Shane Baker

21 Nov 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……

Models ethical/respectful behavior in all Has a classroom that reflects a positive, safe
situations environment
Invests time before and after school Conducts 1:1 conversations with students

Core Values (TIU3)

Growth and Courage

Additional Notes:
My core values are Growth and Courage. Growth is state of progressing versus remaining in the same
place or stagnating. We demonstrate growth by continuously learning and challenging ourselves with new
experiences. Courage is doing the daunting or uncomfortable. It is not the absence of fear but acting despite
the fear. We demonstrate courage when we take a stand for something we believe in the face of unpopularity
and when we care enough to confront a loved one with an uncomfortable truth.
I chose these values because they are important to me in becoming my best self. They do not come
easily and challenge me every day to confront and overcome. If I did not actively engage these values, I
would be content with remaining unchanged. Instead, I determine to challenge myself with new skills, new
ways of thinking and choosing the harder right instead of the easier wrong to cultivate and nurture my small
portion of the Garden.
I think that life in the Army led me to these core values and certainly played a role in forging them
into my identity. It is an “up or out” organization with a learning culture. The Army provides leaders with
opportunities for growth and promotes self-development through continuing education and self-study. I
embraced that culture and it afforded me many enriching opportunities which helped me grow as a person and
a leader.
Courage is embedded into Army culture as well. Soldiers and leaders are forced at various times to
step out of their comfortable lives into the unknown. Facing fear is a part of every soldier’s journey. I faced
many over the years as I repelled out of helicopters, challenged myself with tough training, and walked
through enemy territory.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Learning is a change Learning involves Past experiences and Focus on human

in behavior caused by change in knowledge, cultural factors are freedom, dignity,
external stimulus. not just behavior. brought into each potential. Whole-
There are stages of situation and learning perseon, social-
development – is different for each emotional
Brief sensorimotor, person. Zone of
Description: preoperational, proximal development
concrete operational, – gap between
formal operations student’s ability to do
something with
another’s help and
ability to solve
themselves- this is
where learning lives
Scaffolding

Ivan Pavlov – classical Jean Piaget Lev Vygotsky Abraham Maslow

conditioning John Dewey
BF Skinner – operant Erik Erikson 8 stages
conditioning of development
Theorists Albert Bandura – (Freud)
Social Learning Benjamin Bloom
Associated:
Theory Howard Gardner
(multiple intelligence
– tailored instruction,
new kinds of
assessment
quarterback and figure
skater, deeper on
scientific method)
Jerome Bruner

Behaviorism in action – Drill/rote work, bonus points, participation points, verbal reinforcement.
Advantages – easy to collect data, teachers influence behavior through positive and negative
feedback
Criticisms- doesn’t account for learning that occurs without reinforcement, only prepares
Notes: learners to recall basic facts – not problem solve.
Cognitivism in action – classifying information, linking concepts, organizing ideas, real-world
examples, discussions, problem-solving, analogies, imagery, mnemonics
Advantages – recognizes complexities of memory, nuturance necessary
Criticisms – involves cognitive processes not readily observed, overlooks the stages of adult
development
Constructivism in action - Case studies, Research projects, Problem-based learning,
Brainstorming, Collaborative learning/group work, Simulations
Advantages – active engagement, autonomy, motivation, problem-solving, tailored learning,
social contact essential, Erikson – stages for adult life
Criticisms – cognitive overload, potential misconceptions, difficult to detect probs, no
consistent results
Humanism in action- social contract, show and tell, counseling
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Rigor - Planning 4. Routing - Instruction 7. Rehearsing - Assessment

2. Relevance - Planning 5. Re-exposing - Instruction 8. Recognizing - Assessment

2.
3. Retrieve – Instruction 6. Retaining - Assessment 9. Relationships - All

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Fear of dark, injury. Jumps with feet Self-sufficient in many Learning through play.
2 -4 yr olds Likes to share, together, good motor routines, Sorting, I-spy, obstacle
imaginary friend, control, throwing and dresses/undresses, course, chores, relay
doesn’t like to lose, catching improve, ride a copies complex shapes, races, drawing, cutting
routine to feel safe bike?, uses scissors lots of ?s, stories, write with scissors
name, hand dominance,
paints, sorts, letters,

Interest in group, Gain 3-6 lbs a year, Start thinking about their Use active learning,
5- 8 yr olds friends, make-believe, coordination incomplete, behavior, hesitant, physical activity, play,
tattling, rules, winning, need 10-12 hrs sleep, simple reasoning, building, focus on work
leading, first, attached to gain small motor skills categorize, write letters vs completing, make-
teacher, physical activity and numbers, money, believe, balance ind and
to relieve tension, new think through situations, group work, use senses,
realistic fears, imitation, physically active, short concrete concepts, free
positive about school attention 20, curious time planned, specific
nature things and people instructions, encourage,
spontaneous activity,
Peers important, loud Range in height/wt Begin abstract thought, support
9-11 yr olds
and rude, funny, moody, widens, critical of plan for weeks, evaluate Use active learning,
independent, sibling physical appearance, behavior, 30min and group learning, brief
rivalry, attitudes toward coordinated, lots of greater attention span, learning experiences,
school may change, energy, need 10-11 hrs morals, need the why, short directions,
discuss sex, rebellious sleep independent, express apprentice with older,
behavior, fear of failure, self, fight less with variety, supervise
death, family probs, peers, cooperate more, records, hold
success=pos self view friendly ceremonies, find own
Prefer own sex vs other Rapid growth and Abstract thinking, enjoy answers,
12-14 yr olds Discuss physical change,
Interact with peers and change, disparity of cognitive activities, find
community, mixing with growth in some, girls their own answers, learn understand self, ind
sexes for some, learn faster attain adult height from mistakes, test skills, varied
decision-making, justice, by 12-13, ideas, form opinions, opportunities for
parents’ counsel, need support and guidance success, accept feelings,
success, comparison from adults work with older, involve
with others difficult in deciding,
values/morals, pos peer
pressure, fun,
15-18 yr olds Detach from parents, Coord strength increase, Questioning, Pers dev, suggestions,
want to be adult lack awkward, full motor by accountability, test guide, groups, peer
skills, insecurity, 19, self-conscious, language skills, arguing encouragement, real-life
frustration, peer hungry need more sleep, improves, reasoning, proplem-solving,
approval, interest in opp sweating, sexual desires deductive reasoning, philosophies, service,
sex, peer pressure problem solve, life planning, trips rather
hypothesis, goals, decide than medals
Hattie’s most effective influences on instruction (throughout SS)
Teacher attributes: clarity, credibility, estimates of achievement, micro-teaching/video review of lessons
Teaching student learning strategies: elaboration and org, eval and reflection, transfer strategies, deliberate practice, effort,
mnemonics, rehearsal and memorization, integration with prior knowledge, summarization
Teaching strategies: cognitive task analysis, planning and production, classroom discussion, feedback, response to intervention,
jigsaw method, reciprocal teaching, scaffolding
Teaching focus on implementation: Intervention for students with learning needs

What is Academic Language? (SS1)

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. Repetitive exposure to words 3. Indirect learning of vocab i.e. using vocab words in
different contexts

2. Learning vocab before reading the text 4. Learning vocab in both written and oral speech

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

Tiered instruction – process or content, assignments, homework, learning strategies, materials, anchor
activities, writing prompts, assessments
Flexible grouping – homogenous/ability, heterogeneous, individualized or independent study, whole class
Anchoring activities – activities that can be done after completing other work (hip pocket training)
Compacting curriculum – providing alternative activities for students who have already mastered the
material as evidenced through assessment.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Cooperative learning – Kagan Small group discussion – Hoonan

Jigsaw activities Learning center

Anchor chart –students add ideas to concept Concept map

Expository learning organizer for ELA Know-want to know-learn chart (KWL)

Compare and contrast – Venn diagram Metaphors to create strong images

5Ws+How, 5min timer, Cornell Notes (questions, notes,

summary<25words summary)

Remember this; think about this character might 1 minute paper – exit ticket
feel

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

Create YouTube, Spotify for Podcast, Slides, Canva, Blogger

APPS:
Google Meet, Google Forms, Sheets
Evaluate

APPS:
Sheets, Photos, AirTable, Google Outliner,
Analyze

APPS:
Docs, Zoom, Google Earth, Drive, Maps
Apply

APPS:
AirTable, Notes/Keep,
Comprehension

APPS:
Google Search, YouTube, Docs, Keep/Notes
Remember

APPS:
Components of a social emotional learning program (SS12)
Self Awareness – identify thoughts and emotions and their impact on behavior.

Self-management – deals with self-motivation, regulation and control.

Social awareness – showing empathy for others, embracing diversity

Relationship skills - working in relationships, handling conflict,

Responsible Decision-making – considering well-being of self and others and implications of a decision

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Implements changes as suggested by peers/admin Provides variety of learning methods: visual,
auditory, kinesthetic
Has lesson plans that are learner-centered
Incorporates technology

Create a welcoming space (CBM3)

1. I will greet students as they arrive and will use my class roster to verify that they are in the correct class
and will give them directions, if not.

2. I will have a seating chart with assigned seating for the students and will help them get seated as they
arrive.

3. I will create classroom rules and enforce them. We will revise these as a class to create our social
contract.

4. I will review the syllabus with my students which will address what they will be doing and how they
will be graded.

5. I will use my presentation to tell them more about me.

From the first day, I will treat each student with respect and dignity.
6.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. No opting out – “I don’t know” not acceptable. “I’ll give it a shot” acceptable.

2. Begin with the end in mind for planning.

Ratio – make learning student centric vs. teacher centric. Monitor how much I am participating vs. students.
3.

4. Cold calls – call on people to answer randomly.

Entry routine – have a structured entry routine to get kids in the proper mindset to learn.
5.

Do it again, if not done correctly the first time and sweat the details (Rudy Giuliani’s broken window theory of policing).
6.

Explain the why of everything.

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……

Establishes smooth transitions between activities. Sets clear, firm behavior expectations.
Provides instruction bell to bell. Has make-up work ready for absent students.
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
-Autism -Neurological disorder -perseverate on a topic
-range from gifted to delayed -struggle to stay on task/pay
-ID age 1-3 most cases attention
-4:1 male:female -difficulty taking turns, sharing
oDeaf/Blindness oVision or hearing loss -noise stimuli or visual
oRange of cognitive, -struggle with change
developmental abilities -comms skills, volume control
-may have difficulty with oIntroduce info deliberately,
Deafness speech, reading, writing systematically
-may use speech amplification, oSpecialized Service Provider
hearing aids, lip-reading -special seating, written
supplements to instruction, eye
Emotional Disturbance Inability to learn not tied to contact prior to talking,
other factors, inappropriate interpersonal skills, frustrated
behavior or feelings, oInappropriate behavior, can’t
unhappiness, depression maintain relationships,
Hearing Impairment -easily frustrated, manifestation of fears
social/emotional difficulty -read lips, wear hearing aid, need
quiet, needs clear slow speech
Struggles with academics, Not working at grade level, not
Intellectual Disability attention, memory, understanding norms, struggle
generalization, social problem-solving
interaction

Multiple Disabilities Speech and commo impaired, Requires multiple services,

mobility, assistance with daily alternate curriculum materials,
tasks, medical needs commo methods
Orthopedic Impairment Limited mobility – paralysis Perhaps no cognitive problems, gen
ed class full-time, assistive tech

Other Health Impairment Asthma, epilepsy, add, adhd, Limited strength alertness, or
diabetes, leukemia, heart heightened alertness
condition

Specific Learning Disability May impact reading, writing, Slower reading, spelling errors,
oral comms, math, study skills difficulty copying, memorizing,
describing, interpreting
Speech or Language Impairment Stuttering, abnormal voice, Difficulty comprehending, being
fluency, language disorder understood, expressing self, social
interaction, work with speech path
Traumatic Brain Injury Memory and attention, social Struggle process visual info, follow
skills, emotional regulation, instructions, comms, grade level
speech and language, physical work, logic, problem-solving,
reasoning
Visual Impairment Inc Blindness Spatial positioning, attention,
clumsiness
ARD Timeline Activity (E5)

#1 The school or parents can initiate a

referral for a student they suspect has
disabilities

#2 School sends written notice of meeting

to parents 5 school days prior
Within 60
Calendar
Days
#3 Students are evaluated to confirm they
have a disability and need special
services to benefit from education

Within
#4 Parents consent to services in writing to
the district 30
Calendar
Days

#5 ARD meets

3
Years

Year

#6 IEP data collection

#7 ARD meets

#8
Modifications and Accommodations (E6)
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items Adapt the time allotted and allowed Increase the amount of personal
that the learner is expected to for learning, task completion, or assistance to keep the student on
learn or number of activities testing. task or to reinforce or prompt use of
student specific skills. Enhance adult-
Example
will complete prior to Example Example
student relationship;
assessment foromit
Students could mastery.
writing a Students’ time to work on Venn use physical
A teacher space
could workand
with those
summary paragraph Diagram could be expanded students with those
environmental that are struggling
structure.

Input Difficulty Output

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

Example Example Example

Pre-teach the vocabulary to Allow students to use known societies Allow students to create an oral
students with disabilities as one of their comparative societies vs summary vs written
researching unknown societies

Participation Notes:
Definition Alternate goals: Adapt the goals or outcome expectations while using the
same materials.
Adapt the extent to which a
learner is actively Substitute curriculum: Provide different instruction and materials to meet a
involved in the task. learner’s individual goals.
Example:
Ask disabled student to lead the
group when we work in small
groups toguide rather than research

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Word processing aids, text to speech or vice
1. Closed captioning
(SP7CPE) 4.
versa

2. Graphic organizers 5.
Calculators

3. Visual timers 6.
Audio publications
Venn Diagram of 504 and IDEA (E9)

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

Teach goal setting Take time to explain social rules

Provide access to computers, books, magazines Keep school supplies list short. Keep some on hand.

Maintain high expectations Be mindful of costly activities.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1.
1.Provide content goals for reading. Instead of having students read to prep for a test, I would ask
them to read to answer a specific question(s). This might be something like “Why were the anti-
2. federalist opposed to ratifying the Constitution?” 2.Support student autonomy. I would like to create
a classroom where students have autonomy in terms of who they work with and where they read.
Ideally, I could offer them a choice of texts as well, such as the textbook, or on-line or even a graphic
3. novel. 3.Provide interesting texts. This would take some research, but there may be several options to
include novels. 4. Increase social interactions among students related to reading. I would like to have
the students research to prepare for small group debates or conversations (like Federalist vs. Anti-
4. Federalists).

Reading Strategies to Strengthen Literacy Skills (R8)

Exit slips After reading A way to check learning post-lesson

Intro (top bun), supporting info

Paragraph hamburger Use it to help students formulate a (filling), conclusion (bottom bun)
paragraph

Word wall In class to support reading List of content words with

definitions and pictures visible to all
 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, teacher prepared outlines, jigsaw text read

2. Build background Contextualizing key vocab, vocab self-selection, personal dictionaries

3. Make verbal communication understandable Explanation of academic tasks, use of a variety of techniques (GOs,
leveled study guides, pre-teach vocab), scaffolding techniques,
model techniques
4. Learning strategies (this one should be easy!) I wonder, GIST summarizing, questioning techniques (thinking
cube, question cube, questioning the author)

5. Opportunities for interaction Pair or small group work (oral rehearsal), grouping configurations, cooperative
learning activities (information gap activities, jigsaw, roundtable, interview)

6. Practice and application Hands-on materials and manipulatives, application of content and language knowledge,
integration of language skills.
Content objs clearly supported by delivery, language objs supported by delivery, students engaged
7. Lesson delivery (well planned, explained, right amount of time, class management, applied learning, active, learning
needs)
8. Review and assess Review key vocab, review key concepts, provide feedback, assess lsn objs (real life)

Reflections on the Reading STAAR (TL4)

1. I did not miss any of the questions, but it seemed like a pretty demanding test and the questions seemed advanced for 6th
graders. Add to that the pressure of taking a big test like this and it might be a difficult experience. I think we need to spend
time preparing students for how to best take tests in general. I am a pretty decent test-take but I know many people who are not
or who freeze up during tests.

2.

3.
Reflections on the Math STAAR (TL4)
1. I missed two questions. One was a silly mistake and the other is because I did not understand how to arrive at the correct
answer. I would need to go back and refresh my knowledge of probability and statistics.

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 21.52

Final Percent 77.97

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 special education student performance. Actions: Learn and
incorporate special education research-based strategies with planning, instruction and the learning environment. Evaluated
each grading period and measured by improvement in Social Studies benchmark scores.

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. Actions: Research and apply high-yield strategies to assess students.
Monitory and track data. Collaborate with colleagues. Evaluated at the end of the year. Evidence of formative and
summative assessments aligned with learner outcomes.

3. Improve my knowledge of classroom management by observing other teachers and studying high-payoff strategies.
Evaluated at the end of the year. Evidence by observations and sense of positive learning environment in the classroom.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:

1. In my classroom you will see small group instruction. You will see the use of graphic organizers and
examples of “I do, we do, you do”.
2. Students in my class will use computers to conduct research or to do activities. We will use games in
class to review material like Kahoot and Gimkit. We will use computers and projectors.
3. I will ensure that my lesson plans are TEKS driven and that they are sequential. I will do my best to
create student-centric lessons instead of teacher-centric. I will make sure that there is a roadmap for
the semester and year.
4. My non-negotiables, in terms of classroom behavior, are: we will treat one another with respect and
dignity, we will be help each other, we will be honest with one another.
5. I will appropriately differentiate instruction to make it accessible to all. I will make sure that ESL
learners are paired with someone who can assist them.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

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……

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.