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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) Greets students at the door 1) Invest time before and after school

2) Practices self-reflection to improve 2) Addresses students by name

Core Values (TIU3)

Inspiration Grace

Additional Notes:
Learning Theories – Organized set of Principles explaining how individuals acquire, process, retain, and recall knowledge.

1) Behaviorism – Reward / Punish = Give / Take (Drill/Rote Work; Bonus Point; Participation Points; Verbal Reinforcement) a) Theorist

i) Pavlov, Ivan
(1) Founded classical conditioning – stimulus triggers response.

ii) B.F. Skinner

(1) Operant conditioning – behavior > consequence

iii) Bandura, Albert

(1) Social Learning Theory – People learn through observation, imitation, and modeling.

2) Cognitivism – Learning by breaking down and knowing processes. (chunking, linking, structure, real world examples. Discussions, problem solving, analogies, imagery, mnemonics

1. a) Advantages

1. i) It recognizes the complexities of human memory.

2. ii) Piaget's theory reinforces the idea that nurturance (comfort, teaching, and play) should be suitable for the child or

adolescent's stage of thinking. If children's tasks are too difficult for them, they will not succeed, which may affect

them negatively-psychologically and emotionally.

2. b) Criticisms

1. i) It involves cognitive processes not readily observed

2. ii) Piaget overlooked the stages of adult intellectual development

3. c) Theorist

i) Jean Piaget
(1) Sensorimotor (birth-2); Preoperational (2-7); Concrete Operational (7-12); Formal Operations (13+)

3. 3) Constructivists – Past experience and culture influences learning and other experiences. (Case studies, research, problem based learning, brainstorming, collab, simulate)

4. 4) Humanism – freedom, dignity, and potential; social emotional (counseling, show and tell,
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Punish and reward Breaking down the Using culture and Freedom, dignity,
system that gives knowledge into past experiences to potential. Very vague
when positive smaller steps. create an learning theory.
behavior is displayed individualized However, I believe
and takes when learning experience. the focus is
Brief
negative behavior is underdeveloped on
Description: displayed. empathy. Getting
other to understand
the individual’s
experiences. Maybe
with the hopes that
they will be able to
put themselves in
others shoes.

Ivan Pavlov Jean Piaget Lev Vygotsky Abraham Harold

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

Skinner's based his theory is on operant conditioning – a behavior followed by a consequence. Bandura's Social Learning Theory.
• Sensorimotor Stage (Birth – 2 years): Children develop an understanding of the world through their 5 senses and muscles–learn by doing. They learn basic shapes, textures, and
object permanence through touching, grasping, hearing, and 'tasting' objects.

• Preoperational Stage (2 – 7 years): Children develop an understanding through language and images - learning through their actions, thoughts, and feelings. Knowledge is based
on their own personal feelings, not reality. No logical thinking. Egocentrism (the inability to perceive reality from other's points of view).

Notes: • Concrete Operational Stage (7 – 12 years): Children can think logically and empathetically but still learn best through experience. Children begin to understand patterns, other
people's feelings, and points of view. They start to recognize patterns, reversibility, cause-and-effect relationships, and develop object conservation.

• Formal Operations Stage (13 – Adult): Individuals develop understanding using abstract thinking. Individuals begin to see and understand different perspectives and imagine
hypothetical situations or scenarios. Use logic, deductive reasoning, comparison, and classification.

• 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 inadequacyandinferioritycouldalsooccur.Thechildlearnstothinkaboutothers,andthemostsignificantrelationshipiswiththeschooland 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.
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Rigor 4. Routing 7. Rehearsing

2. Relevance 5. Re-exposing 8. Recognizing

2.
3. Retrieve 6. Retaining 9. Relationships

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

orting activities I-spy

Fear of dark and injury Jumps with feet together Sort objects by size and type
Obstacle courses Chores
2 -4 yr olds Likes to share, cooperative Mature motor control Understands that books are a
play with other children Ball skills improve – throwing source of pleasure and uses Relay races
May have an imaginary friend and catching pictures to help them follow Drawing pictures Cutting with
Becomes competitive and May be ready to learn to ride a the story scissors
doesn't want to lose bike by 4-5 Learn their letters, counting,
Develops an understanding of Cuts on the line with scissors and colors.
rules, but still finds taking The most important mode for
turns difficult They begin to grow at a slower learning is play Mastering physical skills; learns best
when physically active; self-
Needs structure and routine to rate than in early childhood. indulged; concrete thinking; easily
feel safe Their muscle coordination This is when children start to motivated; naturally curious; sensitive
isn’t even and they have a hard think logically. They begin to to criticism; has a strong desire for
affection; seeking adult approval
5- 8 yr olds At this age group students are time with intense activities. recognize consequences for
typically self-centered, they Hand eye coordination begins their actions and they start to
love to play, and they need a to develop to work on fine become more curious.
positive self-concept in order motor skills. However, it is a
Active; loves group activities; likes to
to succeed. development. During this time, they are in be a member of their own sex;
early adolescence. The child’s changing interest; needs guidance;
Students begin to rely on peer At this age gender matters on attention span increases and small steps are helpful; imitates older
groups more than before. physical development. their sense of morals are children; easily motivated; does not
see value in recordkeeping; likes
Children at this age want to be Females typically become developing. They begin to ask ritualistic events, symbols, and songs;
more independent and more critical on their physical “why” and become a lot more enjoys cooperation; extremely
typically have a sibling rivalry. appearance as they develop. independent and have a need curious; shows independence with
Children typically become a This age group is an awkward to express themselves. Since disobedience, backtalk, and
9-11 yr olds bit more restless during this phase. Children need at least they have the need for rebelliousness needs recognition;
needs acceptance; doesn’t like
age and want to talk about sex. 10 to 11 hours of sleep each independence, many children comparisons; limited decision making
night during this time of their at this age will want to get a
Community interactions lives. part-time job.
increase during this time.
Students will prefer being with Children’s bodies are changing Concerned about physical appearance;
their sex, but does not oppose during this time and it may be being liked; self-conscious and
critical; low self-esteem; physical
being with the other six. difficult, but this is when they During this stage children changes; interest in their bodies and
Leader ship roles are vital will have to learn to accept become more abstract thinkers, sex; experiencing emotions; desire of
during this time. Counseling their physical development. however will need guidance independence; fan clubs and idols;
may help parenting and Girls typically hit growth still from adults. parental guidance; questioning
authority; peer pressure; sports; co-Ed
12-14 yr olds comparisons may hinder spurts before boys. So, during activities; taking responsibility;
child’s self-esteem. these years girls will be planning activities; avoiding difficult
typically taller than boys. tasks; community exploration; social
Adolescence will want to relations with peers and adults
Adolescences begin
detach themselves from adults. Higher levels of coordination questioning authority and
They feel mature enough to are achieved at this age. There High social needs and desires; strong
become more uncertain of their voice; needs freedom; adult leader
live on their own however do may be a general surroundings. They test ship roles; co-educational activity;
not have the skills to do so. awkwardness. Girls and boys language skills. They may status; patterns of interest; abstract
May feel insecure angry and are both developing physically become more argumentative as thinking and problem-solving;
frustrated. Will want pier and have an increased appetite widespread feelings of inferiority and
they are more reasonable. inadequacy; personal philosophy;
approval over adult approval. and may need to sleep more They learn how their actions community consciousness; concerned
They will become more often. Sexual desires and may affect their future. At this
15-18 yr olds for others well-being; life planning
interested in the opposite sex fantasies may increase during age, they are looking for guidance; thinking about leaving
and desire acceptance of this time. home; may leave the community;
credible sources.
interested in travel
groups.
Hattie’s most effective influences on instruction (throughout SS)

Language instruction has the strongest influence on student achievement. Scaffolding also has a strong
influence on student achievement. According to Hattie it is important to integrate prior knowledge and to
incorporate cognitive task analysis. Small group instruction and cooperative learning increases student
achievement in the classroom. Making sure your cooperative groups influence achievement, rather than hinder
will make all the difference when using cooperative learning in the classroom.
Using blooms verbs in the classroom will help with instruction preparation and grouping. In grouping students
you hope to build student relationships between all different types of learning, so your students will be exposed
to different types of people. As our society becomes more technological, it is important to incorporate
technology in the classroom.

What is Academic Language? (SS1)

Helps the student have a deeper understanding of how concepts and ideas work. To teach academic language,
you can use a Frayer Model. A five-section organizer that has a word in the middle, and four other options on
the outside (definition, characteristics, pictures, examples, thoughts, etc.)

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Learning vocabulary in both written text and oral speech

2. Learning vocabulary words before reading the text 4. Indirect learning of vocabulary, for example, using
vocabulary words in numerous different contexts

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

When differentiating instruction or activities make sure to use leveled or tiered activities. Vary pacing
according to readiness and allow certain students to work alone or in partners based on their level of
achievement. Provide choices for multiple intelligences. You can also differentiate based on learning styles,
and you can use different materials that may increase knowledge attainment.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Learning stations Jigsaw activities

Word web T charts

KWL charts Frayer Model

Venn diagrams Clarifying by organizing items into

specific groups

Cornell Notes Teach students how to identify specific

information

Probing questions
Give students wait time

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

Create Produce new or original work

Design, assemble, construct, conjecture, develop, formulate, author, investigate

APPS:

Evaluate Justify a stand or decision

Appraise, argue, defend, judge, select, support, value, critique, weigh

APPS:

Draw connections among ideas

Analyze
Differentiate, organized, relate, compare, contrast, distinguish, examine, experiment, question, test
APPS:

Use information in new situations

Apply
Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch
APPS:

Comprehension Explain ideas or concepts

Classify, describe, explain, identify, locate, recognize, report, select, translate

APPS:

Remember Recall facts and basic concepts

Define, duplicate, list, memorize, state

APPS:
Components of a social emotional learning program (SS12)
Self-awareness – Identifying emotions and tying thoughts and feelings to behaviors. Reflection, and knowing the impact of their
actions and words.
Self-management – It is a way that students can motivate themselves, control their emotions, and use coping mechanisms to get
through everyday life.

Social awareness – empathy and caring for others

Relationship skills – cooperating with others and resolving conflict
Responsible decision making – evaluating consequences and thinking about how your actions may affect yourself and others.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

1) Limiting changes as suggested by peers and admin 1) Communicating clearly to engage students

2) Keep students engaged and interested in learning 2) Provides a variety of methods for learning
visual, auditory, and kinesthetic

Create a welcoming space (CBM3)

1. Flexible seating once independent work has started.

2. About me section to allow students to see a little piece of me outside of school.

3. Greet students at the door with either a fist bump or high five.

4. Be present in the hallways. As a coach, most students enjoy being greeted in the halls.

5. Use hand gestures for needs like bathroom pas, pencils, etc. This allows students to not interrupt the
flow of the lesson.

6. Have a hook activity each day to incorporate a welcoming environment to the lesson.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Repetition is one way to ensure that students understand your expectations and meet your standards.

2. Be sure your students know your objective for the day by posting it on the board.

3. Baseball coaches know that the best way to increase effectiveness is to increase the number of times
they are "at bat."

4. Like a coach lobbing balls to his fielders, a teacher can "pepper" his or her students with fast-paced
questions, making it fun and keeping students on their toes.
SLANT is an acronym describing excellent attention behavior for students.
5.

Building on the "broken window" theory of policing, Lemov notes that maintaining high standards will
6. positively affect the classroom environment.

It may seem that warm and strict are contradictory, but effective teachers can be both simultaneously.
7.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Were you doing that?

4. What are you going to do about that?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

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

1. Displays student work/projects 1. Has make-up work ready for
2. Establishes smooth transitions between absentees
activities 2. Has materials for substitutes readily
available
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism
• Autism • Autism
A neurological disorder Perseverate on a topic
Cognitive abilities range from Struggle to attend to a task or
Deaf/Blindness gifted to cognitively delayed appear to not be paying attention
Have difficulty sharing/taking turns
• Deaf/Blindness or call out answers
A student who falls into this
eligibility category has any • Deaf/Blindness
Deafness combination of vision and Require Information to be
hearing loss, though not introduced deliberately and
necessarily complete deafness systematically
and/or complete blindness Utilize the service of a specialized
Emotional Disturbance A wide range of cognitive and Support Service Provider (SSP).
developmental abilities
• Deafness
• Deafness Need special seating, being in view
Hearing Impairment May also have difficulty with of the teacher
speech, reading, and writing Need written supplements to oral
skills instruction like visual aids/cues

Intellectual Disability • Emotional Disturbance 1. Emotional Disturbance Exhibit

Hyperactivity inappropriate behavior under
ordinary circumstances.
Aggression or self-injurious
Multiple Disabilities behavior • Hearing Impairment Wear hearing
aids or FM systems Need a quiet
• Hearing Impairment environment with many visuals to
Articulation difficulties and be successful Need a slower rate of
language delays speech and clear enunciation
Orthopedic Impairment Easily frustrated
• Intellectual Disability
• Intellectual Disability Not be working on grade level
Struggle with overall materials
Other Health Impairment academics Not understand social norms
Struggle with attention, Struggle with problem-solving
memory across all areas (academic as well
Struggle to make as functional living skills)
Specific Learning Disability
generalizations • Multiple Disabilities Require
• Multiple Disabilities multiple services Use alternate
Hampered speech and communication methods
Speech or Language Impairment Require alternate curriculum
communication skills
Challenges with mobility Need materials.
assistance with everyday tasks
Traumatic Brain Injury

Visual Impairment Inc Blindness

ARD Timeline Activity (E5)

#1 Initial referral

#2 Notice/Consent for initial Evaluation

Within 60
Calendar
Days
#3 Evaluation

Within
#4 Notice of ARD
30
Calendar
Days

#5 Initial ARD

3
Years

Year

#6 Re-evaluation

#7 Dismissal

Terms to be assigned in the timeline:

#8 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 Time Level of Support
Definition Definition Definition
Adapt the number of items that the Adapt the time allotted and allowed for Increase the amount of personal assistance to
learner is expected to learn, or the learning, task completion, or testing. keep the student on task, to reinforce or
number of activities students will prompt the use of specific skills.
complete prior to assessment
Example Example Example
Reduce the number of responses Allow for more time at each station Have the teacher aide assist. Assign a
required at each station. before having to rotate. peer-buddy to go through the stations
with the student.

Input Difficulty Output

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

Example Example Example

Provide more visual aids at each Simplify the tasks in the café Allow for verbal responses instead of
station. Enlarge the print. Pre- conversation stations. Reduce the rubric written responses at each station.
teach the concepts shown. items.

Participation Notes:
Definition Alternate Goals Definition - Adapt the goals or outcome expectations while using the same
Adapt the extent to which a learner is materials. When routinely utilized, this is only for students with moderate to severe
actively involved in the task. disabilities. Example - Student can identify the literary element used by not the why.

Example: Substitute Curriculum Definition - Provide different instruction and materials to meet
a learner’s individual goals. When routinely utilized, this is only for students with
Allow the student to be in charge moderate to severe disabilities. Example – the student is learning about the
of starting the video at the stations. metaphors with the instructional aide.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. Visual: Students may be visually
(SP7CPE) 4. Reading: Students may have trouble decoding,
impaired but not cognitively impaired. comprehension, fluency, or tracking.

Listening/Hearing: Students may have Writing: Some students may struggle with the
2. difficulty hearing or completely 5. physical aspects of writing with pen and
paper, while others may struggle with
hearing impaired.
cognitive issues like spelling, grammar, and
Math: Students may have trouble organization.
3. computing, organizing, aligning, or 6. Organization and Memory: Some students
copying problems on paper.
need help to plan, organize, and retrieve
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)

Instructional Strategy Vocabulary in Context

High order thinking strategy Advanced Organizers

Summarization Non-linguistic Representation

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)

Semantic Feature Analysis Before/After Reading; All levels of use The semantic feature analysis strategy uses a grid to help kids
explore how sets of things are related to one another. By completing and analyzing the grid, students are able to see connections, make
predictions, and master important concepts. This strategy enhances comprehension and vocabulary skills.
Anticipation guide. Before reading a selection. students respond to several statements that challenge or support their preconceived ideas
about key concepts in the text. This helps to stimulate students’ interest in a topic and sets a purpose for reading.

Choral reading. While reading a text. Choral reading is reading aloud in unison with a whole class or group of students. Choral reading
helps build students’ fluency, self-confidence, and motivation. Because students are reading aloud together, students who may
ordinarily feel self-conscious or nervous about reading aloud have built-in support.
 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 Plan language objectives for all lessons and make them explicit to students

2. Build background

3. Make verbal communication understandable Emphasize academic vocabulary development

4. Learning strategies (this one should be easy!)

5. Opportunities for interaction

6. Practice and application

7. Lesson delivery

8. Review and assess

Give students feedback on language/vocabulary used in class

Reflections on the Reading STAAR (TL4)

1. I missed the figurative language question about the tidal wave because I didn’t finish reading the sentence. I saw tidal wave,
and immediately picked my answer. I didn’t finish the part where it said the tidal wave came to a stream. I could see a student
missing this question the same way. They could get in a rhythm or even rushing through the test, and forget to read the entire
example.

2.

3.
Reflections on the Math STAAR (TL4)
1. I got all questions correct.

2.

3.

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 21.53

Final Percent 77.88

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1.
I will increase my expertise in strategies which are effective with ELL student performance.

2. I will enhance my ability to develop aligned formative and summative assessments which directly
measure students’ knowledge and skills for specific lesson/unit outcomes.

3. I will incorporate differentiation strategies which include varied content, process and product
expectations for students, using data and students’ learning profiles as the basis for decisions in order to
increase overall performance and close gaps in learning.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
1. You will see collaborative learning strategies in my classroom.

2. You will see iPads with various learning support apps on it.

3. I will have a set rubric for the students to follow, so they know their major projects. They will also have skill-building
assignments as well.

4. Keeping hands, feet, and objects to themselves; No fighting or bullying; Do not get up without permission.

5. Evaluating and assessing students bi-weekly, so I can keep up with progress and provide appropriate assignments to
build.

skills.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Performs assigned duties in a professional manner Understands their content/real-world
Maintains a positive attitude in difficult situations applications
Designs and implements quality lessons Requests technical support when necessary
Submits required 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……

Distributing student progress reports in a Communicating student progress to parents &
professional manner adm. as needed
Checking for understanding & providing feedback Using data to inform short and long term
Conducting assessment after each lesson learning 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.