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Consistency
Growth
Stronge’s Qualities of Effective Educator (TIU3)
The Effective Teacher as a person…

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

I have patience, I like to build relationships. Tools that are needed to be successful
(materials).

Core Values (TIU3)

Additional Notes:
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Behavior is acquired Learning involves Learners bring Focuses on human

through conditioning
and conditioning
a change in their own past freedom, dignity,
happens through knowledge stored experiences and and potential
interaction with your in memory cultural factors to
Brief environment. every situation
Description:

Ivan Pavlov BF Jean Piaget I Vygotesky J. A. malow

Skinner Albert Dewey E. Erikson
Bandura B. Bloom H.
Gardner Burner
Theorists
Associated:

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

1. 4. 7. Re-Expression
Retrieval
Relationships

2. 5. 8. Reflecting Routing
Rigor
2.
3. 6. 9. Rehearsing Re-teaching
Relevance

Learn to manage Jumps on feet Cuts Tells Stories • Relay races,

Stages of Development
feelings
(TIU7) on line Mature Drawing pictures
Social Emotional Physical Mental Characteristics /
motor control Activities: sorting, I-
Implications Spy, Obstacle
courses, Chores,
Relay, and cutting
2 -4 yr olds with scissors
• Use active
learning experiences
Out home – in Into world games Into adult ideas • Use small and
friends Muscle coordination Think logically large muscle
and control is un activities
easy • Allow make-
5- 8 yr olds
believe activities
• Include both sexes
in activities
Peers become Range in height and Plan several weeks’ • Plan a wide variety
important Be weight Critical of outs of activities.
loud/rude appearance • Emphasize active
Moody/sensitive learning experiences
Sense of humor • Emphasize group
9-11 yr olds learning experiences
• Encourage many
brief learning
Adolescents Rapid growth and Concrete to abstract experiences
physical change thinking • Work closely with
this age group
• Encourage
learning
12-14 yr olds experiencesrelatedto
15-18 yr olds

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

The most effective influence on instruction would be feedback. Teachers should be given feed back so that they are able to reflect
and modify their teaching for to improve their instruction time.

What is Academic Language? (SS1)

Academic language refers to the oral, written, auditory, and visual language proficiency required to learn effectively in
schools and academic

Strategies to teach the Vocabulary (SS1)

1. 3. Frayer
Play model
word games

2. 4. Semantic
Challenge
Mapping
with new words

Tomlinson’s
1- ContentStrategies for Differentiation (note at least 4) (SS2)
2- Process
3- Product
4- Learning Environment
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four corners Jigsaw

Anchor Chart Concept mapping

Graphic Organizers

Venn Diagram KWL Chart

Advanced Organizers

Compare and Contrast T-Chart

Similarities / Differences

Cornell notes Notes

Summarizing & Notetaking

Cues & Questions 3-2-1

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

Create Canva and shadow puppet
Produce new and original work
APPS:
Black board and Facebook
Evaluate Decision

APPS:
Canva , drop box
Analyze Make Connections

APPS:
Flashcards, Google docs
Apply Use into new situations

APPS:
Quizlet, Powerpoint
Comprehension Explain ideas

APPS:
Excel, Powerpoint
Remember Recall information
APPS:
Components of a social emotional learning program (SS12)
Self Awareness Self management Relationship skills Social awareness Responsible decision making

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Has lesson plans learner centered Keeps students Provides variety of methods for learning
engaged Incorporates higher order thinking

Create a welcoming space (CBM3)

1. Name on the door – asking students before entering

2. Giving desk numbers at door

3. Go over/have them posted

4. Objectives/syllabus

5.
Details on grading

6.
Powerpoint introduction of teacher

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

 1. No Opt Out No Apologies

The four M’s

2.

The Hook
3.

Wait time
4.

Entry Routine
5.

100 percent Do it again

6.

Warm and strict and positive framing

7.

Four Questions to redirect behavior (CBM7)

1. What are you supposed to be doing

2.Are you doing it

3.What are you going to do about it

4.What are you doing

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 daily routines and procedures Maintains Provides instruction bell to bell Display student
clean and orderly classroom work

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
range from gifted to cognitively
delayed, identified first three years of
life
Combination of vision and hearing
loss, not necessarily complete in
either, wide range of cognitive and
develop.
Abilities Difficulty with speech,
reading, and writing, use speech, lip
reading, hearing aids, or another
amplification, ASL
Hyperactivity, aggression,
withdrawal, immaturity, learning
difficulties
Difficulty with oral expression,
social/emotional skills, easily
frustrated
Struggle with overall academics,
attention, memory, make
generalizations, interacting socially
Hampered speech and
communication skills, challenges
with mobility, assistance with
everyday task, has medical needs
Impossible to generalize
Asthma, ADD, ADHD, diabetes,
epilepsy, heart condition
May impact reading, math, writing,
oral language, study skills,
Articulation disorder, abnormal
voice, fluency disorder, language
disorder
Concerns with – memory, social
skills, attention, emotional
regulation, speech, language,
physical
Spatial positioning, short attention
span, sensitivity to bright light, poor
eye and hand coordination
Impact on Classroom
Persevere on a topic, difficulty
sharing/taking turns, noise or visual
stimuli, fidget/rock/flap/mimic, run
or fight in stressful situations
Require information introduced
deliberately and systematically,
SSP Services
Special seating, written
supplements, visual aids, require
eye contact, difficulty with
interpersonal skills
Not maintain relationships, exhibit
inappropriate behavior
Wear hearing aids, need slower rate
of speech, quiet environment with
visual cues, read lips, use ASL
Not be working on grade level,
understand social norms, struggle
with problem solving.
Require multiple services,
alternative communication board,
alternate curriculum materials
May have no cognitive concerns, be
integrated into GENED setting all
time, use AT
Have limited strength, vitality, or
alertness
May demonstrate slower reading
rate, difficulty copying, difficulty
describing events
Tend to emerge at younger age,
difficulties with comprehension and
being understood, difficulty
expressing needs, ideas,
information Struggle to process
visual information, multi-step
directions, and communication
ARD Timeline Activity (E5)

#1 Notice/Consent for Initial Evaluation

Initial Referral
#2
Within 60
Calendar
Days

#3 Initial Referral
Full Evaluation

#4 Notice of ARD Within

30
Calendar
Days

Initial ARD
#5

3
Years
1
Year

#6 Yearly ARD

Re-evaluation
#7

#8 Dismissal
Terms to be assigned in the timeline:
Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt number of items Adapt time allowed for learning, Increase amount of personal
learners is expected to learn task, test assistance to keep student in
or complete envrionment
Example Example Example
Reduce number of terms Increase time on test Para

Input Difficulty Output

Definition Definition Definition
The way material is Adapt Skill level How student responds
delievered

Example Example Example

Visual aids Use calculator Allowing them to verbally
respond instead of written

Participation Notes:
Definition
Activity involved in task

Example:
Hold globe

Types of Assistive Technology (E7)

Communication aid
1. Pencil grips 4.

2. 5.
Computer Feeding utensils

Portable word processor

3. Eye gaze system 6.
Venn Diagram of 504 and IDEA (E9)

DHGIKL ACEFJP

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)

Vocabulary in content Instructional strategy

1. 4.
Advanced organization Higher order thinking strategy
2. 5.

Nonlinguistic representation summarization

3. 6.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Increase social interactions among students related reading

2. Support student autonomy

3. Provide interesting texts

4. Provide content goals for reading

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Exit slips – comprehension. after reading help students to reflect
1.

Think-pair-share – comprehension. before reading think of prompt pair with partner sharing
2. with class

framed paragraphs – writing. anytime builds an outline for students to fill in

3.
 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 Adaptation of material, graphic organizers, adapted text

2. Build background Concept definition map, word wall, visual vocabulary

3. Make verbal communication understandable Model, gestures, and multimedia

4. Learning strategies (this one should be easy!) I wonder, just, mnemonics.

5. Opportunities for interaction Wait time, group time, elaborate responses.

6. Practice and application Hands on., opportunities, manipulatives

7. Lesson delivery engaged time, pacing, Objectives clearly stated.

8. Review and assess Paraphrasing, word study books, assessment knowledge

Reflections on the Reading STAAR (TL4)

1. The Reading Staar has long paragraphs which make it difficult for students to comprehend all of the
reading.

2.
The questions are worded to trick. Teaching kids to recognize keywords is an important concept.

3. We need to remember how to address questions properly. This may look like highlighting, underlining,
boxing or circling.

Reflections on the Math STAAR (TL4)

 1. Teach the students to the highest standard.

2.
Make sure students understand words and word problems for adding, subtracting, multiplying, or dividing

3. For the math, it is important to make sure students know how to use a calculator

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 32.30 21.53

Final Percent 77.98

C10 + D10 +
Final Letter Grade C E10
 Three professional goals for my classroom (TL8)
1. I will enhance my ability to deescalate a situation quickly

2. I will differentiate class work on multiple levels for students with modifications or accommodations

3. I will improve my intervention strategy used with behavior.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
1. RTI. In the three tiered teaching. 2. iPad, Chromebook projectors, Interactive assignments. 3. Engaging
and modeling. 4. No running, talking over teachers or classmates. No yelling. 5, Differentiate assignmen
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Positive attitude in difficult situations. Believe all Practice to a communication with staff and
students can achieve at high levels. parents. Maintain up-to-date evaluations.

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……

Check for understanding and feedback. Formal and Collect, review and analyze data. Display
informal assessments. consistency in grades.

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.
A. 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.