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Strong Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

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

Always responds to students with respect. Greets students at the door.
Addresses students by name. Has a classroom that reflects a positive, safe,
environment.

Core Values (TIU3)

Individuality Advocacy

Additional Notes:
Many words that resonated. Highlighted in separate document.
Psychology 101 Review (TIU5)
Behaviorism Cognitivism Constructivists Humanism

"Behaviorists believe that learning is Cognitive learning theorists believe Constructivists believe that the Humanism focuses on human
a change in behavior caused by that defining learning as merely a learner brings their own past freedom, dignity, and potential. It is
an external stimulus. The theory change in behavior is too experiences and cultural factors to necessary to study the person as a
states that rewarding someone for a narrow. They view the learner much every situation. Since each learner whole. This theory deals with the
particular behavior encourages them like a computer -- learning involves a constructs knowledge, learning is social-emotional side of learning.
to behave in the same way in a similar change in knowledge stored in different for each person. Instruction Examples and Applications of
situation. The reward reinforces the memory, not just a change in should encourage students to Humanism Learning Theory

Brief
behavior. However, if punished for a
behavior, they are less likely to repeat
behavior. So, they focus more on
mental processes (rather than
discover principles for themselves,
and the curriculum should spiral to
• Use of a social contract

Description: it." observable behavior as the build upon prior knowledge. • Show and tell to get to
Examples and Applications of behaviorists). Teachers assist the Examples and Applications of know others better
learner in making associations and
Behaviorist Learning Theory
Drill/ Rote work discovering for themselves.
Constructivist Learning Theory
• Case studies
• Counseling and social
• Bonus points (providing Examples and Applications of work support
• Research projects
an incentive to do more Cognitive Learning Theory • Problem-based learning
work) • Classifying or chunking • Brainstorming
• Participation points (extra information • Collaborative learning/group
points as a reward for • Linking concepts (associating work
participation) new content with something • Simulations
• Verbal reinforcement known)
"great work" • Providing structure (organizing
a lecture in a meaningful way)
• Real-world examples
• Discussions
• Problem-solving
• Analogies
• Imagery
Ivan Pavlov • Mnemonics Lev Vygotsky Abraham Maslow
B.F. Skinner John Dewy
Albert Bandura Erik Erikson
Benjamin Bloom
Theorists Jean Piaget Howard Gardner
Jerome Bruner
Associated:

Notes:
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 /

Implications

cooperative play with Jumps with feet Dresses and undresses Can walk up stairs
2 -4 yr olds other children together self Better thinking ans
imaginary friend Mature motor control Asks lots of questions reasoning skills
competitive and Throwing and catching 2-3 step instruction
doesn't want to lose Ready to ride bike
understanding of rules, Cuts line with scissors
finds taking turns
difficult
Needs structure and
routine to feel safe
5- 8 yr olds
Tattling for attention Start thinking logically Learning to use their
Interested in friends Growth slow but steady about behavior bodies
Hand skills and hand- Form ideas similar to Wrapped up in self
eye coordination adults Interested in process vs
continue developing Physical activity product
centered learning Thinking is concrete
Curious
Sensitive to criticism
9-11 yr olds Peer group important Begin to think abstractly
Extremes in emotions Range in heights and Developing sense of Active with boundless
Want more weights morals energy
independence from Physical appearance Best work in small
adults, sibling rivalry. becomes important pieces
Sense of humor Energy abounds Need guidance to
Self-view improves achieve best
antagonism towards performance
opposite sex. easily motivated to try
new things
12-14 yr olds
Grow more comfortable Moved from concrete to
in interacting with peers Rapid growth and abstract thinking desire independence
in the community physical change Enjoy cognitive ready for in depth longer
Gain leadership Varies per person activities learning experience
experiences Still need adult support take responsibility
and guidance can plan own activities
over age of fantasy
15-18 yr olds Transitional period- Intense questioning and
detachment from parents Coordination and uncertainty high social needs and
Want to be adults but strength increase Increased accountability desires
don’t yet have the skills General awkwardness in finance want adult leadership
Less about adult Need more sleep Improved reasoning roles
approval, want peer Always hungry skills widespread feelings of
approval Improved decision inferiority and
Desire group acceptance making skills inadequacy
Interest in opposite sex
Hattie’s most effective influences on instruction (throughout SS)
strategy to integrate with prior knowledge - .93 Summarizing - .79 Technology with learning needs students -
cognitive task analysis - 1.29 Notetaking - .50 .57
scaffolding= student achievement, .82 Outlining and transforming - .66 Intelligent tutoring systems - .48
Small group learning - .47 Underlining and highlighting - .50 Information communication technology - .47
Positive peer influences - .53 Elaborative interrogation - .42 Positive self concept - .41
Self Regulation strategies - .52 Elaboration and organization - .72 Self Efficacy - .92
Peer Tutoring - .53 Rehearsal and memorization - .73 Reducing anxiety - .42
Classroom discussions - .82 Summarization - .79 Behavioral intervention programs - .62
Cooperative learning - .40 Appropriately challenging goals - .59 Positive peer influence - .53
Imagery - .45 Questioning - .48 Strong classroom cohesion - .44
Concept mapping - .64 Teaching communication skills and strategies - .43 Teacher expectations - .43
Elaboration and organization - .75 Interactive video methods - .54 Student-teacher relationships - .52
Technology in other subjects - .55 Meta cognitive strategies - .60
Transfer strategies - .86
Technology in writing - .42 Self regulation strategies - .52
Meta cognitive strategies - .60 Technology with elementary students - .44 Settings standards for self judgement - .62

What is Academic Language? (SS1)

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. Frayer Model 3. Wheel of Fortune

2. Word Wall 4. Word games

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

Individualized Instruction
Flexible Grouping
Transparent Learning for Students
Student Reflections
Respectful Tactics
Tiered Instructions
Formative Assessment
Effective Feedback
Planned Implementation of Feedback
Student Choice
Anchor Activities
 Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2
Jigsaw Four corners
Cooperative Grouping

Concept Map Math problem solving graphic.

Graphic Organizers

KWL Chart Connect Four Thinking

Advanced Organizers

Venn Diagram Compare and Contrast

Similarities / Differences

Math Problem Solving Graphic 3-2-1 Summary

Summarizing & Notetaking

Cues & Questions Investigating the Question (IQ) Slap

1 minute paper
Down Game

Bloom’s Verbs and Technology Apps (SS9 and SS11) https://www.schrockguide.net/bloomin-apps.html

Create At the top of the pyramid is Create. This level of questioning involves judgment based on criteria.
Creating uses verbs like generate, conclude, produce, decide, defend, justify, and support.
APPS: Anchor- Podcasting; slides; YouTube

Evaluate involves putting together elements to create a new concept. Evaluation uses verbs like
Evaluate critique, categorize, collaborate, combine, contrast, formulate, integrate, reorganize, and revise.

APPS: Padlet; Notion- notes, docs, tasks

Analyze is the breakdown of information so that the individual parts and relationships are
Analyze made clear. Analyzation uses verbs like diagram, differentiate, illustrate, infer, prioritize,
and correlate.
APPS: Sheets/excel; Simple Mind- Mind Mapping

Apply refers to the use of abstractions and a transfer into a new situation. The
Apply application-level uses verbs like chart, collect, predict, produce, provide, report, solve,
and use
APPS: Google Earth; Koma Koma for iPad;

The next level is Understand. Understanding shows the individual knows what has
Comprehension been taught and can use the material without necessarily relating it to other content.
This level uses verbs like classify, estimate, explain, paraphrase, and summarize.
APPS: Feedly- Smart News Reader; Annotate – Text, Emoji, Stickers and Shapes on Photos and Screenshots

The bottom layer is Remember. This questioning level involves the recall of fact
Remember and learning and uses verbs like define, describe, identify, label, list, match,
name, and select.
APPS: Quizlet; Mind Mapping- Mind Meister
Components of a social emotional learning program (SS12)
5 components that should be addressed in a social emotional learning program:
1) Self-awareness
2) Self-management
3) Social awareness
4) Relationship skills
5) Responsible decision making

Strong’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

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

Provides a variety of methods for learning: Incorporates higher order thinking
visual, auditory, and kinesthetic. questions for deeper learning.
Implements changes as suggested by peers & Has lesson plans that are learner-centered.
admin.

Create a welcoming space (CBM3)

1. Keep a positive attitude.

2. Great them at the door

3. Learn names and proper pronunciation.

4. Establish predictable routines.

5. Have flexible seating.

6. Get to know students.

 Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique Three: Stretch It. This technique pushes a teacher to accept correct answers and ask students to add depth or
nuance to their answers.

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 18: Check for Understanding. This method is an on your feet model of data collection, sort of a formative
3. assessment on the run.

Technique 25: Wait Time. Teachers are too often too impatient and provide an answer to their own question when no
4. student pops a hand up. On the other hand, teachers also don't give students time to shape a complete, thoughtful response
to a question.
Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom or
5. getting a pencil, and can eliminate some of the waste of time that plagues instruction.

Technique 39: Do It Again. This technique is perhaps the only negative consequence that genuinely works. When students
6. 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.
Technique 49: Normalize Error. If students understand that errors are not the end of the world but an opportunity to learn,
7. 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……

Displays student work/projects Displays consistency with rules and
Has make-up work ready for absentees consequences
Establishes smooth transitions between
activities
Categories of Disabilities in SPED (E4)
Characteristics Impact on Classroom
Autism Neurological disorder; Cognitive abilities Struggle to attend to a task or appear to not be paying
range from gifted to cognitively delayed. attention; Have difficulty sharing/taking turns or call
out answers; Not understand the big picture or
abstract concepts; Struggle with transitions or change
A student who falls into this eligibility to routine
category has any combination of vision and
Deaf/Blindness hearing loss, though not necessarily complete A student that is deaf-blind may; Require Information
deafness and/or complete blindness; A wide to be introduced deliberately and systematically;
range of cognitive and developmental Utilize the service of a specialized Support Service
abilities. Provider (SSP).

May also have difficulty with speech, reading, Need special seating, being in view of the teacher;
Deafness and writing skills; May use speech, lip- Need written supplements to oral instruction like
reading, hearing aids, and/or another visual aids/cues; Require eye contact prior to
amplification system; American Sign speaking; Have difficulties with social/emotional or
Language (ASL) may be their first language interpersonal skills; Exhibit some form of articulation
and English may be their second. difficulty.

Emotional Disturbance Hyperactivity, Aggression or self-injurious A student that is emotionally disturbed may Exhibit
behavior, Withdrawal, Immaturity, inappropriate behavior under ordinary circumstances,
Learning difficulties Not be able to maintain relationships, Display
inappropriate manifestation of physical symptoms or
fears in response to school or personal difficulties.
Articulation difficulties and language delays,
Hearing Impairment Easily frustrated, Difficulty with oral A student with a hearing impairment may Wear
expression, Difficulty with social/emotional hearing aids or FM systems, Read lips or use ASL,
skills Need a quiet environment with many visuals to be
successful, Need a slower rate of speech and clear
enunciation.
Struggle with overall academics, Struggle
Intellectual Disability with attention, memory, Struggle to make A student with an intellectual disability may
generalizations, Trouble interacting socially Not be working on grade level materials
Not understand social norms
Struggle with problem-solving across all areas
Hampered speech and communication skills, (academic as well as functional living skills).
Challenges with mobility, Need assistance
Multiple Disabilities with everyday tasks, Usually has medical A student with multiple disabilities may Require
needs multiple services, Use alternate communication
methods, Require alternate curriculum materials.
It is difficult or perhaps impossible to
generalize the characteristics of a student who A student with an orthopedic impairment may Have
qualifies under OI. For example, a child with no cognitive concerns, Be integrated into the general
Orthopedic Impairment spinal cord injury could have immobility education setting all the time, Use assistive
limited to one side of his or her body, just the technology.
arms or legs, or total paralysis. A child with
cerebral palsy may have movement but need a
wheelchair since walking may be difficult.
Can result in results in limited alertness with respect
Other Health Impairment Having limited strength, vitality, or alertness, to the educational environment,
including a heightened alertness to
environmental stimuli, chronic or acute health
problems A student that has a specific learning disability may
demonstrate Slower reading rate, Frequent spelling
errors, Difficulty copying, Difficulty memorizing
Specific Learning Disability May Impact Reading, Writing, Oral basic facts, Difficulty describing events, Difficulty
Language, Math, Study Skills interpreting subtle messages.

A student that has a speech or language disability may

Tend to emerge at a young age, Have difficulties with
comprehension, Have difficulties being understood,
Speech or Language Impairment Articulation disorder, Abnormal voice, Have difficulty expressing needs, ideas, or
Fluency disorder, Language disorder information, Struggle with social interactions, Work
closely with a speech/language pathologist to support
Memory and attention concerns, Social skill the student.
concerns, Emotional regulation concerns,
Speech and language concerns, Physical A student that has a traumatic brain injury may
Traumatic Brain Injury concerns Struggle to process visual information, Struggle to
follow multi-step directions, Struggle to
communicate, Have difficulty with grade-level work,
Spatial positioning, Short attention span, Struggle with logic, problem-solving, and reasoning
Sensitivity to bright light, Poor eye and hand skills.
coordination or clumsiness, Poor academic
Visual Impairment Inc Blindness performance Acting out, difficulty seeing, support aid, preferential
seating.
ARD Timeline Activity (E5)

#1 Initial Referral

#2 Notice and Consent or Refusal to

Provide Initial Evaluation
Within 60
Calendar
Days
#3 FIE Complete

Within
#4 Notice of ARD Meeting
30
Calendar
Days

#5 ARD/IEP Meeting

3
Years
1
Year

#6 ARD Meeting for Transfer Student

#7 Notice and Consent for Reevaluation

Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
#8 Notice of ARD, Yearly ARD,
Dismissal/ Graduation Full Individual Evaluation, Dismissal,
Re- evaluation,
Notice/Consent for initial Evaluation
Modifications and Accommodations (E6)
Quantity* Time* Level of Support*
Definition Definition Definition
Adapt the number of items that the learner is Adapt the time allotted and allowed for learning, task Increase the amount of personal assistance to keep the
expected to learn or the number of activities completion, or testing. student on task, to reinforce or prompt the use of specific
students will complete prior to assessment for skills. Enhance adult-student relationships; use physical space
mastery. and environmental structure.

Example Example Example

Reduce the number of social studies terms a Individualize a timeline for completing a task; pace learning Assign peer buddies, teaching assistants, peer tutors, or
learner must learn at any one time. Add more differently (increase or decrease) for some learners. cross-age tutors. Specify how to interact with the student or
practice activities or worksheets. how to structure the environment.

Input* Difficulty* Output*

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

Example Example Example

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

Participation* Notes:
Alternate Goals
Definition Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with
moderate to severe disabilities.
Adapt the extent to which a learner is actively
For example:
involved in the task.
In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to
locate each state and name the capital.
Substitute Curriculum
Sometimes called “functional curriculum”
Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students
Example: with moderate to severe disabilities.
For example:
In geography, have a student hold the globe, while
During a language lesson, a student is learning toileting skills with an aide.
others point out locations. Ask the student to lead a
* This adaptation is an accommodation if the student can demonstrate mastery of the standard on an assessment. The key concept is: Will
group. Have the student turn the pages while sitting
the student ultimately master the same material but demonstrate that mastery in alternate ways or with alternate supports? If standards are
on your lap (kindergarten).
not fundamentally or substantially altered, then this adaptation is an accommodation to a learning or performance difference.
This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these
adaptations are modifications and require individualized
goals and assessment.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Hearing aids
1. Calculators
(SP7CPE) 4.

Eyeglasses
2. Pen/pencil grips 5.

Large print materials

3. Text-to-speech (headphones) 6.
Venn Diagram of 504 and IDEA (E9)

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

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

A) Requires written consent.

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

Provide access to resources; both technology and printed. Be realistic with the materials you expect students to
1. 4. purchase or bring.

2. Discuss and model rules and expectations. 5. Don’t comment on students’ clothes condition of
clothes unless dealing with dress code.

3. Create a supply bank for students. 6. Don’t draw unnecessary attention to their situation.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals for reading

2. Support student autonomy

3. Provide interesting text

4. Increase social interactions among students related to reading(collaborate)

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

Reading guides before/during/after guides students through the reading , helps

1. monitor
Partner/group/individual comprehension, follow main points,
understanding
text, and thinking actively about text

2.

paired reading during/partner two students read together to improve fluency

3.
list-group-label Partner/group/individual three-step process to actively organize student
understanding of content area vocabulary and
concepts, provides a way to recognize the
relationships between words and concepts using
their prior knowledge about a topic
 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 Outlines, adapted text, marginal notes

2. Build background Content word wall, contextualizing key vocabulary, visualize vocabulary
Appropriate speech, use a variety of techniques, explanation of
3. Make verbal communication understandable academic tasks

4. Learning strategies (this one should be easy!) Scaffolding, questioning, learning stratagies

5. Opportunities for interaction Whole class activities, partner work. jigsaw

6. Practice and application Hands on activities, discussing and doing, modeling

7. Lesson delivery Student engagement, planned lessons, pacing

8. Review and assess Review, informal assessments, formal assessments

Reflections on the Reading STAAR (TL4)

1. I didn’t miss any questions, but one thing I could see happening is students clicking the wrong answer on accident and
not double checking.

2. I could see students getting the wistfully question wrong and possibly thinking it meant curious.

3.
Reflections on the Math STAAR (TL4)
1. Not knowing interquartile range

2. In the first question it is asking the change in her balance, making the answer negative. I could see students getting
confused on the answer being negative if they are thinking in terms of what her total amount spent was.

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 6 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 78
C10 + D10 +
Final Letter Grade C E10
Three professional goals for my classroom (TL8)
1. I will work on creating and maintaining effective classroom management practices and procedures and staying
consistent.

2. I will continue to grow in technological use in a way that can positively and effectively be implemented in the
classroom to further student growth and understanding.

3. I will work towards being prepared in advance, not just with the weeks lessons, but also with differentiations, and
unexpected event activities.

Vision of an Educator (TL11)

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

One of the research-based strategies used in my classroom will be Marzano’s Strategies, such as
Cooperative grouping and his different organizer types. This is to helps students with deepening
understanding, organizing thoughts, and collaboration. Some examples of technology I will
implement are virtual simulations and other interactive activities. I believe that important elements
of lesson planning that need to be incorporated for student success are differentiation,
collaboration, and opportunities for hands on learning. Some of my non-negotiables for my
classroom are strict cell phone policies, and consistency of procedures. The way I plan to assure
that all students have an equal opportunity to master learning is by checking for understanding,
knowing when to reteach and when to extend, and using small groups.
Stronge’s Qualities of Effective Educators (TL12)
The Effective Teacher as a professional…..

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

Believes all students can achieve high levels. Parent communication.
Positive attitude, Up to date calendar
Lesson plans Effective dialogue
Effective dialogue

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 decisions Informal assessment
Check for under standing and feedback Data analysis could be better
spiral

NOTES: