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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

I glow is compassion and encouragement for I believe I need to grow in patience and
students and peers. I believe I am very receiving constructive criticism.
understanding and want everyone to succeed to
the best of their ability (including myself). I
believe I am a strong motivator.

Core Values (TIU3)

RELATIONSHIPS ENCOURAGEMENT

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

New behaviors or Information We construct our Approach that

changes in behaviors processing leads to own knowledge of the focuses on freedom,
are acquired through understanding and world based on dignity, and potential.
associations between retention. individual Social-emotional side
stimuli and experiences. of learning
Brief responses. Adv: Recognizes the Adv: Emphasizes
Description: complexities of human Adv: Encourages taking care of human
Adv: Observable memory. active listening, needs, students learn
behavior makes it easy promotes autonomy best in safe
to collect data. Dis Adv: overlooks the and motivation. environment.
DisAdv: Doesn’t stages of adult Dis Adv: Creates Dis Adv: Vagueness in
describe the learning intellectual ability. cognitive overload, what is considered
that happens without Involves cognitive may result in potential “deficiency”, Various
reinforcement, such as processes not readily misconceptions, exceptions occur due
initial language observed. difficult to detect to safety.
l i i i

B.F. Skinner, Ivan Jean Piaget Lev Vygotsky, John Abraham Maslow,
Pavlov, Albert Idea that humans Dewey, Erik Erikson Learner is the source
Bandura process the Idea that learning is a of authority and
Behaviorists believe information they process based on how determines the
Theorists that knowledge exists receive rather than individuals interprets learning method and
independently and merely responding to and creates the materials
Associated:
outside of people. stimuli. meaning of their - Providing
They view the learner - Classifying experience Student choice
as a blank slate who info - Case studies - Engaging
must be provided the - Linking - Research Activities
experience. concepts projects - Social
- Drill work - Real world - Brainstorm Contract
- Repetitive examples - Simulations
practice - Discussions - Group work
- Bonus points - Problem - Problem
(incentive) solving based learning

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

1. RELATIONSHIPS 4. RETRIEVAL 7. RETAINING

2. RIGOR 5. ROUTING 8. REHEARSING

3. RELEVANCE 6. RE-EXPOSING 9. RECOGNIZING

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Children gradually Child becomes stronger Strides in being able to - Sorting

2 -5 yr olds learn how to manage and starts to look longer think and reason. activities
their feelings. By age 5, and leaner. Jumps with Learn letters, counting, - I-spy
friends become feet together, mature and colors. Self- - Obstacle courses
important. Fear of motor control, ball skills sufficient in many - Chores
dark/injury, likes to improve routines, - Relays
share cooperative play (throwing/catching), dresses/undresses self, - Drawing pictures
with others, may have may be ready to learn to copies complex shapes, - Cutting with
scissors
imaginary friends, ride a bike by 4-5, needs asks a lot of questions,
becomes competitive. structure and routine. tells stories, paints,
5- 8 yr olds begins to write name.
Out of the home and into Into the world of games - Are at a period of
the friend group and schoolwork. Into the world of adult slow steady growth, use
- 5-6 still self-centered - growth rate is slower ideas, logic, and active learning experiences.
but become more than during infancy and communication. - Learn best if
interested in group early childhood. - Age 7, children think physically active: running,
activities - hand skills and eye- logically about behavior. moving, playing games,
- more attached to hand coordination - Form ideas like adults etc.
another adult than their develop and understand value -
parent. and use of money. -
9-11 yr olds -
Peer groups grow more Range of height and -
important, and children weight becomes wider, Think abstractly and can - Quite active w/
boundless energy,
can be loud and rude at critical of appearance, plan for several weeks. emphasize active learning.
times and tend to be coordinated as adults, Sense of morals develop - Like to be w/
moody and sensitive. can become based on what they’ve members of own sex,
They want to be overstimulated in learned from adults. learning with same sex
independent of adults. competitive physical Need to understand the members.
activities. “why” and feel -
12-14 yr olds
independent. -
Increasingly comfortable Rapid growth and -
interacting in physical change. Uneasy Enjoy cognitive - Concerned about
community with peers. time for those whose activities. Need to be physical development, need
Leadership experience is changes are apparent. allowed to find solution to understand ones self and
valuable. Comparison Girls growth spurt are to problems & learn get along with others.
Emotional rollercoasters,
with others is difficult earlier and puberty may from mistakes. But still
for this age. begin. need support and -
-
guidance from adults.
15-18 yr olds -
Teenagers detach from Coordination increases,
- High social
parents, feel mature. full motor capacities, Questioning/uncertainty, needs, emphasize personal
Insecure, angry, and less boys develop sex accountability for development.
concerned with adult characteristics, finances & employment. - Want leadership.
approval. Develop close Sweating, large appetite, Arguing and reasoning - Strong desire for
relationships with their sex drive, moving skills improve. high social status.
gender. Peer norms. through puberty. Deductive reasoning and
Hattie’s most effective influences on instruction (throughout SS)
- Strategy to integrate with prior knowledge.
- Cognitive Task Analysis

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 in order 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. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different contexts

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

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

1. Tiered Instruction
a. Changing the level of complexity or required readiness of a task or unit of study to meet the
developmental needs of the students involved. Three categories: Those who do not know
concept, those with some understanding, those who understand the concept.
2. Anchoring Activities
a. Activities that a student may do at any times when they have completed their present
assignment or when the teacher is busy with other students. They may relate the specific
needs or enrichment opportunities, including problems to solve or journals to write in.
3. Flexible Grouping
a. Allows students to be appropriately challenged and avoids labeling student’s readiness as a
static state. It is important to permit movement between groups because interest changes as
students move from one subject to another.
4. Compacting Curriculum
a. Assessing a student’s knowledge and skills and providing alternative activities for the student
who has already mastered curriculum content. 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.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2
Think-Pair-Share activity. Give students a Jigsaw model. Students are assigned to
Cooperative Grouping topic to think about, pair them with others different groups. Each student is given a
to discuss solutions, and share them. different topic to study. Then works with
G the expert group to discuss topic.
Venn Diagram – two circles partially
Graphic Organizers 100s chart – to understand place value.
overlapping to compare/contrast two
things.
Connect 4 Thinking – groups of 4 with KWL chart – identify what they think
Advanced Organizers key concept and students make they know, what they wonder, and what
connections and explain the link to the they learned about a topic.
group
T-chart – write a subject on either Venn Diagram – two circles partially
Similarities / Differences side of the middle line and overlapping to compare/contrast two
compare/contrast the two subjects. things.
3-2-1 Summary. Students write 3 Plot Diagram – students analyze
Summarizing & Notetaking big ideas about what they learned, elements of a plot using graphic
2 examples, and 1 question they representation identifying exposition,
rising action, climax, falling action, and
Knowledge, Comprehension, Application Analysis, Synthesis, Evaluation –
Cues & Questions question – aims to have students recall, recite, require students to process and apply
and regurgitates information. for critical thinking and creative
bl l i

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

Create Produce new or original work.
- Design, assemble, construct, conjecture, develop, formulate, author, investigate.

APPS:
Justify a stand or decision. Putting together elements to create a new concept.
Evaluate - Appraise, argue, defend, judge, select, support, value, critique, weigh.

APPS:
Draw connections among ideas. Breakdown of information so that the individual parts and
Analyze relationships are made clear.
- Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment,
ti t t
APPS:
Use information in new situations. Creates more in-depth learning.
Apply - Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch.

APPS:
Explain ideas or concepts. Knows what’s being taught and can use the material
Comprehension without necessarily relating it to other content.
- Classify, describe, discuss, explain, identify, locate, recognize, report, select,
APPS: l

Recall facts and basic concepts.

Remember - Define, duplicate, list, memorize, repeat, state.

APPS:
(SS11) – Apps in the Classroom
Benefits of Technology
1. Engages students and creative active learners.
2. Encourages individual learning and growth.
3. Facilitates peer collaboration.
4. Prepares students for the real world.
5. Creates more engaged and successful teachers.
Start with Bloom’s Taxonomy:
Apps for each step:
Remembering – Quizlet, Apple List Apps, Microsoft Notes
Understanding – Google Keep, Annotate App
Applying – Sketchbook Illustrator app, Google Maps
Analyzing – Google Sheets, Excel
Evaluating – Zoom, Forms for taking surveys.
Create – Youtube, iMovie, Canva, Wix
Components of a social emotional learning program (SS12)
1. Self-awareness – ability to identify emotions and thoughts/feelings to behaviors.
2. Self-management – ability to self-motivate and have self-control to regulate one’s emotions. (Taking 2-minute breaks
to calm down)
3. Responsible Decision-making – considering the well-being of yourself and others (shared agreements, debating
issues).
4. Relationship Skills – ability to work cooperatively with someone to resolve conflict. (Important in project-based
learning).
5. Social awareness – embracing diversity and showing empathy for others (service-learning projects and role-playing
activities)

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

1.1. Communicates clearly to engage students. 1. Provide a variety of feedback.
2. Responsive to situations and students’ 2. Implement changes as suggested by peers
needs. & admin.
Create a welcoming space (CBM3)

1. Shaking every student’s hand as they walk into class.

2. Ask every student their name as they walk in and repeat their name back to them. This shows you care
about who they are and serves as a tool for remembering names.

3. Outside of class, have a very clear sign of the classroom number and teacher name for students as they
navigate where their classes are.

4. Pass out cards with categories of where students will sit. This is a random seating assignment that
encourages students getting to know their classmates.

5. Create an “All About Me” slide for students to get to know the teacher to form a personal connection.

6. Have classroom rules that will be in place throughout the school year displayed on a wall or projector
for students to have a clear understanding of expectations.

Lemov’s techniques to “Teach like a Champion” (CBM4)

1. Technique 1: 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 8: Post it. Make sure students know your objective for the day by posting it on the board.

Technique 13: Name the Steps. Great coaches, like great teachers, break down the tasks into steps.
3.

4. Technique 24: Pepper. Like a coach lobbing balls to his fielders, a teacher can “pepper” his or her students with fast-paced
questions, making it fun and keeping students on their toes.

Technique 33: On Your Mark. Coaches expect athletes to be ready to engage in their sport. In the
5. same way, a teacher shows students what they need to be “on their mark.”

Technique 37: What to Do. Be sure, if you are asking for compliance, that you have been very explicit in explaining what it
6. is you want your students “To Do.”

Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective
7. teachers can be both simultaneously.
 Four Questions to redirect behavior (CBM7)

1. What are you supposed to be doing during this time?

2. Is what you are doing now what you’re supposed to be doing?

3. So, what are we going to do now?

4. What will happen if we aren’t doing what we’re supposed to be doing?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

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

1. Maintains daily routines and procedures. 1. Has materials for substitutes readily
2. Maintains a clean and orderly classroom. available.
2. Establishes smooth transitions between
activities.
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism Developmental disability that This student may echo your words over and over.
involves a range of symptoms May run, fidget, or rock in stressful situations.
Limited ability to interact appropriately in social
involving social and communication situations.
skills.
This student does not benefit from services from one
Deaf/Blindness Students who have unique single provider – must have services to address
BOTH conditions. This student may need specialized
communication needs due to having services, usually outsourced in the community.
both severe hearing and vision loss.
This student may need preferential seating and as a
Students who have a diagnosis of teacher, you would need to make eye contact before
Deafness speaking. Some students may lip read, use
deafness, meaning even with a amplification, or ASL. Student may need oral
hearing aid they cannot hear all or instructions and additional visual aids and
most sounds. supplements.

This student exhibits an inability to learn that cannot

Emotional Disturbance Various mental health issues be explained by intellectual, sensory, or health
factors. Demonstrates inappropriate types of
behaviors or feelings under normal circumstances.
Not able to maintain relationships with peers or
adults.

Hearing Impairment Hear loss not qualifying as deafness. This student may use amplification systems and rely
on lip reading or ASL. May benefit from a quiet
environment and need additional visual supports.

Intellectual Disability Below average intellectual ability This student functions below grade level in multiple
that may involve challenges with academic areas and with functional living skills. May
struggle with problem solving and with social skills.
communication, social skills, and
self-care (down syndrome).
This student may need assistance with everyday tasks
Multiple Disabilities Students who have disabilities in and require special medical care. May require an
alternative curriculum as they are functioning below
more than one category. grade level. May have communication and mobility
issues.

Orthopedic Impairment It is difficult or perhaps impossible to generalize the

Impairments caused by anomaly characteristics of a student who qualifies under OI.
impairments caused by disease.

Other Health Impairment Condition related to student’s

energy, strength, or alertness
(asthma, diabetes, ADHD, epilepsy)
Slower reading rate, frequent spelling errors,
difficulty copying, memorizing basic facts, describing
Learning challenges that affect a events, and interpreting subtle messages.
Specific Learning Disability student’s ability to listen, speak,
read, write, or do math.
Emerge at a young age, difficulties with
comprehension, difficulties being understood,
Struggle with verbal communication. difficulty expressing needs, ideas, or information,
Speech or Language Impairment struggle with social interactions.

Struggle to process visual information, follow multi-

step directions, struggle to communicate, difficulty
An injury to the brain caused by an with grade-level work, struggle with logic, problem-
Traumatic Brain Injury accident or physical trauma. solving, and reasoning skills.

Spatial positioning, short attention span, sensitivity to

Eyesite difficulties that cannot be bright light, poor hand eye coordination or
fully corrected with lenses. clumsiness.
Visual Impairment Inc Blindness
ARD Timeline Activity (E5)

#1 Notice/Consent for Initial Evaluation

#2 Initial Referral
Within 60
Calendar
Days
#3 Full Individual Evaluation

Notice of ARD Within

#4
30
Calendar
Days

#5 Initial ARD

3
Years
1
Year

#6 Yearly ARD

#7 Re-evaluation

Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
#8 Dismissal Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the Adapt the time allotted and allowed for Increase the amount of personal assistance to
learner is expected to learn or the learning, task completion, or testing. keep the student on task, to reinforce or
number of activities students will prompt the use of specific skills. Enhance
complete prior to assessment. adult-student relationships.
Example Example Example
Reduce the number of social studies Individualize a timeline for completing Assign peer buddies, teaching assistants,
terms a learner must learn at any one task; pace learning differently (increase or peer tutors, or cross-age tutors. Specify how
time. Add more practice activities or decrease) for some learners. to interact with the student or how to
worksheets.
structure the environment.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the learner. the rules on how the learner may instruction.
approach work.

Example Example Example

Use differential visual aids, enlarge Allow the use of a calculator to figure math Instead of answering questions in writing, allow a
text, plan more concrete examples, problems, simplify task directions, or verbal response. Use a communication book for
some students, or allow students to show
provide hands-on activities. change rules to accommodate learner needs.
knowledge with hands-on materials.

Participation Notes:
Definition Alternate goals – adapt the goal or outcome expectations while using the same
materials. When routinely utilized, this is only for students with moderate to severe
Adapt the extent to which a disabilities.
learner is actively involved in a
task. Substitute Curriculum (functional curriculum) – provide different instruction and
Example: materials to meet a learner’s individual goals. When routinely utilized, this is only
for students with moderate to severe disabilities.
In geography, have a student hold
the globe, while others point out
locations. Ask the student to lead
the group.

Types of Assistive Technology (E7)

Visual timers
1. Closed captioning – helps students 4.
connect text and audio.

Graphic Organizers – offer a simple

2. way fo all students to categorize, 5.
compare, and organize thoughts before Word processing aids
writing.
Text to speech software
3. Classroom seating 6.
Venn Diagram of 504 and IDEA (E9)

D,

K, L, I, H, G A, B, C, J, E, P, F

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, magazines, newspapers, and Students who live in poverty may not always know
1. books so low-income students can see and work with printed 4. the correct behaviors for school situations. At home,
materials. School may be the only place where they are they may function under a different set of rules.
exposed to print media.
2. Keep expectations for poor students high. Poverty does not 5. Be Careful about the school supplies list you expect
mean ignorance. students to purchase. Keep your requirements as
simple as you can.
3. Don’t make comments about your students’ clothes or 6. Arrange a bank of shared supplies for your students
belongings unless they are in violation of dress code. to borrow when they are temporarily out of materials.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading.

2. Support student autonomy.

3. Provide interesting texts.

4. Increase social interactions among students related to reading.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Alphabet Matching During phonics instruction individually or in groups. Developing their
1. understanding of alphabetic principle.

Concept Maps During reading individually or in groups Visual organizer that can
2. enrich students’ understanding of a new concept.

3. Jigsaw During reading with small groups. Enables students of a

“home” group to specialize in one aspect of a topic.
 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. It’s important to make sure you read the story carefully. Do not glance over any content.

2. Make sure to highlight words that you may not know the definition to. This will allow you to go back and review the sentence
and infer what the word means through context.

3. Eliminate answer choices you know are not correct.

Reflections on the Math STAAR (TL4)
1. Make sure you read the questions and all answer choices thoroughly.

2. Make sure to show your work and write it out in a way that makes sense to you.

3. Eliminate answer choices that you are confident are not correct.

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. Instilling a collaborative environment for students in all of their academic tasks as well as a collaborative environment for
colleagues to connect and learn from each other.

2. Utilize all available resources at my disposal to improve my teaching practices and learn more about what resources might
be beneficial to recommend to my district.

3. Have systems and processes in place for all aspects of my classroom to create an organized environment for students and
parents.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
To create an inclusive and collaborative environment that prioritizes the importance of learning through innovative approaches to
better the future of all students.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Believes that all students can achieve at high levels. Maintains a positive attitude in difficult
situations.

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……

Communicating student progress to parents and Collecting, reviewing, and analyzing student
admin as needed. data.

NOTES:
 CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR
CANDIDATES THAT ARE IN A CTE PLACEMENT

A. List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA CTE page.
B. List a CTSO for each Career Cluster from the Texas CTE page.

1. A. Agriculture, Food, and Natural Resources 2. A. Architecture & Construction 3. A. Arts, Audio/Video Tech, & Comm.

B. Animal Science B. Architectural Design B. Graphic Design and Multimedia

Arts

4. A. Business, Marketing, Finance 5. A. Education and Training 6. A.

Energy
B. Marketing and Sales B. Teaching and Training B. Oil and Gas Production

7. A. 8. A. 9. A. Human Services
Health Science Hospitality and Tourism
B. B. B. Family and Community Services
Nursing Science Culinary Arts

10. A. Information Technology 11. A. 12. A. Manufacturing

Law and Public Service
B. Web Development B. Legal Studies B. Welding

13. A. Science, Technology, Engineering, & Math 14. A. Transportation, Distribution, and Logistics

B. Engineering B. Distribution and Logistics

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.