Conducts effective conferences with parents, guardians and other legal caregivers. 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). The Texas Teaching Standards are performance standards to be used to inform the training, appraisal, and professional development of teachers. Uses knowledge of the developmental characteristics and needs of students in early childhood through grade 4 to plan meaningful, integrated and active learning and play experiences that promote the development of the whole child. Each domain covers one or more of the educator standards for this field. febrero 28, 2023. 0 For example, you might include a statement such as, bullying is detrimental to a students deve, International Federation of Social Workers. 3201, 72nd St.; and the Education Services Division, SDC, Bldg. Teachers understand how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills. Visitor Information, Appendix N: Disposition Inventory for Teachers (DIFT-C), Appendix P: UNT TTESS Clinical Teaching Rubric , Fall 2022 Clinical Teaching Due Dates for Clinical Teachers, Fall 2022 Clinical Teaching Due Dates for Practicum Students, UNT Syllabus for Clinical Teaching and Practicum Courses, Roles, Responsibilities and Expectations of the Clinical Teacher, UNT EC-6 Clinical Teaching Suggested Pacing Guide, UNT Middle/High School Clinical Teaching Suggested Pacing Guide, Roles, Responsibilities, and Expectations of the Cooperating Teacher, Checklist to Prepare for and Work with your Clinical Teacher, Roles, Responsibilities, and Expectations of the University Field Supervisor, Appendix A: Feedback Acknowledgement Form, Appendix B: Collaborative Progress Log (CPL), Appendix C: UNT TTESS Formal Evaluations, Appendix E: UNT Common Lesson Plan & Rubric, Appendix F: Clinical Teaching Time Record, Appendix I: Cooperating Teacher/Mentor Teacher Evaluation of UNT Supervisor, Appendix J: Acknowledgement of Clinical Teaching Handbook Liability Insurance and Waiver of Liability for Clinical Teachers, Appendix L: Clinical Teacher Code of Ethics, Apendix M: EC-6 Post Baccalaureate Teacher Work Sample, Appendix N: Disposition Inventory for Teachers (DIFT-C), Appendix P: UNT TTESS Clinical Teaching Rubric. Teachers validate each student's comments and questions, utilizing them to advance learning for all students. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning. Employs various instructional techniques (e.g., discussion, inquiry, problem solving) and varies teacher and student roles in the instructional process and provides instruction that promotes intellectual involvement and active student engagement and learning. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. 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. Purpose Statement/s: The job of "Paraeducator II - Special Education (Physical Disabilities)" is done for the purpose/s of assisting (under direct supervision) in the supervision and instruction of special education students; relieving teachers of routine clerical tasks; and assisting students by providing for special health care needs. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. 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. 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). The content covered by this exam is organized into broad areas of content called 3200 and 3201 and the Culinary Arts Center, CTC Bldg. 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 develop learning plans and set academic as well as social-emotional goals for each student in response to previous outcomes from formal and informal assessments. The test may contain questions that do not count toward the score. ?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? (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. Communicates effectively with families on a regular basis (e.g., to share information about students' progress) and responds to their concerns. Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. Knows how to use diversity in the classroom and the community to enrich all students' learning experiences. Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. %PDF-1.7 % Teachers cultivate student ownership in developing classroom culture and norms. Reminding Nelly that her environment doesnt identify who she is. Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons plans and their ability to match objectives and activities to relevant state standards. hmo8 Knows the rationale for appropriate middle-level education and how middle-level schools are structured to address the characteristics and needs of young adolescents. hbbd``b`f "HLi7DH y 1./"l@1&F@#5K? Practices effective communication techniques and interpersonal skills (including both verbal and nonverbal skills and electronic communication) for meeting specified goals in various contexts. 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. The following link will provide information for the TEKS by subject area review: The Texas Essential Knowledge and Skills (TEKS) are listed below in two different formats, a web-based version of the standards and a PDF version of the standards. Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate. Teachers reflect on their teaching practice to improve their instructional effectiveness and engage in continuous professional learning to gain knowledge and skills and refine professional judgment. Teachers keep current with developments, new content, new approaches and changing methods of instructional delivery within their discipline. I find that a standard deviation increase in KISS positively impacts kindergartners and first graders achievement by about 0.08-0.09 standard deviations. Knows characteristics of physical spaces that are safe and productive for learning, recognizes the benefits and limitations of various arrangements of furniture in the classroom and applies strategies for organizing the physical environment to ensure physical accessibility and facilitate learning in various instructional contexts. Teachers organize their classrooms in a safe and accessible manner that maximizes learning. 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. 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. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportunities for job-embedded professional development. The district, SCENARIO 4: Mrs. Nelson is a 5th grade teacher at Xander Elementary School. 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. 6.3 Teachers seek out opportunities to lead students, other educators, and community members within and beyond their classrooms. This qualitative exploratory study was conducted in Karachi, Pakistan, from December 2020- to October 2021. However, the contents do not necessarily represent the policy Understands the instructional significance of varied student learning needs and preferences. Demonstrates an understanding of physical changes that occur in early childhood through adolescence, factors that affect students' physical growth and health (e.g., nutrition, sleep, prenatal exposure to drugs, abuse) and ways in which physical development impacts development in other domains (i.e., cognitive, social, emotional). Enhances learning for students by providing age-appropriate instruction that encourages the use and refinement of higher-order thinking skills (e.g., prompting students to explore ideas from diverse perspectives; structuring active learning experiences involving cooperative learning, problem solving, open-ended questioning and inquiry; promoting students' development of research skills). Teachers identify readiness for learning and understand how development in one area may affect students' performance in other areas. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. In this study, I employ nationally-representative data to create KISS measures for kindergarten and first grade teachers. Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and cross-disciplinary knowledge to real-world problems. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 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 various types of materials and resources (including technological resources and resources outside the school) that may be used to enhance student learning and engagement and evaluates the appropriateness of specific materials and resources for use in particular situations, to address specific purposes and to meet varied student needs. 4.1 Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students development and backgrounds. yP265SD@!:+6~o\*k0P!WeH|%P*,N MJYW4g)".([dFB3aM^u 3De^2cP#XYPEP(a_,I@nKVeJDgB@_ U#x]`N`G'[dqS!pNP 5SZ&d! S$Eettii rtti%4( MC# `E\PaK@1P0 HWmO6+$-B-+FJTM[$+dMUGLAy1wZU)M |vjI- 7nUW7`\>A?bB >!A"B>GW0;0~Ii\i%L8eI8_4kH4?'/ 2E _yd(l<1Fd()n)(- @GZURnC~'#,$tHI} '1~3U?5MoZXV%' pXPv^v[PPxl y+Bo/< smQ9-O~sU^Z\,,A Teachers combine results from different measures to develop a holistic picture of students' strengths and learning needs. Mrs. Nelson is very tech-savvy and uses many forms of social media to communicate with her parents and students. Several of, these students have significant academic issues and/or emotional issues that may impact their, This performance-based assessment requires you to identify and research the, societal or cultural issues that are faced by four of these students and how they, Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with. Teachers embrace students backgrounds and experiences as an asset in their learning environment. The contents of this site were developed under grant number S283B120040 from the U.S. Department of Education. Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and ontask behavior. 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. 0000002293 00000 n Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content expertise. Applies effective procedures for managing student behavior and for promoting appropriate behavior and ethical work habits (e.g., academic integrity) in the classroom (e.g., communicating high and realistic behavior expectations, involving students in developing rules and procedures, establishing clear consequences for inappropriate behavior, enforcing behavior standards consistently, encouraging students to monitor their own behavior and to use conflict resolution skills, responding appropriately to various types of behavior). Teachers facilitate each student's learning by employing evidencebased practices and concepts related to learning and socialemotional development. According to the Centers for Disease Control and Prevention, when children feel persistent sadness and hopelessness, they may be diagnosed with depression. Applies knowledge of the implications for learning and instruction of the range of thinking abilities found among students in any one grade level and students' increasing ability over time to engage in abstract thinking and reasoning. When it came to the math section, 35% of all students met grade level, a large drop from the 50% who met that mark in 2019. Advocates for students and for the profession in various situations. 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. Analyzes ways in which developmental characteristics of students in early childhood through grade 12 impact learning and performance and applies knowledge of students' developmental characteristics and needs to plan effective learning experiences and assessments. B. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, redemption, and implementation of individual educational plans. 336 0 obj <>/Filter/FlateDecode/ID[<3F89FA494CFB7F459B0971348CC7AACD>]/Index[321 34]/Info 320 0 R/Length 80/Prev 279493/Root 322 0 R/Size 355/Type/XRef/W[1 2 1]>>stream Applies various strategies to promote student engagement and learning (e.g., by structuring lessons effectively, using flexible instructional groupings, pacing lessons flexibly in response to student needs, including wait time). 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