In this presentation you are to do the following: Identify each student and the issue he or she is facing. Teachers use formal and informal methods to assess student growth aligned to instructional goals and course objectives and regularly review and analyze multiple sources of data to measure student progress and adjust instructional strategies and content delivery as needed. Knowledge of Students (Dimension 1.3) . Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students' current skills and knowledge, background, needs and interests; alignment with campus and district goals). Se trata del imputado Jos Alfredo Ventura Tupete . related content and student needs. This qualitative exploratory study was conducted in Karachi, Pakistan, from December 2020- to October 2021. 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. Teachers provide immediate feedback to students in order to reinforce their learning and ensure they understand key concepts. Prairie View, Texas. Teacher Standards. 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. 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 analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. Knows how to promote students' ability to use feedback and self-assessment to guide and enhance their own learning. Teachers establish and strive to achieve professional goals to strengthen their instructional effectiveness and better meet students needs. Austin, Texas, United States. 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The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. in their classrooms. Stay informed with Stanford CEPA quarterly newsletter and special events notifications. Teachers organize curriculum to facilitate student understanding of the subject matter. Analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development. Teachers identify readiness for learning and understand how development in one area may affect students performance in other areas. Knows how to plan, organize, deliver, and evaluate instruction that incorporates the effective use of current technology; knows how to use developmentally appropriate instructional practices, activities, and materials to integrate the Technology Applications TEKS into the curriculum. Teachers promote complex, higherorder thinking, leading class discussions and activities that provide opportunities for deeper learning. Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation. Teachers plan instruction that is developmentally appropriate, is standards driven, and motivates students to learn. 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). At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. Teachers communicate consistently, clearly, and respectfully with all members of the campus community, including students, parents and families, colleagues, administrators, and staff. 33009. 354 0 obj <>stream Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. Teachers clearly communicate the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. Knows the rationale for appropriate middle-level education and how middle-level schools are structured to address the characteristics and needs of young adolescents. Teachers often have an understanding of typical child development before entering the classroom. Teachers facilitate each student's learning by employing evidencebased practices and concepts related to learning and socialemotional development. Incorporates students' different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. The following links provide access to TEKS-related documents: Prekindergarten GuidelinesCollege Readiness Standards (outside source). Works productively with supervisors, mentors and other colleagues to address issues and to enhance professional knowledge and skills. Teachers develop lessons that build coherently toward objectives based on course content, curriculum scope and sequence, and expected student outcomes. hmo8 Within each domain, the content is further defined by a set of competencies. Develops the foundation of English language vocabulary, grammar, syntax and mechanics necessary to understand content-based instruction and accelerated learning of English in accordance with the ELPS. 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 embrace students' backgrounds and experiences as an asset in their learning environment. Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportunities for job-embedded professional development. Teachers maintain and facilitate respectful, supportive, positive, and productive interactions with and among students. 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. Teachers develop learning plans and set academic as well as socialemotional learning goals for each student in response to previous outcomes from formal and informal assessments. Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals. Teachers use and adapt resources, technologies, and standards-aligned instructional materials to promote student success in meeting learning goals. Special education laws guide the work of educators as they identify students who have disabilities. 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). 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). Creates a safe, nurturing and inclusive classroom environment that addresses students' emotional needs and respects students' rights and dignity. 0000002179 00000 n SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. 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. Texas Essential Knowledge and Skills by Chapter 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 and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content expertise. BY".p ChV3 Communication - The teacher clearly and accurately communicates to support persistence, deeper learning, and effective efforts. Teachers implement behavior management systems to maintain an environment where all students can learn effectively. 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. 207 0 obj <>stream The findings showed that teachers' knowledge of special educational needs and disability students was very . 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. Languages Other Than English, Chapter 120. Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community and developmental responsiveness. Follows procedures and requirements for maintaining accurate student records. Faculty Positions: Different Institutions include. The beginning teacher: Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. 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. 1.3k characteristics and instructional needs of students with varied backgrounds, 1.3s use effective approaches to address varied student learning needs and ; skills, interests, and learning needs; preferences; 1.4k different approaches to learning that students may exhibit and what motivates Applies knowledge of appropriate ways (including electronic communication) to work and communicate effectively with families in various situations. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? In this study, I employ nationally-representative data to create KISS measures for kindergarten and first grade teachers. 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