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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 situations Invests time before and after school

Has a classroom that reflects a positive, safe, Practices self-reflection for improvement
environment

Core Values (TIU3)

Grace Responsibility

Additional Notes:
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Behaviorists believe that They view the learner Constructivists believe Humanism focuses on
learning is a change in much like a computer - that the learner brings human freedom,
behavior caused by an their own past
- learning involves a dignity, and potential.
external stimulus. The experiences and cultural
theory states that change in knowledge It is necessary to study
stored in memory, not factors to every situation. the person as a whole.
rewarding someone for a Since each learner
Brief particular behavior just a change in This theory deals with
constructs knowledge,
Description: encourages them to behavior. So, they the social-emotional
learning is different for
behave in the same way focus more on mental each person. Instruction side of learning.
in a similar situation. processes (rather than should encourage
The reward reinforces the observable behavior as students to discover
behavior. However, if the behaviorists). principles for themselves,
punished for a behavior, and the curriculum
they are less likely to should spiral to build
repeat it upon prior knowledge.

Ivan Pavlov (1849- Jean Piaget ( 1896- Lev Vygotsky (1896- Abraham Harold
1936) 1980) 1934) Maslow (1908-1970)
B. F. Skinner (1904- John Dewey (1859-
1990) 1952
Theorists Albert Bandura (1925- Erik Erikson (1902-
Present) 1994)
Associated:
Benjamin Bloom
(1913-1999)
Howard Gardner
(1943- present)
Jerome Bruner (1915-
2016)

Examples and Applications of Behaviorist Learning Examples and Applications of Constructivist Learning
Theory: Theory
• Drill/ Rote work Case studies
• Bonus points (providing an incentive to do more Research projects
work) Problem-based learning
Notes: • Participation points (extra points as a reward for Brainstorming
participation)
Collaborative learning/group work
• Verbal reinforcement "great work"
Simulations
Examples and Applications of Cognitive Learning Theory
• Classifying or chunking information
• Linking concepts (associating new content with Examples and Applications of Humanism Learning
something known) Theory
• Providing structure (organizing a lecture in a Use of a social contract
meaningful way) Show and tell to get to know others better
• Real-world examples Counseling and social work support
• Discussions
• Problem-solving
• Analogies
• Imagery
• Mnemonics
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 /
Self-sufficient in many
Implications routines. Dresses/undresses
self. Copies complex shapes
Fear of dark and injury Jumps with feet together Asks a lot of questions Sorting activities
2 -4 yr olds Likes to share, cooperative Mature motor control Tells stories. Begins to imitate I-spy
play with other children Ball skills improve – and write name – by 5 years Obstacle courses
May have an imaginary friend old, they have settled on hand
throwing and catching Chores
Becomes competitive and dominance. Paints. Threads
doesn't want to lose May be ready to learn to beads on lace. Understands 2-3 Relay races
Develops an understanding of ride a bike by 4-5 simple things to do at once Drawing pictures
rules, but still finds taking Cuts on the line with Sort objects by size and type
turns difficult scissors Cutting with scissors
Understands that books are a
Needs structure and routine to source of pleasure and uses
feel safe The growth rate is slower pictures to help them follow Learn best if physically
than during infancy and the story. Learn their letters, active, Provide activities
They become sociable early childhood-slow and counting, and colors. The most that encourage physical
5- 8 yr olds important mode for learning is
and interested in other steady. The average rate of play activity: running,
children as friends. increase is 3 to 6 pounds moving, playing games,
They enjoy make- per year. Children's need children begin to think cutting with scissors,
believe stories and play. for food may fluctuate with logically about their behavior painting, pasting,
activity. and about things they can
Attachment to friends Muscle coordination and easily imagine, such as sharing brushing, and
grows during this stage control is uneven and with a friend or going on a assembling.
Peer groups grow more incomplete. drive. They also have a Like group activity.
difficult time making choices
important for members The range of height and and decisions; they are hesitant Group and club
9-11 yr olds of this age group. weight widens. Becoming and indecisive memberships are
Children can be loud and critical of physical Children in early adolescence important. Have
rude at times and tend to appearance increases begin to think abstractly and interests that often
be moody and sensitive, (especially in girls). can plan for several weeks. change rapidly, jumping
Children in this age group They can insightfully evaluate
with extremes in behavior. Their attention span from one thing to
are as coordinated as
emotion. adults, although lapses of and ability to concentrate another.
Adolescents are increases from 30 minutes to Concerned about
awkwardness are common. several hours.
increasingly comfortable Adolescence is a period of ------ Having moved from physical development,
interacting in the rapid growth and physical concrete to abstract thinking, being liked by friends,
12-14 yr olds community and with change. It can be an uneasy adolescents enjoy cognitive social graces, and proper
their peers. For some time for individuals whose activities. They need to be grooming (even though
physical changes are allowed to find solutions to
activities, they enjoy their problems, learn from they don't want to admit
mixing with both sexes, apparent and those who it).
their mistakes, test ideas, and
while for others, they seem to be at a standstill. form opinions. However, they
Throughout this stage, still need the support and
prefer being with their adolescents must cope with guidance of adults.
sex. ungainly bodies and a new
sense of their physical
Transition period— selves. Intense questioning and Have high social needs
teenagers detach uncertainty and desires.
15-18 yr olds themselves from their Coordination and strength Increasing accountability for
finances, employment, Put more emphasis on
parents. increase; however, rapid relationships personal development
They feel mature and growth may cause (mental and social)
want to be an adult but clumsiness and lack of
wherever possible.
coordination.
don’t have all the skills
to do so
Hattie’s most effective influences on instruction (throughout SS)
small group instruction, organizers, is found to have a strong influence on student achievement:
use of compare and contrast is found to have a strong influence on student achievement:

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. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different contexts

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

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

1. Tiered Instruction- Changing the level of complexity or required readiness of a task or unit of study
in order to meet the developmental needs of the students involved.
2. Anchoring Activities- These are activities that a student may do at any time when they have
completed their present assignment or when the teacher is busy with other students. They may relate
to specific needs or enrichment opportunities, including problems to solve or journals to write. They
could also be part of a long term project.
3. Flexible Grouping- This allows students to be appropriately challenged and avoids labeling a
student’s readiness as a static state. It is important to permit movement between groups because
interest changes as students move from one subject to another
4. Compacting Curriculum-Compacting the curriculum means assessing a student’s knowledge and
skills, and providing alternative activities for the student who has already mastered curriculum
content. This can be achieved by pre-testing basic concepts or using performance assessment
methods. Students demonstrating they do not require instruction move on to tiered problem solving
activities while others receive instruction.
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Each group member has a defined role Multiple abilities within the group
within the group

Anchor Chart Fishbone Graphic Organizer

Venn Diagram KWL chart

T-Chart Rank 'Em!

Graffiti Cornell notes

Investigating the Question (IQ) Slap

One Question, One Comment, Last Word
Down Game

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

Create Produce new or original work
This level of questioning involves judgment based on criteria. Creating uses verbs like generate, conclude,
produce, decide, defend, justify, and support.
APPS:
Justify a stand or decision
Evaluate critique, categorize, collaborate, combine, contrast, formulate, integrate, reorganize, and revise.
involves putting together elements to create a new concept
APPS:
Draw connections among ideas
Analyze breakdown of information so that the individual parts and relationships are made clear.
Analyzation uses verbs like diagram, differentiate, illustrate, infer, prioritize, and correlate
APPS:
Use information in new situations
Apply refers to the use of abstractions and a transfer into a new situation. The application-level uses
verbs like chart, collect, predict, produce, provide, report, solve, and use.
APPS:
Explain ideas or concepts
Comprehension shows the individual knows what has been taught and can use the material without
necessarily relating it to other content. This level uses verbs like classify, estimate,
APPS: explain, paraphrase, and summarize

Recall facts and basic concepts

Remember involves the recall of fact and learning and uses verbs like define, describe, identify,
label, list, match, name, and select.

APPS: https://www.schrockguide.net/bloomin-apps.html
Components of a social emotional learning program (SS12)
Social and Emotional Learning (SEL)
Self-awareness
Self-management
Decision making
Relationships

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Facilitates learning with best practices Provides a variety of feedback
Communicates clearly to engage students Keeps students engaged and interested in
learning

Create a welcoming space (CBM3)

1. Teach classroom routines

2. Meet students at door, establish positive relationships

3. Connect with students, allow opportunities for students to interact

4. Ask students to complete a student information sheet

5. Learn students names quickly, assign seats and make pronunciation notes

6. Have activities ready

 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 Nine: The Shortest Path. Although teachers are often enamored with clever approaches, Lemov asserts that the
shortest path to the objective is the most effective.

Technique 21: Take a Stand. This technique encourages students to have opinions and to take stands on those opinions.
3.

4. Technique 23: Call and Response. This technique uses a tradition from African American hymnody and creates a way for
the whole class to participate in questioning.

Technique 33: On Your Mark. Coaches expect athletes to be ready to engage in their sport. In the same way, a
5. teacher shows students what they need to be "on their mark.

Technique 40: Sweat the Details. Building on the "broken window" theory of policing, Lemov notes that maintaining high
6. standards will positively affect the classroom environment.

Technique 44: Precise Praise. Rather than "cheap praise," precise praise is valued by students because
7. it explicitly describes what actions please you.

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……

Sets clear, firm behavioral expectations Establishes smooth transitions between activities
Maintains a clean and orderly classroom Provides instruction bell to bell
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism A neurological disorder Perseverate on a topic
Cognitive abilities range from Struggle to attend to a task or
gifted to cognitively delayed appear to not be paying attention
A student who falls into this Require Information to be
Deaf/Blindness has any combination of vision introduced deliberately and
and hearing loss systematically
Need special seating, being in view
May also have difficulty with of the teacher
Deafness speech, reading, and writing Need written supplements to oral
skills instruction like visual aids/cues

Hyperactivity Exhibit inappropriate behavior

Emotional Disturbance Aggression or self-injurious under ordinary circumstances
behavior
Wear hearing aids or FM systems
Articulation difficulties and Read lips or use ASL
Hearing Impairment language delays
Easily frustrated

Struggle with overall Not be working on grade level

Intellectual Disability academics materials
Struggle with attention,
memory
Require multiple services
Multiple Disabilities Hampered speech and Use alternate communication
communication skills methods
Challenges with mobility

Orthopedic Impairment orthopedic impairment that Have no cognitive concerns

adversely affects a child’s Be integrated into the general
educational performance education setting all the time
Other Health Impairment Having limited strength,
vitality, or alertness, chronic or
acute health problems

Specific Learning Disability Reading Slower reading rate

Writing Frequent spelling errors
Oral Language Difficulty copying
Speech or Language Impairment Articulation disorder Tend to emerge at a young age
Abnormal voice Have difficulties with
comprehension
Memory and attention Struggle to process visual
Traumatic Brain Injury concerns information
Social skill concerns
Emotional regulation concerns Spatial positioning
Short attention span
Visual Impairment Inc Blindness
ARD Timeline Activity (E5)

#1 Referral & consent

#2 Evaluation

Within 60
Calendar
Days
#3 Admission & review

Initiation of services Within

#4
30
Calendar
Days

#5 Annual IEP review

3
Years

Year

#6 Reevaluation

#7 Transition

#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 Increase the amount of personal assistance to keep
is expected to learn or number of the student on task or to reinforce or prompt use of
activities student will complete prior to
learning, task
specific skills
assessment for mastery. completion, or testing.

Example Example Example

Quiz will have less questions Allow student additional time during Teacher assistant will provide support
exam to student

Input Difficulty Output

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

Example Example Example

Pre teach to student Allow student to answer single digit Allow a verbal response on vocabulary
questions terms

Participation Notes:
Definition Substitute Curriculum
Sometimes called “functional curriculum”
Adapt the extent to which a Provide different instruction and materials to meet a
learner is actively learner’s individual goals. When routinely utilized,
involved in the task this is only for students with moderate to severe
Example: disabilities.
Ask student to answer at least one
question during instruction

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology
1. Closed captioning
(SP7CPE) 4.
Visual timers

2. Graphic Organizers 5.
Word Processing age

Video
3. Classroom seating 6.
Venn Diagram of 504 and IDEA (E9)

DhIkl Acefjp

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 (E13)

Provide access to computers, magazines, newspapers, and Arrange a bank of shared supplies for your students
books so low-income students can see and work with printed to borrow when they are temporarily out of materials
materials. for class.

Take time to explain the rationale for rules and procedures in Keep your expectations for poor students high.
your classroom. Poverty does not mean ignorance.

Be careful about the school supplies you expect students to Do not require costly activities. For example, if you
purchase. Keep your requirements as simple as you can for require students to pay for a field trip, some of them
all students. will not be able to go.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading

Support student autonomy

2.

3. Provide interesting texts

4. Increase social interactions among students related to reading.

Reading Strategies to Strengthen Literacy Skills (R8)

Paired reading- Fluency During reading Paired reading is a strategy to help students build fluency by reading aloud to
each other. More fluent readers can be paired with less fluent readers, or children who read at the same level can be paired
to reread a story.

Anticipation guide Before reading activates students’ prior knowledge, builds

curiosity about a new topic before learning about it, and then checks for understanding after reading.

Concept of word games During reading Young children with a concept of word understand
that each word is separate, and that words are separated by a space within each sentence. Using strategies to build concept
of word in the classroom can also strengthen children’s developing awareness of the individual sounds within words.
 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. Identify the language demands of the content

philosophical, religious, or political conversations, use of conversational skills, use of sentences

2. Plan language objectives for all lessons and make them explicit to students
Teach Vocabulary

3. Emphasize academic vocabulary development

Be highly selective about which words to teach

4. Activate and strengthen background or prior knowledge

Begin by teaching words in categories, Use contrasts and comparisons, Use analogies

5. Promote oral interaction and extended academic discussion

Provide multiple encounters with targeted word,

6. Review vocabulary and content concepts

7. Give students feedback on language/vocabulary used in class

Reflections on the Reading STAAR (TL4)

1. Question 1- uses figurative language to the student where the answer could be wrong if the student doesn’t stop and think
about what this means- As the tidal wave of customers trickled to a stream, Mom and Dad rushed into the Deli. The students
need to picture in their mind what that might look like.

2. Question 3- students must understand what first person point of view is

3.
Reflections on the Math STAAR (TL4)
1. Question 3- students must know the vocabulary word interquartile or they wouldn’t understand the question

2. Question 4- students must be able to read a graph and use problem solving skills

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 21.525

Final Percent 77.9

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will enhance my ability to develop lesson plans that are inclusive for all students and include appropriate accommodations
when needed.

2. I will provide students with multiple opportunities every day to practice social skills and working together with other
students.

3. I will find a mentor that I can go to when I need somebody to talk to that can give me advice. I will also continue with
professional development and networking.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
When I think about my future as an educator, I feel so excited. I don’t know which school or district I will
be teaching at yet, but I know I have trained, and I am ready for the next step in my career. I will have an
inclusive classroom that incorporates research- based strategies such as cooperative grouping and the use of
graphic organizers. In my classroom there will also be technology including apps to create and apply,
smartboards, and projectors. Elements of lesson planning will be made with resources available and student
data. Non- negotiables for my classroom include following rules, keeping the classroom clean and
organized, and following a daily routine. I will assure that all students have an equal opportunity to master
learning by having an inclusive classroom where students feel safe to use their voice.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Practices two- way communication with parents & Is available for tutoring, before and after school
adm. Designs and implements quality lessons
Collaborates with the dept, parents, & admin.

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……

Implementing formal and informal Conducting assessment after each
assessments lesson
Distributing student progress reports in a Communicating student progress to parents
professional manner & adm. as needed

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.