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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……

Having a classroom that reflects a positive, safe, Dresses appropriately for the position.
environment. Practices self-reflection for improvement.
Models ethical/respectful behavior in all situations.

Core Values (TIU3)

Family Growth

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

External stimulus will Learning as a change The learner brings Human freedom,
change the behavior. in behavior is too their own post dignity, and potential.
Reward for something narrow. Change in experiences and Necessary to the
good will encourage knowledge not just cultural factors to person as a whole
that behavior. behavior. every situation.
Brief
Description:

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

B.F. Skinner John Dewey Maslow
Albert Bandura Erik Erikson
Bejamin 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 • Jumps with feet • Self-sufficient 2-4 yr olds

• Likes to share, together. in many
cooperative • Mature motor routines
2 -4 yr olds play with other control • Dresses and
children. • Ball skills undresses self
• Needs structure improve- • Copies
and routine to throwing and complex shapes
feel safe. catching.
5-8 yr olds 5-8 yr olds 5-8 yr olds 5-8 yr olds
• Quite self- • Growth rate is • Children begin • Slow steady
centered but slow and to think growth/use
becoming steady. logically about active learning
5- 8 yr olds interested in their behavior. experiences.
group activities. • Muscle • Learn best if
coordination • Begin to form physically
• Tattling is and control is ideas similar to active/provide
common for uneven and those of an activities that
attracting adult incomplete. adult. encourage
attention. physical
• Hand skills and • Learn to write activity:
• Often try out eye-hand letters and running,
9-11 yr olds new behaviors coordination numbers, often moving,
just to see how needed for backwards. playing games.
it feels. activities such • Seek adult
as writing and 9-11 yr olds approval
9-11 yr olds show lacing. • Begin to think because not
• Peer groups abstractly and confident
grow more 9-11 yr olds can plan for enough
important for • Range of height several weeks. yet/offer
members of this and weight • Developing a support to the
12-14 yr olds age group. widens. sense of morals young people.
• Children can be Becoming based on what 9-11 yr olds
loud and rude critical of they have • Quite active
at times. Tend physical learned from with boundless
to be moody appearance adults. energy/emphasi
and sensitive. increases 12-14 yr olds ze active
• Children want (especially in • Having moved learning
to be more girls) from concrete experiences.
independent of to abstract
15-18 yr olds adults. thinking, they
enjoy cognitive
activities.
 Social Emotional Physical Mental Ch aracteristics /Implications

• Signs of • Are as 15-18 yr olds • Enjoy

growing coordinated as • Intense cooperation/pla
independence adults, although questioning and n activities so
and lapses of uncertainty that youth work
disobedience, awkwardness • Increasing together
backtalk and are common. accountability sometimes.
rebellious. • Need 10-11 for finances, 12-14 yr olds
• A sense of hours of sleep employment, • Self-conscious
humor each night. relationships. with needing
develops. 12-14 yr olds • Arguing skills help to
12-14 yr olds • Period of rapid improve overcome
• Increasingly growth and • Reasoning inferiority
comfortable physical skills improve. complexes/conc
interacting in change. entrate on
the community • Physical developing
and with their development individual
peers. proceeds at a skills.
• Leadership varied pace. • Experience
experiences in 15-18 yr olds emotions that
clubs and • Coordination are on a roller
organizations and strength coaster ride.
are valuable at increase Change in
this stage. • May be general hormones and
15-18 yr olds awkwardness. thinking
• Transition • Become more contribute to
period- self-conscious mood swings. /
teenagers as body Accept the
detach changes, order, feelings they
themselves and possibly have.
from their acne occur. 15-18 yr olds
parents. • Need for sleep • Have high
• Feel mature and increases. social needs
want to be an and desires/ put
adult but don’t more emphasis
have all the on personal
skills to do so. development.
• Feelings of • Need freedom
insecurity, from parental
anger, and control to make
frustration decisions. /
begin. make youth
aware in these
situations.
Hattie’s most effective influences on instruction (throughout SS)
Scaffolding- building on a student’s experiences and knowledge.
Grouping students effectively.
Using age-appropriate non-linguistic representations
Using/creating the best graphic organizers during teaching
Teaching effective summarizing and notetaking

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction.

Strategies to teach the Vocabulary (SS1)

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

vocabulary words in numerous different concepts

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- changing the level of complexity or required readiness of a task or unit of study to
meet the developmental needs of the students involved.
2. 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.
3. Flexible Grouping- This allows students to be appropriately challenged and avoids labeling a
student’s readiness as a static state.
4. Compacting Curriculum- compacting the curriculum means assessing a student’s knowledge and
skills, and providing alternative activities for the student who has already mastered curriculum
content.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Four Corners Jigsaw

Concept Maps Anchor Chart

Venn Diagram KWL Chart

Venn diagram Tchart

Cornell Notes 3-2-1 Summary

Implementing a plan or menu

Making character names to pictures of characters

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

Create Describe, predict, defend, rate, judge.

Canva, google drive

APPS:
Create, explain, tell, prepare, collect.
Evaluate
Google chrome, google sheets.
APPS:
Change, compare, practice, show, use
Analyze
Google sheets, air table
APPS:
Use, apply, choose, show, write.
Apply
Microsoft Powerpoint, excel
APPS:
Explain, describe, rewrite, select, give examples.
Comprehension
Kahoot, Blooket
APPS:
Identify, name, list, match, repeat.
Remember

APPS: Quizlet, Mindmeister

Components of a social emotional learning program (SS12)
1. Self-awareness
2. Self-management
3. Social awareness
4. Relationship skills
5. 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……

Provides a variety of feedback. Communicates clearly to engage students.
Provides a variety of methods for learning: visual, Keeps students engaged and interested in
auditory, and kinesthetic. learning.

Create a welcoming space (CBM3)

1. Greeting students at the door.

2. Calming and Safe classroom

3. Clear Expectations

4. A space to take a break to regroup.

5. Assigned Seating

6. Clean classroom
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique One: No Opt Out

2. Technique eight: Post it

Technique 12: The Hook

3.

4. Technique 22: Cold Calls

Technique 28: Entry Routine

5.

Technique 41: Threshold

6.

Technique 47: Emotional Constacy

7.

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……

Maintains daily routines and procedures. Sets clear, firm behavioral expectations.
Maintains a clean and orderly classroom. Displays consistency with rules and
consequences.
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism • Neurological disorder • Struggle to attend to a task or
• Cognitive abilities range appear to not be paying attention.
from gifted to cognitively • Fidget, rock, flap, stimulate, echo,
delayed. or mimic phrases.
• Any combination of vision • May require information to be
Deaf/Blindness
or hearing loss though not introduced deliberately and
necessarily completely deaf systematically.
or blind • Need special seating, being in
• Hearing impairment so view of teacher.
Deafness severe that a child is • Need written supplements to oral
impaired in processing instruction like visual aids.
linguistic information. • Exhibit some form of articulation
• Inability to learn that cannot difficulty.
be explained by intellectual, • Exhibit inappropriate behavior
Emotional Disturbance sensory, or health factors. under ordinary circumstances.
• General pervasive mood of • Not able to maintain relationships.
unhappiness or depression.
• Articulation difficulties and • Wearing hearing aids or FM
language delays systems
Hearing Impairment • Easily frustrated. • Read lips or use ASL.
• Difficulty with oral • Need a quiet environment with
expression visuals to be successful.
• Not working on grade level
Intellectual Disability • Struggle with overall materials
academics. • Not understanding social norms
• Struggle with attention and • Struggle with problem-solving
to make generalization. across all areas.
• Requires multiple services.
Multiple Disabilities • Hampered speech and • Use alternative communication
communication skills. methods.
• Challenges with mobility
• Need assistance with • Have no cognitive concerns.
everyday task. • Be integrated into the general
Orthopedic Impairment • Difficult or perhaps education setting all the time.
impossible to generalize • Use assistive technology.
those characteristics of a
student who qualifies under
Other Health Impairment OI.
• Asthma, ADD, ADHD,
diabetes, epilepsy.

• May impact reading, • Slower reading rate

Specific Learning Disability writing, oral language, • Frequent spelling errors
math, and study skills • Difficulty copying
• Difficulty memorizing basic facts.
• Articulation disorder
• Abnormal voice • Tend to emerge at a young age.
Speech or Language Impairment • Fluency disorder • Have difficulties with
• Language disorder comprehension.
• Have difficulties being
• Memory and attention understood.
Traumatic Brain Injury concerns • Struggle to process visual
• Social skills concerns information.
• Emotional regulation • Struggle to follow multi-step
concerns directions.
• Spatial positioning • Have difficulty with grade-level
Visual Impairment Inc Blindness • Short attention span work.
• Sensitivity to bright light
ARD Timeline Activity (E5)

#1 Initial Referral

#2 Notice and Consent or Refusal to

Provide Initial Evaluation.
Within 60
Calendar
Days
#3 Initial Evaluation Completed

Within
#4 Notice of ARDC Meeting
30
Calendar
Days

#5 Eligibility Determination
Made by ARDC
3
Years

Year

#6 Annual IEP Review

#7 Notice and Consent for Reevaluation

Three-Year Reevaluation

#8 Dismissal/Graduation
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
learner is expected to learn, or the assistance to keep the student on task, to
learning, task completion, or testing.
number of activities students will reinforce or prompt the use of specific
complete prior to assessment for
mastery. skills.
Example Example Example
Reduce the number of social Individualize a timeline for completing Assign peer buddies, teaching
studies terms a learner must learn a task; pace learning differently. assistants. Specify how to interact with
at any one time. the student.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skills 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

Different visual aids, enlarge text, Allow the use of a calculator to figure Instead of answering questions in
plan more concrete examples, math problems, simplify task writing, allow a verbal response.
provide hands-on activities. directions.

Participation Notes:
Definition Alternate Goals:
Adapt the goals or outcome expectations while using the same materials. When
Adapt the extent to which a routinely utilized, this is only for students with moderate to severe disabilities.
learner is actively involved in the EX. In S.S expect a student to be able to locate the colors of the states on a map,
task. while other students learn to locate each state and name the capital.
Example: Substitute Curriculum: “functional curriculum”
Provide different instruction and materials to meet a learner’s individual goals.
In geography, have a student hold
When routinely utilized, this is only for students with moderate to severe disabilities.
the globe, while others point out
EX. During a language lesson, a student is learning toileting skills with an aide.
locations.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Pencil grips
1. Closed Captioning
(SP7CPE) 4.

Audio books
2. Visual Timers 5.

Classroom seating
3. Graphic Organizers 6.
Venn Diagram of 504 and IDEA (E9)

D, G, H, I, K, L 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)

Quickly address harassment if bullying occurs. Take time to explain the rules and expectations for
my classroom as they may be a lot different from
their households.

Listen to students. They need someone they can trust. Bank of shared supplies students can borrow when
needed.

Set expectations high. Make it clear everyday that I value my students no

matter where they come from and what they have.

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)

Early literacy activity to help

Alphabet Matching Uppercase to Uppercase matching. learners recognize the uppercase
Lowercase to Uppercase matching. and lowercase letters of alphabet.

Paired Reading Pair students either by same reading ability or by Two students read together to
high-level readers with low-level readers. improve reading fluency.
Known as sound boxes, help
emerging readers build phonological
Elkonin Boxes draw boxes or squares with one box for each phoneme, and awareness skills by segementing
have the child count the number of phonemes in the word. words into individual sounds
(phonemes).
 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, Visuals, Outlines (t-charts)

2. Build background. Content Word Wall, Visual Vocabulary, Vocabulary through Songs

3. Make verbal communication understandable. Sentence Strips, Verbal Scaffolding, appropriate speech.

4. Learning strategies (this one should be easy!) Thinking cube, small group instruction, whole group instruction

5. Opportunities for interaction Small groups, whole groups, round table

6. Practice and application. Manipulatives, modeling, discussing and “doing.”

7. Lesson delivery Language objectives stated orally and written on board, engagement time, pacing at a rate that’s
comfortable enough for all.

8. Review and assess. Authentic assessments (apply to real life), informal assessment, periodic review, and feedback.

Reflections on the Reading STAAR (TL4)

1. I didn’t miss any on the reading STAAR section. But I wanted to reflect on question 3 because a student could possible miss
this one because they still struggle with using context clues to figure out the meaning of a word.

2.

3.
Reflections on the Math STAAR (TL4)
1. I missed question 3 and I had no idea what an interquartile range was. I believe a student could have missed this question for
the same reason no being familiar with the word or not remembering what the word meant.

2. I also missed question 4. A student could have also missed this one by the wording of the text. The she charges the same
amount of money for each hour of work part of the question. I see why I missed it and noticed the meaning of the question
when I saw the correct answer.

3. I also missed question 5. I was between 2 answers, and I should have went with my first answer because that is the one that
was correct. This could be a reason a student could get this question incorrect.

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 81% 81% 72%
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24% 32% 22%

Final Percent 78%

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will increase my expertise in strategies that provide calm down strategies for the classroom and provide enough visuals
and/or fidgets for my student to move through their emotions safely.

2. I will increase my expertise in SPED documentation and the ARD process that way I am better equipped to help my students
in their classrooms and inform their parents of their progress.

3. I will improve my ways in which I care for myself to de-stress and keep myself healthy and calm during any situations that
occur during and outside of schools.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
The researched based strategies I will use in my classroom are differentiated instruction to make sure I’m meeting the needs of all
my students. I will also use cooperative grouping and group my students the best way I see fit. I will used non-linguistic
representations, graphic organizers, and visuals.

The technology you will see in my classroom will vary. I will use low-tech, mid-tech, and high-tech devices to ensure my
students are being accommodated if needed and ensuring there are various ways to learn by using an ipad or laptop for curriculum
learning or assessments.

The important elements that need to be incorporated for student success is differentiated instruction. All children learn differently,
you should have a variety of lessons or elements to support your SPED students, your ELL students, your GT students, the
students that get overlooked, etc.

Non-negotiables for my classroom are disrespect to myself, other classmates, and not taking care of our classroom. No bullying or
hurtful words.

In my classroom, the ways I can ensure all students have an equal opportunity to master learning is by taking time to work with
all my students equally in small groups and while they are working independently. I will keep open communication with their
parents to ensure they are working on things at home and by discussing any concerns they may have. I will extend my lessons if
the students are having a hard time grasping a concept.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

-Practices two-way communication with parents & -Maintains an up-to-date calendar
admin -is available for tutoring before and after school
-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……

- Checking for understanding and providing - Using data to inform short- and long-
feedback term learning goals.
- Communicating student progress to parents - Conducting assessment after each lesson.
and admin as needed

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.