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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. keeping kids engaged. Areas for me to GROW……

Keeping kids engaged Remaining on a constant schedule and make sure
Kepping I don’t have no time between assignments.
Making sure kids are not scared to answer aloud.
Making sure the kids know they can ask me
questions. Making sure the kids stay on task

Core Values (TIU3)

Compassion Respect

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

The theory cognitive learning Constructivists believe Humanism focuses on

states that theorists believe that that the learner brings human freedom,
defining learning as their own past dignity, and potential.
rewarding merely a change in It is necessary to study
experiences and
someone for a behavior is too cultural factors to the person as a
Brief particular narrow. They view the every situation. Since whole. This theory
Description:
behavior learner much like a each learner constructs deals with the social-
computer -- learning knowledge, learning is emotional side of
encourages them involves a change in learning.
different for each
to behave in the knowledge stored in person.
same way in a memory, not just a
similar change in behavior.
situation. The
reward
reinforces the
behavior. Howev
er,
IvanifPavlov
punished for Jean Piaget Lev Vygotsky Abraham Harold
B. F. Skinner John Dewey Maslow
aAlbert
behavior,
Bandurathey Erik Erikson
are less likely to Jerome Bruner
Theorists repeat it." Howard Gardner
Benjamin Bloom
Associated:

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

1. Relationship 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 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
5- 8 yr olds
jumps with feet together Self-sufficient in many
Mature motor control routines Dresses/undresses
Ball skills improve – self Copies complex shapes
throwing and catching Asks a lot of questions
May be ready to learn to Tells stories Begins to
ride a bike by 4-5 imitate and write name –
Cuts on the line with by 5 years old, they have
scissors settled on hand dominance
PaintThreads beads on lace
Understands 2-3 simple
things to do at once
Sort objects by size and
type Understands that
books are a source of
pleasure and uses pictures
to help them follow the
story Learn their letters,
counting, and colors.
The most important mode
for learning is play

9-11 yr olds

12-14 yr olds

15-18 yr olds
Hattie’s most effective influences on instruction (throughout SS)
influence page that has a .4 or higher score is excellent to use in the classroom. You will notice some are not worth our time as they
can even have a negative impact. A .4 score means if students did get to learn and practice the strategy, they would have an average
of a 16% higher gain in performance. If you properly implement a strategy with a positive .8 effect on learning, then a 29% higher
gain in student performance on average can be expected.

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.

Strategies to teach the Vocabulary (SS1)

1. • Repetitive exposure to words 3. • Indirect learning of vocabulary, for example,

using vocabulary words in numerous different
contexts
2. • Learning vocabulary words before reading 4. • Learning vocabulary in both written text and
the text oral speech

Tomlinson’s Strategies for Differentiation Compacting Curriculum

(note at least 4) (SS2)
Anchoring Activities
These are activities that a student may do at any
time when they have completed their present
assignment or when the teacher is busy with other
students. They may relate to specific needs or
enrichment opportunities, including problems to
solve or journals to write. They could also be part
of a long term project.
Flexible Grouping
This allows students to be appropriately
challenged
and avoids labeling a student’s readiness as a
static
Compacting the curriculum means assessing a
student’s knowledge and skills, and providing
alternative activities for the student who has
already mastered curriculum content. This can
be achieved by pre-testing basic concepts or
using performance assessment methods.
Students demonstrating they do not require
instruction move on to tiered problem solving
activities while others receive instruction.
1. Tiered Instruction
Changing the level of complexity or
required readiness of a task or unit of
study in order to meet the
developmental needs of the students
involved.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Small Group Cooperating learning

Know me Graph Symbols

KWL Chart Venn Diagram

Compare and Contrast Classify/T-Chart

process that helps students determine is the process of writing down key
essential ideas elements of knowledge

"Start to think about how this character

Remember this name; it may be important"
might feel."

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

Create Canva and Youutube

APPS:
Groups and Chrome
Evaluate

APPS:
Wufoo Google Sheets
Analyze

APPS:
Adobe Express and Adobe Illustrating
Apply

APPS:
Pic Monkey Collage and Google Scholar
Comprehension

APPS:
Book Marks and Alerts
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……

Incorporates technology to facilitate instruction. Provides a variety of feedback.
Provides a variety of methods for learning: Facilitates learning with best practices.
visual, auditory, and kinesthetic.

Create a welcoming space (CBM3)

th
1. Hello my Name is MR. Acuna Im your 5 grade science teacher!

2. My favorite sport is Baseball and football

3. My hobbies are playing fortnite and fishing

4. Im a Die hard Astros fan

5. I like to work out

6. And Im married to My beautiful wife who is also a teacher. She work at Myatt
 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 39: Do It Again. Repetition is one way to ensure that students understand your expectations and meet
your standards.

• Technique 10: Double Plan. Double planning involves planning what YOU will do, and what the STUDENTS
3. will do during a lesson.

4. • Technique 19: At Bats. Baseball coaches know that the best way to increase effectiveness is to increase the
number of times they are "at bat."

• Technique 26: Everybody Writes. What goes on the board needs to go in the notebooks.
5.

• 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.

• Technique 49: Normalize Error. If students understand that errors are not the end of the
7. world but an opportunity to 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. Are you supposed to be doing that?

3. What should you be doing?

4. How are you going to fix that?

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……

Being Understanding and willing to work with the Being strict with the kids and making sure that
kids. there is a constant behavior rubric.
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
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
A student who falls into this eligibility
category has any combination of vision and
hearing loss, though not necessarily complete
deafness and/or complete blindness. A wide
range of cognitive and developmental
abilities.
May also have difficulty with speech, reading,
and writing skills
May use speech, lip-reading, hearing aids,
and/or another amplification system.
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.
A child with cerebral palsy may have
movement but need a wheelchair since
walking may be difficult.
Reading
Writing
Oral Language
Math
Study Skills
Memory and attention concerns
Social skill concerns
Emotional regulation concerns
Speech and language concerns
Physical concerns
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
Not understand the big picture or abstract concepts.
Require Information to be introduced deliberately and
systematically
Utilize the service of a specialized Support Service
Provider (SSP).
A student that is deaf may
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 be 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.
Slower reading rate
Frequent spelling errors
Difficulty copying
Difficulty memorizing basic facts
A student that has a traumatic brain injury may
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 Collaborate with Special Education

Services to calendar ARD Date.

#2 Collect student work samples to

demonstrate learning.
Within 60
Calendar
Days
#3 Have work samples that show
student learning with required
modifications and
accommodations.
Within
#4 Be prepared to provide positive
30
comments on the student in your
classroom. Calendar
Days

#5 Be prepared to provide input on

future learning goals for the
student.
3
Years

Year

#6 Be prepared to discuss state

testing options for the student to
demonstrate maximum mastery.

#7 Be prepared to discuss the

student's academic strengths and
weaknesses.

#8 Be prepared to address any

behavioral issues that need
attention.
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 social
studies terms a learner must learn
at any one time. Add more
practice activities or worksheets.
Input
Definition
Adapt the way instruction is
delivered to the learner.
Example
Use different visual aids, enlarge
text, plan more concrete
examples, provide hands-on
activities, place students in
cooperative groups, pre-teach key
conceptsParticipation
or terms before the
lesson.
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example:
In geography, have a student hold
the globe, while others point out
locations.
Types of Assistive Technology (E7)
Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
(SP7CPE)
1. Close captioning
2. Graphic Organizers:
3. Classroom Seating:
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for Increase the amount of personal
learning, task completion, or testing. assistance to keep the student on task, to
reinforce or prompt the use of specific
skills.
Example Example
Individualize a timeline for completing Assign peer buddies, teaching
a task; pace learning differently assistants, peer tutors, or cross-age
(increase or decrease) for some tutors. Specify how to interact with the
learners. student or how to structure the
Difficulty environment. Output
Definition Definition
Adapt the skill level, problem type, or Adapt how the student can respond to
the rules on how the learner may instruction.
approach the work.
Example Example
Allow the use of a calculator to figure Instead of answering questions in
math problems, simplify task writing, allow a verbal response. Use a
directions, or change rules to communication book for some students,
accommodate learner needs. or allow students to show knowledge
with hands-on materials.
Notes:
Visual Timers:.
4.
5. Word Processing Aids
6. Video:
Venn Diagram of 504 and IDEA (E9)

BDFGHIKL ACEJP

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)

Connect to them. Do not require costly activities.

Do not bring up what they are wearing.

Leave the expectations high for every Kid.

Be carful of what supplies the students need to buy. Instruction that aligns with achievement in poverty
environments.

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)

Partner Reading When we are studying Moon phases, reading over the moon. Paired reading
is a strategy to help students build fluency by reading aloud to each other. More fluent readers can be
paired with less fluent readers, or children who read at the same level can be paired to reread a story.

Word Hunts Word hunts would be good for review before the test to see the kids match the word
to definition. Definition-Word hunts are a fun and engaging word study activity that encourages students to
apply their knowledge of spelling patterns, sight words, or vocabulary words in a real-world context
Exit Slips Exit tickets to see what the kids learned for this class. Exit slips are written student
responses to questions teachers pose at the end of a class or lesson. These quick, informal assessments enable
teachers to quickly assess students’ understanding of the material.
 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 High light text, Graphic organizers, and Supplementary Materials

2. Build background Vocabulary self-section, Concept definition map, and vocabulary thought songs

3. Make verbal communication understandable Explanation of academic task, Appropriate speech, and use of
variety of techniques.

4. Learning strategies (this one should be easy!) Comprehend, integrate and retain

5. Opportunities for interaction Teaching, encouraging, and fostering

6. Practice and application Multiple opportunity’s, practice, hands on practice.

7. Lesson delivery Oral, written on the board, and lesson focus

8. Review and assess Relating new words to old words. Drawing students attention, and repeating and reenforcing.

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 21.525

Final Percent 77.975

C10 + D10 +
Final Letter Grade c E10
Three professional goals for my classroom (TL8)
1. Keep in conctact with parents and other teachers

2. Have each student learn, even if its just a minor bump up

3. Have the kids follow basic instructions and be well mannered

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
Have each kid learn something.

Have them as respectable students.

Provide daily warm ups.

Have the kid leave with exit tickets.

Provide feedback each and every day.

Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Being able to listen. Time management.
Making sure everyone is involved. Providing feedback.
Having a sense of knowing when im losing the
class.

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……

Listening to each kid. Paying attention to the quit kid.
Knowing that they can talk to me.

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.

Arts, Audio/Video
Agriculture, Food, and Architecture and Technology, and
1. A. 2. A. 3. A.
Natural Resources Construction Communications
B. B. B.

Business, Marketing, and Education and Training Energy

4. A. Finance 5. A. 6. A.

B. B. B.

Health Science Hospitality and Tourism Human Services

7. A. 8. A. 9. A.

B. B. B.

10. A. Information Technology 11. A. Law and Public Service 12. A. Manufacturing
B. B. B.

Science, Technology,
Transportation,
13. A. Engineering, and 14. A. Distribution, and Logistics
Mathematics
B. B.

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:
Career and Technical Education (CTE) Team
cte@tea.texas.gov
1701 North Congress Avenue
Austin, TX 78701-1401
(512) 936-6060

16. List at least three Industry based certifications that students could achieve in your specific career
cluster.
FFA, FEA, HOSA

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.