All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 0000002179 00000 n Teachers set individual and group learning goals for students by using preliminary data and communicate these goals with students and families to ensure mutual understanding of expectations. (c) Knowledge of Student and Student Learning. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each students educational and developmental backgrounds and focusing on each students needs. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. This result is highly robust to a number of different modeling choices and alternative explanations. Knowledge of Students (Dimension 1.3) Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students. Incorporates students' different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. Uses knowledge of cognitive changes in students in early childhood through adolescence (e.g., from an emphasis on concrete thinking to the emergence and refinement of abstract thinking and reasoning, increased ability to engage in reflective thinking, increased focus on the world beyond the school setting) to plan developmentally appropriate instruction and assessment that promote learning and development. Demonstrates knowledge of the importance of peers, peer acceptance and conformity to peer group norms and expectations for adolescents and understands the significance of peer-related issues for teaching and learning. Spring II classes will be held at Bldgs. Teachers create a community of learners in an inclusive environment that views differences in learning and background as educational assets. Position Summary: Our campus has an opening for a Math/Science Teacher for the 2023/24 school year. Teachers maintain a culture that is based on high expectations for student performance and encourages students to be selfmotivated, taking responsibility for their own learning. that teachers' knowledge of students constitutes a key capability for effective teaching. Teachers make appropriate and authentic connections across disciplines, subjects, and students real world experiences. All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning. Analyzes the effects of classroom routines and procedures on student learning, and knows how to establish and implement age-appropriate routines and procedures to promote an organized and productive learning environment. Teachers plan instruction that is developmentally appropriate, is standards driven, and motivates students to learn. Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short and longterm plans accordingly. s>7.GdPiBhg5}0H Teachers communicate clearly and accurately and engage students in a manner that encourages students' persistence and best efforts. Get to know your students, what they like and dislike Which intelligence category would you categorize the following activity? Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. Incumbents are distinguished from classification of . Teachers make appropriate and authentic connections across disciplines, subjects, and students' realworld experiences. Teachers implement behavior management systems to maintain an environment where all students can learn effectively. Jan 2019 - Present4 years 3 months. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students skills (KISS), we know surprisingly little about how KISS is distributed or how teachers develop KISS, let alone the role that KISS plays in instruction and learning. endstream endobj 322 0 obj <>/Metadata 35 0 R/OutputIntents[<>]/Pages 319 0 R/StructTreeRoot 49 0 R/Type/Catalog/ViewerPreferences 337 0 R>> endobj 323 0 obj <>/MediaBox[0 0 612.12 792.12]/Parent 319 0 R/Resources<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/StructParents 0/Type/Page>> endobj 324 0 obj <>stream 3201, 72nd St.; and the Education Services Division, SDC, Bldg. Most schools do a food drive around Thanksgiving. Teachers design clear, well organized, sequential lessons that build on students' prior knowledge. In order for instruction to be most meaningful, appropriate, and engaging to each student in the class, teachers must know their students and their individual needs well. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. Analyzes ways in which teacher behaviors (e.g., teacher expectations, student grouping practices, teacher-student interactions) impact student learning and plans instruction and assessment that minimize the effects of negative factors and enhance all students' learning. 33009. Knows how to use productivity tools to collaborate and communicate information in various formats (e.g., slide show, multimedia presentation, and newsletter) and applies procedures for publishing information in various ways (e.g., printed copy, monitor display, Internet document, and video). Employs effective motivational strategies and encourages students' self-motivation. Content Knowledge and Expertise - The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content, and student needs. The State Board for Educator Certification creates standards for beginning educators. Knows how to use diversity in the classroom and the community to enrich all students' learning experiences. ]]p+OUtlR7\PArg} Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. Demonstrates an understanding of how young children function in groups and designs group activities that reflect a realistic understanding of the extent of young children's ability to collaborate with others. Teachers connect students' prior understanding and realworld experiences to new content and contexts, maximizing learning opportunities. Teachers communicate regularly, clearly, and appropriately with parents and families about student progress, providing detailed and constructive feedback and partnering with families in furthering their students achievement goals. Teachers teach both the key content knowledge and the key skills of the discipline. Teachers understand how learning occurs and how learners develop, construct meaning and acquire knowledge and skills. Talk to counselor to see if the food drive can help her. Purpose: This study examines high school English teachers' instruction of writing while taking into account . Knows the ELPS in the domains of reading and writing in accordance with the proficiency-level descriptors for beginning, intermediate, advanced and advanced-high levels. Background: Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers' preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles (e.g., active learner, observer, group participant) impact student learning. Teachers plan student groupings, including pairings and individualized and smallgroup instruction, to facilitate student learning. Accepts and respects students with diverse backgrounds and needs. 0000001316 00000 n Sep 2021 - Dec 20214 months. Applies knowledge of appropriate ways (including electronic communication) to work and communicate effectively with families in various situations. Recognizes the importance of helping students in early childhood through grade 12 learn and apply life skills (e.g., decision-making skills, organizational skills, goal-setting skills, self-direction, workplace skills). When the federal government handed Gov. Please note that the web-version of the standards may contain more than one page. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, redemption, and implementation of individual educational plans. Identifies and addresses equity issues related to the use of technology. At the, Forthe scenario, Identify the ethical behavior/dilemma Cite the standard of professional behavior from theCode of Ethicsthe action violates using the number, letter and roman numeral where, TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. Teachers maintain and facilitate respectful, supportive, positive, and productive interactions with and among students. Teachers interact with students in respectful ways at all times, maintaining a physically and emotionally safe, supportive learning environment that is characterized by efficient and effective routines, clear expectations for student behavior, and organization that maximizes student learning. Teachers identify readiness for learning and understand how development in one area may affect students' performance in other areas. Communicates directions, explanations and procedures effectively and uses strategies for adjusting communication to enhance student understanding (e.g., by providing examples, simplifying complex ideas, using appropriate communication tools). Teachers accept responsibility for the growth of all of their students, persisting in their efforts to ensure high levels of growth on the part of each learner. Teachers communicate with students and families regularly about the importance of collecting data and monitoring progress of student outcomes, sharing timely and comprehensible feedback so they understand students' goals and progress. Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instructional objectives and outcomes that are accurate measures of student learning. Allows students to believe that they are capable of completing a task. Uses technological tools to perform administrative tasks such as taking attendance, maintaining grade books and facilitating communication. Teachers have expertise in how their content vertically and horizontally aligns with the grade level/subjectarea continuum, leading to an integrated curriculum across grade levels and content areas. Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community and developmental responsiveness. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Accepts and respects students with diverse backgrounds and needs. B. The district, SCENARIO 4: Mrs. Nelson is a 5th grade teacher at Xander Elementary School. Teachers facilitate each student's learning by employing evidencebased practices and concepts related to learning and socialemotional development. Know the Child: The Importance of Teacher Knowledge of Individual Students' Skills (KISS), Stanford Center for Education Policy Analysis. Teachers identify readiness for learning and understand how development in one area may affect students performance in other areas. %%EOF ,RbWY$ ~ ` A Knows the ELPS in the domains of listening and speaking in accordance with the proficiency-level descriptors for the beginning, intermediate, advanced and advanced-high levels. Ms. Jennings established testing, I need help answering the question.. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? Teachers establish and sustain learning environments that are developmentally appropriate and respond to students needs, strengths, and personal experiences. The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. Communication (Dimension 2.3) The . 0000005835 00000 n The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence. Demonstrates knowledge of basic terms and concepts of current technology, systems, and operations (e.g., hardware, software applications and functions, input/output devices, networks, and basic design principles). Applies procedures for acquiring, analyzing, and evaluating electronic information (e.g., locating information on networks, accessing and manipulating information from secondary storage and remote devices, using online help and other documentation, and evaluating electronic information for accuracy and validity). Teachers keep current with developments, new content, new approaches and changing methods of instructional delivery within their discipline. Teachers collaborate with their colleagues, are selfaware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. Engages in continuous monitoring of instructional effectiveness. Subscribe to updates from TEA. (2) Standard 2--Knowledge of Students and Student Learning. All Rights Reserved. hb```b``d`@(ax''M 5%S= Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes. ?n2YvnhrA>xHv?R~k PEHI*eR.0 p"^K0~Xc 8( 0(Z>@DUFK A()vx?8(G#*. tsq2+'x2)o['EWwMw_/4`dU>@O.Y?F\e"dx]:K {th$N6oHi{?soG7WWwl_'So1qoe? Knows strategies for enhancing one's own understanding of students' diverse backgrounds and needs. Knows the stages of play development (i.e., from solitary to cooperative) and the important role of play in young children's learning and development. Recognizes typical challenges for students during later childhood, adolescence and young adulthood (e.g., self-image, physical appearance, eating disorders, feelings of rebelliousness, identity formation, educational and career decisions) and effective ways to help students address these challenges. Understands issues related to the safe and appropriate use of technology in society and follows guidelines for the legal and ethical use of technology and digital information (e.g., privacy guidelines, copyright laws, acceptable use policies, and digital etiquette). The district provides some funds for, Part 2: Effective Communication with Parents The Situation Brandon, a student in Ms. Jennings 7th grade science class, had his phone out during a major exam. Analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development. SK$Il6EW|8VYN `q(/YGC=.H|?\7;b$m. Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students. Few reports, however, document high school English teachers' lack of preparation to teach writing or the pressures they face as they negotiate accountability policies and diverse student need. 4.4 Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and on-task behavior. Teachers create a physical classroom set-up that is flexible and accommodates the different learning needs of students. Understands ways in which student involvement in risky behaviors (e.g., drug and alcohol use, gang involvement) impacts development and learning. The Texas Teaching Standards are performance standards to be used to inform the training, appraisal, and professional development of teachers. Knows the roles and responsibilities of specialists and other professionals at the building and district levels (e.g., department chairperson, principal, board of trustees, curriculum coordinator, technology coordinator, special education professional). Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. Teaches, models and monitors age-appropriate study skills (e.g., using graphic organizers, outlining, note-taking, summarizing, test-taking) and structures research projects appropriately (e.g., teaches students the steps in research, establishes checkpoints during research projects, helps students use time-management tools). Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. Languages Other Than English, Chapter 120. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. Teachers purposefully utilize learners individual strengths as a basis for academic and social-emotional growth. Certificate of High School Equivalency (TxCHSE), Bilingual Education Exception and ESL Waiver, Armed Services Vocational Aptitude Battery (ASVAB), Counseling, Advising, and Student Supports, STEM (Science, Technology, Engineering, and Mathematics), Texas College and Career Readiness School Models, TEKS Texas Essential Knowledge and Skills, Texas Essential Knowledge and Skills - Review and Revision, Graduation Reports - PEIMS Standard Reports, Highly Mobile and At Risk Student Programs, Financial Integrity Rating System of Texas, Annual Financial and Compliance Reports (AFRs), Middle School, High School, and College Preparation Initiatives, Reading, Math, Science, and Technology Initiatives, Comprehensive Report on Texas Public Schools, Results Driven Accountability (RDA) Reports and Data, Assessments for Emergent Bilingual Students, Assessments for Students with Disabilities, State of Texas Assessments of Academic Readiness (STAAR), Texas English Language Proficiency Assessment System (TELPAS), Texas Formative Assessment Resource (TFAR), Certificate and Transcript Search Information, Steps to Earn a Certificate of High School Equivalency, Results Driven Accountability (RDA) Overview, Texas Principal Evaluation and Support System, Texas Teacher Evaluation and Support System, Disciplinary Actions taken against Texas Educators, Preliminary Criminal History Evaluation FAQ, Blended Learning Professional Development Opportunity, Chapter 110. Recognizes how characteristics of students at different developmental levels (e.g., limited attention span and need for physical activity and movement for younger children; importance of peers, search for identity, questioning of values and exploration of long-term career and life goals for older students) impact teaching and learning. xref Teachers have expertise in how their content vertically and horizontally aligns with the grade-level/subject-area continuum, leading to an integrated curriculum across grade levels and content areas. 2.2 Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. Understands the instructional significance of varied student learning needs and preferences. Teachers understand the role of language and culture in learning and know how to modify their practices to support language acquisition so that language is comprehensible, and instruction is fully accessible. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. ynqm?W1"?']n)Lq^_'+\vM@KCRKx Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. Teachers cultivate student ownership in developing classroom culture and norms. Teachers manage and facilitate groupings in order to maximize student collaboration, participation, and achievement. 5.2 Teachers set individual and group learning goals for students by using preliminary data and communicate these goals with students and families to ensure mutual understanding of expectations. endstream endobj startxref Teachers promote literacy and the academic language within the discipline and make discipline-specific language accessible to all learners. 5.4 Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short- and long-term plans accordingly. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students' skills (KISS), we know surprisingly little about how KISS is distributed .

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