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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……

Conducts 1:1 conversation with students. Practices self-refection for improvement
Have a classroom that reflects a positive, safe, Speaks with appropriate tone and volume.
environment.

Core Values (TIU3)

Perseverance Thoughtfulness

Additional Notes:
Core values are important in and out of a classroom because they represent who a person is or what they want to be. They can be used to guide you as well as set you
apart from others. With many options to choose from, I established my core values as thoughtfulness and perseverance. Going through the list I thought about how I
was raised and applied it into my process of establishing my core values. Generally, growing up I was consistently taught the “golden rule” (treating others how you
want to be treated). I have always considered how my actions or words could affect other people because that was all I was displayed by my family. Overtime this has
taught me to be respectful, kind, caring, loving, mindful, understanding, compassionate and much more. After looking over these qualities, I felt that they all
demonstrated the characteristic of thoughtfulness. Being thoughtful Trianna is something I value and take into consideration no matter the setting and it is something I
plan on applying daily in my classroom. To establish my second core value, I reflected on a time when I felt most confident or in my element and what it took for me
to get there. Being active in sports from a young age impacted my life and helped mold me as an individual. I participated in volleyball, basketball, powerlifting, and
track and field. However, being a track and field athlete is where I excelled and had the opportunity to develop some valuable attributes and skills. Participating in
track and field taught me accountability, ambition, leadership, humility, dedication, motivation, consistency, commitment, innovation, and authenticity. I determined
that perseverance is the best word that represents all these qualities combined. Perseverance is what allowed me to achieve my goal in high school to compete in track
and field at the collegiate level. The skill also allowed me to exceed my goal by receiving a full athletic scholarship. When being a teacher I may face different
challenges and difficulties. However, having perseverance as a core value will allow me to stay focused and motivated throughout the school year to overcome those
obstacles and reach for success.

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Learning based on the An active style of Learners make their Social-emotional side
idea that behaviors are learning that focuses own knowledge from of learning.
caused by an external on helping you learn their own past Humanism stresses the
stimulus. how to maximize your experiences. importance of human
Rewarding=encourage brains potential. values and dignity.
to do it again
Punishment=less
likely to repeat 3 Types:
Attention
Memory
Problem Solving

Brief
Description:
 Ivan Pavlov-Classical Jean Piaget-believes Lev Vygotsky-*Social Abraham Harold
Interaction and Zone of Maslow-people have
Theorists conditioning (stimulus that children go Proximal Development
automatically triggers through four different several basic needs
Associated:
an involuntary stages of learning. John Dewey-learning by doing. that must be met
response before they can pursue
Erik Erikson-Personality more social, emotional
*4 Stages: developed in *8 stages.
B.F. Skinner-Operant Sensorimotor Stage and self-actualization
conditioning (behavior (birth -2ys) Benjamin Bloom-*Blooms needs.
followed by a Preoperational Stage Taxonomy
consequence) (2-7yrs) Howard Gardner-Measure
Concrete Operational *Maslow’s Hierarchy
knowledge w/IQ and Multiple
Albert Bandura-Social Stage (7-12yrs) Intelligences of need
Learning Theory Formal Operations
Jerome Bruner-Learners
(people learn from one (13-Adult) construct new ideas from
another using current/past knowledge.
observation, imitation,
and modeling

Notes: Sensorimotor Stage (Birth – 2 years): uses 5 senses and muscles–learn by doing. They learn basic shapes, textures, and object permanence through
touching, grasping, hearing, and 'tasting' objects.
Preoperational Stage (2 – 7 years): Children develop an understanding through language and images - learning through their actions, thoughts, and
feelings. Knowledge is based on their own personal feelings, not reality. No logical thinking. Egocentrism (the inability to perceive reality from
other's points of view).
Concrete Operational Stage (7 – 12 years): Children can think logically and empathetically but still learn best through experience. Children begin
to understand patterns, other people's feelings, and points of view. They start to recognize patterns, reversibility, cause-and-effect relationships,
and develop object conservation.
Formal Operations Stage (13 – Adult): Individuals develop understanding using abstract thinking. Individuals begin to see and understand
different perspectives and imagine hypothetical situations or scenarios. Use logic, deductive reasoning, comparison, and classification.
Social Interaction- plays a key role in the development of cognition learning.

Zone of Proximal Development (ZPD)-the space between what a learner can do independently and what a learner can do with adult guidance or in
collaboration with more qualified peers.

1. Physiological Needs (basic need): air, water, food, shelter, sleep, clothing, reproduction
2. Safety Needs (basic need): personal security employment, resources, health, property
3. Social Needs (psychological need): friendship, intimacy, family, sense of connection
4. Esteem Needs (psychological need): respect, self-esteem, status, recognition, strength, freedom.
5. Self-Actualization Needs (self-fulfillment need): desire to become the most that one can be.

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

Retaining-memory holds 20 secs unless

4. Retrieval-Unlock what the students
1. Relationship already know by accessing prior 7. rehearsed and reviewed.
Long term memory= 10 min after, review
knowledge (flash cards)
after 48 hrs. and again withing 7 days

5. Routing-teacher provides the info,

2. Rigor-the level of expected learning that is
students need to master by explaining 8. Rehearsing-students practice on their own
challenging but not threatening. with or without min supervision
2. the concept.

6. Re-exposing-summarize lesson and Recognize-share how proud you are of

3. Relevance-connect it to their world. 9. student’s withy feedback.
ensure main points are understood.
(Reteach to relearn/re-evaluate)
Stages of Development (TIU7)
Social Emotional Physical Mental Characteristics/Implications

Fear of dark/injury Jumps with feet together Self-sufficient in Lots of play to learn
2 -4 yr olds Shares routines/ tells stories Structure for safety
Ball skills improve
Cooperative play with Mature motor control Dresses/undresses Support is needed for
others May be ready to learn to Asks a lot of questions safety, growth, and
Competitive ride a bike by 4-5 Imitates writing name learning
Needs structure/routine Cuts on the line with Paints/threads beads
to feel safe scissors Sort objects by size/type
Letters, counting, colors

5- 8 Staring to form deeper 10-12 hours of sleep 20-minute attention span A positive attitude about
friendships needed per night Muscle Collecting interest grows school Motivated to try
Big on teacher’s rules coordination uneven and Begins to understand new things
Competitive and value incomplete Process over logic Physically motivated
winning product Sensitive if criticized
Tattling

9-11 Increased Caring about appearance, Abstract thinking Active,

independence, self-conscious develops, develops, interested in gendered
attachment to peer 10- 11 hours of sleep planning skills groups, admiration for
groups, strengthen, attention span older peers
different moods, develops,
humor develops moral development
Growth is varied greatly,
12-14 Value justice, Interested in problem May start to avoid things
girls grow faster and
interested in leadership may reach maximum solving and challenging they think are difficult,
opportunities, decision height, activities, rebel against parents,
making skills boys continue to grow independence grows self-conscience of
strengthen later, self-consciousness drastically appearance, grooming
grows becomes important,
inferiority complex
15-18 Hunger grows, sleeping
Desire to fit in and be more, Growth in reasoning High school is core of
accepted, interest puberty, skills, interest, status needs,
grows for personal secondary sex responsibilities, decision interest in adult mentors,
relationships, rebelling characteristics making skills grow, starting to think about
against parents more, deductive reasoning leaving home and the
more feelings and future
moods
 Hattie’s most effective influences on instruction (throughout SS)
• Language instruction • Blooms verbs • Student Relationships
o strategy to integrate w/prior knowledge=.93 o Elaborative interrogation=.42 o Positive self-concept=.41
o cognitive task analysis=1.29 o Elaboration and organization=.72 o Self-efficacy=.92
• Scaffolding instruction=.82 o Rehearsal and memorization=.73 o Reducing anxiety=.42
• Small group instruction/Cooperative grouping o Appropriately challenging o Behavioral intervention
o Small group learning=.47 goals=.59 programs=.62
o Positive peer influences=.53 o Questioning=.48 o Positive peer influence=.53
o Self-regulation strategies=.52 o Summarizing=.79 o Strong classroom
o Peer tutoring=.53 o Teaching communication skills cohesion=.44
o Classroom discussion=.82 and strategies=.43 o Teacher expectations=.43
o Cooperative learning=.40 • Technology o Student-teacher
• Organizer o Interactive video methods-.54 relationships=.52
o Imagery=.45 o Technology in other subjects=.55 o Meta cognitive strategies=.60
o Concept mapping.64 o Technology in writing-.42 o Self-regulation=.52
• Compare and Contrast o Technology w/elementary o Settings standards for self-
o Elaboration and organization=.75 students=.44 judgment=.62
o Transfer strategies=.86 o Technology w/learning needs
What is Academic
o Meta Language? (SS1)
cognitive strategies=.60 students=.57
• Summarizing and notetaking o Intelligent tutoring systems=.48
Academic
o Summarizing=.79 o Info
language is the primary vehicle for learning andcommunication
instruction. It is not only a means for
o Outlining and transforming=.66 technology=.47
communicating information, but it also plays a key role in deepening the understanding of important ideas.
o Underlining and highlighting=.50

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 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. Frayer Model

2. Learning vocab words before reading the text. 4. Word Walls

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

1. Content-how a student needs to learn or how the student will get access to the
information.
a. Visual word wall with pictures and matching labels to help students retain terms.
2. Process-activities in which the student engages to make sense of or master the content.
a. Use manipulatives to help students that are having a hard time understanding a
lesson.
3. Products-culminating projects that ask the student to rehearse, apply and extend what
he or she has learned in a unit.
a. Graphic organizers
4. Learning Environment-the way the classroom works/feels.
a. Small groups
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Think-Pair-Share Four Corners

Vocabulary Development Problem-Solving

Concept Map KWL

Venn Diagrams T-Chart

Journal Summaries Identifying Key Concepts

Predicting
Think Aloud

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

Create Argue, Compare, Defend, Relate, Support

APPS: Google Slides and Canva

Hypothesize, Compose, Plan, Reconstruct, Rewrite
Evaluate

APPS: Google Forms and Padlet

Categorize, Discover, Modify, Predict, Solve
Analyze

APPS: Google Sheets and Airtable

Practice, Use, Employ, Operate, Illustrate
Apply

APPS: Google Earth and Education.com

Comprehension Review, Classify, Translate, Explain, Describe

APPS: Google Docs and NearPod

Memorize, Identify, Recall, Duplicate, State

Remember

APPS: Google Bookmark and Symbaloo

Components of a social emotional learning program (SS12)
1. Self-Awareness
a. Helps develop an understanding of own emotions, thoughts, and strengths.
i. Journaling
2. Self-Management
a. Developing the skills to regulate and control emotions, behaviors.
3. Social Awareness
a. Developing empathy and understanding of others’ emotions, perspectives, and experiences.
i. Role-Playing
4. Relationship Skills
a. Building and maintaining positive relationships with others.

5. Responsible Decision-Making
a. Helps make decisions and take responsibility for their actions. By considering moral standards, safety concerns and the well-being of
oneself and others when making choices.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Is responsive to situations and students’ needs. Has lesson plans that are learner centered.
Implements changes as suggested by peers and Incorporates higher order thinking questions for
admin. deeper learning.

Create a welcoming space (CBM3)

1. Warm colors, decorations and visual aids in the classroom that feel warm and inviting.

2. Establish relationships: Greeting each student with a smile and choice of greeting using a poster with
visuals of each option (fist pump, high five, hug, handshake, or no physical touch just a verbal hello).

3. Create personalized spaces with names and a first day of school gift or activity to take home.

4. Read a first day of schoolbook that relates to their first day of school jitters.

5. Play a get to know the teacher game/ student favorite things activity.

6. Create spaces for curiosity and discovery (sensory stations, building blocks, art activity)
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1.
Technique One: 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. Technique 10: Double Plan. Double planning involves planning what YOU will do, and what the STUDENTS will
do during a lesson.

3. Technique 12: The Hook. Introducing the lesson with a "hook," an activity or item that grabs your
students' attention, will help enhance your lesson.

4. Technique 23: Call and Response. This technique uses a tradition from African American hymnody and creates a
way for the whole class to participate in questioning.

Technique 30: Tight Transitions. Transitions need to be scripted and rehearsed, so little time
5.
is wasted between instructional activities.
Technique 39: Do It Again. This technique is perhaps the only negative consequence that genuinely works.
6. When students fail to meet your standards, you ask them to "Do it again." They model the appropriate behavior
but are eager not to have to do it again.

7. Technique 44: Precise Praise. Rather than "cheap praise," precise praise is valued by students
because it explicitly describes what actions please you.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are/Were you doing that?

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 daily routines and procedures. Establishes smooth transitions between
Sets clear, firm behavioral expectations. activities.
Provides instruction bell to bell
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 gifted to delayed,
Identified 1-3 years of life
4:1 m/f ratio
-Vision or hearing loss but not completely
deaf or blind
Range of cognitive and developmental
abilities
-Difficulty w/speech reading and writing
Use speech, lip-reading, hearing aids or
amplification system
ASL 1st ,English 2nd language
-Hyperactivity, aggression, withdrawal,
immature, learning difficulties
-Language delays, easily frustrated,
difficulty w/oral expression and SEL skills
-Struggle w/academics, attention, memory,
generalization, social interaction.
-Troubled speech and communication skills
Mobility challenges
Assistance/w everyday task and medical
needs
-Paralysis, unsteady gait, poor muscle
control, loss of limb, wheelchair
-Asthma, ADD, ADHD, heart disorder,
Leukemia, Tourette syndrome
-Problems w/following directions, paying
attention, speak, read, write, or do math
-Articulation, fluency, language disorder,
abnormal voice
-Memory and attention, social skills,
emotional regulation
Speech/language concerns
-3-D positioning
Short attention span
Sensitive to bright lights,
Poor eye hand coordination and academic
performance
Impact on Classroom
-Not paying attention/stay on task
Difficulty w/sharing, taking turns, w/noise, volume
control, or visual stimuli
Struggle w/transitions.
Stim (fidget, rock, flap, mimic)
Run /fight in stressful situations
Lack communication skills or nonverbal
-Information needs to be given intentionally and
thoroughly, Utilize Support Service Provider (SSP)
-Special seating (view of teacher)
Visual aids/cues
Eye contact when speaking,
SEL/interpersonal skill difficulties
Articulation difficulty
Behavioral concerns
Hearing devices that do not return hearing to normal
-Failure to build/maintain relationships
Inappropriate behavior, and manifestation of fears in
response to school/difficulties
-Hearing aids/FM system
Read lips,
Use ASL
Quite environment w/visual aids
Slower rate of speech and clear enunciation
-Different grade level materials
Don’t understand social norms
Strain w/ problem solving.
-Require multiple services,
Alternate curriculum, materials/communication
methods.
-No cognitive concerns
Inclusion w/gen-ed
Assistive technology
-Assistive technology, frequent absences
-Slow reading rate
Spelling errors
Difficulty, copying, memorizing, explaining events,
interpreting subtle messages.
-Emerge at young age,
Difficulties w/ comprehension, being understood,
social interaction, expressing needs/ideas,
Works closely w/speech/language pathologist
-Trouble w/visual informality-step directions,
communication, grade-level work, logic/problem-
solving and reasoning skills
-Spatial positioning
Short attention span
Sensitivity to bright light
Poor eye and hand coordination or clumsiness
Poor academic performance
ARD Timeline Activity (E5)

#1 Response to intervention

#2 Initial Referral
Within 60
Calendar
Days
#3 FIE completed

Within
#4 Notice of ARD meeting
30
Calendar
Days

#5 ARD/ IEP meeting

3
Years

Year

#6 Annual ARD review

#7 Notice/Consent for reevaluation

Notice of 3-year evaluation

#8
Dismissal/Graduation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adjusting the number of tasks, Adjust the pace or duration of Increasing the amount of support a
questions, assignments or learning instruction to accommodate students’ student needs to achieve a task.
objectives a student is expected to learning needs.
learn or complete.

Example Example Example

Additional practice with letter Provide additional time for students who Allow cooperative group work during
recognition activities. need more support to complete activities. activities.
(matching/naming letters)

Input Difficulty Output

Definition Definition Definition
Modifying the way the students Matching the skill level of the student Adjusting how student demonstrates
receive instruction. to the challenge of the work. their understanding of the curriculum.

Example Example Example

Engaging visuals to reinforce letter Introduce letters gradually and decide how Instead of asking for a verbal response
shapes and formations (flashcards, many letters the student should work with at during the summative assessment,
posters, digital resources). one time (fewer for emergent learners). Allow the student to point to the correct
answer.

Participation Notes:
Definition Repetition and reviewing with flashcards, hands on and one-on-one activities for any
of the students struggling w/letter recognition.
How the student is meaningfully Modify goals or outcome expectations if needed: The student will name and identify
involved in a task. 13 uppercase letters of the alphabet (instead of both upper- or lowercase).

Example:
Allow the student to use the letter wall
to point at each letter as the class does
an alphabet sing-along.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. Pencil Grips
(SP7CPE) 4. Timers

2. Adapted Scissors 5. Carpet Squares/Cushion Seating

3. Visual Aids (large print materials) 6. Sensory Tools (fidget toys)

Venn Diagram of 504 and IDEA (E9)

DGHIKL 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)

Arrange a space of shared school supplies. Keep supply costs minimal.

Do not comment on clothes unless it violates dress code. Take time to explain the reasoning for rules and
procedures.

Don’t require expensive activities or projects. Don’t lower expectations.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading: Encourage parents to be actively involved by sending home reading logs and
providing them resources and tips to support their child’s reading journey.

2. Support student autonomy: Create a cozy reading area with age-appropriate books that they can choose and read
independently.

3.
Interesting Texts: Texts where you can use prop, puppets, music, and movement.

Student Collaboration: Partner talk or paired reading sessions where they can make predictions, ask questions
4. and relate to their own experiences.

Reading Strategies to Strengthen Literacy Skills (R8)

Word Walls-before, during and after-Add vocabulary words with visual aids to the wall for students to use as an
interactive tool to reinforce learning -A word wall is a collection of large, visible words displayed on a wall or bulletin
board.

Syllable game (Clapping)-after Heggerty/small groups- Clapping syllable game is clapping out the number of syllables
within words to help students better understand the concept of syllables.

Alphabet Matching-during centers/group work-Alphabet matching is an activity used to facilitate with uppercase and
lowercase letter recognition.
 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 Adapted Text, Graphic organizers, Supplementary Materials(hands-on manipulatives, visual aids,
multimedia, demonstrations and related material(books)

2. Build background Vocabulary through the songs, Visual Vocabulary, Content word wall

3. Make verbal communication understandable Appropriate speech, Highlight (pre-teaching key words),
Reinforcing contextual definitions

4. Learning strategies (this one should be easy!) Thinking cube, mnemonics, create, a poem, chant, song or play

5. Opportunities for interaction Wait time, student-student interaction (collaborative learning), grouping configurations

6. Practice and application Hands-on materials/manipulatives, integration of language skills, application of language
knowledge

7. Lesson delivery Pacing, keeping students engaged, language objective supported

8. Review and assess Review key vocabulary, provide feedback, Authentic assessment (thumbs up/thumbs down)

Reflections on the Reading STAAR (TL4)

1. While I did not get any questions wrong, I could see students getting question 4 incorrect. If students do not have definite
understanding of the vocabulary word “wistfully’ then it could be difficult to answer the question correctly. However, this
question does show the importance of teaching and retaining vocabulary in a classroom.

2. With question number 2, I recognize how it could be confusing for some students. Teaching students the importance of
rereading the passage and question thoroughly to find any connections could be helpful to finding the correct answer.

3. Same idea for with question 3. The question is asking what “best” express the theme of the story. While using the strategy of
rereading the passage, the teacher must also teach the students how to interpret the questions. This will help identify the
characters main conflict and not confuse it with other conflicts that may have happened.
Reflections on the Math STAAR (TL4)
1.
After seeing I got question 3 incorrect, I was able to recognize how students may have difficulty finding the correct answer.
For myself it has been a few years since doing this type of math, therefore I was unsure of the term interquartile.
Consequently, it was a challenge to find the correct answer. This question displayed the significance of teaching students the
objectives that will be on the exam so that students won’t come across any math terms or formulas that are not recognizable.

2. For question number 4, I was disappointed once I learned the correct answer was the answer I originally chose before I went
back and changed my answer. As a teacher, we must teach our students to have confidence in their abilities. Encourage
students to trust their knowledge and abilities and to not second-guess themselves causing them to choose the incorrect
answer.

Question number 5 I knew the correct answer and thought I chose that answer. However, I rushed through the question and
3. answered without checking my work. Regrettably, I did this twice! Showing how crucial it is to make sure the students learn to
review their answers. I know with the STAAR test being timed; students may be concerned about how much time they have.
From a teacher’s standpoint, it is necessary to encourage the students to not rush through questions and always review answers
before turning the exam in.

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% 21.525%

Final Percent 78%

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will enhance my skills to establish a welcoming and inclusive classroom environment that supports social-emotional
development by integrating daily routines, promoting positive behaviors and social interactions, and cultivating a sense of
community though collaborative engagements.

2. I will enrich learning experiences by integrating differentiated instruction, which involves identifying each student's unique
abilities and learning styles to emphasize the diverse learning requirements of Pre-K students.

3. I will improve my abilities to support early language development and literacy skills by creating a print-rich environment and
integrating literacy-rich activities, conversations, and discussions.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
In my classroom, you will find research-based strategies like Hattie’s methods for small group instruction and
discussions, tailored to meet the diverse needs of all learners, including English language learners through Language
Acquisition strategies. Technology such as laptops and district-approved educational apps will be used regularly to
enhance learning accessibility. Lesson planning emphasizes alignment with state standards, clear learning objectives,
engaging activities, and relevant instructional materials. Ongoing assessments and feedback are integrated to evaluate
and monitor student progress effectively. Non-negotiables that will be prioritized in my classroom are safety, respect for
all, and a commitment to giving their best effort daily. I ensure equal opportunity by individualizing learning plans,
incorporating diverse materials, offering accommodations for students with special learning needs, and practicing
Tomlinson’s differentiation strategies. Overall, I will ensure that various strategies, technologies, and thoughtful
planning are consistently applied to promote an inclusive learning atmosphere that supports student academic
achievement.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Maintains a positive attitude in difficult situations. Is available for tutoring before and after school.
Performs assigned duties in a professional manner. Conducts parent meetings in a proactive manner.
Collaborates with the dept, parents, & admin. Requests technical support when necessary.
Welcomes other adults visiting the classroom. 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……

Checking for understanding and providing Collecting reviewing and analyzing student data.
feedback. Using data to inform short- and long-term
Implementing formal and informal assessments. learning goals.
Providing re-teach opportunities after each skill.

C
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.