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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……

Speaks with appropriate tone and volume. Invests time before and after school.

Addresses students by name. Greets students at the door.

Core Values (TIU3)

Kindness Family

Additional Notes:
My core values are kindness and family. These core values mean everything to me, as they make up who I
am. Kindness is what I strive to be and teach. Everything I do in life I try to do with kindness in mind first. It
was an amazing skill that my father had and I strive to be like him in every way. He was the kindest, gentlest
man I've ever known. This leads me to the family value as my second core value. I am very close with my
parents, as well as my own children and husband. I believe a big part of happiness in life is having a loving
and supportive circle of people around you. This can extend to immediate family, friends, and work family,
and eventually, I want to implement those same ideals into my classroom family. I have always been a very
empathetic person and my experiences with people are what drive my passion for kindness. We never know
what someone is going through. I hope that I can leave a footprint behind by always welcoming others into a
family environment filled with kindness.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Learning is a change Defining learning as The learner brings Focuses on human

in behavior caused by merely a change in their own past freedom, dignity, and
an external stimulus. behavior is too narrow. experiences and potential. Necessary to
States that rewarding View the learner much cultural factors to study the person as a
someone for their like a computer – every situation. Each whole. Social
Brief behavior encourages learning involves a learner constructs emotional side of
Description: them to behave the change in knowledge knowledge so learning learning.
same way in a similar stored in memory, not is different for each
situation. The reward just aa change in person. Instruction
reinforces the behavior. Focus more encourages students to
behavior. If punished, on mental process. discover principles for
they are less likely to themselves and the
repeat it. curriculum should
spiral to build on prior
knowledge.

Ian Pavlov Jean Piaget Lev Vygotsky Abraham Harold

B.F. Skinner John Dewey Maslow
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/injury Jumps with feet together Self-sufficient in Lots of play to learn
2 -4 yr olds Shares Ball skills improve routines/ tells stories Structure for safety
Cooperative play with Mature motor control Dresses/undresses Support is needed for
others May be ready to learn Asks a lot of questions safety, growth, and
Competitive how to ride a bike Imitates writing name learning
Needs structure/routine Cuts on line with Paints/threads beads
to feel safe scissors Sort objects by size/type
Letters, counting, colors

Staring to form deeper 10-12 hours of sleep 20-minute attention span A positive attitude about
5- 8 yr olds friendships needed per night Collecting interest grows school
Big on teacher’s rules Muscle coordination Begins to understand Motivated to try new
Competitive and value uneven and incomplete logic things
winning Process over product Physically motivated
Tattling Sensitive if criticized

Increased independence, Caring about Abstract thinking Active, interested in

attachment to peer appearance, self- develops, planning skills gendered groups,
9-11 yr olds
groups, different moods, conscience develops, 10- strengthen, attention admiration for older
humor develops 11 hours of sleep span develops, moral peers
development

Value justice, interested Growth is varied greatly, Interested in problem May start to avoid things
in leadership girls grow faster and solving and challenging they think are difficult,
12-14 yr olds rebel against parents,
opportunities, decision may reach maximum activites, independence
making skills strengthen height, boys continue to grows drastically self-conscience of
grow later, self- appearance, grooming
consciousness grows becomes important,
inferiority complex

15-18 yr olds Desire to fit in and be Hunger grows, sleeping Growth in reasoning High school is core of
accepted, interest grows more, puberty, skills, responsibilities, interest, status needs,
for personal secondary sex decision making skills interest in adult mentors,
relationships, rebelling characteristics grow, deductive starting to think about
against parents more, reasoning leaving home and the
more feelings and future
moods
Hattie’s most effective influences on instruction (throughout SS)
When reflecting on Hattie's synthesis of research on the Influences on Student Achievement document, use of
compare and contrast is found to have a strong influence on student achievement:
• 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)

1. Word Wall 3. Wheel of Fortune

2. Frayer Model 4. 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 Think-Pair-Share 4 Corners

Anchor Chart Concept Map

Graphic Organizers

Venn Diagram KWL Chart

Advanced Organizers

T-charts Compare/Contrast graphic

Similarities / Differences
organizer/Ranking

Cornell Notes Graffiti Wall

Summarizing & Notetaking

Cues & Questions IQ Slapdown

1 Minute Paper

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

Create Generate, conclude, produce, decide, defend

APPS:
Critique, categorize, collaborate, combine, contrast
Evaluate

APPS:
Diagram, differentiate, illustrate, infer, correlate
Analyze

APPS:
Chart, collect, predict, produce, provide
Apply

APPS:
Classify, estimate, explain, paraphrase, summarize
Comprehension

APPS:
Define, describe, identify, label, list
Remember

APPS:
Components of a social emotional learning program (SS12)
Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision making

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Is responsive to situations and students’ needs. Incorporates higher order thinking questions for
Keeps students engaged and interested in learning. deeper learning.
Incorporates technology to facilitate instruction.

Create a welcoming space (CBM3)

1. I will have my room decorated with welcoming décor and greet my students at the door.

2. I will have a seating arrangement already set so that students know where to go as soon as they get
there.

3. I will have an activity on their desk for them to complete for our icebreaker activity so they have
something to do while they are waiting to everyone to arrive.

4. I will have an “About Me” presentation on the smartboard for students to look over.

5. I will go over all rules, rewards for behavior, and what they will be learning throughout the year.

6. We will participate in the icebreaker activity to begin to know each other as well as co-create our social
contract to hang on the wall.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique 1: No opt out

2. Technique 8: Post it

Technique 19: At bats

3.

4. Technique 24: Pepper

Technique 28: Entry routine

5.

Technique 41: Threshold

6.

Technique 46: The J factor

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 a clean and orderly classroom Establishes smooth transitions between activities

Maintains daily routines and procedures Provides instruction bell to bell

Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism -A neurological disorder, cognitive -Struggle to attend to a task or appear to not be
abilities range from gifted to paying attention. Have difficulty sharing/taking turns
or call out answers. Have difficulty with noise or
cognitively delayed, usually visual stimuli. Not understand the big picture or
identified in the first three years of abstract concepts. Struggle with transitions or change
life, and 4:1 male to female ratio to routine. Fidget, rock, flap, stimulate, echo or mimic
Deaf/Blindness -Concomitant [simultaneous] phrases. Run or fight in stressful situations
hearing and visual impairments -Require Information to be introduced
deliberately and systematically. Utilize the
service of a specialized Support Service
-A hearing impairment so severe Provider (SSP).
that a child is impaired in processing -Need special seating, being in view of the
Deafness
linguistic information through teacher. Need written supplements to oral
hearing instruction like visual aids/cues. Require eye
-A condition exhibiting inability to contact prior to speaking. Have difficulties with
learn that cannot be explained by social/emotional or interpersonal skills.
intellectual, sensory, or health factors -Exhibit inappropriate behavior under ordinary
Emotional Disturbance inability to build or maintain satisfactory circumstances. Not be able to maintain
interpersonal relationships with peers and relationships. Display inappropriate
teachers, inappropriate types of behavior manifestation of physical symptoms or fears in
or feelings under normal circumstances. response to school or personal difficulties.
-An impairment in hearing, whether -Wear hearing aids or FM systems. Read lips
Hearing Impairment permanent or fluctuating, that adversely or use ASL. Need a quiet environment with
affects a child’s educational performance many visuals to be successful. Need a slower
but is not included under the definition of rate of speech and clear enunciation.
“deafness.” -Not be working on grade-level materials
-Significantly subaverage general Not understanding social norms
Intellectual Disability intellectual functioning, existing Struggle with problem-solving across all areas
concurrently with deficits in adaptive
behavior and manifested during the
developmental period that adversely
affects a child -Require multiple services
-Concomitant impairments, the Use alternate communication methods
Multiple Disabilities combination of which causes such severe Require alternate curriculum materials.
educational needs that cannot be
accommodated in special education
programs solely for one of the
impairments -Have no cognitive concerns
Orthopedic Impairment -A severe orthopedic impairment that Be integrated into the general education setting
adversely affects a child’s educational all the time. Use assistive technology.
performance
-Having limited strength, vitality, or -Assistive technology, frequent absences
alertness, including a heightened
Other Health Impairment alertness to environmental stimuli, that
results in limited alertness with respect to
the educational environment, that is due -Slower reading rate
to chronic or acute health problems Frequent spelling errors
Difficulty copying
-A disorder in one or more of the basic Difficulty memorizing basic facts
Specific Learning Disability psychological processes involved in Difficulty describing events
understanding or in using language Difficulty interpreting subtle messages.

-A communication disorder such as -Tend to emerge at a young age

stuttering, impaired articulation, a Have difficulties with comprehension
Speech or Language Impairment language impairment, or a voice Have difficulties being understood
impairment that adversely affects a Have difficulty expressing needs, ideas, or
child’s educational performance information
-An acquired injury to the brain caused -Struggle to process visual information
by an external physical force, resulting in Struggle to follow multi-step directions
Traumatic Brain Injury total or partial functional disability or Struggle to communicate
psychosocial impairment, or both, that
adversely affects a child's educational -Spatial positioning
performance Short attention span
-An impairment in vision that, even Sensitivity to bright light
with correction, adversely affects a Poor eye and hand coordination or clumsiness
Visual Impairment Inc Blindness child’s educational performance. Poor academic performance
ARD Timeline Activity (E5)

#1 Response to intervention

#2 Initial referral

Within 60
Calendar
Days
#3 FIE completed

Within
#4 Notice of ARD meeting
30
Calendar
Days

#5 ARD meeting

3
Years
1
Year

#6 Annual ARD review

#7 Notice/Consent for reevaluation –

Notice of 3 year evaluation

#8 Dismissal/Graduation
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
is expected to learn or the number of task completion, or testing. the student on task, to reinforce or prompt the use
activities students will complete prior to of specific skills. Enhance adult-student
assessment for mastery. relationships; use physical space and
environmental structure.
Example Example Example
Reduce the number of social studies Individualize a timeline for completing a task; Assign peer buddies, teaching assistants, peer
terms a learner must learn at any one pace learning differently (increase or decrease) tutors, or cross-age tutors. Specify how to interact
time. Add more practice activities or for some learners. with the student or how to structure the
worksheets. environment.

Input Difficulty Output

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

Example Example Example

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

Participation Notes:
Definition
Adapt the extent to which a learner is
In my 3rd grade ELAR lesson plan, I could adapt the time aspect of the lesson to
actively involved in the task. provide an accommodation of extra time to complete the assignment.

Example:
In geography, have a student hold the
globe, while others point out locations. Ask
the student to lead a group. Have the
student turn the pages while sitting on your
lap (kindergarten).

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Calculators
1. Text to speech 4.
(SP7CPE)

Audio books
2. Pencil grip 5.

3. Slant board 6.
Communication board
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)

Keep supply costs minimal. Don’t assume there is technology at home.

1. 4.

Don’t require expensive projects or field trips.

2. 5. Do not lower expectations.

3. Do not comment on clothes unless it violates dress code. 6. Arrange an area of shared supplies.

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
Visual Imagery – before, during, after – Have the students predict and then discuss the mental images they see in their
1. heads and then have them draw it out afterward. – Constructing mental images as they read.

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.

3. 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.
 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. The only question I got wrong was question 4 and I can definitely see how students may confuse their answers. I chose inner
thoughts without reading the entire answer. I assumed it meant the inner thoughts of the main character, but it actually says the
inner thoughts of the customer. So, because I was rushing my reading, I missed the correct answer. I think students may do this
a lot. The test can be stressful, and a lot of students may be in a rush to get it over with and make simple mistakes as I did. As a
teacher, I will teach my students the importance of taking their time and reading everything thoroughly.

2. I could see students getting question 2 wrong if they do not have concrete knowledge of what the word “wistfully” means.
While this is a simple vocabulary question, it does show the importance of teaching vocabulary in the classroom so that
students understand it.

3. Question 3 could also be confusing to students as all of the choices are actual conflicts that the main character had throughout
the story. As a teacher, we must teach students how to decipher the question and how to use strategies to answer this sort of
question correctly. It is asking for the answer that “best” describes his main conflict. So, students must be able to identify the
character’s main conflict in the story and not confuse it with other conflicts he may have had.
Reflections on the Math STAAR (TL4)
1. While I didn’t get any questions wrong, I can see how students may answer some of these incorrectly. For example, question 2
may be difficult for students who may not be on grade level and do not know what an absolute value is. This shows the
importance of teaching objectives that will be covered on the STAAR test so students won’t come across things they are not
familiar with.

2. Same idea with question 3. If the student is not familiar with how to find the interquartile and the range, they will not be able
to answer the questions correctly.

3. Question 4 can be overwhelming if students don’t have the background knowledge to think through the process. I think some
students may get overwhelmed with questions that contain a lot of information and numbers like this one and it risks them
quitting on finding the answer and just guessing.

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 77.975%

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will continuously enhance my abilities to monitor and adjust instruction through the use of questioning techniques, using
wait time, and providing feedback to students.

2. I will continuously enhance my strategies of instruction for English Language Learners and learners with disabilities so that I
provide an equitable and inclusive classroom.

3. I will continuously enhance my abilities to use effective formative and summative assessments to measure my students’
knowledge and skills.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
In my classroom, you will see the use of discussions, small groups, differentiation to meet the needs of all
students, visual aids, and the use questioning techniques. You will see many forms of technology to enhance
student learning, for example, iPads, laptops, smart boards, and district-approved educational apps to utilize
in our lessons. The important aspects of lesson planning are to make sure the objective is clear, the students
are engaged, the material is challenging and accessible to all students, the technology is planned for
implementation, and formative and summative assessments are set so that I will know when my students
have mastered their goals. Non-negotiables in my classroom are disrespect of me, others, and our classroom,
talking while I am talking, bullying, and not putting forth effort towards goals. I can ensure that all students
have an equal opportunity to master learning by providing an environment that meets the needs of all
students. I will use Language Acquisition Strategies for English Language Learners, accommodations for
students with special learning needs, and make sure my instruction includes visual, kinesthetic, and auditory
aspects of learning. I will provide many different formative and summative assessments and progress
monitoring so I can ensure I am doing my very best to provide the instruction necessary to ensure every
student has an equal opportunity to master their learning.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Performs duties in a professional manner. Designs and implements quality lessons.
Maintains a positive attitude in difficult situations. Conducts parent meetings in a proactive manner.
Believes all students can perform at high levels. Requests technical support.
Welcomes other adults when they enter the room. Is available for tutoring before/after school.

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……

Check for understanding and provide feedback. Display consistency in grades.
Provide re-teach opportunities. Collect, review, analyze student data.
Implement formal and informal assessments. Use data to inform short and long term goals.

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.