Kristy Guerrieri 2/18/23

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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……

1:1 conversations with students Dress appropriately for the position

Has a classroom that reflects a positive, safe Speaks with appropriate tone and volume
environment

Core Values (TIU3)

Creativity Peace

Additional Notes:
I aspire to lead a classroom that thrives on creativity but also has an overwhelming sense of peace. In order to achieve this I must
create a peaceful and positive classroom environment. Its important students feel they can trust me and that I truly care about them.
Calling students by name and having 1:1 conversations can help achieve a sense of safety and security for them. Once they feel safe
and secure, I hope they become creative beings in the classroom, finding out-of-the-box solutions to problems presented to them.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Learning is a change in
Learning involves a The learner brings Focuses on human
behavior caused by
change in knowledge their own past dignity, freedom and
external stimuli.
stored in memory. experiences and potential. Study needs
Rewards will strengthen
Focuses on the mental cultural factors to to be done of the whole
the behavior and
process every situation. Since person. The social
punishment will not.
Brief Examples: problem each student is pulling emotional side of
Examples: Drill/Rote
Description: solving, chunking from their own learning.
work, verbal praise,
information, linking personal experiences, Examples: social
bonus points.
concepts, discussions, learning will be contract, show and tell
analogies. different for everyone and counseling
Examples:
brainstorming, research
projects, simulations

Ivan Pavlov: classical Jean Piaget:all Lev Vygotsky:Social Abraham Harold

conditioning, Pavlov’s Dog interaction, nurture
children’s intellectual influenced behavior more than Maslow: our most
experiment
development happened nature. Social interactions basic need is for
B.F.Skinner: operant in 4 stages: were essential to learning survival and will
conditioning, a behavior Sensorimotor, Zone of Proximal influence our behavior.
Theorists followed by a consequence preoperational, concrete Development:student’s ability
People are motivated
positive or negative to solve problem on their own
Associated: operational, and formal or with guidance. to fulfill certain needs
Albert Bandara:Social operations stage John Dewey: learn by doing once those are filled
Learning Theory, people learn Erik Erikson: personality they move up to the
from one another using developed with 8 stages next level in a pyramid
modeling/intimation design.

Erik Erikson continued: 8 stages of developing a personality

Birth - 18 Months (Trust vs. Mistrust): The infant develops a sense of security and learns to trust caregivers if given proper
care. If a child does not experience trust, feelings of insecurity, worthlessness, and general mistrust of the world may develop.
18 months - 3 Years (Autonomy vs. Shame): The child has an opportunity to build self-esteem and autonomy as he or she
learns new skills and right from wrong. The well-cared-for child is sure of himself, carrying himself or herself with pride
rather than shame. Children can also sometimes feel shame and low self-esteem during an inability to learn specific skills.
4 - 6 Years (Initiative vs. Guilt): During these years, we experience a desire to copy the adults around us and act out roles in
play situations. We also begin to use the word "why?" The most significant relationship is with the family.
7 - 12 Years (Industry vs. Inferiority): The child learns new skills and knowledge, developing a sense of industry. The child
can attain a sense of self-confidence. However, unresolved feelings of inadequacy and inferiority could also occur. The child
Notes:
learns to think about others, and the most significant relationship is with the school and neighborhood.
Adolescents: 13 - 17 Years (Identity vs. Role Confusion): Up until this fifth stage, development depends on what is done to
a person. At this point, development now depends primarily upon what a person does. An adolescent must struggle to discover
and find his or her own identity and "fit in." Adolescents who are unsuccessful at this stage tend to experience role confusion
and upheaval. Adolescents begin to develop a strong affiliation and devotion to ideals, causes, and friends.
Young Adulthood: 18-35 years (Intimacy and Solidarity vs. Isolation – Love): People seek companionship and love.
Young adults seek deep intimacy and satisfying relationships.
Middle Adulthood: 35 - 55 or 65 Years (Generativity vs. Self-absorption or Stagnation): Career and work are the most
important things at this stage, along with family. People attempt to produce something that makes a difference in society.
Inactivity and meaninglessness are common fears during this stage. Some may struggle with finding purpose. Significant
relationships are those within the family, workplace, local church, and other communities.
Late Adulthood: 55 or 65 years until death (Integrity vs. Despair): Older adults tend to reflect on their lives during this
period. Some have led a meaningful life and feel they have contributed to society (integrity). While others have feelings of
despair as they reflect on failures and wonder if life was "worth it."
 IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationships 4. Retrieval 7. Re-exposing

2. Rigor 5. Routing 8. Reflecting

3. Relevance 6. Re-teaching 9. Rehearsing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications
Fear of dark and injury Jumps with feet together Self sufficient Able to think and reason
Cooperative play More mature motor Dresses themselves Learn to manage feelings
2 -4 yr olds Becomes competitive control Tells stories High vocabulary and
Develops understanding Ball skills improve Asks questions ability to tell stories
of rules Ready to ride a bike Tells stories 2-kick ball, walk on stairs
Needs structure and Cuts on line with scissors Paints 5- dress themselves and
routine to feel safe 2-3 simple commands write letters
May have imaginary Sorts
friend Growth rate is slower than
Self centered but in infancy Learn best with physical
socialable Muscle control and Begin to think logically activity/slow and steady
5- 8 yr olds Attachment to friends coordination is uneven about behavior growth/interested in
Competitive 10-12 hours of sleep Indecisive process not product/
Release tension through Continue to develop Can group things thinking is concrete/self
physical play hand-eye coordination Understand concept of centered/easily motivated
More realistic fears Projects will appear money
Positive self concept messy Write letters and numbers/
Imitate short attention spans/
Peer groups are curios Lots of energy/like group
important/loud, rude and Can think abstractly and activity/being with own
emotional/want Range of height and plan for weeks/attention sex/need guidance/imitate
9-11 yr olds span increases from older peers/easily
idependence/common weight/critical of physical
fears, like death, failure/ appearance/as coordinated 30min. to several hours/ motivated/hate critism/
sense of humor/self worth as adults/lots of energy/ developing a sense of limited decision making
improves with success/ needs 10-11 hours of morals/need to understand
strong attatchment to own sleep the “why”/feel
sex comfortable to express Concerned about physical
themselves development/become self
Become more conscious/interested in
comfortable interacting Rapid growth and Moved from concrete to sex/hormonal changes and
12-14 yr olds with peers/leadership physical change/physical abstract thinking/they mood swings/want
skills help with decision development differs from enjoy cognitive activities independence but still rely
making ability/concerned child to child/most girls Must be allowed to find on guidance from parents
about fairness and justice/ experience their growth solutions to problems and
dislike comparisons spurt before boys form their own opinions/
still need guidance and
support from adults.
Coordination and strength High social needs and
increase/puberty signs/ desires/status in groups/
15-18 yr olds Transition period/detach need for sleep increases/ Intense questioning/more want adult leadership
from parents/feel mature/ always hungry/excessive accountability/arguing roles/sense of self as an
insecurities/peer approval/ sweating/sexual desire and reasoning skills individual/develop life
close friendships/group increases improve/set personal plan and leaving home
acceptance/interest in goals/decision making/
opposite sex challenge adults
Hattie’s most effective influences on instruction (throughout SS)
A value system to rank teaching strategies/impact on learning. Anything listed on Hattie’s influence page that has a .4 grade or higher
is excellent to use in the classroom
Language instruction: strategy to integrate with prior knowledge .93 cognitive task analysis 1.29 (vocab/Frayer Model)
Scaffolding instruction has a strong influence on student achievement .82
Small group instruction: small group learning .47 Positive peer influence .53 Self regulation strategies .52 Peer tutoring .53
Classroom discussions .82 Cooperative learning .40
Organizers: Imagery .45 Concept mapping .64
Compare and contrast: elaboration and organization .75 Transfer strategies .86 Meta Cognitive strategies .60
Summarizing and notetaking: summarizing .79 notetaking .5 outlining and transforming .66 underlining and highlighting .5
Blooms verbs: elaborative interrogation .42 elaboration and organization .72 rehearsal and memorization .73 summarization .79
Appropriately challenging goals .59 questioning .48 teaching communication skills and strategies .43
Technology: Interactive video methods .54 Technology in other subjects .55 Technology in writing .42 Technology with elementary
students .44 Technology with learning needs students .57 Intelligent tutoring systems .48 Information communication technology .47
Student relatinships: Positive self concept .41 Self efficacy .91 Reducing anxiety .42 Behavioral intervention programs .62 Positive
peer influence .53 Teacher expectations .43

What is Academic Language? (SS1)

The primary vehicle for learning and instruction. It not only allows you to communicate information but helps the students to
understand the ideas/concepts. Academic language is oral, written and visual language students need to understand, communicate and
perform.

Strategies to teach the Vocabulary (SS1)

1. Through an interactive word wall 3. Through the Frayer Model and have them teach the other
students about their word

2. Through vocab games 4. Through hearing me continuing to use the vocabulary

words on a constistant basis

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

Doing what’s fair for students, using multiple different teaching methods to suit all students

1. Individualized Instruction: provide instruction that is customized for different students. I must know the student
readiness, student interests, and student learning preferences.
2. Flexible Grouping: allows students to be appropriately challenged and avoids labeling kids development as
static.
3. Tiered instruction: teachers evaluate their students then use the data to provide a tier of instruction for each
student.
4. Formative assessment: quick look at the progress and style of learning of the students, this allows you to make
informed decisions about the content and delivery of information. Should be informal and brief assessment.
5. Anchoring activities: on-going activities that a student can do after present assignment when teachers may be
busy. Writing in a journal, reflection
6. Implementation of feedback: give students feedback then build in time to implement suggestions you offered in
the feedback.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2
heterogenous homogenous
Cooperative Grouping

Anchor charts Brainstorming webs

Graphic Organizers

Venn Diagram KWL chart

Advanced Organizers

Compare and contrast classifying

Similarities / Differences

Plot diagram 3-2-1 summary

Summarizing & Notetaking

One question, one comment, last word

Cues & Questions 1 minute paper

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

Create Produce new or original work Author, design, assemble, etc.
APPS: Designing (Canva) and Animating (Animation Desk) app
Justify a stand or argument Defend, argue, support, critique
Evaluate
Collaborating (Miro) and Critiquing (Weebly) app

APPS:

Analyze Draw connection among ideas Compare, contrast, differentiate

Reworking (Excel) and Mashing (Think Link) app

APPS:
Use the information in new situations Apply, implement, solve
Apply
Editing (Google Docs) and Illustrating (Sketchbook) app

APPS:

Comprehension Explain ideas or concepts Explain, classify, describe

Blogging (Tumblr) and Explaining (Clips)app

APPS:
Remember Recall facts and concepts Memorize, state, repeat

APPS: Mind mapping (Mind mapping) and Recalling (Quizlet) app

Components of a social emotional learning program (SS12)
SEL is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary
to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain
positive relationships, and make responsible decisions.
5 components should be addressed in social emotional learning program:
1. Self Awareness
2. Self Management
3. Responsible Decision Making
4. Relationship Skills
5. Social Awareness

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 engage students Provides a variety of feedback

Incorporates higher order thinking questions for Implements changes as suggested by peers and
deeper learning administration

Create a welcoming space (CBM3)

Clearly posted rules and expectations for the classroom.

1.

Flexible seating options (if allowed)

2.

Posters or infographics that appeal to most of the children.

3.

Assigned seating for the computer stations

4.

Reward system (treasure box or snack station)

5.

Alternative lighting such as LED string lights or lamps

6.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Tech 3 Stretch It. pushes a teacher to accept correct answers and ask students to add depth or nuance to their answers.

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

Technique 12: The Hook Introducing the lesson with a "hook," an activity or item that grabs your students' attention, will
3. help enhance your lesson.

Technique 25: Wait Time. Teachers are too often too impatient and provide an answer to their own question when no student pops a hand
up. On the other hand, teachers also don't give students time to shape a complete, thoughtful response to a question.
4.
Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom or getting a pencil,
and can eliminate some of the waste of time that plagues instruction.
5.
Technique 36: 100 Percent. Champion teachers don't create unreasonable behavioral expectations, because their final expectation
is that everyone conforms all (100%) of the time.

6.
Technique 49: Normalize Error. If students understand that errors are not the end of the world but an opportunity to learn, they
will be more willing to take risks and more likely to learn.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. 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 Maintains an up-to-date seating chart

Displays consistencies with rules and consequences Has make-up work ready for absentees
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism Neurological disorder, ranges from gifted Struggle to stay on task, difficulty sharing or
to cognitively delayed, usually identified taking turns, difficulty with noise or visuals, not
in first 3 years, 4:1 male to female ratio understand abstract concepts, fidget, rock or flap,
not understand verbal cues

Any combination of hearing and vision May need information to be relayed deliberately
Deaf/Blindness loss but maybe not complete blind and or systematically, may need the service of a
deaf, range of cognitive and specialized Support Service Provider (SSP)
developmental abilities

May have difficulty with speech, reading Preferential seating, may need visual aids or cues,
Deafness and writing, may use lip-reading, or require eye contact prior to speaking, difficulty
hearing aids, ASL may be their first with social/emotional and interpersonal skills,
language and English second. frustration and behavioral concerns

Hyperactivity, aggression or self-injurious Exhibit inappropriate behavior, may not be able

behavior, withdraw or immaturity, learning to maintain relationships, may display
Emotional Disturbance difficulties inappropriate physical symptoms in response to
school or personal problems.

Articulation difficulties and language May wear hearing aids or FM systems, read lips
delays, easily frustrated, difficulties with or use ASL, may need a quiet environment with
oral discussions, difficulties with social visuals, need a slower rate of speech and clear
Hearing Impairment and emotional expression enunciation.

May not be working on grade-level material.

Struggle with overall academics, attention May not understand social norms
Intellectual Disability and memory, trouble making Struggle with problem-solving across all areas
generalizations, may have trouble
interacting socially
May require several services, may use alternative
communication devices
May require alternative curriculum
Multiple Disabilities Poor speech and communications skills
Challenges with mobility
Need assistance with everyday tasks
May have no cognitive concerns
Usually has medical needs
May be integrated into the general classroom
setting all the time, may use assistive technology
May have limited mobility
Orthopedic Impairment May have some mobility but needs a
May have a heightened alertness to
wheelchair or other devices
environmental stimuli or limited alertness in the
educational environment
May affect student’s learning and educational
May have limited strength, vitality or
performance.
alertness, chronic or acute health problems
Other Health Impairment like asthma, ADD, leukemia, sickle cells
anemia, diabetes, heart condition
Slower reading rate, spelling errors, difficulty
copying, memorizing basic facts, describing
Reading, writing, math, oral language or
events or interpreting subtle messages
study skills
Specific Learning Disability
May tend to emerge at a young age, difficulties
with comprehension and being understood and
Articulation disorder, abnormal voice,
being able to express needs, ideas or information,
fluency disorder, language disorder
struggle with social interactions
Speech or Language Impairment
Struggle to process visual information or follow
multi-step directions, or communicate. Have
Memory and attention concerns, social
difficulty with grade level work, struggle with
skills concerns, emotional regulation,
logic, problem solving and reasoning
speech and language concerns and
physical concerns
Traumatic Brain Injury
Spatial positioning, short attention span,
Impairment with vision adversely affects sensitivity to bright light, poor eye and hand
child’s education performance. coordination, poor academic performance.

Visual Impairment Inc Blindness

ARD Timeline Activity (E5)

#1 Initial Referral (IR)

#2 Notice/Consent for Initial Evaluation

Within 60
Calendar
Days
#3 Full Individual Evaluation

#4 Within
Notice of ARD
30
Calendar
Days

#5 Initial ARD
3
Years
1
Year

#6
Yearly ARD

#7 RE-evaluation

Dismissal
#8
Terms to be assigned in the timeline:
Initial Referral (IR), Initial ARD, Notice
of ARD, Yearly ARD, Full
Individual Evaluation, Dismissal, Re-
evaluation,
Notice/Consent for initial Evaluation
Modifications and Accommodations (E6)

Quantity Tim Level of Support

Definition Definition: Adapt the time for Definition:
Adapt the number of items the learning, task completion or testing
student needs to learn or the Increase the amount of assistance to
number of activities students will Example: keep student on task, to reinforce or
complete prior to assessments prompt the use of special skills
Example Student will get extra time for any
test and final projects to be Example: Assign a peer buddy to
Students will only need to learn a help the student with new design
limited number of vocabulary completed
concepts
words for the quiz

Input Difficulty Outut

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 can the instructions
approach the problem
Example: Example
Example
Use a hands-on activity to help Student can give written response to
introduce or reinforce learning Simpler task questions and critique prompt or verbal
requirements

Participation Notes:
For more severe or multiple disabilities
Definition: Adapt the extent to
which the learner is actively Alternate Goals: Adapt goals or outcomes using the same materials.
involved
Substitute Curriculum: Provide different instruction and materials to meet the
Example: students individual need.
Student can lead a small group
critique with questions already
printed out for them.

Types of Assistive Technology (E7)

1. 4. Word Processors or reading guides
Large print materials

2. 5. Graphic organizers
Hearing aids

3. 6. Wheelchair or scooter
Talking calculators
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)

1. Provide access to computers and books fo low-income 4. Keep school supply requirements as simple as you
students can see and work with printed materials. can for all students

2. Keep expectations for poor student high. 5. Arrange a bank of shared supplies for students to
borrow

3. Take time to explain rules and procedures in your 6. Do not require costly activities
classroom

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for

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
Exit Slips after reading individually, small group or whole class Teachers can review the
1. exit slips to reflect on their lesson and alter instruction to better meet the needs of students

Descriptive writing individually, small groups and whole class Students can use their five
2.
senses to generate vivid details and generate interesting and engaging text.

3. Word hunts during reading individually, small group or whole class. Students will
look for vocabulary words while reading a text
 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, Outlines (notes), jigsaw text reading
2. Build background
Content Word Wall, Concept Definition Map, Visual Vocabulary
3. Make verbal communication understandable
Appropriate speech, step by step instructions (explanation) scaffolding techniques
4. Learning strategies (this one should be easy!)
Mnemonics, GIST summarizing technique, Scaffolding (think alouds), Questioning techniques (thinking cube)
5. Opportunities for interaction
Encourage elaborate responses, Grouping configurations, wait time
6. Practice and application
Hands on practice(counted, classified) games for content review, solving problems in cooperative groups
7. Lesson delivery
Objectives clearly stated, Engaged time for students to actively participate, clear explanation
8. Review and assess

Informal summarizing review, providing feedback and correct misconceptions, response boards.

Reflections on the Reading STAAR (TL4)

1. For a 6th grade reading test, you really had to read the questions carefully and answer with a
great deal of thought. For example, I see how question 1 could be answered by a 6th grader
as "he realizes working at the deli is more important than being with friends.

2. 6th graders need to learn and apply how to interpret figurative language, what a first person point of view is
and what the overall theme is of a passage.

3. 6th graders must also have the skills to use their context clues and/or a healthy vocabulary to decipher certain
words in the passage provided.

Reflections on the Math STAAR (TL4)

 1. Most questions are on par for what I expect a 6th grade Math STAAR would have. Although, I was unsure of
question 3. with interquartile range and range as that was something learned so long ago.

2. There was simple multiplication and division in a question but you had to look through a table to asure you had
the right answer. There was also a question about integers, so that is knowledge that they will have to have
before the test.

3. I think the use of roman numerals could be a reason why some kids would answer incorrectly. Roman numerals
can be tricky for some kids. Also, the number line omitted some lines so I can see how some kids could be
confused on that question.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher
Unit Test
9 wks 1 grading Standa Grades Benchmar Absen
scores
Period rds Percent k Grade ces
average
Average

Grading Scale
50-5
Unit 1 8.2 76 75 62 0 9 F

unit 2 8.3 86 83 75 1
60-6
Unit 3a 8.4 92 94 95 0 9 D

Unit 3b 8.5 68 71 55 4
Average 70-7
Percent 80.5 80.75 71.75 9 C
Weighted
30% = 0.3
Average Value 40%= 0.4 30%= 0.3
Weighted 80-8
Percent 24.15 32.3 21.525 9 B

90-1
Final Percent 77.97 or 78% 00 A
Final Letter C10 + D10
Grade C + E10
Three professional goals for my classroom (TL8)
1. I will increase my expertise and content knowledge by staying up to date with the technology
developments that applies to Technology Applications. Such as, renewing my certifications in the Adobe
Creative Suite, attending creative conferences in person or on line and joining professional
organizations.

2. I will develop and deliver lessons that will include student centered activities while also including
differentiation strategies that will benefit all students and their learning styles.

3. I will develop a classroom culture that thrives on student-centered activities and creative higher order
thinking.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
I aspire to lead a classroom that thrives on creativity but also has an overwhelming sense of peace. In order to achieve this I
must create a peaceful and positive classroom environment. Its important students feel they can trust me and that I truly care
about them. Calling students by name and having 1:1 conversations can help achieve a sense of safety and security for them.
Once they feel safe and secure, I hope they become creative beings in the classroom, finding out-of-the-box solutions to
problems presented to them. I will utilize many research-based strategies in the classroom, such as, the Dorothy Frayer model
to teach the students the academic language we'll be using in the unit. A graphic organizer to enforce vocab and graphic
design elements and help any ELLs that may be in my class. I will also scaffold instruction when introducing new techniques
and design elements by first having the kids repeat what I do on their computers then have them practice and I'll be there to
help guide and answer any question, last they will be able to use the technique on their own. For my class, Technology
applications, technology will be used in every single lesson. We'll be creating infographics, developing web pages and
editing photographs. Technology will be at the forefront of each class.
For lesson planning I will incorporate many important elements to assure student success. I will lead each class with a hook
which will get students ready to learn with a quick critique using their learned academic language. Throughout each lesson
there will be formal and informal assessments to check for understanding and material retention. Learning targets will be
clearly posted and adapted from the TEKS specified for the particular lesson we are learning. Last, I will close each lesson
with a quick Think-pair-share for students to evaluate what they have learned.
Classroom behavior management is imperative for a successful classroom experience. Rules and expectations will be created
together as a class and will be clearly posted in the classroom. I will make sure to enforce these rules and discipline the
students who break the rules. I have a few non-negotiables for my classroom which include, name calling, bullying, laying
their hands on another student and scrolling on phones while they should be working.
In my classroom I will work hard to ensure all students have an equal opportunity to master learning. I will create
differentiated learning for those who need it by providing individualized instruction, flexible grouping and implementation of
feedback as well as time to improve upon the feedback. I will gather information as to how this student best learns and the
accommodations they may need.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Practices 2 way communication with parents and Adm. Maintains up-to-date calendar
Maintains a positive attitude in difficult situations Requests technical support when necessary
Designs and implements quality lessons Submits reports and paperwork on time

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 feedback Communicating student progress to parents and adm.
Providing re-teach opportunities after each skill
Conducting formal and informal assessments

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. 3. A.
Architecture and Construction Arts, Audio/Video Tech. and
Communication
B.
Texas FFA
B. SkillsUSA Texas B.
Technology Student Assoc.

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

Energy
B. DECA B. Educators Rising B. SkillsUSA

7. A. 8. A. Hospitality and Tourism 9. A.

Health Science Human Services
B. B. B.
Business Professionals of America DECA
HOSA

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

B. B. B. SkillsUSA
Technology student association HOSA

13. A. 14. Math

Science, Tech., Engineering and A. Transportation, Ditribution and Logistics

B. SkillsUSA B. Technology student association

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:
Arts, Audio/Video Technology and Communications
COMMUNICATIONS CAREER CLUSTER,
PLEASE CONTACT: [email protected]

16. List at least three Industry based certifications that students could achieve in your specific career cluster.
Photographer, Graphic Designer, Videographer

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.

Scope and Sequence

Lesson Plans
Programs of study