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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……

Practicing self-reflection for improvement Using appropriate tone and volume
Has a classroom that feels welcoming and safe Investing time before and after school

Core Values (TIU3)

Empathy Intention

Additional Notes:

My mom was a teacher and I can think of no better example of what engagement, welcoming, and
intentionality look like in the classroom than her. Having never been her student, I benefitted from having her
as a mother and a role model for what effective teachers looked like. Everything she did with my sister and
me was thoughtful, considerate, and wrapped in layers of intention that we slowly unfurled over the course of
many years. When she read Island of the Blue Dolphins to us, she was teaching us about the book and plot,
but she was ALSO teaching us about resiliency and the power of determination. But what we really learned
was that she valued our minds, and thought we were worth the time it took to read an entire book out loud
with discussion questions and post-reading activities because we were important, smart, and valuable people
to her.

I arrived at the word intention by reflecting on what activities my mom and my other favorite teachers have
introduced that have left the greatest impact on me. Yes, I want to be creative. Yes, I want to be inspiring.
Yes, I want to be thoughtful. And when I consider what I want my students to take from my class, I do want
them to learn and grow and consider alternative perspectives and stories than they have previously been
exposed to. But my real intention is that all of my students feel safe, valued, and important in my classroom.
To do this, I want to get to know my students in a professional manner that allows me to support them
academically and outside of the classroom should the need arise. To me, empathy means seeing students as
more than a column on a spreadsheet tracking progress. And while the mindset of valuing students is valiant
and admirable, without intention, those feelings may go unnoticed or unexpressed by students.

So, my core values that I want to bring into my classroom next year are depthless empathy and a resilient
intention to be encouraging, kind, and compassionate. If my students feel even a fraction as valued as I know
my mom's students do, I will feel successful.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

Rewarding encourages View behavior and Believe that learners Social-emotional

repeition. Behaviorists rewarding differently. bring their own learning. Valuing the
believe we learn from They view behavior schemas into acquiring whole person to
external stimuli. like a compute, any new knowledge. encourage learning
meaning people must Learners should rather than focusing on
Brief have a change in discover for schema, behavior,
Description: knowledge memory to themselves building on rewarding, or memory.
change behavior. prior knowledge.
Teachers help learners
make discoveries for
themselves.

Pavlov Piaget Dewey Maslow

Bandura Erikson
Skinner Blume
Gardner
Theorists Bruner
Vygotsky
Associated:

Notes:
IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationships 4. Retrieve 7. Retaining

2. Rigor 5. Routing 8. Reflecting

2.
3. Relevance 6. Re-exposing 9. Rehearsing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Imaginary friends, fear Mature motor control, Tells stories, asks Needs a lot of structure
2 -4 yr olds of darkness and injury, jumps with feet together, questions, dresses self, to feel safe, using play
needs lots of structures cuts on a line with letters, counting, colors, as primarily form of
and routines to feel safe. scissors. sorting. learning, needs lots of
support in all areas.

5- 8 yr olds Learning rules by Development of hand Interest spans 20- Easily motivated, eager
tattling, forming deeper muscles, hand-eye minutes. Curious, to try new things.
friendship attachments, coordination. Need 10- interested in collecting. Learning best when
playing make-believe. 12 hours of sleep every Begin to understand physically motivated.
night. logic. Sensitive to criticism.

Increased independence, Self-criticism of Thinking abstractly, can Very active. Love group
9-11 yr olds
stronger attachment to appearance increases, plan for several weeks. activity, especially when
peer groups. Can be especially in girls. Much longer attention paired into gender
moody or rude. Physically coordinated. span. Strong moral groups. Admire older
Antagonism towards 10-11 hours of sleep. development. girls and boys.
other gender. Sense of
humor develops.

Leadership opportunities More varied growth Really love cognitive Inferiority complexes,
12-14 yr olds self-conscious of
are important to learning spurts. Some girls reach activities and problem
decision making skills their adult height at this solving with outside appearance and
and they value justice stage, while boys grow support from peers and grooming, questioning
and fairness. more later. Very self- family. Very authority of parents.
critical. independent. May avoid difficult
tasks.

15-18 yr olds Desire group Always hungry, more Reasoning skills High social needs and
acceptance, strong tired as they grow. improve, ability to take desires, desire status in
interest in opposite sex, Puberty in full swing, care of complex social groups, look for
rebellion from parents. secondary sex responsibilities, adult mentors, planning
Frustration, anger, and characteristics develop. deductive reasoning, coeducation activities,
moodiness abound. decision making skills. interested in leaving
home.
Hattie’s most effective influences on instruction (throughout SS)

When reflecting on Hattie's synthesis of research on the Influences on Student Achievement document,
use of compare and contrast is found to have a strong influence on student achievement:
• Elaboration and organization - .75

• Transfer strategies - .86

• Meta cognitive strategies - .60

What is Academic Language? (SS1)

Academic language is the way we communicate learning and instruction. It is used for communicating
information and deepening the understanding of important ideas.

Strategies to teach the Vocabulary (SS1)

1. Frayer Model 3. Wheel of Fortune

2. Word Wall 4. Password

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

Tiered Instruction

Anchoring Activities

Flexible Grouping

Compacting Curriculum
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Examples

Cooperative Grouping Jigsaw and Four Corners

Anchor charts, concept maps

Graphic Organizers

KWL chart, venn diagram

Advanced Organizers

Ranking, T-charts
Similarities / Differences

Summarizing & Notetaking Cornell Notes, Graffiti

Cues & Questions 1 Minute Paper, IQ Slap Down Game

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

Create Design, assemble, construct, conjecture, and develop.

APPS: Easy Release and Imovie

Appraise, argue, defend, judge, and select.
Evaluate

APPS: Notability and Skype

Differentiate, organize, relate, compare, and contrast.
Analyze

APPS: SurveyPro and MindMash

Execute, implement, solve, use, and demonstrate.
Apply

APPS: Ustream and Evernote

Explain, summarize, paraphrase, describe, and illustrate.
Comprehension

APPS: Facebook and Bump

Define, duplicate, list, memorize, repeat, and state.
Remember

APPS: Twitter and Ithoughts

Components of a social emotional learning program (SS12)
Self-awareness
Self-management
Social Awareness
Social 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……

-Communicates clearly to engage students -Incorporates technology to facilitate
-Provides a variety of feedback instruction
-Has lesson plans that are learner centered

Create a welcoming space (CBM3)

1. Have all their names on an assigned seating chart.

2. Have my getting to know me presentation loaded on the screen.

3.
Give an overview of the course

4. Spend some time getting to know the students with an icebreaker activity.

5. Have lots of decorations on my walls to make the space very colorful.

6.
Go over grading and rewards for good behavior.
 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Stretch it

2. Draw the map

Name the steps

3.

4. Call and response

Entry Routine
5.

Threshold
6.

Explain 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……

Provides instruction bell to bell Has make up work ready for absentees
Sets clear and firm behavioral expectations Has materials for subs readily available
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
• Autism
o Neurological disorder, cognitive abilities range from gifted to cognitively delayed, usually
identified in the first three years of life, and 4:1 male to female ratio
o Impact:
▪ Struggle to attend to a task or appear to not be paying attention
▪ Fidget, rock, flap, stimulate, echo or mimic phrases
▪ Run or fight in stressful situations
▪ Lack reciprocal communication skills or be nonverbal
▪ Not understand non-verbal cues, jargon, or slang terms
• Deaf/Blindness
o A student who falls into this eligibility category has any combination of vision and hearing loss,
though not necessarily complete deafness and/or complete blindness
o A wide range of cognitive and developmental abilities
o Impact:
▪ Require Information to be introduced deliberately and systematically
▪ Utilize the service of a specialized Support Service Provider (SSP).
• Deafness
o May also have difficulty with speech, reading, and writing skills
o May use speech, lip-reading, hearing aids, and/or another amplification system
o American Sign Language (ASL) may be their first language and English may be their second
o Impact:
▪ Need special seating, being in view of the teacher
▪ Need written supplements to oral instruction like visual aids/cues
▪ Require eye contact prior to speaking
▪ Have difficulties with social/emotional or interpersonal skills
▪ Exhibit some form of articulation difficulty
▪ Become frustrated and may have behavioral concerns
▪ Use hearing devices, which DO NOT return hearing to normal
• Emotional Disturbance
o Hyperactivity
o Aggression or self-injurious behavior
o Withdrawal
o Immaturity
o Learning difficulties
o Impact
▪ Exhibit inappropriate behavior under ordinary circumstances
▪ Not be able to maintain relationships
▪ Display inappropriate manifestation of physical symptoms or fears in response to school
or personal difficulties
• Hearing Impairment
o Articulation difficulties and language delays
o Easily frustrated
o Difficulty with oral expression
o Difficulty with social/emotional skills
o Impact
▪ Wear hearing aids or FM systems
 ▪ Read lips or use ASL
▪ Need a quiet environment with many visuals to be successful
▪ Need a slower rate of speech and clear enunciation
• Intellectual Disability
o Struggle with overall academics
o Struggle with attention, memory
o Struggle to make generalizations
o Trouble interacting socially
o Impact
▪ Not be working on grade level materials
▪ Not understand social norms
▪ Struggle with problem-solving across all areas (academic as well as functional living
skills).

• Multiple Disabilities
o Hampered speech and communication skills
o Challenges with mobility
o Need assistance with everyday tasks
o Usually has medical needs
o Impact
▪ Require multiple services
▪ Use alternate communication methods
▪ Require alternate curriculum materials.
• Orthopedic Impairment
o May be an issue with mobility
o Many variations
o Impact
▪ Have no cognitive concerns
▪ Be integrated into the general education setting all the time
▪ Use assistive technology
• Other Health Impairment
o Varies from student to student
o Impact
▪ Varies from student to student

• Specific Learning Disability

o Can have difficulties with
▪ Reading
▪ Writing
▪ Oral Language
▪ Math
▪ Study Skills
o Impact
▪ Can have
• Slower reading rate
• Frequent spelling errors
• Difficulty copying
• Difficulty memorizing basic facts
 • Difficulty describing events
• Difficulty interpreting subtle messages.
• Speech or Language Impairment
o Articulation disorder
o Abnormal voice
o Fluency disorder
o Language disorder
o Impact
▪ Tend to emerge at a young age
▪ Have difficulties with comprehension
▪ Have difficulties being understood
▪ Have difficulty expressing needs, ideas, or information
• Traumatic Brain Injury
o Memory and attention concerns
o Social skill concerns
o Emotional regulation concerns
o Speech and language concerns
o Physical concerns
o Impact
▪ Struggle to process visual information
▪ Struggle to follow multi-step directions
▪ Struggle to communicate
• Visual Impairment Inc Blindness
o Spatial positioning
o Short attention span
o Sensitivity to bright light
o Poor eye and hand coordination or clumsiness
o Poor academic performance
o Impact
▪ Difficulty with certain lessons they will need accommodation.
ARD Timeline Activity (E5)

#1 Response to Intervention

#2 Initial Referral

Within 60
Calendar
Days
#3 FIE Completed

Within
#4 Notice of ARD Meeting
30
Calendar
Days

#5 ARD Meeting

3
Years
1
Year

#6 Annual ARD Review

#7 3 yr Evaluation/ Notice and Consent

for Reevaluation

#8 Dismissal/Graduation
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 Increase the amount of personal assistance to keep
learner is expected to learn or the the student on task, to reinforce or prompt the use
number of activities students will
for learning, task completion, or of specific skills. Enhance adult-student
complete prior to assessment for testing. relationships; use physical space and environmental
structure.
mastery.
Example Example Example
Rather than having 4 different I may have the students read the short story Make sure to spend at least 10 minutes with each
outside of class to conserve time in class. group to ensure they are understanding the
stories I may just have the class
assignment.
focus on 1.

Input Difficulty Output

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

Example Example Example

I may have the students read I may have the students work on a The students will ask each other
the stories on their laptops. different character in the story for questions and we will have designated
their essays. question time.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in
the task.
Example:
I think the students will give a
small presentation as groups
after their essays.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Reading
1. Visual
(SP7CPE) 4.

2. Listening/Hearing 5.
Writing

3. Math 6.
Organization and Memory
Venn Diagram of 504 and IDEA (E10)

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

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

A) Requires written consent.

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

Provide resources for activities if they are outside of Have high expectations of the kids and motivate
1. what students usually have. 4. them to do well.

2. Don’t make comments about students’ clothes unless they 5. Have lots of pencils and other basic materials
are in violation of a dress code. available in the classroom.

3. Have lots of reading material available in the classroom and 6. Be patient about rules, and have honest conversations
for them to take home. with students about their behavior.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Give students more chances to cooperate during reading.

2. Use interesting texts.

3. Provide content goals.

4. Support student autonomy.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Exit Slips End of lesson give students a prompt. Students get a question or
1. prompt they have to answer before leaving class. Serves as a closing to the lesson.

Visual Imagery After reading a passage or story. Students draw out a visual
2. image with the important aspects of the text we reviewed to help them better understand it.

3. Paired Reading During reading time especially if you have lots of kids who are struggling.
You make a list with students ranked in terms of reading ability and then you start pairing them, top student with bottom
student for reading passages. This helps promote cooperation.
 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 organizer, Outlines, and Jigsaw text reading.

2. Build background Personal dictionary, Content Word Wall, and Concept Definition Map.

3. Make verbal communication understandable Appropriate speech, explanation of academic tasks, and Use
Scaffolding techniques.

4. Learning strategies (this one should be easy!) Mnemonics, Gist summarizing strategy, and Illustrate.

5. Opportunities for interaction Wait time, cooperative learning activities, and grouping configurations.

6. Practice and application Integration of language skills, hands on material, and application of content and language
knowledge.

7. Lesson delivery Language objective, Pacing, and keeping students engaged.

8. Review and assess Paraphrasing, systematic study, and Word study books.

Reflections on the Reading STAAR (TL4)

1. I found question 5 relying on a student’s ability to infer what could happen next a little challenging for students if they were
ELL because different cultures could interpret the ending differently. As the student I found myself thinking if it were my
parents I would do this just because my parents told me to.

2. I was happy that question 1 was so easy as student having that up front would fill me with confidence. As a teacher I
appreciate that the word was underlined for my students to save them time looking for it on

3. As a student question 6 made me dive into the character and understand while they are facing a few conflicts which one is most
centrally opposed to their character. As the teacher I would commend students who got this question correct because it means
they were fully able to analyze the text.
Reflections on the Math STAAR (TL4)
1. As a student in question 1 having the equation there actually made it more confusing rather than just reading the problem. As a
teacher I think the question is fair but building the equation on their own may be a better challenge for students.

2. As a student question 3 made it easier for me when there were two basic groupings to the question since if I knew part of the
question I could eliminate 2 of the answer choices. As a teacher I think this question might promote guessing and if we wanted
to test them on a specific technique maybe we separate this into 2 questions.

3. As a student question 5 was a little annoying because I had to count the hashmarks for each line. As a teacher the question
probably could have had a better way of assessing the percentage.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15% 32.3% 21.525%

Final Percent 77.975

C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will motivate students to respect my authority in the classroom by completing their assignments and behaving
appropriately during class. In return I will show them respect and communicate with them clearly and directly.

2. I will include parts to every lesson targeted towards ELL students to ensure they feel included and are able to keep up with
the class.

3. I will have lessons planned out at least 2 weeks in advance so I have some extra time to workshop them or adjust plans
depending on student performance.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. You will see lots of efforts to use visual representation materials, different grouping
strategies, and ELL language acquisition lessons.
2. My students have access to laptops the school has provided so they will be using that.
I have implemented google classroom to give students a chance to use technology at
home and to encourage participation during class.
3. The important aspects of lesson planning include strategies for making the learning
accessible, implementing technology, having clear goals/objectives, and having clear
ways for how to assess student progress and engagement.
4. Non-negotiables in my class are no talking while I am talking, you can’t use your
phone for non-school related activities, and you have to be asking questions in class.
5. I can implement the language acquisition strategies for ELLs, I can use technology to
bridge the gap for some people that need accommodations, I can make sure I am
keeping up with my students to establish an open dialogue, and I can watch out for
trends in assignments the students turn in.
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 - Maintains an up-to-date calendar
-Maintains a positive attitude in difficult situations - Requests technical support when necessary

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……

- Using data to inform short and long term learning -Communicating student progress to parents &
goals adm. as needed
- Checking for understanding & providing feedback -Providing re-teach opportunities after each skill

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.