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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……

I think being able to showcase dedication and Areas I can grow is would be differentiation for
provide opportunities for student growth is where I students and classroom management. Several of
glow right now. my observations in the classroom have been
focused on ways to improve this.

Core Values (TIU3)

The first core value is dedication. Education
has been at the core of my career, and I want
to provide opportunities in science that may
not be there.
Understanding is another value for me. We
know that students go through a lot, but we
don’t know everything. We need to show
understanding at all times to help our
students.

Additional Notes:
I want to grow with more ways, that are unique, to help manage the science lab environment. Showcasing dedication and
understanding are crucial to me as a teacher.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Learning is A change in The learner Focuses on

behavior change behavior isn’t brings freedom,
that results from enough – it experiences and dignity, and
Brief
external needs to be a factors to individual
Description: changes and change in learning. potential.
responses. knowledge or
memory.

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

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

Howard Gardner

Jerome Bruner

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

1. Relationships 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 the dark, likes Jumps, has motor Asks lots of questions,
2 -4 yr olds to share and play control, can cut on the paints, tells stories and
cooperatively. Can line with scissors and can imitate and write
have an imaginary could learn to ride a their name.
friend and doesn’t bike at the end.
want to lose.

Slow and steady

Self-centered, but Slower growth rate Thinks logically
growth and learns best
5- 8 yr olds focused and interested and can have uneven around 7 and can form
when physically
in group activities. muscle and motor ideas like adults.
active. Self-centered
Tattling is common. coordination. Begin to write things
but learning how to be
backwards and
friends.
understands the value
of money.

Peer groups and social Range in height and Can think abstractly
Quite active with
groups become more weight widens. Can be and plan for several
9-11 yr olds boundless energy and
common. Can be loud, coordinated like weeks. Developing a
enjoys working in
rude, and moody at adults, but sense of morals based
groups. Has interests
times. awkwardness is on what they learn.
that change rapidly.
common.

Concerned about
Comfortable Rapid growth and Enjoy cognitive
physical development
interacting with others change. Some activities and need to
and can be self-
12-14 yr olds and following experience growth become problem
conscious. Roller
leadership experiences spurts and others solvers, learn from
coaster of emotions.
and opportunities for don’t. mistakes and form
decision making opinions.
skills.

Transition period Coordination and Intense questioning

Wants adult leadership
15-18 yr olds detaching from adults strength increases but and uncertainty.
roles and a strong
and parents. Want to can have a general Improvement in
desire for good status
be an adult, but don’t awkwardness. Always reasoning skills and
in a peer group.
have the skills. hungry and needs ability to apply
sleep. concepts for specific
examples.
Hattie’s most effective influences on instruction (throughout SS)

The four categories of influences are:

1. Student
2. Curriculum
3. Home
4. School

What is Academic Language? (SS1)

Primary vehicle for learning and instruction. Is the oral, visual, and written
language to help understand, communicate, and perform.

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to the words 3. Indirect learning using them in different contexts

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

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

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

Example 1 Example 2

Cooperative Grouping Solve problems without teacher input Defined roles in the group for students

Anchor charts for vocabulary Concept map and brainstorming

Graphic Organizers

Venn diagrams KWL (Know, Want to Know, Learn)

Advanced Organizers Chart

Compare and Contrast T- Charts

Similarities / Differences

Graffiti
Summarizing & Notetaking 3, 2, 1 Summary

Cues & Questions Access previously learned information

Helps activate prior knowledge

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

Create Using this in STEM challenges for students in science. Having students defend their stance in a debate for
science.
APPS:
Evaluate Students can critique other work and collaborate together.

APPS:
Students in science can infer from data tables and draw a conclusion based on the information.
Analyze

APPS:
Students can take vocabulary words and chart them based on relevance to the topic at hand.
Apply

APPS:
Students can complete a series of lab activities to use their knowledge. Students can
Comprehension explain why something happened or what they think will take place.

APPS:
Students can remember vocabulary for a specific science topic and be able to pull
Remember information previously learned.

APPS:
Components of a social emotional learning program (SS12)
1. Self-awareness
2. Self-management
3. Responsible decision making
4. Relationship skills
5. Social awareness

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

1. Provides a variety of feedback for students. 1. Providing a variety of learning methods.
2. Implements changed and suggestions. 2. Incorporated higher order thinking
3. Communicates to students clearly. questions.
3. Responsive to the students needs.

Create a welcoming space (CBM3)

1. Have students names on the board for seats so they know I know they will be in my class.

2. Stand at the door and greet the students as they come into the room.

3. Allow the students to get to know me as their teacher to build that relationship.

4. Have a welcoming and friendly message on the board when they walk into class.

5. Make sure that the classroom is organized and has a general flow to the room.

6. Showcase that I will be in control of the learning environment for the classroom to help create a fun,
safe, and secure environment in the classroom.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. No Opt Out

2. Begin with the End

3. At Bats / Check for Understanding / Board = Paper

4. Everybody Writes and Cold Calls

Do Now / Warm Ups

5.

Sweat the details

6.

Normalize Error
7.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you actually doing it?

4. What are you going to do about it and fix it?

4.

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……

1. Maintains daily routines and procedures. 1. Clear, firm behavioral expectations.
2. Maintains an up to date seating chart. 2. Displaying student work.
3. Has materials for substitutes readily 3. Provides instruction from bell to bell.
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 differ.
Vision or hearing loss can at
times be not complete.
Vision or hearing loss can at
times be not complete.
Inability to learn, build
relationships, and have
inappropriate types of
behavior.
Articulation issues, difficulty
with oral expression and social
skills.
Struggle with academics,
attention, and social
interactions.
Speech and communication
issue, needs assistance with
normal tasks.
Can be hard to generalize.
Things like diabetes, asthma,
and an attention deficit
disorder.
Impact on reading, writing,
math, or speech.
Articulation disorder,
abnormal voice, and language
issues.
Memory, emotional, and
physical concerns.
Spatial issues, sensitivity, and
hand / eye coordination.
Impact on Classroom
Struggle paying attention, difficulty
with noise of visual things,
struggles with changes.
Can require the use of a support
service provider and require
information in a new approach.
Can require the use of a support
service provider and require
information in a new approach.
Hyperactivity, aggression,
withdrawl.
Hearing aids, ASL, quiet
environments and slow speech rate.
Not working on grade level work,
struggles with social norms.
Require multiple services and
alternative communication and
curriculum.
Use assistive technology as needed.
Require redirection and medical
training just in case.
Slower rate, spelling errors,
memorization difficulty.
Difficulties with comprehension,
being understood, and expressing
themselves.
Struggles to process information
and communicate.
Assisted help and alternative
curriculum.
ARD Timeline Activity (E5)

#1 School or parent initiated a referral for a

student

#2 Notice and consent or refusal to provide

initial evaluation
Within 60
Calendar
Days
#3 Full individual and initial evaluation
completed.

Within
#4 ARD meeting notice.
30
Calendar
Days

#5 Eligibility Determination by an ARD

committee
3
Years
1
Year

#6 Annual IEP Review

#7 Three year reevaluation

#8 Dismissal and Graduation

Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapts the number of items that Adapt the time allotted and allowed for Increase the level of support and
the learner is expected to learn. learning. personal assistance

Example Example Example

Reduce the number of Increasing individual time for Peer groups, teaching assistances,
vocabulary words. completing a task. tutors.

Input Difficulty Output

Definition Definition Definition
Adapt how the learning is Adapt the skill level and problem type. Adapts to how the student can respond
delivered.

Example Example Example

Visual aids, larger text, hands on Allow use of calculator or simplified Answering questions in writing,
activities tasks and directions. verbally, or communication book

Participation Notes:
Definition
Extend or decrease the level of
interaction and participation

Example:
Ask someone to lead a group, hold
something, or point something out.

Types of Assistive Technology (E7)

Word Processing Aids

1. Classroom Seating 4.

Graphic Organizers
2. Visual Timers 5.

Calculators and electronic math worksheets

3. Close Captioning 6.
Venn Diagram of 504 and IDEA (E9)

I, L, K, H, D, G, F, A, C, J, E, 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 and technology. Do not require costly activities that require students
1. 4. to pay.

2. Don’t make or allow any comments about clothes or 5. Have shared materials all students can have and use
belongings unless in dress code violation. as needed.

3. Have some school supplies on hand for students. 6. Keep expectations high and the same!

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)

Strategy name When / how to use it Define it
Concept Maps Before and during reading to strengthen comprehension. Graphic Tool for comprehension.
1.

Word Walls. At all times – helps visualize and strengthen vocabulary skills. Vocab words around the room for students to
2. see.

3. Jigsaw Method. At all times for students to become experts on a topic and present. Students can read a paragraph and
teach others about what they read.
 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 Plan vocabulary for students, have sentence stems in place, and plan for cross curricular activities.

2. Build background Defining the words, real world scenario, KWL charts.

3. Make verbal communication understandable Sentence stems, Reference materials, ask clarifying questions

4. Learning strategies (this one should be easy!) Jigsaw method, word walls, and graphic organizers for vocabulary

5. Opportunities for interaction Turn and talk, Jigsaw method, critiques and evaluations.

6. Practice and application Defining vocabulary words, science lab activities, vocabulary projects

7. Lesson delivery Sentence stems, wait time and repeating, graphic organizers

8. Review and assess Exit tickets, lab activities, vocabulary student anchor charts

Reflections on the Reading STAAR (TL4)

1. Some of the questions, especially word problems, have a TON of information that could easily confuse a students, as they did
with me. It took me several times to see what was being asked and what information I needed.

2. Students being able to find the vocabulary words and remember what they mean is something that is important. If the thought
process was not there for vocabulary, it could be easily missed.

3.
Reflections on the Math STAAR (TL4)
1. If a math question the student did not use their strategies learned in class, they could miss the question. Students could try to
do the math in their head rather than use their resources wisely.

2. Math questions can contain a lot of unnecessary information and numbers that are not relevant to the question. Being able to
infer that information from the questions is important.

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 21.53

Final Percent 78
C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1.
I want to improve upon my ability to provide differentiated
instruction for all my students in science.

2.
I want to learn and implement strategies for vocabulary
comprehension for ELL students.

3.
I want to incorporate student led activities in all aspects of
science.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
1. As a science teacher, having my students engage in research-based strategies and learning will be the focal
point of the learning that will be seen. Students in science will work on lab experiments where they will need to
gather data and form conclusions from that data. Students will also develop the necessary skills to analyze
information and find the key words, such as vocabulary, to help them determine the route the question is asking
them. A large research-based strategy will be a cross-curricular approach to helping reinforce what they learn in
other classes by using vocabulary and reading research skills for ELAR classes, looking at the history of major
scientific achievements for social studies, and using conversions and data collection and analyzing for math.

2. In science class, we will use technology most days that we are able to. I personally as the teacher will be using
my computer and projector every single day to help relay information to the students. Using this will allow me to
make sure the students have the information they need to be successful in class and allows them to analyze and
find the information they need on their own. We will also be using computers for the students to complete online
Lab Simulations and write reports over the lab experiments. Students will also be able to use computers to look
up information for research projects as mentioned above.

3. I will integrate statements such as ‘We Will” and “I Will” to help the students see what they will be learning
about that day. I will also be including the specific vocabulary that they will be learning in science to help them
with the content material.

4. In science class, it is non-negotiable for students to follow all lab safety rules and procedures at all times. We
will do a lot of hands on activities and instruction, so being sure we are doing what we need, and following the
instructions given, are crucial for everyone, including myself, to follow. The way students interact with each
other, enter and exit the classroom, and begin their learning are all things that will be non-negotiable.

5. I will help make sure every students has the ability to master their learning by teaching the whole student and
not just their content they have to know. Every student learns differently, so being able to provide several
different means of learning, tactile, kinesthetic, visual, allows me to ensure that each student has the best
opportunity to succeed and learn with the specific manner and approach they best suites their learning.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

1. Performs assigned duties in a professional 1. Two-way communication with parents.
manner. 2. Available for tutoring before and after
2. Welcomes other adults visiting the school and not somewhere else.
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……

1. Implementing formal and informal 1. Using data to inform short and long term
assessments. learning goals.
2. Displaying consistency in grading. 2. 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.