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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……

Model ethical/respectful behavior in all Practice self-reflection for improvement.
situations.

Core Values (TIU3)

Caring Kindness

Additional Notes:
Caring – For me caring is everything teachers do for students from 1:1 sessions, modification to lesson plans, making
activities fun and gaining participation.

Kindness – I believe kindness is helping students 1:1 and giving each student time to ask questions and receive answers. Also
allowing students enough time to fully understand their questions and concerns in class discussions.

My two core values are caring and kindness. These two core values have very important roles in my teaching career: caring
for what information I teach and how I teach that information to help students learn best; Having kindness for students
when they require additional support, modifications, behavior intervention and ongoing 1:1 support without letting
students feel overwhelmed or stressed about learning difficulties.
I derived at these two core values, caring and kindness, because I whole heartedly believe I need to care about what material
and how I teach material so that students can successfully learn the material. This may mean that I need to teach the
material in various ways and repeat the teachings in more than one subject to allow students to better grasp the
information. Kindness I believe is absolutely necessary to have as a teacher in order for students to be able to feel safe and
comfortable in asking questions or ask for help. It is not easy to ask for help and for students to ask for help I believe they
should receive kindness in return to show students that it’s okay to ask questions and praise their advocacy. These core
values I have had my entire life as I was an ESL learner myself and had to ask the teacher’s aids for help almost all of my
elementary school years because the teacher’s aids were always Spanish speaking and the teachers were not. I was lucky to
have the aids translate the information for me and help guide me when I was lost. I appreciate their kindness and caring
nature which kept me asking questions to learn more and more.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Behaviorists believe Explanation of theory. Believe learner brings Human freedom,

learning=change in View learner as a own past dignity, potential.
behavior caused by computer. Learning experience/culture into Study person as a
external stimulus. process requires every situation. whole. Social
Rewarding encourages change in Learners construct emotional learning.
Brief same behavior. memory/knowledge own knowledge; Ex: social contract,
Description: Punishing decreases it. not just behavior. Learning is different show & tell,
Criticism: it doesn’t Focus on mental for all. Ex: case counseling, social
describe what happens process versus studies, research work/support. Takes
w/o reinforcement observation. Ex: projects, care of basic human
ex:language. Pavlov, Chunking information, brainstorming, needs, fed, safety,
discovered classical linking concepts, problem-based supported. Criticisms:
conditioning. Skinner, problem solving, learning, simulations, vagueness in
operant conditioning analogies, imagery, collaborations. deficiency varies for
rats.Bandura-modeling mnemonics, discussion people & exceptions.

Ivan Pavlov 1849- Jean Piaget 1896- Lev Vygotsky 1896- Abraham Harold
1936, discovered 1980. 1st to study 1934. Nature vs Maslow 1908-1970
classical conditioning. children scientifically nurture. Believed motivational theory:
Stimulus triggers through observation. nurture influenced most basic need
Theorists involuntary response. Intellectual development.Social physical survival
Conditioned reflex. development = 4 interaction = role in motivates behavior.
Associated:
B.F. 1904-1990, stages: learning. Thinking- Pyramid bottom>up
Skinner, operant Sensorimotor birth-2yr language. ZPD zone of physiological need,
conditioning senses. Preoperational proximal development, safety, social/psych,
rats/mazes. Ex: potty 2-7yr is distance btwn esteem, self
training.Albert language/images. performing and actualization/fullfillme
Bandura 1925- Concrete operational solving a task nt,
present. We learn 7-12yr logic problem. John Dewy
from one another. emphathy. Formal 185-1952, learn by
Modeling, obsv 13-adult.abstract doing. Erik Erickson.
observation.
Imitation.
Additional Constructivists: Benjamin Bloom 1913-1999 famous for Bloom’s Taxonomy,
educational learning objectives. Howard Gardner 1943-present gave idea learners can measure
knowledge w/IQ. Also multiple intelligence theory. Jerome Bruner 1915-2016, discovery; theory
of instruction addresses 4 aspects: predisposition to learning, structuring knowledge for learner to
Notes: grasp easy, most effective sequences, pacing rewards/punishments.
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationship 4. Retrrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Revelance 6. Re-exosing 9. Recognizing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of dark/injury Jumps with feet Self sufficient. Clumsy toddlers to

2 -4 yr olds Likes sharing/play together. Dresses/undresses. lively explorers.
Imaginary friend Motor control. Ball Copies coplex shapes. Physical and cognitive
Competitive skills improve. Cuts on Asks questions. Tells development occurs.
Understands rules, line. Ride a bike by 4-5. stories. Imitates and Social and emotional
difficulty turn taking. writes name. Paints, development. Anguage
Needs structure/routine. threads, 2-3 simple develops. Senosry and
Growth rate is slow and multitasks. Sorts. motor develop.
Self-centered. Interest in steady, 3-6 lbs per yr. Letters, counting, colors.
group/friends. Sociable. GMC & FMC Books-fun. Slow, steady growth.
5- 8 yr olds Attachment. Show uneven/incomplete. Learn best by physically
friendship with Hand skills, eye hand 7yrs think logically active. Use their bodies
possessions, secrets, coordination continue to about behavior, by mastering physical
time together. Require 5- develop. imagination. skills. Interest in process
10min warning for Form ideas. Group vs product (doing things
transition. Tattling. Range of height and things. Numbers. Read vs doing well). Wrapped
Peer groups important. weight widens. Critical signs, lists, money. Plan. up in self. Easily
Loud, rude, moody, of physical appearance. Learning through motivated trying new
sensitive, extremes in Coordinated as adults, physical activity. Collect things. Short attention
9-11 yr olds emotion. Want lapses in awareness things. span.
independence. Sibling common. Energy 9-11 are quite active
rivalry. Attitude about abounds. Oversimulated. Children begin to think with boundless energy.
school. Daydream, Need 10-11hrs sleep abstractly. Can plan for Like group activity.
restless. Discuss sex at each night at this age. several weeks. Evaluate Gropu and club
this age._____________ behavior. Attention span memberships are
Increasingly comfortable Adolescence period of increases from 30min to important. Like to be
interacting in growth and physical several hours. Develop with members of own
community with peers. change. Cope with morals from what they sex.
Leadership in clubs, ungainly bodies, new learned from adults.
12-14 yr olds
groups are valuable. sense of their physical Why stage. Quarrel less Concerned about
Learn decision making selves. Physical with peers. physical development,
skills. Concerned about development proceeds at being liked by friends,
justice and fairness. varied pace. Growth Move from concrete to social graces, proper
Seek parent counsel. spurts and slower even abstract thinking, enjoy grooming. Change at
Comparrison is difficult. growth pace. Girls cognitive activities. different rates, “clocks”.
Transition period. Teens growth spurt before boys Need to be allowed to Self-conscious, critical,
detatch from parents. and some reach adult find solutions to vulnerable to bouts of
Feel mature but lack height before boys. problems. Learn from low self esteem. Many
15-18 yr olds skills to do so. Feelings Coordination, strength mistakes, test ideas, need help to overcome
of insecurity, anger, increase. Rapid growth form opinions. Still need inferiority complexes.
frustration begin. Less causes clumsiness. adult support, guidance. Teens have high social
concerned with adult General awkwardness. Intense questioning, needs. Leadership,
approval. Seek peer Males mature later, but uncertainty. Sarcasm. freedom. Peers. Need
approval. Group are bigger. Pueberty. Accountable, finances, Life Planning guidance.
acceptance. Always hungry, sleepy. employment. Argue.
Hattie’s most effective influences on instruction (throughout SS)
Language instruction is found to have strong influence on student achievement.
Scaffolding has strong influence on student achievement.
Small group instruction.
Cooperative grouping.
Positive peer influence.
Self Regulation.
Peer Tutoring.
Classroom discussions.
Non-linguistic representation imagry and concept mapping. Visual learning.
Use of compare and contrast.

What is Academic Language? (SS1)

Per Teachworthy module, definition of academic language is primary vehicle for learning and instruction. Not only means for
communicating information, it also plays key role in deepening understanding of important ideas. Academic language is oral,
visual, written language 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. Repetitive exposure to words 3. Indirect learning of vocabulary, ex: using vocabulary

words in numerous different contexts.

2. Learning vocabulary words before reading the text. 4. Earning vocabulary in both written text and oral speech.

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

1. Tiered Instruction – changing level of instruction. Ex: Key concept: those who do not know concept
– those with some understanding – Those who understand the concept.
2. Anchoring Activities – enrichment opportunity where student completes activity when they have
completed their work or teacher is busy. Activities relate to needs or enrichment opportunities.
3. Flexible Grouping – allows students to be appropriately challenged. Avoids labeling student
readiness as static state. Important to permit movement between groups due to student interests
changing.
4. Compacting Curriculum – assessing students knowledge and skills. Providing alternate activities for
students that master tasks. Students that do not require instruction move on to problem solving
activities while others receive instruction.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Jigsaw I’ve Got This

Fishbone graphic organizer or Frayer Model Anchor Chart

Venn Diagram KWL chart

Venn Diagram or Classifying T-chart for Compare/Contrast

Math Problem Solving Graphic Plot Diagram

Hints: “Start to think about how this

Hint: “Remember this ____, it might be important”
chapter might ____”

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

Create Justify, Assess, describe, predict, select.
Apps: Storytelling, podcasting

APPS:
Assemble, categorize, plan, rearrange, write.
Evaluate Apps: Moderating, Weebly

APPS:
Compare, choose, manipulate, practice, show.
Analyze Apps: Outlining, Mashing

APPS:
Use, demonstrate, modify, practice, sketch.
Apply Apps: Demonstrating, Illustrating

APPS:
Explain, describe, identify, locate, summarize.
Comprehension Apps: Organizing, explaining

APPS:
Arrange, match, name, recognize, select.
Remember Apps: Google, Listing

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……

Has lesson plans that are learner-centered. Provides a variety of feedback.
Keeps students engaged and interested in learning. Incorporates technology to facilitate instruction.

Create a welcoming space (CBM3)

1. Welcome sign in classroom, calendar poster with month, day, year, class rules and social contract
posters.

2. Teacher name, room number, fire drill exit information, class schedule all posted in room.

3. Interactive wall with teacher information, student names, seasons, first day of school poster, birthdays.

4. Open seating with desks arranged in sets of four with crayons and markers at each quad of tables for
sharing.

5. Colorful posters of maps such as United States, Texas, World and city maps, United States flag, Texas
flag.

6. Reading area with books, designated area on floor to have circle time.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1.
Technique 39: Do It Again. Repetition is one way to ensure that students understand your
expectations and meet your standards.
2. Technique Eight: Post It. Be sure your students know your objective for the day by posting it
on the board.
3. Technique 12: The Hook.Links to an external site. Introducing the lesson with a "hook," an
activity or item that grabs your students' attention, will help enhance your lesson.

4. Technique 27: Vegas. Nothing like a little glitz to liven up classroom instruction!

5. Technique 28: Entry Routine. Having a structured entry routine expedites beginning of instruction.

6. Technique 39: Do It Again. This technique is perhaps the only negative consequence that
genuinely works. When students fail to meet your standards, you ask them to "Do it again."
They model the appropriate behavior but are eager not to have to do it again.
7. 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 a clean and orderly classroom. Provides instruction bell to bell.
Establishes smooth transitions between activities. Maintains daily routines and schedules.
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism -Neurological disorder. -Perseverate on topic.Struggle to
Cognition range gifted-delayed attend to task. Fidget rock, flap,
Identified by 3yrs old. 4:1 F:M stimulate, mimic, lack reciprocal
-Concomitant (simultaneous) skills, or be non-verbal, volume.
Deaf/Blindness impairments. Severe -May require information
communication & introduced deliberately,
developmental, educational systematically.
needs. -Difficulty with speech, reading and
Deafness -hearing impairment, severe, writing skills.
causes adverse educational
performance. -hyperactivity, aggression,
-inability to learn that cannot withdrawl, immaturity, learning
Emotional Disturbance difficulties.
be explained by intellectual,
sensory, or health factor.
Inappropriate behavior. Fear.
Includes Schizophrenia. -Articulation difficulties. Language
Hearing Impairment delays. Easily frustrated. Difficulty
- Permanaent or fluctuating with oral expression and SEL.
hearing impairment. Not deaf.
-Significantly subaverage -struggle with overall academics,
Intellectual Disability general intellectual attention, memory, make
functioning. Existing currently generalizations, interact socially.
(at same time) affects Not grade level. Struggle problem
eduational performenace. solving.
Multiple Disabilities -Require multiple services,
-hampered speech, alternative communication
communication, mobility. methods.
Orthopedic Impairment -impairment, immobility,
-No cognitive concerns. Integrated
paralysis, wheel-chair.
in GE class. Assistive technology.

Other Health Impairment -limited strength, vitality, or -limited alertness

alertness

-slower reading rate, spelling errors.

Specific Learning Disability -Reading, writing, oral, math. Difficulty copying, memorizing,
dscribing events.
-Articulation disorder,
abnormal voice, fluency and -emerge at young age, difficulty
Speech or Language Impairment language disorder. with comprehension, being
-Concerns: memory, attention understood, expressing needs.
concerns, social skills,
emotional regulation, speech, -struggle to process visual info,
Traumatic Brain Injury
language, physical. follow multi-step directions,
-Spacial positioning, short attn communicate, grade level work,
span, sensitivity to light, eye to logic.
hand coordination -adversely affects educational
Visual Impairment Inc Blindness
performance.
ARD Timeline Activity (E5)

#1 Initial Referral

#2 Notice and Consent or Refusal to

provide initial Evaluation
Within 60
Calendar
Days
#3 Initial Evaluation Comopleted

Within
#4 Notice of ARDC Meeting
30
Calendar
Days

#5 Eligibility of Determination

3
Years

Year

#6 Annual IEP Review

#7 Three Year Reevaluation

Terms to be assigned in the timeline:

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

Input Difficulty Output

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

Example Example Example

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

Participation Notes:
Definition Alternate Goals z Adapt the goals or outcome expectations while using the same materials.
When routinely utilized, this is only for students with moderate to severe disabilities. For
Adapt the extent to which a learner is example: In a social studies lesson, expect a student to be able to locate the colors of the states
actively involved in the task. on a map, while other students learn to locate each state and name the capital.

Substitute Curriculum z Sometimes called “functional curriculum” Provide different

Example: instruction and materials to meet a learner’s individual goals. When routinely utilized, this is
In geography, have a student hold the only for students with moderate to severe disabilities. For example: During a language lesson
globe, while others point out locations. a student is learning toileting skills with an aide.
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 Adaptive scissors, slant board, feeding
1. Low Tech: jar opener, graphic
(SP7CPE) 4.
organizer, pencil grip. utensils. PECs cards.

Mid-Tech: screen magntifier, adaptive

Push button switch toy, portable word
2. switch, talking calculator. 5.
processor, PECs cards.
High Tech: special purpose computers
(eye gaze/speech controlled), Yes/No buzzer/button response. ipad with
application for PECs cards.
3. keyboards, word prediction software, 6.
advanced communication aids,
Venn Diagram of 504 and IDEA (E9)

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

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
Suggestions for working with Students in Poverty (E12)

Provide access to computers, magazines, newspapers, books. Take time to explain rationale for rules, procedure in
classroom.

Keep expectations high. Poverty does not mean ignorance. Arrange a bank of shared supplies for students to
Teach study skills, time management and organization borrow when they are out of materials. Keep school
strategies. supplies at low cost for entering students.

Do not require costly activities such as field trips.

Don’t comment on clothes or belongings unless in violation.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading. Content goals are reading for purpose of learning content
information. Increasing interest for what is being read. Content goals are based on attaining
conceptual knowledge.
2. Provide student autonomy. Allow students options to have choice which text they read.

Provide interesting texts. Select topics that have familiar background or material for students.
3.

Increase social interactions among students related to reading. Let students collaborate in groups.
4.

Reading Strategies to Strengthen Literacy Skills (R8)

Phonics instruction ELA reading. Using phonics instruction Teaching relationships between letters
Describe: picture book with with picture books to read with image and sounds. Using words to decode.
Oral instruction. Small group. to identify letters, sounds matching image.
Building vocabulary word wall.
Comprehension – ELA reading. Role play Process where students become teacher
Reciprocal teaching. Small group. Using storytime to switch teacher teacher models, then student asks
Content comprehension mapping. Student roles for asking story questions questions to build comprehension.
Audio assisted reading During ELA reading Activity where students read along in
Describe: read along story Sitting in group or individually with headphones. books while hearing fluent
New concept: Reading fluency building
reader audio recording.
 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, Jigsaw Text Reading, Outlines

2. Build background Content word wall, Concept Definition Map, Cloze Sentences

3. Make verbal communication understandable Use of variety of techniques, appropriate speech, explanation of task

4. Learning strategies (this one should be easy!) Scaffolding, graffiti writing, word-splash

5. Opportunities for interaction Grouping (small group, parthers, wholc class), journals, 4corners.

6. Practice and application Hands on material/manipulatives, modeling, group (social interaction) for peer to peer
learning.

7. Lesson delivery Written on board and paper, oral with modeling, paced with students engaged.

8. Review and assess Review vocabulary, paraphrasing, informal assessments.

Reflections on the Reading STAAR (TL4)

1. My reflection upon viewing the reading passage and questions was stressful secondary to having a long passage with multiple
questions. I paused for a moment trying to gauge the length of reading and questions. This quick assessment did raise my
stress level before I even began because I knew this was only a small portion of the exam. I was reminded how students may
enter the classroom calm but then get frustrated at the very start of the exam and this could negatively impact their results. I
could better support students by teaching students stress coping strategies and posting those strategies around the room.

2. My thoughts on the reading passage was being concerned on having spent a significant amount of time carefully reading
through the passage in order to comprehend the story, character names and dilemma. By the time I got to the questions I also
spent a significant amount of time carefully reading all the answer choices. I was reminded how students need extra time to
process detailed information in order to answer multiple questions. I could better support students by working on reading
comprehension techniques and reading fluency strategies in my classroom.

3. While answering another one of the multiple questions for the passage on the STAAR test questions I realized the question was
not difficult, but worded sophisticated in a way that presented complicated. It took me a little time to recognize the hidden
simplicity of the question. I can better support students by teaching them various reading comprehension and reading content
strategies.
Reflections on the Math STAAR (TL4)
1. My reflection on one of the math questions involving a formula was having higher stress about how to start to tackle the math
problem. Having observed the video demonstration only once, I found myself thinking really hard to recall the formula steps
to replicate on my own. This made me realize students truly need repetition to better grasp material. I can support students by
teaching material multiple times, different ways and reintroducing it in more than one course to apply it many ways.

2. My thoughts on another math question was assessing the various answer choices to determine which option equated to 25% or
1/4th of the distance on the line graph. I had to use my judgement, estimation and counting skills. This made me realize
students need to rely on multiple factors to answer math questions. I can better support students by practicing these essential
skills using manipulatives and technology plus any other resource to help strengthen their skills.

3. My reflections on a math question was having a good strong foundation allowed me to get this math question correct. I realize
if I can support my students to learn a good foundation in math, and problem-solving skills. Then they will be able to utilize
their math foundation to identify the correct answer. Or if not the immediate right answer, then they will at least be able to
problem solve and eliminate at least one or two incorrect answer choices and make a very good educated guess on the correct
answer until they solidify their math skills. I can support this by teaching math in fun, new, engaging and hands on methods to
gain participation daily.

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 21.5

Final Percent 77.95

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. Goal: I will create TEK grade level material with options for adaptability and modification to accommodate student needs.
How? I will use the TEA website to plan my lessons, then grade the material in advance to have more and less complex
options for students based on individual need.

2. Goal: Student centered lessons. I will create all lessons with student centered focus by including student choice in centers to
motivate participation in fun and engaging hands on activities.
How? My core courses will have center stations set up with minimum of two options for students to choose from in order to
empower them. I will also include tactile manipulatives for hands on participation to enhance learning skills. I will
informally assess small group centers on weekly basis to monitor student participation, comprehension, student strengths and
weakness over material presented.

3. Goal: I will focus on creating lesson plans based on TEKS and evidence-based instruction while consistently adjusting,
improving and planning to help students grow their knowledge while maintaining classroom routine to motivate ongoing
participation.
How? I will use the “teaching loop” process-based student growth measure: Plan>instruct>assess>analyze>adjust. I will also
use incentives for motivation in participation.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
Research-based strategies that I would love to utilize in my classroom would be Robert Marzano’s graphic
organizers, Venn Diagram and Frayer Model. Technology you would see are computers with district
approved educational program applications and hopefully access to tablets. If tablets are to expensive for
district, then I would ask for permission to offer a tablet that I purchase and use educational programs with a
safety child control option. Additional technology would be projector for classroom lectures and a television
for indoor recess or brain break activity. Important elements of lesson planning that are necessary for
student success are TEKS grade level content and also school authorized accommodations and
modifications to support student success. I also believe all material should be able to be broken down into
components for explanation to students in simpler methods to enhance learning skills. Behavior
management is very important as this can take away learning opportunities for students not demonstrating
behaviors. I believe the non-negotiables for my classroom are physical behaviors such as fighting or
negative behaviors that escalate to melt-downs or tantrums in classroom with peers present. If a student is
having negative behavior to the extent of fighting, total meltdown or tantrum, then I believe this student
would need to take a break in a quiet room outside of the classroom full of students peers. I believe whole
heartedly this student needs an adult present for supervision with safety and also privacy from peers to learn
how to self regulate to calm themselves. I also believe it would be a disservice to the class if they are made
to endure the entirety of negative behavior and have it interrupt their lesson. In my classroom I would strive
to provide equal learning for all students by providing center stations at tables. I would have students
alternate center stations with use of a timer. I would incorporate various subjects by designating each center
with different subject material. I can also grade the centers to be more challenging and less challenging for
break breaks. Most importantly I would present lesson material in various ways such as lecture, small group,
pairs, centers, independent work, games, and hands on materials in order for students to get multiple ways
of learning the material.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

My professional knowledge. I can research TEKS Identifying the best instructional delivery that
and have patience with behaviors in classroom to benefits students with learning and focus at
redirect from negative to positive by using kindness school.
in order to redirect class participation in learning.

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……

I can quickly evaluate the classroom environment Instructional planning that meets and exceeds
to identify distractions, triggers or incorporate student learning outcomes.
visual aids and supports that would promote student
learning.

NOTES:
I like how Stronge’s work addresses bridging the gap between his research and actual practice of teaching
profession. This is very important to acknowledge the research, the gap and the teaching. This is important to
benefit students.
 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.