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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 conversations with students. Practices self-reflection for improvement
Models ethical/respectful behavior in all sitations Addresses students by name.

Core Values (TIU3)

Advocacy Encouragement

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

Learning involves Constructivists Humanism focuses

Behaviorists
a change in believe that the on human freedom,
believe that
knowledge stored learner brings their dignity, and
learning is a
in memory, not own past potential. It is
change in behavior
Brief just a change in experiences and necessary to study
Description: caused by
behavior. cultural factors to the person as a
an external stimulu
every situation. whole. This theory
s.
deals with the
social-emotional
side of learning.

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Maslow

B.F. Skinner John Dewey
Albert Bandura Erik Erikson
Benjamin Bloom
Theorists Howard Gardner
Jerome Bruner
Associated:

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

Fear of dark and injury Jumps with feet Self-sufficient Lots of play to learn.
2 -4 yr olds Likes to share, rountines, dresses Structure for safety.
together
coorperative with others Support needed for
Competitive and doesn’t Mature motor self, copies shapes,
want to lose control asks ?’s, tells stories, safety, growth, and
Understands rules but Throwing and imitiate and write learning
has trouble taking turns catching improve names, picked hand,
Needs structure and May ride bike 4-5 paints, threads
routine to feel safe
Cuts on line with beads, understands
scissors 2-3 simple things to
do at once, sorts
objects, books for
pleasure, letters,
Growth slower- counts, colors, play
5- 8 yr olds Self-centered, int in
increase 3=6 pounds
group activities, A positive attitude
a year, coordination Begin to think
make believe, like about school.
and control uneven logically, difficult
friends, tattling, Motivated to try new
and incomplete, time making
winning/leading, things, physically
need 10-12 hours choices, begin form
attached to other motivated, sensitive
sleeps, hand eye ideas like an adult,
adults, release if criticized.
coordination, can group things,
tension through
write letters and
physical
numbers (often
activity,fears-
backward),
gohots, fears-school,
understand value of
relationships,imitate
money, think
behavior, positive
through actions,
about school
center them around
physical activitiy,
short attention span,
curious about nature,
things and people.
9-11

Social Emotional

Increased independence, attachment to peer groups, different moods, humor develops

Physical

Caring about appearance, self- conscience develops, 10- 11 hours of sleep

Mental
Abstract thinking develops, planning skills strengthen, attention span develops, moral development

Characteristics
Active, interested in gendered groups, admiration for older peers

12-14
Social Emotional
Value justice, interested in leadership opportunities, decision making skills strengthen

Physical
Growth is varied greatly, girls grow faster and may reach maximum height, boys continue to grow later, self- consciousness grows

Mental

Interested in problem solving and challenging activites, independence grows drastically

Characteristics
May start to avoid things they think are difficult, rebel against parents, self-conscience of appearance, grooming becomes important,
inferiority complex

15-18
Social Emotional
Desire to fit in and be accepted, interest grows for personal relationships, rebelling against parents more, more feelings and moods

Physical

Hunger grows, sleeping more, puberty, secondary sex characteristics

Mental

Growth in reasoning skills, responsibilities, decision making skills grow, deductive reasoning

Characteristics

High school is core of interest, status needs, interest in adult mentors, starting to think about leaving home and the future
Hattie’s most effective influences on instruction (throughout SS)
Small group learning
Positive peer influences
Self- regulation strategies
Peer tutoring
Classroom discussions
Cooperative learning

 Elaboration and organization - .75

 Transfer strategies - .86
 Meta cognitive strategies - .60

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)

Word wall
Frayer Model
Wheel of Fortune
Password

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

Content – match words with definitions, identify author’s position and provide evidence Process – find ways to
support kinesthetic, auditory, and visual learners
Product – graphic organizers
Environment – small groups
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Jigssaw activities Learning centers

Venn diagram Anchor chart

Graphic Organizers

KWL chart Venn diagram

Advanced Organizers

Comparing-Venn Diagram Classifying

Similarities / Differences

3-2-1 summary, give me 5 strategy Cornell notes method

Summarizing & Notetaking

Can you see a possible solution to _____?

Remember this name, it may be important.
Cues & Questions Indirect learning of vocabulary (using vocab in different
Repetitive exposure to words contexts

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

Create Judge, recommend, justify, explain, appraise
Book creator, creative book
APPS:
Evaluate Explain, create, collect, design, plan
Tools for students, Brainstorm

APPS:
Interpret, predict, dramatize, categorize, compare/contrast
Analyze
Creative writing prompts, Goodreader
APPS:
Demonstrate, apply, use, practice, produce
Apply Flashcard machine, Inspiration Maps

APPS:
Summarize, defend, express, give examples, infer
Comprehension Story planner, Books
APPS:
Identify, outline, recall, define, and recognize
Remember Intro to letters, Mind Miester

APPS:
Components of a social emotional learning program (SS12)
Self-awareness
Social Awareness
Relationship skills
Self-management
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……

Communicates clearly to students Incorporates higher order thinking questions for
Provides a variety of feedback deeper learning
Provides a variety of methods for learning:
visual, auditory, and kinesthetic

Create a welcoming space (CBM3)

1. Have hall guides and signs to direct students to the class. Post welcome messages. Stand at the door to
greet and direct students.

2. Assign seats.

3. Have a hard copy of a discipline plan and give each student a copy. Have a plan.

4. Manage the class with procedures. Spend the first two weeks reviewing the procedures.

5. Do not grade on a curve. Students should earn grade based on their mastery of the learning criteria.
Wait to discuss with students until first assignment is given.

6. Design a method for students to get to know you. Create a personal bulletin board containing items
such as pictures and objects about your life, work and family.
7.Demonstrate in seven seconds what you want students to convey about you.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Stretch it-technique pushes a teacher to accept correct answers and ask students to add depth or nuance to their answers.

2. Begin with the end-this planning technique focuses on the outcome instead of what you want to do during the period.

The hook—introducing the lesson with a hook, an activity or item that grabs your student’s attention and will enhance the
3. lesson.

4. Wait time-give the students enough time to shape a complete, thoughtful response to a question.

Do it again-When students fail to meet your standards, you ask them to do it again.
5.

Tight transitions-Transitions need to be scripted and rehearsed.

6.

Precise praise-Rather than cheap praise, precise praise is valued by students because it explicitly
7. describes which actions please you.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

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

Sets clear, firm behavioral expectations. Provides instruction bell to bell.
Establishes smooth transitions between activities. Has materials for substitutes readily available.
Categories of Disabilities in SPED (E4)

Autism - A developmental disability that significantly affects verbal and nonverbal communication and social interaction, generally
evident before age three, which adversely affects a child’s educational performance.

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

Impact on the 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
 Struggle with transitions or change to routine
 Fidget, rock, flap, stimulate, echo or mimic phrases
 Run or fight in stressful situations
 Lack reciprocal communication skills or be nonverbal
 Not understand non-verbal cues, jargon, or slang terms
 Have difficulty with volume control, cadence, and intonation

Deaf/Blindness - Concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe
communication and other developmental and educational needs that they cannot be accommodated in special education programs solely
for children with deafness or children with blindness.

Characteristics:
 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

Impact on the classroom:

A student that is deaf-blind may

 Require Information to be introduced deliberately and systematically

 Utilize the service of a specialized Support Service Provider (S

Deafness- A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without
amplification, that adversely affects a child's educational performance.

Characteristics:
 May also have difficulty with speech, reading, and writing skills
 May use speech, lip-reading, hearing aids, and/or another amplification system
 American Sign Language (ASL) may be their first language and English may be their second

Impact on the classroom:

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 some form of articulation difficulty
 Become frustrated and may have behavioral concerns
 Use hearing devices, which DO NOT return hearing to normal

Emotional Disturbance-A condition exhibiting one or more of the following characteristics over a long period of time and to a marked
degree that adversely affects a child’s educational performance:
 inability to learn that cannot be explained by intellectual, sensory, or health factors
 inability to build or maintain satisfactory interpersonal relationships with peers and teachers
 inappropriate types of behavior or feelings under normal circumstances
 general pervasive mood of unhappiness or depression
 a tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. The term does not apply to children who are socially maladjusted unless it is determined that they
have an emotional disturbance.

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely
affects a child’s educational performance:
 inability to learn that cannot be explained by intellectual, sensory, or health factors
 inability to build or maintain satisfactory interpersonal relationships with peers and teachers
 inappropriate types of behavior or feelings under normal circumstances
 general pervasive mood of unhappiness or depression
 a tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. The term does not apply to children who are socially maladjusted unless it is determined that they
have an emotional disturbance.

Characteristics:
 Hyperactivity
 Aggression or self-injurious behavior
 Withdrawal
 Immaturity
 Learning difficulties
Impact on the classroom:

A student that is emotionally disturbed may

 Exhibit inappropriate behavior under ordinary circumstances

 Not be able to maintain relationships
 Display inappropriate manifestation of physical symptoms or fears in response to school or personal difficulties.

Hearing Impairment-An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational
performance but is not included under the definition of “deafness.” *<1% of the special ed population in 2016 -17

Characteristics:
 Articulation difficulties and language delays
 Easily frustrated
 Difficulty with oral expression
  Difficulty with social/emotional skills

Impact on the classroom:

A student with a hearing impairment may
 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

Intellectual Disability-Significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in
adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance. *7% of the
special ed population in 2016 -17

Characteristics:
 Struggle with overall academics
 Struggle with attention, memory
 Struggle to make generalizations
 Trouble interacting socially
Impact on the classroom:

A student with an intellectual disability may

 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

Multiple Disabilities-Concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-

orthopedic impairment), the combination of which causes such severe educational needs that cannot be accommodated in special
education programs solely for one of the impairments. The term does not include deaf-blindness. *2% of the special ed population in
2016 -17

Characteristics:
 Hampered speech and communication skills
 Challenges with mobility
 Need assistance with everyday tasks
 Usually has medical needs
Impact on the classroom:
A student with multiple disabilities may
 Require multiple services
 Use alternate communication methods
 Require alternate curriculum materials
Orthopedic Impairment-A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes
impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments
from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). *<1% of the special ed population
in 2016 -17

Characteristics:

It is difficult or perhaps impossible to generalize the characteristics of a student who qualifies under OI. For example, a child with
spinal cord injury could have immobility limited to one side of his or her body, just the arms or legs, or total paralysis. A child with
cerebral palsy may have movement but need a wheelchair since walking may be difficult.

Impact on the classroom:

A student with an orthopedic impairment may
 Have no cognitive concerns
 Be integrated into the general education setting all the time
 Use assistive technology.

Other Health Impairment

Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness
with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder, or
attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic
fever, sickle cell anemia, and Tourette syndrome and adversely affects a child’s educational performance

Specific Learning Disability-A disorder in one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do
mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or
motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.

Characteristics:
May Impact
 Reading
 Writing
 Oral Language
 Math
 Study Skills

Impact on the classroom:

A student that has a specific learning disability may demonstrate
 Slower reading rate
 Frequent spelling errors
 Difficulty copying
 Difficulty memorizing basic facts
 Difficulty describing events
 Difficulty interpreting subtle message

Speech or Language Impairment- A communication disorder such as stuttering, impaired articulation, a language impairment, or a
voice impairment that adversely affects a child’s educational performance. *17% of the specia

Characteristics:
 Articulation disorder
 Abnormal voice
 Fluency disorder
 Language disorder
Impact on the classroom:
A student that has a speech or language disability may
 Tend to emerge at a young age
 Have difficulties with comprehension
 Have difficulties being understood
 Have difficulty expressing needs, ideas, or information
 Struggle with social interactions
 Work closely with a speech/language pathologist to support the student
Traumatic Brain Injury-An acquired injury to the brain caused by an external physical force, resulting in total or partial functional
disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or
closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract
thinking, judgment, problem- solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information
processing, and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by
birth trauma.
*<1% of the special ed population in 2016 -17

Characteristics:
 Memory and attention concerns
 Social skill concerns
 Emotional regulation concerns
 Speech and language concerns
 Physical concerns
Impact on the classroom:
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.

Visual Impairment Inc Blindness-An impairment in vision that, even with correction, adversely affects a child’s educational
performance. The term includes both partial sight and blindness.*<1% of the special ed population in 2016 -17

Characteristics:
 Spatial positioning
 Short attention span
 Sensitivity to bright light
 Poor eye and hand coordination or clumsiness
 Poor academic performance

#1 Response to intervention

ARD Timeline Activity

Initial referral
#2
 Modifications and Accommodations (E6)

Quantity Time Level of Support

Definition Definition Definition
Adapt the number of items that the learner Adapt the time allotted and allowed for learning, Increase the amount of personal assistance to keep the student
is expected to learn or the number of task completion, or testing. on task, to reinforce or prompt the use of specific skills.
activities students will complete prior to Enhance adult-student relationships; use physical
assessment for mastery. space and environmental structure.

Example Example Example

Reduce the number of vocabulary words. If Pace timelines according to capacity of Assign peer buddies based on skill level,
necessary, assign a different leveled book utilize instructional assistants. Utilize
with less required vocab. the learner.
speech therapists for prosody.

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 the work.

Example Example Example

Use different visual aids-larger print Provide leveled books according to Let student identify examples of rate, accuracy
books, adjust cooperative groups, uses and prosody by creating multiple choice options
needs. Provide a slower pace of for questions used when listening to audio books.
a variety of audio samples. learning concepts.
 Participation Notes:
Definition Examples are given for the LPQ created for TEKS 3.4.
Adapt the extent to which a
learner is activity involved in the
task.
Example:
The student can have a limited role
in the book performance.

Types of Assistive Technology

(SP7CPE)

Types of assistive technology E7

Text to speech
Pencil grip
Portable word processors
Advanced communication aids
Feeding utensils
Computer input systems
Venn Diagram of 504 and IDEA (E9)

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

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 printed materials. Keep requirements for school supplies as simple as
1. 4. possible.

2. Keep expectations high. 5. Arrange a bank of supplies for your students to

borrow.

3. Take time to explain rationale for rules and expectations. 6. Don’t require costly activities.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1.
Provide content goals for reading.

2. Support student autonomy.

3. Provide interesting texts.

Increase social interactions among students related to reading.

4.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Visual Imagery –during reading– Have the students predict and then discuss the mental images they see in their heads and
then have them draw it out afterward. – Constructing mental images as they read. Individually, small groups, whole class.

Paired Reading – during reading – Have the students of different levels partner up as they read to promote reading and
2. cooperation. – Students read aloud to each other.

Word Walls – before, during, after – Add vocabulary words to the wall for students to use as an interactive tool. – A
collection of large, visible words displayed on a wall or bulletin board.
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 Graphic organizers, highlighted text, outlines

2. Build background Content word wall, word sort, visual vocabulary

3. Make verbal communication understandable Appropriate speech, explanation of academic tasks, scaffolding

4. Learning strategies (this one should be easy!) Mnemonics, think aloud, questioning cubes

5. Opportunities for interaction Grouping configurations, collaborative learning, wait time

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

7. Lesson delivery Language objective supported, keeping students engaged, pacing

8. Review and assess Review key vocabulary, provide feedback, assessment of learning objective

Reflections on the Reading STAAR (TL4)

1. I didn’t get any questions wrong.

2. The second question asking for the definition of the term wistfully could cause some errors if the student has not been
introduced to the vocabulary.

3. In question 4, students may not understand how to apply the phrase, trickle to a stream, to the pace of the customers. The
students would need to be instructed to use clues in the whole sentence. The question is focused on what the stream was like
when the parents came in versus when they were not there.
Reflections on the Math STAAR (TL4)
1. The only question I got incorrect was number 3. I was unfamiliar with calculating the interquartile range. This shows the
importance of teaching the STARR objectives so students do not come across something they are unfamiliar with.

2. Number 2 might be difficult for students who do not understand the terms integer and absolute value. Teachers must cover
STARR terminology.

3. I can see number 4 possibly causing difficulty for students who get anxious when they see graphs or charts. It would be
important to illustrate all types of questions in the classroom.

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 77.95

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will continuously enhance my skill sets to provide instruction utilizing cooperative learning,
questioning techniques, scaffolding, RTI, and feedback practices.

2. I will continuously develop my knowledge and abilities to utilize relevant technology to achieve fluency
learning objectives.

3. I will continuously improve my ability to create and evaluate formative and summative assessments.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
In my classroom, my students will benefit from research-based instructional methods, including cooperative
Inlearning,
my classroom, my students
differentiated willmethods
teaching benefit from research-based
designed to meet theirinstructional methods,
individual needs, including
positive cooperative
modeling,
learning, differentiated teaching methods designed to meet their individual
reinforcements for efforts, questioning techniques, and goal setting. needs, positive modeling,
reinforcements for efforts, questioning techniques, and goal setting.
Students will utilize many forms of technology to enrich their learning, for example, educational apps, smart
Students will utilize
boards, iPads, many forms
smartphones, of technology
tablets, discussion to enrichand
boards, their learning,
other for example,
interactive educational apps, smart
online tools.
boards, iPads, smartphones, tablets, discussion boards, and other interactive online tools.
The essential aspects of lesson planning are designing an engaging curriculum, including activities that are
The essential
beneficial foraspects of lesson
the different planning
types are designing
of learners (auditory,an engaging curriculum,
kinesthetic, and visual), including activities that
utilizing appropriate andare
beneficial for the different types of learners (auditory, kinesthetic, and visual), utilizing appropriate
approved technology, and creating assessments that align with the goals created for the class. and
approved technology, and creating assessments that align with the goals created for the class.
Rules that will be important in my classroom include being kind and respectful to all who enter our room,
Rules thatwith
leading willyour
be important in respecting
best effort, my classroom include
learning, andbeing kinddifferences.
valuing and respectful to all
These arewho enter our room,
non-negotiable because
leading with your best effort, respecting learning, and valuing differences. These are non-negotiable
I want students to achieve their goals, and following these rules will create an environment that allows because
for I
want students to
enhanced learning.achieve their goals, and following these rules will create an environment that allows for
enhanced learning.

In my classroom, I can ensure that all students have an equal opportunity to master learning by
Inincorporating
my classroom, I can ensure that
evidence-based all students
strategies. I willhave an equal
provide opportunity
appropriate to master learning
accommodations by incorporating
and modifications for
evidence-based strategies. I will provide appropriate accommodations and modifications for my
my SPED learners. Instructional designs will include visual, auditory, and kinesthetic aspects of learning.SPED
learners. Instructional
Cooperative learning designs
will be awill include
central focusvisual,
in myauditory, andtokinesthetic
classroom aspects of learning.
develop higher-level thinking, Cooperative
oral
learning
communication, team building, and leadership skills. I will establish an environment that allows open team
will be a central focus in my classroom to develop higher-level thinking, oral communication,
building, and leadership
communication with myskills.
class Iand
willparents.
establish anprovide
will environment
many that allows
different open communication
formative and summative with my class
and parents. will provide many different formative and summative assessments and
assessments and progress monitoring to ensure a high level of learning for all students. progress monitoring to
ensure a high level of learning for all students.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

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……

Engages dialogue with students, colleagues, anad Collecting, reviewing, and analyzing student
parents, maintains positive attitude, believes all data and long term goals, using data to inform
students can achieve at high levels, checking for short and long term learning goals, and requests
understanding and providing feedback. technical support when necessary.

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.