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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……

Knowledge of subject matter assigned to teach Connecting with the students
Preparation and organization Differentiation of material
Voice projection and the ability to capture Use of small groups for classwork
students attention

Core Values (TIU3)

Dedication Professionalism

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

Believe learning is a Involves changes in Past experiences, Emphasizes basic

change in behavior knowledge and culture, and society human needs and
caused by external behavior, views the act to build learners focuses on freedom,
stimulus. Works to memory as buildable- and influence their dignity, and
reinforce good able to store behavior. potential. Deals with
Brief behavior or additional the social emotional
Description: disincentivize poor information as side of learning.
behavior. experiences occur.

B. F Skinner Jean Piaget Lev Vygotsky Abraham Harold

Albert Bandura Maslow

Theorists
Associated:

Notes:
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 cooperative play
with other children;
imaginary friend;
Becomes competitive;
Develops an
understanding of rules,
finds taking turns
difficult; Needs structure
and routine to feel safe
5- 8 yr olds
Grow increasingly
sociable with attachment
to friends or adults; more
realistic fears; appreciate
physical play time; value
winning; willing to try or
imitate new behavior
Peer groups grow more
9-11 yr olds
important; want
increased independence;
sense of humor grows;
equates success with
positive self-view
Comfortable interacting
12-14 yr olds
with the community and
peers, leadership
experience is valuable.
15-18 yr olds
Detach themselves from
parents, more concerned
with peer approval than
4. Retrieval
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
Require increased hand eye
coordination exercises;
need activities that require
speed and energy; slower
growth rate during this time
Become critical of physical
appearances; lapses of
awkwardness; increasing
energy
Rapid growth and physical
change, proceeds at varied
pace.
Coordination and strength
increase, full motor
capacity, appetite and the
need for sleep increases
7. Retaining
8. Rehearsing
9. Recognizing
Mental
Self-sufficient in many
routines; Copies complex
shapes; Asks a lot of
questions/ shares stories;
Begins to imitate and write
name; paints; working on
fine motor skills;
Understands 2-3 simple
things to do at once; The
most important mode for
learning is play
Begin to think logically;
learn to write letters and
numbers, but not skillfully;
understand the concept of
money; short interest spans;
curious
Begin to think abstractly;
developing a sense of
morals
Moved from concrete to
abstract thinking.
Arguing skills improve,
reasoning skills improve,
learns deductive reasoning,
decision-making skills
Characteristics /
Change from clumsy
toddlers to explorers; make
great strides in reasoning,
increase vocabulary
drastically. Increase in
sensory and motor
development; beginning to
manage feelings
Period of slow growth;
learn when physically
active; motivated to try
something new; more
interested in the process
than the product; learning
how to master physical
skills; self involved;
naturally curious; sensitive
to criticism
Boundless energy, like
group activity, rapidly
changing interests, work
best when presented
material in small pieces,
need guidance from adults,
admire older children,
easily motivated to try new
things, enjoy cooperation.
Concerned about physical
development, self-
conscious, sharp emotions,
still need parental guidance,
beginning to question
authority, ready for longer
learning experiences, can
take responsibility for
planning, may avoid
difficult tasks.
High social needs, freedom
from parental control,
desire for status, high levels
of abstract thinking,
Hattie’s most effective influences on instruction (throughout SS)
Small Group learning
Positive peer influences
Self-Regulation strategies
Peer tutoring
Classroom discussions
Cooperative learning

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction. Plays a key role in deepening the understanding of
important ideas.

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Using vocabulary words in different contexts

2. Learning vocabulary words before reading text 4. Learning vocabulary through written text and oral
speech.

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

Tiered Instruction: Changing the level of complexity of a task to meet the developmental needs of the
student.

Anchoring Activities: Can be completed after a student is finished with an assignment of when a teacher is
busy with another student

Flexible Grouping: Allows for learners of different levels to be grouped together to be appropriately
challenged, or for movement between groups and individual work to avoid labels.

Compacting Curriculum: Allowing students who have already mastered concepts through the application of a
pre-test to move on to new material.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four Corners Jigsaw

Anchor Chart Concept Map

Graphic Organizers

Venn Diagram KWL Chart

Advanced Organizers

Compare/Contrast T Chart
Similarities / Differences

Plot Diagram
Summarizing & Notetaking Cornell Notes

Cues & Questions Rehearsal and memorization

Elaborative interrogation

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

Create Produce new of original work

Videomaking, Canva, Podcasting

APPS:
Evaluate Justify a stand of decision

Adobe and google meets

APPS:
Draw connection among ideas
Analyze
Microsoft Excel
APPS:
Use information in new situations
Apply
Google Docs
APPS:
Explain ideas or concepts
Comprehension
Note taking and annotation apps
APPS:
Recall facts and basic concepts
Remember
Quizlet, one note, search engines
APPS:
Components of a social emotional learning program (SS12)
Self Awareness, self management, social awareness, relationship skills, and responsible decisionmaking.

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 Implements changes as suggested by peers and
Has lesson plans that are learner centered admin.
Incorporates technology to facilitate instruction Provides a variety of methods for learning.
Provides a variety of feedback.

Create a welcoming space (CBM3)

1. Stand at the door and assisting any student who needs help.

2. Guide each student to where they will be sitting for the semester/year.

3. Post class expectations clearly around the room.

4. Model behavior practices with students.

5. Introduce myself and provide students insight to who I am as a person and teacher.

6. Keep an organized space free of clutter.

 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. 5: No apologies

2. 8: post it

12: the hook

3.

4. 25: Wait time

30: tight transitions

5.

39: do it again
6.

45: warm and strict

7.

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 Has make up work ready for absentees
Sets clear and firm behavioral expectations Displays student work
Displays consistency with rules and consequences Maintains daily procedures
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
Any combination of vision and hearing loss,
though not necessarily complete
deafness/blindness; A wide range of cognitive
and developmental abilities
difficulty with speech, reading, and writing
skills; May use speech, lip-reading, hearing
aids, and/or another amplification system;
(ASL) may be their first language.
Hyperactivity; Aggression or self-injurious
behavior; Withdrawal; Immaturity; 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
It is difficult or perhaps impossible to
generalize the characteristics of a student who
qualifies under OI. 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.
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
A disorder in one or more of the basic
psychological processes involved in
understanding or in using language, spoken or
written, that may manifest itself in the
imperfect ability to do tasks.
Articulation disorder; Abnormal voice;
Fluency disorder; Language disorder
Memory and attention concerns; Social skill
concerns; Emotional regulation concerns;
Speech and language concerns; Physical
concerns
ppatial positioning; Short attention span;
Sensitivity to bright light; Poor eye and hand
coordination or clumsiness
 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
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 inappropriate behavior under ordinary
circumstances; Not able to maintain relationships;
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.
Have no cognitive concerns; Be integrated into the
general education setting all the time; Use assistive
technology.
Reading; Writing; Oral Language; Math; Study Skills
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.
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.
ARD Timeline Activity (E5)

#1 Initial referral

Notice of consent or refusal to provide initial

#2 evaluation
Within 60
Calendar
Days
#3 Initial evaluation

Within
#4 Eligibility determination
30
Calendar
Days

#5 Consent for initial placement

3
Years
1
Year

#6 ARDC Meeting for transfer students

Annual IEP
#7

#8 Three year reevaluation

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 number of
activities students will complete prior to
assessment for mastery.
Example
Reduce the number of key terms
for government vocabulary.
Adapt the time allotted and
allowed for learning, task
completion, or testing.
Example
Allow students extra time to complete
assignments.
Increase the amount of personal assistance to keep
the student on task, to reinforce or prompt the use
of specific skills.
Example
Provide tutoring opportunities.

Input Difficulty Output

Definition
Adapt the way instruction is
delivered to the learner.
Example
Create paper and online copies.
Definition
Adapt the skill level, problem
type, or the rules on how the
learner may approach the work.
Example
Modify questions to accommodate
learning levels.
Definition
Adapt how the student can
respond to instruction.
Example
Give student the opportunity to verbally
explain topic rather than complete
writing assignment.

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example:
Have activities where some
students research, while some
students type materials into
deliverables.

Types of Assistive Technology (E7)

Visual timer
1. Closed captioning 4.

Reading guides
2. 5.
Audiobooks

3. Word Processing aids 6.

Headphones
Venn Diagram of 504 and IDEA (E9)

,f

A D,E,g,h, C
B
I, J, K, L, M

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 other mediums for BE careful about school supplies designed to be
1. information 4. purchased.

Keep expectations high

2. 5. Take time to explain rules and procedures

3. Don’t make comments about students clothing 6. Do not mandate costly activities.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Create contemporary parallels with reading, try and link reading to student interests.

2. Set goals that students can be excited to achieve

3. Allow students to discuss reading with classmates in small group activities

4. Keep books in classroom and reference interesting books frequently during class discussions to spur
interest.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Visual imagery Use when reading to assist students in creating a picture in their minds of the words.
1.

Paired reading group two students together and have them read to read other to improve reading fluency
2.

3. Word walls use when new vocabulary introduces itself, have students write and draw something to reinforce what
the word is and display that visual so is is constantly being reinforced.
 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 content, graphic organizers, outlines

2. Build background Word wall, concept visualization map, word sorts

3. Make verbal communication understandable

Appropriate vocabulary, scaffolding, study guides
4. Learning strategies (this one should be easy!)
Mnemonics, questioning techinques, gist summarizing
5. Opportunities for interaction
Encouraging elaborate responses, grouping, wait time
6. Practice and application Hand on practice, doing, opportunities for social interaction

7. Lesson delivery Language objectives, pacing, ensuring student engagement.

8. Review and assess Informal assessment, periodic review, feedback

Reflections on the Reading STAAR (TL4)

1. No questions answered incorrectly.

2.

3.
Reflections on the Math STAAR (TL4)
1. The interquartile range for question three would be difficult to discern visually and could confuse (and did confuse me) as a
reader.

2. Visually trying to guess the 25% point for question 5 was not the appropriate way to solve the problem and I needed to take
into account all the dashes and divide. A student could easily just use a visual cue like myself and note undertake the
appropriate calculation.

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 77.98

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will improve my abilities to provide targeted differentiation of instruction for students with differing learning abilities.
Creating variable content, shortened content, and appropriate objectives for learning.

2. I will improve my abilities to implement classroom procedures and better respond to students that are not engaging with the
material.

3. I will increase my expertise in strategies to improve the learning experience for English language learners.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
I will use research based teaching methods like cooperative learning and small group instruction in my classroom to actively
engage students not only with me as the teacher but with themselves as students. I hope that this approach will foster more
participation and understanding among students and ensure active engagement with the material. I will use computer based
presentations, interactive computer programs (like pear deck), and hyperlinks to web based resources to grow student learning and
create multiple ways for me to assess student engagement and check for comprehension. The important elements of lesson
planning for me will be ensuring that there is a plan for differentiation and English language learners in place and ready to
accommodate students with differing learning abilities. Absent this plan out front, I will absolutely fall behind appropriate
planning and more importantly the students will loose valuable educational time and miss benchmarks for learning. The non
negotiables for my classroom will be cell phones outside of backpacks, and cross talk during instruction. Students will also raise
their hands prior to being called on for response to maintain order and not facilitate crosstalk. Again, to facilitate equitable
learning I must pre plan lesson material and create opportunities for increased access to students with differing learning abilities.
Already, when faced with students unable to have access to laptops or wifi at home, creating paper copy content and always
having that content available for those students has proven invaluable in ensuring that those without digital classroom access are
not left behind.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Designs and implements quality lesson plans Practices two way communication with parents
Performs assigned duties professionally and admin
Maintains a positive attitude in difficult situations Maintains up to date calendar
Conducts parent meetings proactively

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 assessments in a professional Displaying consistence in grades
manner. Conduct assessment after each lesson
Distributing student progress reports professionally Using data to inform short term learning
Check for understanding and providing feedback.

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.