Kathryn Thompson

01/15/2024
Stronge’s Qualities of Effective Educator (TIU3)
The Effective Teacher as a person…

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

Speaks with appropriate tone and volume Dresses appropriately for the position
Greets students at the door
Addresses students by name

Core Values (TIU3)

Inspiration Resiliency

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

Belief that learning is a View learning like a Constructivists Humanism focuses on

change in behavior computer – set of human freedom, dignity,
dictated by an external complex processes.
believe that the and potential. It is
stimulus. For example, Focuses on complex learner brings their necessary to study the
providing bonus points own past person as a whole. This
human memory. Some theory deals with the
Brief for doing more work. techniques include experiences and social-emotional side of
Description: chunking, linking cultural factors to learning. Pyramid of
concepts, analogies, needs --
every situation.
and discussions

Ivan Pavlov: Classical Jean Piaget – 4 stages Lev Vygotsky -- Maslow – Pyramid of
conditioning (dog of thinking needs 1. Physiological
Vygotsky believed
salivating at the sound Sensorimotor (5 needs 2. Safety needs
of a bell) senses), preoperational that nurture 3. Social needs 4.
(thoughts based on influenced Esteem needs 5. Self-
Theorists development more
BF Skinner: A their own feelings), actualization
Associated: than nature.
behavior followed by a concrete operational
consequence (start to understand Vygotsky's basic
others opinions and premise was that
Albert Bandura: POV), formal social interaction
Theory that states operational plays an essential
people learn from one (understand and role in learning.
another develop abstract
thinking)

Howard Gardener – Multiple types of intelligence

Bruner (1966) developed the idea of learning by discovery (drawing on past experience to
discover new truths). He states that a theory of instruction should address four major aspects: (1)
Notes: predisposition towards learning, (2) the ways knowledge can be structured for the learner to grasp
easily (3) the most effective sequences to present material, and (4) the nature and pacing of
rewards and punishments.
IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. Relationships
2. Rigor
2.
3. Relevance
Stages of Development (TIU7)
Social Emotional
Implications
Fear of dark and injury
2 -4 yr olds Likes 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
Enjoy stories
5- 8 yr olds
Make attachment to friends
Competitive, and do not like to
lose
Likes to challenge rules and
intimidate friends
Have a positive attitude about
school
Peer groups grow
more important for members of
9-11 yr olds 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
12-14 yr olds restless, and mess around after
school.
Children want to discuss sex
often to correct information
from peers.
15-18 yr olds
4. Retrieve
5. Routing
6. Re-exposing
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
Large muscles are easier to
control than smaller muscles
Need 10-12 Hours of sleep
Need larger crayons and paper,
work appears messy as they
fine tune their motor skills
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
antagonis
7. Retaining
8. Rehearsing
9. Recognizing
Mental Characteristics /
Self-sufficient in many
routines
Dresses/undresses self
Copies complex shapes
Asks a lot of questions
Tells stories
Begins to imitate and write
name
Can
imagine easily and think
logically
Learn to write letters and
numbers
Begin to understand money
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
Hattie’s most effective influences on instruction (throughout SS)

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction. It is not only a means for communicating information, it also
plays a key role in deepening the understanding of important ideas.
Academic language is the oral, visual and written language that students need 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. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different context

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

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

Tiered instruction – Adjusting the level of complexity in order to meet the needs of the students
Anchoring activities – Activities that students can do once they complete the main assignment
Flexible grouping – Small group, individual, whole group
Compacting curriculum – Providing activities the student can complete who already has mastered the content
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think, pair, share Jigsaw learning model

Venn diagram Mind Map

Graphic Organizers

KWL Chart
Advanced Organizers

Creating analogies Comparing things

Similarities / Differences

Summarizing & Notetaking

Cues & Questions

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

Create Canva, Express EDU, Fotobabble

APPS:
Evaluate Padlet, Notion, AWWAPP

APPS:
Thinglink, Airtable
Analyze

APPS:
Zoom, Soundation, Sway
Apply

APPS:
Feedly, Voicethread, Befunky
Comprehension

APPS:
Wordle, Popplet, Vocaroo
Remember

APPS:
Components of a social emotional learning program (SS12)
Self-awareness, self-management, social awareness, relationship skills, responsible decision-making

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Communicates clearly to engage students Provides a variety of methods for learning:
Implements changes as suggested by peers and visual, auditory, and kinesthetic
admin Incorporates technology to facilitate instruction

Create a welcoming space (CBM3)

1. Twinkle lights

2. Welcoming messages and themes

3. Have posted rules and expectations

4. Greeting students at the door

5. Seating chart so students can immediately know where to sit

6. Boost student confidence and comfort with sharing and being themselves
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. No Opt Out. Teachers with high expectations don't accept "I don't know," but expect students to be engaged and "give it a
shot."

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

Exit Ticket. An exit ticket is a quick formative assessment of the lesson your students just finished.
3.

4. Cold Calls. Like the sales technique, the teacher asks someone unsuspecting for an answer. It avoids "opting out," and
keeps all your students on their toes.

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

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

Normalize Error. If students understand that errors are not the end of the world but an opportunity to
7. 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……

Main
Maintains a clean and orderly classroom Has materials for subs ready to go
Has absent work ready Easily transitions from activities
Sets clear, firm, behavioral expectations
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
Range from gifted to cognitively delayed
Usually identified in the first 1-3 years of
life
May have vision or hearing loss or both
Wide range of cognitive disabilities
Difficulty with reading and writing
May use lip reading, speech aids, and
hearing aids
Hyperactivity
Aggression
Withdrawal
Immaturity
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
Impact on Classroom
Have difficulty sharing in class
May appear to not be paying attention
Not be able to understand the big picture
Require information to be delivered
systematically
Service of SSP
May need special seating
Difficulty socializing
May have behavioral concerns because they can
become frustrated easily
May have difficulty maintaining relationships
Exhibit inappropriate behavior
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.
ARD Timeline Activity (E5)

#1 Referral for initial evaluation

#2 Notice and consent for evaluation

Within 60
Calendar
Days
#3 Evaluation completed

Within
#4 Notice of ARD
30
Calendar
Days

#5 ARD Meeting/consent for

initial placement
3
Years
1
Year

#6 Annual ARD/Review

#7 3 Year Reevaluation

#8 Graduation/Dismissal
Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items that the learner
is expected to learn or the number of
activities students will complete prior to
assessment for mastery.
Example
Reduce the number of vocabulary words
that the student must learn at a time.
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for Increase the amount of personal assistance to keep
the student on task, to reinforce or prompt the use
learning, task completion, or testing.
of specific skills. Enhance adult-student
relationships; use physical space and
environmental structure.
Example Example
Give the student more time to complete Assign specific seating tailored to the
assignments. individual student that would enhance their
learning experience.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the learner. the rules on how the learner may instruction.
approach the work.

Example Example Example

Provide hands on learning. For ex, Allow student open note. Allow student verbal response instead
if we are learning about the human of always being written.
body, I can provide a mannequin
or skeleton.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example:
Have one student write the
definition of the word, and have
the other student paraphrase.

Types of Assistive Technology (E7)

Graphic organizers
1. Eyeglasses 4.

Wheel Chair
2. Hearing Aids 5.

Text speech
3. Calculators 6.
Venn Diagram of 504 and IDEA (E9)

L, K, I, H, G A, E, J, F, C, 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)

Keep your expectations high for students living in poverty Have a resource bin in your classroom for students
1. 4. who may need supplies.

Keep a strong relationship with students living in Address students who make fun of students in
2. poverty. They need a good relationship with a trusted adult 5. poverty quickly.
to succeed.

3. Do not require costly materials 6. Incorporate field trips or internships to create

experiences for your students living in poverty

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading

2. Support student autonomy

3. Provide interesting texts

Increase social interactions among students related to reading

4.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
List-Group-Label When going into a new chapter, the students It is a three step vocabulary
1. Will take the vocab word and group and label them process

Paired or partner reading When going into a chapter, students will read aloud
2. To eachother It is where students
Read to eachother

Think-pair-share During assigned readings An activity for students to

3. collaborate together
 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 text, outlines

2. Build background Contextualizing key vocabulary, vocabulary self-selection, content word wall

3. Make verbal communication understandable Appropriate speech, explanation of academic tasks, multiple
exposures to new words

4. Learning strategies (this one should be easy!) Mnemonics, GIST summarizing strategy, questioning techniques

5. Opportunities for interaction Fostering more elaborate responses, encourage student-student interaction, grouping
configurations (whole class, groups, etc)

6. Practice and application Manipulatives for practice, review games, small group discussions

7. Lesson delivery Objective needs to be clearly stated, keeping students engaged, pacing

8. Review and assess Paraphrasing, periodic review, review of key vocabulary

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 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.3 21.52

Final Percent 77.97

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. Learn how to think outside the box and create lesson plans that are fun and interesting for all students.

2. Learning how to manage the classroom chatter better.

3. Finding new ways to implement technology into the classroom.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. You will see Tomlinson’s strategies for differentiation, Stronge’s qualities of effective educators, and a variety of modifications
to use within the classroom.
2. The technology you will see in my classroom is the use of a viewboard and hopefully Chromebooks. With both of these, we
can have a variety of ways to deliver instruction to keep students interested and creative.
3. The important elements of lesson planning include the learning objectives, lesson materials, ability to gauge student progress
just to name a few. Without these key details, it could appear unorganized. Of course, as a teacher, we always need to know the
lesson objective so that we know where we are going. Without lesson materials and resources, we would not be able to teach as
effectively and creatively, so this is important as well. Gauging student success is also imperative to make sure the students are
retaining the information taught.
4. The non-negotiables for my classroom are organization, respect, and to have a relaxed environment. Organization (such as
where students will keep their backpacks, materials, etc.) is important to me as a teacher because I am someone who needs
cleanliness and neatness in order to be my best self. Respect is also key. I do not like when students disrespect each other or me.
Having good classroom respect will then promote a relaxed classroom environment to nurture learning.
5. I can ensure that all of my students have the opportunity to master learning by doing my due diligence as an educator to learn
effective strategies to use for differentiation.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Maintains an up-to-date calendar Practices two- way communication with parents
Believes that all students can achieve at high levels & adm.
Designs and implements quality lessons

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……

Conducting assessment after each lesson ommunicating student progress to parents &
adm. As
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.