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Candy Jauregui 4/24/24

Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

Kindness Leadership
Communicate clearly Incorporate higher order thinking questions for
deeper learning

Core Values (TIU3)

Creativity, Curiosity, Compassion, Optimism, Wisdom, Calmness, Consistency,
Dedication, Humility, Inclusiveness,

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

Learning is caused by Learning involves Learning is different Emotional and social

an external stimulus. mental processes for everyone because side of learning,
Reward = reinforce (change in knowledge learners have unique focuses on potential,
behavior in memory) experiences and freedom and dignity
Punishment = decrease backgrounds.
Brief the behavior
Description:

Pavlov: Classical Piaget: Theory of Vygotsky: Zone of Maslow: motivational

conditioning cognitive development promixal development theory and basic needs
B.F. Skinner: Operant Sensorimotor stage Dewey: Learning by for survival
doing
Conditioning Peroperational stage Physiological, safety,
Erikson:
Theorists Bandura: Social Concrete Operational Trust vs mistrust
social, esteem, and self
learning theory stafe Autonomy vs shame actualization needs
Associated:
Formal operations Initiative vs guilt
stage Industry vs inferiority
Identity vs role confusion
Intimacy/solidarity vs
isolation/love
Generativity vs self
absorption or stagnation
Integrity vs despair

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

Gradually learn to Mature motor control, Asks questions, learns By age 2, 50 words
2 -4 yr olds manage feelings, needs jumps, throws and letters/counting/colors, By age 5, thousands of
structure/routine, catches, can begins to imitate and words
understands simple dress/undress, draw write names, self Most important learning
rules, likes sharing and strokes with pencil sufficient, can sort by is play
cooperative play. size and type,

5- 8 yr olds Self centered but Growth is slow and Begin to think logically, Learn best if physically
interested in group steady, muscle control understand value and active, more interested in
activities, become and coordination is money, form basic process rather than
attached to incomplete, small motor understanding of product, thinking is
friends/family or skills continue to numbers concrete, easily
teachers, begin tattling, develop motivated, short
trying new behaviors, attention span
desire for affection and
attention
Can have extremes of Range in height and Begin to think abstractly, Like group activity and
9-11 yr olds
emotions, want to be weight increases, evaluate behavior, members of own sex,
more independent, peer become coordinated with attention and interests change quickly,
groups become lapses of awkwardness, concentration increases, extremely curious, show
important, self view energy abounds, can develop sense of morals, independence through
improves when they become overstimulated think about possible rebelliousness, limited
succeed, can become occupations. decision-making skills
loud and disobedient
Rapid growth and
Comfortable interacting physical change, some Moved from concrete to Can be self-conscious
12-14 yr olds and critical, desire sense
with peers/community, children experience abstract thinking, need to
clubs/group leadership growth spurts while be allowed to find of independence,
experiences are valuable, others grow at a slow solutions, learn from question authority and
seek parent’s counsel, even pace mistakes, form opinions, values, can plan
become concerned about test ideas, but still need recreational/social
justice and fairness guidance from adults activities, can avoid hard
Coordination and tasks, begin to think
Can detach from parents, strength increase, Intense questioning and about what they want to
can feel angry, insecure develop sex uncertainty, increase be when they grow up
15-18 yr olds or frustration, desire characteristics, great accountability, arguing
group acceptance, less appetite, need for sleep and reasoning skills High social
concerned for adult increases, sexual improve, can apply needs/desires, want
approval and want peer desires/fantasies increase concepts to specific leadership/freedom, need
approval examples, may challenge planning/guidance,
assumptions and interest in travel and
solutions leaving community
Hattie’s most effective influences on instruction (throughout SS)
Language instruction has a strong influence on student achievement through cognitive task analysis and strategies to integrate
previous knowledge

What is Academic Language? (SS1)

Oral, visual and written language needed in order to understand, communicate and perform
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 3. Learning in both oral speech and written text

2. Learning vocabulary before test 4. Using indirect methods of learning, using vocabulary in
different contexts

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

1. Tiered instruction
2. Anchoring Activates
3. Flexible grouping
4. Compact curriculum
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think-Pair share, Inside/outside Jigsaw, 3-step interview, place mat
circles, four corners

Charts, fishbone graphic Mind maps, Concept map

Graphic Organizers

Venn diagram Know-Want to Know-Learn chart

Advanced Organizers

Venn diagran T chart

Similarities / Differences

Graffiti, plot diagram

Summarizing & Notetaking 3-2-1 summary

Cues & Questions

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

Create Produce original/new work

Canva
APPS:
Evaluate Justify decision

Google Forms, Groups, Sheets,

APPS:
Make connections within ideas
Analyze
Google sheets, notion
APPS:
Use information in new situations
Apply
Interviewing/recording apps
APPS:
Explain ideas or concepts
Comprehension
Air table, Annotate
APPS:
Recall concepts and facts
Remember
Quizlet, reminders
APPS:
Components of a social emotional learning program (SS12)
Social awareness, Self awareness, Self management, 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……

Responsive to situations and students’ needs Providing variety of methods for learning:
Incorporate higher order thinking questions for visual, auditory, and kinesthetic
deeper learning Provide a variety of feedback

Create a welcoming space (CBM3)

1. Positive greetings and interactions

2. Establish clear expectations and class rules

3. Have inclusive class décor

4. Build positive relationships

5. Involve parents or guardians

6. Promote student choice and voice

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

Technique 20: Exit Ticket. An exit ticket is a quick formative assessmentLinks to an external site. of the lesson your
3. students just finished.

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

Technique 28: Entry Routine. Having a structured entry routine expedites the beginning of instruction.
5.

Technique 36: 100 Percent. Champion teachers don't create unreasonable behavioral expectations, because their final
6. expectation is that everyone conforms all (100%) of the time

Technique 44: Precise Praise. Rather than "cheap praise," precise praise is valued by students because
7. 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 ding

3. Are you doing it

4. What are you going to do

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 Has materials for substitutes readily available
Sets clear, firm behavioral expectations Maintains a clean and orderly classroom
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, can be
cognitively gifted or delayed
Any combination on vision or
hearing loss
May have difficulty with
reading, writing and speech
Aggression, hyperactivity,
withdrawal, learning
difficulties
Language delays and
articulation difficulites
Struggle with attention,
memory, academics
Challenges in mobility, may
need assistance in every day
tasks
No cognitive concerns, use
assistive technology
Limit strength, alertness
May impact reading, writing,
math, oral language and study
skills
Articulation/fluency/language
disorder
Memory, attention, social
skills and emotional concerns
Spatial positioning, short
attention span, light sensitivity
Impact on Classroom
Struggle to pay attention, difficulty
with noise or visual stimuli,
struggle with transitions
Utilize SSP and need information
deliberately and systematically
Need special seating, require eye
contact, need written supplements,
use hearing devices
Inappropriate behavior, cannot
maintain relationships
Wear hearing aids, read lips, use
ASL
May not be working at grade level,
not understand social norms,
struggle with problem solving
Require multiple services, use alt
communication methods, need alt
curriculum materials
Have no cognitive concerns, use
assistive technology
Limit alertness in education
environment
Slow reading rate, spelling errors,
difficulty copying, difficulty
memorizing basic facts
Difficulties with comprehension,
being understood, social
interactions, expressing needs
Struggle with visual info, following
multi step directions,
communication
Poor academic performance
ARD Timeline Activity (E5)

#1 Referral

#2 Notice of procedural safeguards

Within 60
Calendar
Days
#3 FIE Completed

Within
#4 ARD/IEP meeting
30
Calendar
Days

Eligibility determination
#5

3
Years
1
Year

#6 Annual IEP review

Reevaluation
#7

#8 notice and consent for

reevaluation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt # of items that student is Adapt time allowed for completion of Increase the amount of assistance to keep
expected to learn/activities prior to task students on task
assessment for mastery

Example Example Example

Reduce # number of vocabulary Give students more time Assign peer tutors, TA’s, or peer
terms learned at one time groups

Input Difficulty Output

Definition Definition Definition
Adapt instruction delivery to the Adapt skill levels or problem Adapt how student can respond to
learner approaches instruction

Example Example Example

Use different texts, examples, and Simplifying task directions, changing Allow students to show knowledge with
visual aids rules to accommodate hands-on materials

Participation Notes:
Definition
Adapt the extent of involvement
of student

Example:
Allow student to hold class
materials

Types of Assistive Technology (E7)

Graphic organizers
1. Visual: Large print materials 4.

Communication board
2. Classroom seating 5.

Word processing aids

3. Visual timers 6.
Venn Diagram of 504 and IDEA (E9)

L, D, H, I, K, G A, C, E, F, J, 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 books, printed materials or computers Have a bank of shared supplies
1. 4.

Don’t have expensive activities

2. Keep expectations high 5.

3. Keep school supplies list simple 6. Involve community and family

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading

Support student autonomy

2.

Provide interesting texts

3.

Increase social interactions related to reading

4.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Alphabet matching use when focusing on phonics matching uppercase or lowerscase
1.

Anticipation guide Before reading writing statements about key ideas and
2. marking true or false

Reader’s theater While reading Reading aloud

3.
 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

2. Build background

3. Make verbal communication understandable

4. Learning strategies (this one should be easy!)

5. Opportunities for interaction

6. Practice and application

7. Lesson delivery

8. Review and assess

Reflections on the Reading STAAR (TL4)

1. Students performed the lowest in understanding/analysis of literacy texts, they also performed the lowest
on understanding/analysis of informational texts, with a score of 70 and 71, respectively

2.
Students performed the highest on understanding across genres with an average of 84

3. Only 2 students did not meet the standards of the STAAR test
Reflections on the Math STAAR (TL4)
1. Students performed the lowest on geometry and measurement with an average of 76

2.
Students performed the second lowest on computations and algebraic relationships with an average of 79

3. Students performed the highest on numerical representations and relationships, as well as data analysis
and personal financial literacy, both with an average of 87

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 in adjusting my instruction to multiple levels of academic performance through using
Bloom’s taxonomy each grading period and will know my goal has been met through assessments

2. I will develop appropriate class procedures while using T-TESS rubric every year and will know my goal has
been met through student evaluations

3. I will improve my abilities in monitoring through behavioral observation templates each grading period, I will
know my goal has been met through student reflections and self assessment

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
Researched based strategies one will see in my classroom will include
differentiated instruction and cooperative learning

Technology you will see in my classroom will be iPad provided by the school
that will include educational apps

Important elements of my lesson plans will include establishing clear learning

objectives, having different learning activates and reflection/feedback

Some non-negotiables in behavior management would be establishing clear and

consistent class rules and fair consequences

I can assure each student has an equal opportunity through providing accessible
resources and materials and by also creating a collaborative and supportive
learning environment
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Believes all children can be successful in the Practice two way communication with parents
classroom and can achieve high levels and administration

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……

Displaying consistency in grades Checking for understanding & providing
Providing re-teach opportunities after each skill 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.