However, the contents do not necessarily represent the policy 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). Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. Teachers implement behavior management systems to maintain an environment in which all students can learn effectively. Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. They reflect current research on the developmental stages and needs of children from Early Childhood (EC) through Grade 12. Teachers establish and strive to achieve professional goals to strengthen their instructional effectiveness and better meet students needs. 4.2 Teachers organize their classrooms in a safe and accessible manner that maximizes learning. 6.1 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. 4.3 Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. . Understands the importance of and adheres to required procedures for administering state- and district-mandated assessments. 196 12 endstream endobj 325 0 obj <>stream Works productively with supervisors, mentors and other colleagues to address issues and to enhance professional knowledge and skills. trailer Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. Teachers purposefully utilize learners' individual strengths as a basis for academic and social emotional growth. Texas teachers, principals, and representatives from higher education and educator organizations revised the state's 1997 Texas teacher standards to address six broad standards for performance: Instructional Planning and Delivery; Knowledge of Students and Student Learning; Content Knowledge and Expertise; Learning . 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. 3200 and 3201 and the Culinary Arts Center, CTC Bldg. 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. Uses a variety of means to convey high expectations for all students. s>7.GdPiBhg5}0H <]/Prev 497518>> Recognizes the importance of creating a schedule for young children that balances restful and active movement activities and that provides large blocks of time for play, projects and learning centers. Accepts and respects students with diverse backgrounds and needs. Based on what you know about love and belonging needs of a person, what can you do as a teacher to help fulfill these needs for your students? Teachers interact in respectful ways with students 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. %PDF-1.7 % Plans learning experiences that provide students with developmentally appropriate opportunities to explore content from integrated and varied perspectives (e.g., by presenting thematic units that incorporate different disciplines, providing intradisciplinary and interdisciplinary instruction, designing instruction that enables students to work cooperatively, providing multicultural learning experiences, prompting students to consider ideas from multiple viewpoints, encouraging students' application of knowledge and skills to the world beyond the school). Applies theories and techniques related to managing and monitoring student behavior. Students at South Texas College in McAllen. When a disability affects academic performance, the student might be in need of special education. Prairie View, Texas. 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. 6.2 Teachers collaborate with their colleagues, are self-aware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. Interacts appropriately with other professionals in the school community (e.g., vertical teaming, horizontal teaming, team teaching, mentoring). 1300 W. Highland St. Denton, Texas 76201 Demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels. Knows how to use task-appropriate tools and procedures to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem-solving situations and project-based learning activities (e.g., planning, creating, and editing word processing documents, spreadsheet documents, and databases; using graphic tools; participating in electronic communities as learner, initiator, and contributor; and sharing information through online communication). Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short and longterm plans accordingly. The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students . 0 Teachers promote complex, higherorder thinking, leading class discussions and activities that provide opportunities for deeper learning. 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. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. 321 0 obj <> endobj Teachers involve all students in self-assessment, goal setting, and monitoring progress. Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests and learning needs, including the needs of English-language learners and students with disabilities. 5.4 Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short- and long-term plans accordingly. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. Communication (Dimension 2.3) The . 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. that teachers' knowledge of students constitutes a key capability for effective teaching. Teachers establish and sustain learning environments that are developmentally appropriate and respond to students' needs, strengths, and personal experiences. I use these measures to examine the distribution of KISS across schools, within schools, and within classrooms, as well as to investigate potential KISS development mechanisms and instructional uses. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. 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. Prepared and delivered six concept-based 65-minute lessons for one on-level English III class of approx. Understands and uses professional development resources (e.g., mentors and other support systems, conferences, online resources, workshops, journals, professional associations, coursework) to enhance knowledge, pedagogical skills and technological expertise. Teachers understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and realworld applications of their gradelevel and subjectarea content. Other Texas Essential Knowledge and Skills, Chapter 128. Teachers develop lessons that build coherently toward objectives based on course content, curriculum scope and sequence, and expected student outcomes. (c) Knowledge of Student and Student Learning. 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. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? 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. Engages families, parents, guardians and other legal caregivers in various aspects of the educational program. Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students' academic and socialemotional needs. 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