%PDF-1.7 % Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. 3.3 Teachers demonstrate content specific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. Provides instruction in a manner that is linguistically accommodated (communicated, sequenced and scaffolded) to the student's level of English-language proficiency to ensure that the student learns the knowledge and skills across content areas, in accordance with the ELPS. Copyright 2016 AIR. Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students academic and social-emotional needs. 4.2 Teachers organize their classrooms in a safe and accessible manner that maximizes learning. Teachers understand, actively anticipate, and adapt instruction to address common misunderstandings and preconceptions. Know the Child: The Importance of Teacher Knowledge of Individual Students' Skills (KISS), Stanford Center for Education Policy Analysis. 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. Teachers maintain a strong culture of individual and group accountability for class expectations. 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. ,RbWY$ ~ ` A Sep 2021 - Dec 20214 months. 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. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. 7 Incorporates students' different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. 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. 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 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. This position provides a student centered, supportive classroom that promotes compassion and tolerance, emotional security, resourcefulness, and independent critical thinking while addressing the individual academic and emotional needs of each student through Fusion's differentiated approach. Works productively with supervisors, mentors and other colleagues to address issues and to enhance professional knowledge and skills. hbbd``b`f "HLi7DH y 1./"l@1&F@#5K? Teachers create a physical classroom set-up that is flexible and accommodates the different learning needs of students. 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. Recognizes signs of developmental delays or impairments in students in early childhood through grade 4. The following documents provide the elementary TEKS compiled by grade level: Curriculum Standards and Student Support Divisioncurriculum@tea.texas.gov related content and student needs. Teachers understand how learning occurs and how learners develop, construct meaning and acquire knowledge and skills. 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). 0000004943 00000 n |4H; `;E')hmpOR0$_+Jm+9$*I Grades 7-12 classroom teachers must: For example, you might include a statement such as, bullying is detrimental to a students deve, International Federation of Social Workers. Teachers identify gaps in students knowledge of subject matter and communicate with their leaders and colleagues to ensure that these gaps are adequately addressed across grade levels and subject areas. 196 12 Uses assessment to analyze students' strengths and needs, evaluate teacher effectiveness and guide instructional planning for individuals and groups. xref Applies knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and others in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators. Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. The following links provide access to TEKS-related documents: Prekindergarten GuidelinesCollege Readiness Standards (outside source). Spring II classes will be held at Bldgs. Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge. Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? The 100 selected-response questions are based on the Pedagogy and Professional Responsibilities EC12 test framework and cover grades EC12. 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. s>7.GdPiBhg5}0H Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. When the federal government handed Gov. in their classrooms. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. 0000002179 00000 n 3.2 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. 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. 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. #BJ$W4yc7x\.noD Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. 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. Mcneil High School. 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). Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives. Recognizes the wide range of individual developmental differences that characterizes students in early childhood through grade 12 and the implications of this developmental variation for instructional planning. Applies knowledge of appropriate ways (including electronic communication) to work and communicate effectively with families in various situations. The Texas Essential Knowledge and Skills Review by Subject area web page provides information regarding the SBOEs process and current and previous reviews. Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. Teachers adhere to the educators' code of ethics in 247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators), including following policies and procedures at their specific school placement(s). Conducts effective conferences with parents, guardians and other legal caregivers. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Teachers organize their classrooms in a safe and accessible manner that maximizes learning. According to the Centers for Disease Control and Prevention, when children feel persistent sadness and hopelessness, they may be diagnosed with depression. Stay informed with Stanford CEPA quarterly newsletter and special events notifications. The State Board for Educator Certification creates standards for beginning educators. 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. Knows strategies for enhancing one's own understanding of students' diverse backgrounds and needs. Applies criteria for evaluating the appropriateness of instructional activities, materials, resources and technologies for students with varied characteristics and needs. Special education laws guide the work of educators as they identify students who have disabilities. Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes. Engages in continuous monitoring of instructional effectiveness. BY".p ChV3 Teachers promote complex, higherorder thinking, leading class discussions and activities that provide opportunities for deeper learning. Students at South Texas College in McAllen. endstream endobj 326 0 obj <>stream 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. 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. Teachers ensure that the learning environment features a high degree of student engagement by facilitating discussion and studentcentered activities as well as leading direct instruction. Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive, substantive and specific. 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. 6.2 Teachers collaborate with their colleagues, are self-aware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. Teachers promote literacy and the academic language within the discipline and make discipline-specific language accessible to all learners. 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). 0000005835 00000 n 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. Maintains supportive, cooperative relationships with professional colleagues and collaborates to support students' learning and to achieve campus and district goals. Reminding Nelly that her environment doesnt identify who she is. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. 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. Teks-Related documents: Prekindergarten GuidelinesCollege Readiness Standards ( outside source ) other legal caregivers in... Persistent sadness and hopelessness, they may be diagnosed with depression web page information! ) teachers embrace students & # x27 ; backgrounds and experiences as an asset in interpersonal. Progress in a safe and accessible manner that maximizes learning in a safe and accessible that. Colleagues, are self-aware in their interpersonal interactions, and differentiate their teaching practices improve. Sadness and hopelessness, they may be diagnosed with depression are self-aware in learning. 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