriculum materials.
Have no cognitive concerns, be integrated into
the general education setting all the time, and
use assistive technology.
Slower reading rate, Frequent spelling errors,
Difficulty copying, Difficulty memorizing basic
facts, Difficulty describing events, Difficulty
interpreting subtle messages.
Tend to emerge at a young age, have difficulties
with comprehension, have difficulties being
understood, have difficulty expressing needs,
ideas, or information, Struggle with social
interactions, and work closely with a
speech/language pathologist to support the
student.
Struggle to process visual information, Struggle
to follow multi-step directions, Struggle to
communicate, Have difficulty with grade-level
work, and Struggle with logic, problem-solving,
and reasoning skills.
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

Year

#6 Yearly ARD

#7 Re-evaluation

Dismissal
#8 Dismissal/Graduation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition
Definition Definition
Adapt the number of items that the
learner is expected to learn or the Adapt the time allotted and allowed for Increase the amount of personal assistance to
number of activities students will learning, task completion, or testing. keep the student on task, to reinforce or
complete prior to assessment for prompt the use of specific skills. Enhance
mastery. adult-student relationships; use physical space
and environmental structure.
Example
Example Example
Reduce the number of social studies
terms a learner must learn at any one Individualize a timeline for completing a Assign peer buddies, teaching assistants, peer
time. Add more practice activities or task; pace learning differently (increase or tutors, or cross-age tutors. Specify how to
decrease) for some learners. interact with the student or how to structure
worksheets. the environment.

Input Difficulty Output

Definition Definition Terms to be assigned in the timeline:
Definition
Adapt the way instruction
Dismissalis delivered Adapt the skill level, problem type, or the Adapt
Initial how the student
Referral (IR), canInitial
respondARD,
to
rules on how the learner may approach the instruction.
to the learner. Notice of ARD, Yearly ARD,
work.
Example
Full Individual Evaluation, Dismissal,
Example Example Re- Instead of answering questions in writing,
evaluation,
allow a verbal response. Use a
Use different visual aids, enlarge text, Allow the use of a calculator to figure math Notice/Consent for for
initial
communication book some Evaluation
students, or
plan more concrete examples, provide problems, simplify task directions, or change
allow students to show knowledge with
hands-on activities, place students in rules to accommodate learner needs. hands-on materials.
cooperative groups, pre-teach key
concepts or terms before the lesson.

Participation Notes:
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)

Taaaaaaaaaayaaaaaapes
of Assistive Technology AAAAAA
(SP7CPE) Refreshable braille display
1. Assistive Listing Device 4.

Calculator
2. Screen Magnifier 5.

Speech-generating device
3. Screen Reader 6.
Venn Diagram of 504 and IDEA (E9)

D, K

C, G, H, I, L A, B, 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 Be careful about the school supplies you expect
books. students to purchase. Keep your requirements as
simple as you can for all students.

Keep your expectations for poor students high.
Don’t make comments about your students’ clothes or
belongings unless they are in violation of the dress code.
Arrange a bank of shared supplies for your students
to borrow when they are temporarily out of materials
for class.
Do not require costly activities.

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)

Choral Reading During Reading Reading aloud in unison with whole class or group
of students.

First Lines Before Reading A pre- reading comprehension strategy in which

students read the beginning sentence from a book and then make a prediction about the book

Paired (or Partner) Reading During Reading Research based fluency strategy used with readers
who lack fluency used with readers who lack fluency. Students read aloud with each other.
 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: Identify the learning objective, plan specific learning activities, and plan to assess student
understanding.

Activate prior knowledge, connect vocabulary, and focus on content before skills and strategies.
2. Build background

Active listening, appropriate questioning, and ask for clarification.

3. Make verbal communication understandable

Blended learning, formative assessments, classroom technology.

4. Learning strategies (this one should be easy!)

Small groups, pairing students, and cooperative learning activities and games.
5. Opportunities for interaction

STEM, project-based learning, and demonstration.

6. Practice and application

Cooperative learning, mix classroom teaching with outbound teaching, and utilize multimedia and
7. Lesson delivery technology.

Entry and exit questions, reflecting writing, and choral responses.

8. Review and assess

Reflections on the Reading STAAR (TL4)

1. I can see the students who struggle with vocabulary having a hard time, because I see it as a language breakdown. We only use
this for when students don’t speak English, but if the words in the stories are not part of the students vocabulary it is hard form
to understand what the story is trying to say.

2. The story must spark the interest of the student in order to keep them engaged. Student lose interest very fast and especially
with it comes to reading so the story must be something that interest the student.

3. Comprehension is such a huge part each person takes away something different from the story, but they must think like the test
preparer in order to answer question, because some questions are based of the test prepared perspective and that can be very
difficult for students to connect.
Reflections on the Math STAAR (TL4)
1. The wording is often times tricky on math problems, because it ask a lot of supporting questions that help you get to the
conclusion and most students are very direct so they get lost in the question and never really understand what it is asking.

2. The steps to getting to the answer can be very confusing to the students, because math is always evolving new steps confuse
students and get over whelmed and confused and give up.

3. Vocabulary for math can be a tricky part as well, because you think its asking you to do one thing, but it is asking another. It is
so import that you have a great understanding of math vocabulary to have a better understanding of the question being asked.

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 80.8 71.8
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.2 32.3 21.5

Final Percent 78
C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. Get organized

2. Collaborate more

3. Improve student achievement through assessments.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
Inspire a lifelong love of learning by creating lessons that are exciting, authentic, engaging, and relevant to lives of my students
through elaboration, most modern technology to spark their interest for learning, and safe, structured, and effective classroom
management that creates a safe space for all students at all levels.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Practices two- way communication with parents & Is available for tutoring, before and after school.
admin.

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 & providing feedback Collecting, reviewing, and analyzing student
data

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.