TExES Pedagogy and Professional Responsibilities (PPR) EC-12 Exam
Study Guide
*Developed by Emma Rodin
Purpose
The purpose of the TExES Pedagogy and Professional Responsibilities (PPR) EC-12 test is to
measure the requisite knowledge and skills that an entry-level educator in this field in Texas
public schools must possess. The test is a requirement for candidates seeking a PPR EC-12
certificate.
Test Characteristics
Number of items: 100 multiple-choice questions. Typically, 90 multiple-choice questions are
scored and 10 multiple-choice questions are used for pilot-testing purposes and do not
contribute to the examinee’s score.
Score Scale: The PPR EC-12 test is scored on a 100-300 scale, with a passing score of 240.
Test Structure
The PPR EC-12 test contains the following domain and test item structure:
Domain I: Designing Instruction and Assessment to Promote Student Learning
Competency 001:
The teacher understands human developmental processes and applies this knowledge to
plan instruction and ongoing assessment that motivate students and are responsive to their
developmental characteristics and needs.
The beginning teacher:
A. Knows the typical stages of cognitive, social, physical and emotional development of
students in early childhood through grade 12.
B. 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.
C. Analyzes ways in which developmental characteristics of students in early childhood
through grade 12 impact learning and performance and applies knowledge of studentsN
developmental characteristics and needs to plan effective learning experiences and
assessments.
D. 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).
E. Recognizes factors affecting the social and emotional development of students in early
childhood through adolescence (e.g., lack of affection and attention, parental divorce,
homelessness) and knows that students’ social and emotional development impacts
their development in other domains (i.e., cognitive, physical).
F. 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.
G. Understands that development in any one domain (i.e., cognitive, social, physical,
emotional) impacts development in other domains.
H. Recognizes signs of developmental delays or impairments in students in early childhood
through grade 4.
I. 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.
J. 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.
K. Recognizes that positive and productive learning environments involve creating a culture
of high academic expectations, equity throughout the learning community and
developmental responsiveness.
L. 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).
M. Knows the rationale for appropriate middle-level education and how middle-level schools
are structured to address the characteristics and needs of young adolescents.
N. 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.
O. Understands ways in which student involvement in risky behaviors (e.g., drug and
alcohol use, gang involvement) impacts development and learning.
P. 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.
Topics/Concepts/Terms to Know:
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Piaget’s Theory of Cognitive Development:
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Piaget made several assumptions about children while developing his theory:
■ Children build their own knowledge based on their experiences.
■ Children learn things on their own without influence from adults or older
children.
■ Children are motivated to learn by nature. They don’t need rewards as
motivation.
Schema/schemata:
○ A schema, or scheme, is an abstract concept proposed by Piaget to refer to
abstract concepts. Schemas (or schemata) are units of understanding that can
be hierarchically categorized as well as webbed into complex relationships with
one another.
Assimilation:
○ Using an existing schema and applying it to a new situation or object
Accomodation:
○ Changing approaches when an existing schema doesn’t work in a particular
situation.
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Kohlberg’s Stages of Moral Reasoning:
○ People can only pass through these levels in the order listed. Each new stage
replaces the reasoning typical of the earlier stage. Not everyone achieves all the
stages.
○ Level 1: Preconventional morality, birth to age 9
■ Children don’t have a personal code of morality, and instead moral
decisions are shaped by the standards of adults and the consequences of
following or breaking their rules.
■ Stage 1: Obedience and punishment orientation (the person is good in
order to avoid punishment, and if a person is punished, they must have
done wrong)
■ Stage 2: Individualism and exchange (At this stage, children recognize
that there is not just one right view that is handed down by the authorities.
Different individuals have different viewpoints)
○ Level 2: Conventional morality, most adolescents and adults
■ Characterized by an acceptance to social rules and concerning right and
wrong.
■ Authority is internalized but not questioned. A social system that stresses
the responsibilities of relationships as well as social order is seen as
desirable and must, therefore, influence our view of what is right and
wrong.
■ Stage 3: Good interpersonal relationships (The individual is good to be
perceived as good and get approval from others)
■ Stage 4: Maintaining the social order (Judgments concern obeying the
rules in order to uphold the law and to avoid guilt)
○ Level 3: Postconventional morality, only about 10-15% of the population are
capable of reaching this
■ Principles include: the preservation of life at all costs, and the importance
of human dignity. Moral reasoning is based on individual rights and
justice.
■ Stage 5: Social contract and individual rights (while rules/laws might exist
for the good of the greatest number, there are times when they will work
against the interest of particular individuals)
■ Stage 6: Universal principles (people at this stage have developed their
own set of moral guidelines which may or may not fit the law. The
principles apply to everyone)
Erikson's Stages of Psychosocial Development:
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Egocentrism:
○ The belief that one is the center of the universe
○ Egocentrism is the inability to take the perspective of another person. This type of
thinking is common in young children in the preoperational stage of cognitive
development.
Abraham Maslow’s Hierarchy of Needs
○ Charted set of human requirements that are important for an individual to achieve
complete development and self-actualization. From the bottom of the hierarchy
upwards, the needs are: physiological (food and clothing), safety, love and
belonging needs, esteem, and self-actualization.
Cognition:
○ Cognition is a term referring to the mental processes involved in gaining
knowledge and comprehension. These cognitive processes include thinking,
knowing, remembering, judging, and problem-solving.
Deductive vs. inductive reasoning:
○ Inductive reasoning begins with specific observations and comes up with
generalizations where deductive reasoning begins with generalizations and
moves toward specific predictions.
Concrete vs. abstract thinking:
○ Concrete thinking refers to the thinking on the surface whereas abstract thinking
is related to thinking in depth. Concrete thinkers may regard just the facts, while
abstract thinkers will want to go beyond.
Reflective thinking:
○ Focuses on the processes of making judgments about what has happened.
○ Teachers can promote reflective thinking by: providing sufficient wait time for
students to reflect when asking questions, create emotionally supportive
environments, prompt reflection by asking questions that require students to
evaluate and seek other opinions, etc.
Critical thinking:
○ The key critical thinking skills are: analysis, interpretation, inference, explanation,
self-regulation, open-mindedness, and problem-solving
○ Students who are critical thinkers can: raise vital questions and problems, gather
and assess relevant information, use reason to make conclusions, communicate
effectively, think open-mindedly, etc.
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Hypothetical/scientific thinking:
○ Hypothetical thought involves the imagination of possibilities and the exploration
of their consequences by a process of mental simulation.
○ Exploration and experimentation is important in fostering this type of thought.
Teachers should work on building students who are also good inquirers!
Vygotsky’s Sociocultural Theory:
○ Believed that children acquire their cultural values, beliefs, and problem-solving
strategies through collaborative dialogues with more knowledgeable members of
society. Social learning comes before development.
○ According to Vygotsky, children are born with basic biological constraints on their
minds. Each culture, however, provides "tools of intellectual adaptation." These
tools allow children to use their abilities in a way that is adaptive to the culture in
which they live.
○ Zone of Proximal Development (ZPD): refers to the difference between what a
learner can do without help and what he or she can achieve with guidance and
encouragement from a skilled partner.
■ Scaffolding, or supportive activities provided by the educator, or more
competent peer, to support the student as he or she is led through the
ZPD.
Piaget vs. Vygotsky:
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Play development:
○ Games promote development by engaging students in opportunities to reason
and become more logical as they develop strategies, understand cause and
effect relationships, and anticipate consequences.
○ Solitary (alone) -> Onlooker (just watching) -> Parallel (next to another child, but
not playing together) -> Associative (may be together, but not cooperation) ->
Rough and tumble (very active)
Developmental delay:
○ Refers to a child who has not gained the developmental skills expected of him or
her, compared to others of the same age. Delays may occur in the areas of motor
function, speech and language, cognitive, play, and social skills.
○ Not all slow learners have developmental delays
○ Usually requires a diagnosis from a medical professional
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Decision-making skills:
○ Having children make their own decisions from early on gives them a sense of
confidence and empowerment. Students will be able to make choices about what
is best for them.
○ Giving students choices can also be a form of motivation and incentive.
Organizational skills:
○ Help eliminate tardiness, forgetfulness, lack of preparation, and procrastination.
Bad habits should be corrected and replaced with the reinforcement of good
habits.
○ Daily agendas/timetables, checklists for steps/procedures that should be
followed, item breakdown of assignments to ensure everything is completed,
show student how to take meaningful notes and highlight important information
Workplace skills/collaborative skills:
○ Problem solving, working effectively in teams, working with others to generate
ideas, etc.
○ Key concepts to teach: strong team concepts and skills, integrate tech into
projects, problem solving strategies, research skills, presentation skills, etc.
Competency 002:
The teacher understands student diversity and knows how to plan learning
experiences and design assignments that are responsive to differences among
students and that promote all students’ learning.
The beginning teacher:
A. 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.
B. Accepts and respects students with diverse backgrounds and needs.
C. Knows how to use diversity in the classroom and the community to enrich all students'
learning experiences.
D. Knows strategies for enhancing one’s own understanding of students’ diverse
backgrounds and needs.
E. Knows how to plan and adapt lessons to address studentsN varied backgrounds, skills,
interests and learning needs, including the needs of English-language learners and
students with disabilities.
F. Understands cultural and socioeconomic differences (including differential access to
technology) and knows how to plan instruction that is responsive to cultural and
socioeconomic differences among students.
G. Understands the instructional significance of varied student learning needs and
preferences.
H. 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.
I. 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.
Topics/Concepts/Terms to Know:
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Diversity:
○ Differences in characteristics of people; can involve personality, race, age,
ethnicity, gender, religion, education, functional level at work, etc
○ GT, ESL are included in these groups as well
○ Hold high expectations for all students, regardless of differences
Ethnicity:
○ A classification of people based on combinations of shared characteristics such
as nationality, geographic origin, language, religion, ancestral customs and
tradition
Culture:
○ Beliefs, customs, and traditions of a specific group of people
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Developmental Stages of Language Acquisition:
○ Students learning a second language move through five predictable stages:
Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and
Advanced Fluency
Social language/Basic Interpersonal Communication Skills (BICS):
○ Student can converse about everyday things, can ask for things he/she needs, &
is easily mistaken as fully fluent. Student still needs vocabulary assistance.
○ BICS refer to linguistic skills needed in everyday, social face-to-face interactions.
For instance, the language used in the playground, on the phone, or to interact
socially with other people is part of BICS.
Academic language/Cognitive Academic Language Proficiency (CALP):
○ CALP describes the use of language in decontextualized academic situations.
○ Examples include writing an essay, understanding a scientific paper or reading
content area textbooks.
Cummins’ Iceberg Theory:
Macroculture:
○ Every nation has its own shared and overarching values, ideas, and symbols
Microculture:
○ Smaller cultural groups which include ethnicity, gender, religion, language,
socioeconomics, region, and exceptionalities. Everyone belongs to several of
these.
Culturally responsive teaching:
○ Teachers use students' prior knowledge in its cultural context when introducing
new concepts in this method of teaching.situate learning activities in real-world
tasks.
○ Highlight contributions of all ethnic groups and genders to foster acceptance
○ Culturally-responsive practices involve recognizing and incorporating the assets
and strengths all students bring into the classroom, and ensuring that learning
experiences, from curriculum through assessment, are relevant to all students.
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Authentic assessment:
○ An alternative form of assessment that reflects the actual learning and activities
of students. In this the emphasis is on the product produced, as opposed to
multiple choice or other type of objective assessments. Examples of this method
would include rubrics, observations, samples of work, anecdotal records, and
portfolios.
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Cooperative learning:
○ Mixed-ability/heterogeneous grouping: Require balance among the differences of
the members of the groups to promote cooperation in learning.
○ Each member has a role, and the teacher is a facilitator. Students need to
discuss and talk. This helps shyer students feel more confident in speaking and
at-risk/lower achieving students develop self-esteem.
○ Good strategy for exposing learners to a wide array of cultural and ability
variances, helping them to learn to appreciate those that are not like them as well
as different points of view.
○ Different roles within groups could include: leader, recorder, presenter, writer,
designer, etc. These roles should rotate throughout the year, so that each student
can become proficient in each position. Effective groups have 3-5 members.
○ Evaluating group work increases its effectiveness. The teacher can get feedback
from the students and they can reflect on their own work through self-reflection.
○ More benefits: positive interdependence, individual accountability, and
interpersonal/social skills
Flexible grouping:
○ Flexible grouping is a teaching “best practice” that allows your students to team
up according to their learning level. It gives you the opportunity to focus and
zero-in on certain skills and objectives according to student need, making
differentiated instruction possible.
Learning styles/Modalities:
○ Auditory: verbal lectures and lessons
○ Visual: diagrams, drawings, flashcards, videos, etc. Body language and facial
expressions are important.
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Tactile/kinesthetic: learning through moving, doing, and touching. Hands-on
approach, and role-playing activities. These learners may have a hard time
staying still
○ A multisensory approach is best to reach all learners, because classes will
include learners of all styles. This means multiple forms of assessment, but high
expectations for all.
Learning needs:
○ Gifted and talented (GT): more individual practices that require critical thinking,
higher-order thinking skills, or considering an alternative-perspective. Gifted
students learn new material much faster than their peers. They process
information similar to the way adults do it by capitalizing on patterns of
information. They have an ability to think abstractly and to grasp concepts much
better than their peers.
○ Students with disabilities: these students should not be isolated from their peers,
and should be encouraged to join group activities.
○ English Language Learners (ELLs): best practices include using visuals,
illustrations, simplified context/text, and breaking down the reading into smaller
parts.
○ At-risk/lower achievers: group work/projects need to be broken down into chunks
to make them more manageable. Give them tasks that are moderately
challenging to boost confidence and self-esteem when they feel successful. Use
a wide variety of activities and use their personal interests
Least Restrictive Environment (LRE):
○ Least restrictive environment is part of the Individuals with Disabilities Education
Act (IDEA). IDEA says that children who receive special education should learn
in the least restrictive environment. This means they should spend as much time
as possible with peers who do not receive special education.
Self-efficacy/self-fulfillment:
○ A person’s confidence in their ability to overcome challenges. Usually developed
by age 4.
Self-fulfilling prophecy:
○ If the teacher has high expectations for their students, the students will be higher
achieving.
English Language Proficiency Standards (ELPS):
○ English language proficiency standards that outline the instruction school districts
must provide to ELLs in order for them to have the full opportunity to learn
English and to succeed academically. They are to be published along with the
Texas Essential Knowledge and Skills (TEKS).
Domains for ESL Instruction:
○ Listening, Speaking, Reading, and Writing
Proficiency Level Descriptors (PLDs):
○ Beginning, Intermediate, Advanced, Advanced High
Competency 003:
The teacher understands procedures for designing effective and coherent instruction and
assessment based on appropriate learning goals and objectives.
The beginning teacher:
A. Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of
prerequisite knowledge and skills in determining instructional goals and objectives.
B. 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).
C. Uses assessment to analyze students’ strengths and needs, evaluate teacher
effectiveness and guide instructional planning for individuals and groups.
D. Understands the connection between various components of the Texas statewide
assessment program, the TEKS and instruction and analyzes data from state and other
assessments using common statistical measures to help identify studentsN strengths
and needs.
E. 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.
F. Plans lessons and structures units so that activities progress in a logical sequence and
support stated instructional goals.
G. 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).
H. Allocates time appropriately within lessons and units, including providing adequate
opportunities for students to engage in reflection, self-assessment and closure.
Topics/Concepts/Terms to Know:
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Objectives:
○ Also called goals, standards, or outcomes
○ Should always be clear, measurable, relevant, and aligned to district and state
standards
○ Each planned activity should be designed to support a specific objective, and
assessments must cover objectives.
Texas Essential Knowledge and Skills (TEKS):
○ All curriculum in Texas is based off the TEKS; includes almost every subject
○ Teacher must teach all TEKS, and can enrich the curriculum with other objectives
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Bloom’s Taxonomy:
○ Bloom's taxonomy was developed to provide a common language for teachers to
discuss and exchange learning and assessment methods. Specific learning
outcomes can be derived from the taxonomy, though it is most commonly used to
assess learning on a variety of cognitive levels. Hierarchical and involves more
higher order thinking as it goes up the list)
○ Knowledge: ability to recall information
■ Closed questions, with one right answer/objective questions
■ Who, what, where, when, recall, list, memorize, name, order, repeat,
define, arrange, label
○ Comprehension: ability to demonstrate understanding of information
■ Students show that they understand the concept by explaining it in their
own words
■ Explain, discuss, classify, express, indicate, identify, locate
○ Application: Ability to apply information to new and familiar situations
■ Experiments, solving problems, apply, use, demonstrate
■ Apply, choose, demonstrate, illustrate, practice, sketch, solve, use, write
○ Analysis: Ability to separate complex information into parts, and to be able to
make connections between the parts
■ Involves taking something apart, looking at all the pieces, and then
making a response
■ Ex: Comparing and contrasting two characters in a story, advantages and
disadvantages of two different proposals
■ Analyze, calculate, categorize, compare, contrast, criticize, experient,
question, test
○ Synthesis: Ability to make judgements based on given knowledge and standards
■ Involves putting information together in a new way to solve problems
■ Arrange, assemble, create, design, develop, organize, plan, prepare,
propose, set up, write
■ Ex: Writing a short story, designing an experiment, making predictions
○ Evaluation: Ability to gather information to form new levels of information;
making value judgements
■ Very often includes the question “why” or a request to “justify your
answer”
■ Assess, choose, compare, defend, judge, predict, support, evaluate
■ Ex: “Which is the better solution? Justify your answer.”
Lesson cycle:
○ Objectives, standards, anticipatory set (hook), teaching (input -> modeling ->
checking for understanding), guided practice (application), closure, independent
practice
Thematic unit:
○ Way to unify lessons and activities with a 'theme'–usually an open-ended concept
often phrased as an essential question or even 'big idea. (Cross-curricular)
Curriculum mapping:
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Curriculum mapping is important because it allows teachers and administrators to
focus on balance between the content across curricula. It allows them to look into
each classroom and see what children learn, and helps them gather data on
redundancies or gaps in the course content.
Assessment:
○ The purpose of assessment is to: discover students’ strengths and needs,
identify and gaps in learning, evaluate teacher effectiveness
Semantic Feature Analysis:
○ This strategy uses a grid to help students explore how sets of things are related
to one another. By completing and analyzing the grid, students are able to see
connections, make predictions and master important concepts. This strategy
enhances comprehension and vocabulary skills.
○ Illustrates how words are both similar and different and emphasizes the
uniqueness of each word.
○ Draws on students' prior knowledge and uses discussion to elicit information
about word meanings.
Explicit instruction:
○ Way to teach skills or concepts to students using direct, structured instruction
○ It helps make lessons clear by modeling for students how to start and succeed on
a task and giving them ample time to practice.
○ The teacher constantly monitors understanding to make sure students are
deriving meaning from instruction.
Direct instruction:
○ Teachers use explicit teaching techniques to teach a specific skill to their
students. This type of instruction is teacher-directed, where a teacher typically
stands at the front of a room and presents information
Demonstrations:
○ The term demonstration of learning refers to a wide variety of potential
educational projects, presentations, or products through which students
"demonstrate" what they have learned, usually as a way of determining whether
and to what degree they have achieved expected learning standards or learning
objectives for a course or learning experience.
Inquiry-based learning:
○ Form of active learning that starts by posing questions, problems or scenario,
rather than simply presenting established facts or portraying a smooth path to
knowledge.
○ Inquirers will identify and research issues and questions to develop their
knowledge or solutions. Inquiry-based learning includes problem-based learning
○ Generally used in small scale investigations and projects, as well as research
○ The inquiry-based instruction is principally very closely related to the
development and practice of thinking skills.
Systematic instruction:
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Method of teaching where the same procedures/teaching techniques/instructional
strategies are used on a repeated basis when teaching a certain skill
○ Research has shown that repeated and precise instruction leads to quicker
mastery of the identified skill.
● Basal approach:
○ Method of teaching reading through the use of “commercially produced
materials.”
○ Employs books, workbooks and activities in a sequence in which each book or
activity is designed to build on the skills learned previously
● Language experience approach:
○ Whole language approach that promotes reading and writing through the use of
personal experiences and oral language. It can be used in tutorial or classroom
settings with homogeneous or heterogeneous groups of learners.
● Literature-based instruction:
○ Instruction in which authors' original narrative and expository works are used as
the core for experiences to support children in developing literacy.
○ The teacher's role becomes one of planning and supporting authentic learning
experiences.
● Project-based learning:
○ Teaching method in which students gain knowledge and skills by working for an
extended period of time to investigate and respond to an authentic, engaging and
complex question, problem, or challenge.
○ Problem solving: three step process involving seeking out information, generating
new knowledge, and making decisions
● Indirect teaching:
○ Mainly student-centered, seeks a high level of student involvement in observing,
investigating, drawing inferences from data, or forming hypotheses. It takes
advantage of students' interest and curiosity, often encouraging them to generate
alternatives or solve problems.
○ Teacher is a facilitator, supporter, and resource person
● Procedural text:
○ Text that gives instructions on how to do something
● Venn diagram:
○ An illustration that utilizes circles, either overlapping or non-overlapping, to depict
a relationship between finite groups of things
● Lesson plans:
○ Teacher's detailed description of the course of instruction, or 'learning trajectory'
for a lesson. A daily lesson plan is developed by a teacher to guide class
learning.
● Inclusive practices:
○ Approach to teaching that recognizes the diversity of students, enabling all
students to access course content, fully participate in learning activities and
demonstrate their knowledge and strengths at assessment.
Competency 004:
The teacher understands learning processes and factors that impact student learning
and demonstrates this knowledge by planning effective, engaging instruction and
appropriate assessments.
The beginning teacher:
A. Understands the role of learning theory in the instructional process and uses
instructional strategies and appropriate technologies to facilitate student learning (e.g.,
connecting new information and ideas to prior knowledge, making learning meaningful
and relevant to students).
B. Understands that young children think concretely and rely primarily on motor and
sensory input and direct experience for development of skills and knowledge and uses
this understanding to plan effective, developmentally appropriate learning experiences
and assessments.
C. Understands that the middle-level years are a transitional stage in which students may
exhibit characteristics of both older and younger children and that these are critical years
for developing important skills and attitudes (e.g., working and getting along with others,
appreciating diversity, making a commitment to continued schooling).
D. 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.
E. Stimulates reflection, critical thinking and inquiry among students (e.g., supports the
concept of play as a valid vehicle for young children’s learning; provides opportunities for
young children to manipulate materials and to test ideas and hypotheses; engages
students in structured, hands-on problem-solving activities that are challenging;
encourages exploration and risk-taking; creates a learning community that promotes
positive contributions, effective communication and the respectful exchange of ideas).
F. 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).
G. Teaches, models and monitors organizational and time-management skills at an age
appropriate level (e.g., establishing regular places for classroom toys and materials for
young children, keeping related materials together, using organizational tools, using
effective strategies for locating information and organizing information systematically).
H. 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).
I. 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.
J. Analyzes ways in which factors in the home and community (e.g., parent expectations,
availability of community resources, community problems) impact student learning and
plans instruction and assessment with awareness of social and cultural factors to
enhance all students’ learning.
K. Understands the importance of self-directed learning and plans instruction and
assessment that promote students’ motivation and their sense of ownership of and
responsibility for their own learning.
L. Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles
(e.g., active learner, observer, group participant) impact student learning.
M. Incorporates students’ different approaches to learning (e.g., auditory, visual, tactile,
kinesthetic) into instructional practices.
N. Provides instruction to ensure that students can apply various learning strategies (e.g.,
using prior knowledge, metacognition, graphic organizers) across content areas, in
accordance with the ELPS.
O. 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.
P. 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.
Topics/Concepts/Terms to Know:
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Behaviorism:
○ Classical conditioning (Pavlov)
○ Operant conditioning (Skinner)
○ Social Learning Theory (Bandura)
Cognitivism:
○ Attribution Theory (Weiner)
○ Cognitive Load Theory (Sweller)
○ Cognitive Development Theory (Piaget)
Constructivism:
○ Discovery learning (Bruner)
○ Social development theory (Vygotsky)
○ Problem-based learning
○ Situated learning
○ Inquiry-based learning
Designed-Based
○ Elaboration Theory (Reigeluth)
Humanism:
○ Experiential learning (Kolb)
○ Maslow’s Hierarchy of Needs
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The Learning Pyramid Model:
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Constructivist Approach:
○ Goal: students learn how to learn by giving them the tools and initiative for their
own learning experience
○ In the classroom: learners are actively involved, the environment is democratic
(empowered), activities are student-centered and interactive, students are
independent risk-takers, student-directed and self-initiated, the teacher facilitates
a process of learning in which students are encouraged to be responsible and
autonomous
○ Experimentation, field trips, research projects, class discussions
Self-directed learning:
○ Students should set their own goals
○ To become self-directed learners, students must learn to assess the demands of
the task, evaluate their own knowledge and skills, plan their approach, monitor
their progress, and adjust their strategies as needed
Discovery learning:
○ Encourages learners to build on past experiences and knowledge, use their
intuition, imagination and creativity, and search for new information to discover
facts, correlations and new truths
○ Ex: having students create simulations
Situated/contextualized learning:
○ Learning takes place in the same context in which it is applied; students are more
inclined to learn by actively participating in the learning experience.
○ Knowledge should be presented in authentic context
○ Requires social interaction and collaboration
Graphic organizers:
○ Allow students to display a great deal of information on a single graphic
○ Diagrams, charts, webs, concepts maps, etc.
Learning logs:
○ A personalized learning resource for children. In the learning logs, the children
record their responses to learning challenges set by their teachers. Each log is a
unique record of the child's thinking and learning
○ Used to reflect on metacognition (thinking about your thinking) and the
understanding of the content being studied
Learning/classroom centers:
○ Give the child an opportunity to make decisions and choose the timing of her
learning
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Authentic tasks:
○ An assignment given to students designed to assess their ability to apply
standard-driven knowledge and skills to real-world challenges
○ A task we ask students to perform is considered authentic when students are
asked to construct their own responses rather than select from ones presented
and the task replicates challenges faced in the real world
Interactive read aloud:
○ Read alouds can be used to increase listening and accountable talk skills,
promote vocabulary skills and comprehension, and engage students in a way
that other materials cannot
Sentence stems:
○ This technique gives students the opportunity to respond in the form of a
complete sentence to effectively communicate. Sentence stems provide
scaffolding to help students get started in speaking or writing without the added
pressure of thinking about how to correctly formulate a response.
Chunking:
○ Chunking refers to an approach for making more efficient use of short-term
memory by grouping information. Chunking breaks up long strings of information
into units or chunks. The resulting chunks are easier to commit to memory than a
longer uninterrupted string of information.
Think-pair-share:
○ Think-pair-share (TPS) is a collaborative learning strategy in which students work
together to solve a problem or answer a question about an assigned reading.
This technique requires students to (1) think individually about a topic or answer
to a question; and (2) share ideas with classmates. Discussing an answer with a
partner serves to maximize participation, focus attention and engage students in
comprehending the reading material.
Domain II: Creating A Positive, Productive Classroom Environment
Competency 005:
The teacher knows how to establish a classroom climate that fosters learning,
equity and excellence and uses this knowledge to create a physical and emotional
environment that is safe and productive.
The beginning teacher:
A. Uses knowledge of the unique characteristics and needs of students at different
developmental levels to establish a positive, productive classroom environment (e.g.,
encourages cooperation and sharing among younger students; provides middle level
students with opportunities to collaborate with peers; encourages older students’ respect
for the community and the people in it).
B. Establishes a classroom climate that emphasizes collaboration and supportive
interactions, respect for diversity and individual differences and active engagement in
learning by all students.
C. Analyzes ways in which teacher-student interactions and interactions among students
impact classroom climate and student learning and development.
D. Presents instruction in ways that communicate the teacherNs enthusiasm for learning.
E. Uses a variety of means to convey high expectations for all students.
F. 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.
G. Creates a safe, nurturing and inclusive classroom environment that addresses students’
emotional needs and respects students’ rights and dignity.
Topics/Concepts/Terms to Know:
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Maslow’s Hierarchy of Needs:
○ If students are hungry, they cannot learn
○ If students do not feel safe, they cannot learn
○ A student will not succeed if they feel as if they do not belong
Positive, productive classroom environment:
○ In elementary: encourages cooperation and sharing
○ In middle school: collaborate with peers
○ In high school: respect for classroom and everyone in it
Social/emotional atmosphere:
○ Setting up classroom rules and expectations
○ Creating positive teacher-student interactions and student-student interactions
○ Students should feel safe and free to ask any relevant questions
○ Risk-taking environment
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Seating arrangement:
○ The best place for the teacher’s desk is often at the back at the room, so that
there are few barriers between the students and the teacher, and between the
students and the whiteboard
○ Classroom should be arranged in the best way possible to facilitate discussion
○ Desks in groups, with students facing each other, can help stimulate student
discussion.
○ Desks in single or double rows are good for demonstrations and independent
work.
○ Desks in workstations are suited for students who have developed self
management skills.
Academic learning time:
○ Amount of allocated time students spend on a learning activity
○ Effective teachers maximize the amount of time spent on instruction
○ Teaching procedures and routines at the beginning of the year will maximize
learning time in the long run
○ Have materials ready for quick distribution and use
○ Use technological tools/routines to perform administrative tasks like taking
attendance, maintaining gradebooks, and facilitating communication
Setting high expectations:
○ Establishing clear standards for behavior
○ Teaching developmentally appropriate social skills
○ Teaching students conflict resolution strategies
○ Having high but attainable academic standards
○ Encouraging students in their work and acknowledging their effort
○ Establishing cooperative instead of competitive classroom structures
Competency 006:
The teacher understands strategies for creating an organized and productive learning
environment and for managing student behavior.
The beginning teacher:
A. 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.
B. 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.
C. Organizes and manages group activities that promote students’ ability to work together
cooperatively and productively, assume responsible roles and develop collaborative
skills and individual accountability.
D. 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.
E. Schedules activities and manages time in ways that maximize student learning, including
using effective procedures to manage transitions; to manage materials, supplies and
technology; and to coordinate the performance of non-instructional duties (e.g., taking
attendance) with instructional activities.
F. Uses technological tools to perform administrative tasks such as taking attendance,
maintaining grade books and facilitating communication.
G. Works with volunteers and paraprofessionals to enhance and enrich instruction and
applies procedures for monitoring the performance of volunteers and paraprofessionals
in the classroom.
H. Applies theories and techniques related to managing and monitoring student behavior.
I. Demonstrates awareness of appropriate behavior standards and expectations for
students at various developmental levels.
J. 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).
Topics/Concepts/Terms to Know:
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Best practices for classroom management/discipline:
○ Allow student input
○ Establish your routines, and rules should be fair and consistent
○ Classroom rules should always be visible
○ For younger students: expectations should be repeated often
○ Use attention grabbers
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Students should be corrected privately - do not reprimand students in front of
their peers
○ No more than 5 rules
○ Encourage students to monitor their own behavior
Routine:
○ A procedure that has been practiced until it is automatic
○ Consider: How students will behave in class, how they will ask questions, how
they will sharpen pencils, how to handle tardiness
Transition:
○ Moving from one activity to another
○ Explain and demonstrate the procedures at the beginning of the unit, week,
semester, etc.
○ Organization and having supplies/materials ready will make the classroom run
smoother and allow for less disruptions
Five basic elements of collaborative learning:
○ Face to face interaction
○ Students depend on each other to complete a job; must work together to
complete the whole task
○ Individual accountability: This means that each student in the group is held
accountable for everything that is to be learned. Students work and study
together but each must pass a test for themselves.
○ Social skills: Cognitive, related to the content that students must understand and
master. Affective, listening to others, no interruptions, encouraging each other,
polite language and manners.
○ Group processing: Students reflect on how well their group worked together
Heterogeneous vs. homogeneous grouping:
○ Homogeneous groups are the opposite of heterogeneous groups, instead they
are made up of students working at the same comprehension level. Everyone in
the group is capable of doing the task and mastering the skill at the same level.
Conflict resolution skills:
○ Primary goal: have students reach mutually agreeable settlement
○ The teacher should guide the students to focus on the issue/problem, instead of
the other person in the disagreement. Foster/guide/encourage them to come up
with a solution that is mutual.
○ Students need to be taught how to come to a consensus when they have a
conflict with another person. They will not know how to see from another person’s
point of view.
○ To prevent further escalation: have class meetings to discuss discipline issues or
problems in the class that have arisen; try to resolve problems on your own
without resorting to sending kids to admin
Domain III: Implementing Effective, Responsive Instruction and Assessment
Competency 007:
The teacher understands and applies principles and strategies for communicating
effectively in varied teaching and learning contexts.
The beginning teacher:
A. Demonstrates clear, accurate communication in the teaching and learning process and
uses language that is appropriate to studentsN ages, interests and backgrounds.
B. Engages in skilled questioning and leads effective student discussions, including using
questioning and discussion to engage all students in exploring content; extends
students’ knowledge; and fosters active student inquiry, higher-order thinking, problem
solving and productive, supportive interactions, including appropriate wait time.
C. 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).
D. Practices effective communication techniques and interpersonal skills (including both
verbal and nonverbal skills and electronic communication) for meeting specified goals in
various contexts.
Topics/Concepts/Terms to Know:
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Verbal and non-verbal communication:
○ Language must be very specific in the classroom
○ A teacher’s communication must be organized: 7% content, 38% tone, 55% body
language (facial expressions, physical proximity, gestures, eye contact)
○ Active listening
○ Dress professionally, neat, and clean
○ Bend or kneel to bring yourself down to a child’s level
○ Cold calling: calling on students randomly, not just on kids who have their hands
raised
Divergent vs. convergent questioning:
○ Convergent questions are those that typically have one correct answer, while
divergent questions, also called open-ended questions, are used to encourage
many answers and generate greater participation of students.
Advantages of open-ended questioning:
○ Get more responses from more learners
○ If closed-ended questions are asked, the majority of them will likely be answered
by GT students
○ Slow learners, at-risk learners, and lower achieving students are more likely to
answer open-ended questions, which can make them feel more competent and
have greater self-esteem.
○ Using these questions can give the teacher a better idea of their achievement
level of their students, and use the data for grouping
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Wait time:
○ The time that a teacher waits before calling on a student in class or for an
individual student to respond
○ A wait time of a few seconds gives students the space they need to respond
thoughtfully. However, it is possible to pause for too long. Students often interpret
a wait time of 20 seconds or more as threatening
● Probing questions:
○ Questions that are intended to help the presenter think more deeply about the
issue at hand
○ Ex: Why do you think this is the case? What do you think would happen if…?
What sort of impact do you think…?
● Productive questions:
○ Broad, open-ending questions, with many correct responses that require students
to use their imagination, to think creatively, and to produce something unique
● Prompting questions:
○ Questions that involve the use of hints and clues to aid students in answering
questions or in correcting an initial response
● Synthesis questions:
○ Questions requiring the student to put together elements and parts to form a
whole. They challenge students to engage in creative and original thinking.
○ Ex: How would you assemble these items to create a windmill?
● Empirical questions:
○ Questions that require that a judgement be made or a value be put on something
○ Can be answered by collecting data from observation and experience
○ Ex: What factors affect the number of mergers in the U.S. economy? What is the
relationship between the number of young drivers and the number of fatal
○ vehicle collisions in California?
● Values clarification:
○ Values clarification is an educational intervention that includes reflexive personal,
sociocultural, and intercultural processes whereby one seeks to identify the
undergirding or influential value priorities that guide one's interests, choices,
actions, and reactions in a variety of interpersonal and social contexts.
● “I” messages:
○ Clear teacher messages that tell students how the teacher feels about problem
situations and implicitly ask for corrected behaviors
● Teacher feedback:
○ Increase student success.
○ Helping teachers plan for learning, remediation, and progression of their
students.
○ Students use questioning as an opportunity to demonstrate their skills and obtain
missing information gaps.
○ Demonstrations of successful learning create positive students attitudes, giving
them a sense of accomplishment and progression.
Competency 008:
The teacher provides appropriate instruction that actively engages students in the
learning process.
The beginning teacher:
A. 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.
B. 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).
C. Presents content to students in ways that are relevant and meaningful and that link with
students’ prior knowledge and experience.
D. Applies criteria for evaluating the appropriateness of instructional activities, materials,
resources and technologies for students with varied characteristics and needs.
E. Engages in continuous monitoring of instructional effectiveness.
F. Applies knowledge of different types of motivation (i.e., internal, external) and factors
affecting student motivation.
G. Employs effective motivational strategies and encourages studentsN self-motivation.
H. Provides focused, targeted and systematic second language acquisition instruction to
English-language learners in grade 3 or higher who are at the beginning or intermediate
level of English-language proficiency in listening and/or speaking in accordance with the
ELPS.
I. Provides focused, targeted and systematic second language acquisition instruction to
English-language learners in grade 3 or higher who are at the beginning or intermediate
level of English-language proficiency in reading and/or writing in accordance with ELPS.
J. 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.
Topics/Concepts/Terms to Know:
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Inductive vs. deductive thinking:
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Intrinsic vs. extrinsic motivation:
○ Intrinsic motivation comes from within, while extrinsic motivation arises from
external factors. When you are intrinsically motivated, you engage in an activity
because you enjoy it and get personal satisfaction from doing it. When you are
extrinsically motivated, you do something in order to gain an external reward.
○ Intrinsic: You are motivated to do the activity because it is internally rewarding.
You choose to do it because it’s fun, enjoyable, and satisfying. Your goal comes
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from within, and the outcomes of your goal satisfy your basic psychological
needs for autonomy, competence and relatedness.
○ Extrinsic: You are motivated to do the activity in order to gain an external reward
in return. Your goal is focused on an outcome, and does not satisfy your basic
psychological needs. Rather, it involves external gains, such as money, fame,
power, and avoiding consequences.
Operant conditioning (Skinner):
○ A method of learning that employs rewards and punishments for behavior.
Through operant conditioning, an association is made between a behavior and a
consequence (whether negative or positive) for that behavior.
Reading specialist:
○ Teachers who have specialized training in helping struggling readers. Most have
a master of education degree. Some have additional training for teaching
students with dyslexia
Struggling reader:
○ Students who are considered to be struggling readers typically read one or more
years below their current grade-level but do not have an identified learning
disability of any kind
○ The difficulties they have with reading are typically attributed to inadequate
instruction or from their own individual failures to fully engage with and learn from
texts and instruction
Expository text:
○ Exists to provide facts in a way that is educational and purposeful. The text is
fact-based with the purpose of exposing the truth through a reliable source. True
and deliberate expository text will focus on educating its reader. Other descriptors
of exposition are clear, concise, and organized writing. Expository text gets to the
point quickly and efficiently
Vocabulary instruction:
○ There are four components of an effective vocabulary program: 1. wide or
extensive independent reading to expand word knowledge; 2. instruction in
specific words to enhance comprehension of texts containing those words; 3.
instruction in independent word-learning strategies, and; 4. word consciousness
and word-play activities to motivate and enhance learning
Language deficit:
○ Language deficits are found in the areas of oral expression and listening
comprehension. These two areas control our ability to communicate with others,
and therefore a deficit in either or both can have a major impact on the quality of
life of a child with a learning disability, as well as his or her life in education.
○ Studies have found that more than 60% of students with LD have some type of
language disorder. Students with LD frequently experience difficulties with oral
expression—a problem that can affect both academic and social interactions
○ Common problems associated with oral language include the following.
■ Choosing the appropriate word. Children with LD will often use a less
appropriate word because the right word will not come to them.
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Understanding complex sentence structures
Responding to questions
Difficulties in retrieving words. The response rate of children with learning
disabilities may be slower than that of their non-disabled peers, and they
may speak more slowly.
○ Listening comprehension problems:
■ Listening problems can also be misinterpreted. A child with a disability in
listening demonstrates that disability in a negative way, for example, by
failing to follow directions or by appearing oppositional or unmotivated. A
teacher's careful observation and assessment of a student's language
ability is important for ensuring the student's success
KWL Chart (Know, Want to Know, Learned)
○ A graphical organizer designed to help in learning. The letters KWL are an
acronym, for what students, in the course of a lesson, already know, want to
know, and ultimately learn. It is a part of the constructivist teaching method where
students move away from what are considered traditional methods of teaching
and learning
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No Child Left Behind (NCLB)
○ The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress that
reauthorized the Elementary and Secondary Education Act; it included Title I
provisions applying to disadvantaged students. It supported standards-based
education reform based on the premise that setting high standards and
establishing measurable goals could improve individual outcomes in education.
The Act required states to develop assessments in basic skills. To receive federal
school funding, states had to give these assessments to all students at select
grade levels.
Evidence-based instruction:
○ Any concept or strategy that is derived from or informed by objective
evidence—most commonly, educational research or metrics of school, teacher,
and student performance
○ If an educational strategy is evidence-based, data-based, or research-based,
educators compile, analyze, and use objective evidence to inform the design of
an academic program or guide the modification of instructional techniques
Truancy:
○ "Chronic truancy" refers only to unexcused absences. Federal law requires each
state to define and report on truancy.
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Delayed reinforcement:
○ Time delay between the desired response of an organism and the delivery of
reward
○ In operant conditioning, a conditioned response is the desired response that has
been conditioned and elicits reinforcement
Immediate gratification:
○ Instant gratification is the desire to experience pleasure or fulfillment without
delay or deferment
Classical conditioning (Watson):
○ A learning process that occurs when two stimuli are repeatedly paired: a
response which is at first elicited by the second stimulus is eventually elicited by
the first stimulus alone
Positive reinforcement:
○ In operant conditioning, positive reinforcement involves the addition of a
reinforcing stimulus following a behavior that makes it more likely that the
behavior will occur again in the future. When a favorable outcome, event, or
reward occurs after an action, that particular response or behavior will be
strengthened
Native language:
○ A first language, native language or mother tongue (also known as father tongue,
arterial language or L1) is a language that a person has been exposed to from
birth or within the critical period
Negative punishment:
○ Negative punishment is an important concept in B. F. Skinner's theory of operant
conditioning. In behavioral psychology, the goal of punishment is to decrease the
behavior that precedes it. In the case of negative punishment, it involves taking
something good or desirable away to reduce the occurrence of a particular
behavior
Positive punishment:
○ In the case of positive punishment, it involves presenting an unfavorable outcome
or event following an undesirable behavior. When the subject performs an
unwanted action, some type of negative outcome is purposefully applied.
Self-motivation:
○ Ability to be again or to follow through with a task without the assistance of
others.
Verbal cues:
○ A verbal cue is a prompt that is conveyed in spoken language from one person to
another or a group of people
Jargon:
○ Jargon is a type of language that is used in a particular context and may not be
well understood outside of it. The context is usually a particular occupation (that
is, a certain trade, profession, or academic field), but any ingroup can have
jargon
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Slang:
○ An expression should be considered "true slang" if it meets at least two of the
following criteria:
■ It lowers, if temporarily, "the dignity of formal or serious speech or writing";
in other words, it is likely to be considered in those contexts a "glaring
misuse of register".
■ Its use implies that the user is familiar with whatever is referred to, or with
a group of people who are familiar with it and use the term. "It's a taboo
term in ordinary discourse with people of a higher social status or greater
responsibility."
■ It replaces "a well-known conventional synonym." This is done primarily to
avoid discomfort caused by the conventional synonym or discomfort or
annoyance caused by having to elaborate further.
Targeted instruction:
○ Targeted instruction takes into account what students understand and teaches
them according to their ability levels, rather than strictly adhering to what they are
expected to know based on their grade level
Context clues:
○ Context clues are hints that an author gives to help define a difficult or unusual
word. The clue may appear within the same sentence as the word to which it
refers, or it may follow in a preceding sentence
○ There are at least four kinds of context clues that are quite common: 1) a
synonym (or repeat context clue) which appears in that sentence; 2) anantonym
(or contrast context clue) that has the opposite meaning, which can reveal the
meaning of an unknown term; 3) an explanation for an unknown word is given (a
definition context clue) within the sentence or in the sentence immediately
preceding; and 4) specific examples (an example context clue) used to define the
term
Competency 009:
The teacher incorporates the effective use of technology to plan, organize, deliver and
evaluate instruction for all students.
The beginning teacher:
A. Demonstrates knowledge of basic terms and concepts of current technology (e.g.,
hardware, software applications and functions, input/output devices, networks).
B. Understands issues related to the 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).
C. 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,
evaluating electronic information for accuracy and validity).
D. 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; sharing information through online communication).
E. Knows how to use productivity tools to communicate information in various formats (e.g.,
slide show, multimedia presentation, newsletter) and applies procedures for publishing
information in various ways (e.g., printed copy, monitor display, Internet document,
video).
F. Knows how to incorporate the effective use of current technology; use technology
applications in problem-solving and decision-making situations; implement activities that
emphasize collaboration and teamwork; and use developmentally appropriate
instructional practices, activities and materials to integrate the Technology Applications
TEKS into the curriculum.
G. Knows how to evaluate studentsN technologically produced products and projects using
established criteria related to design, content delivery, audience and relevance to
assignment.
H. Identifies and addresses equity issues related to the use of technology.
Topics/Concepts/Terms to Know:
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Tablet:
○ A tablet, or tablet PC, is a portable computer that uses a touchscreen as its
primary input device. Most tablets are slightly smaller and weigh less than the
average laptop.
USB port:
○ USB is short for universal serial bus
○ An external bus standard that supports data transfer rates of 12 Mbps. A single
USB port can be used to connect up to 127 peripheral devices, such as mice,
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modems, and keyboards. USB also supports Plug-and-Play installation and hot
plugging.
Desktop:
○ The desktop is the primary user interface of a computer. When you boot up your
computer, the desktop is displayed once the startup process is complete. It
includes the desktop background (or wallpaper) and icons of files and folders you
may have saved to the desktop. In Windows, the desktop includes a task bar,
which is located at the bottom of the screen by default. In Mac OS X, the desktop
includes a menu bar at the top of the screen and the Dock at the bottom.
Central processing unit (CPU):
○ The primary component of a computer that processes instructions. It runs the
operating system and applications, constantly receiving input from the user or
active software programs. It processes the data and produces output, which may
be stored by an application or displayed on the screen.
Output device:
○ Any device used to send data from a computer to another device or user
Input device:
○ A piece of computer hardware equipment used to provide data and control
signals to an information processing system such as a computer or information
appliance
○ Examples of input devices include keyboards, mouse, scanners, digital cameras
and joysticks
Joystick:
○ A joystick is an input device commonly used to control video games. Joysticks
consist of a base and a stick that can be moved in any direction. The stick can be
moved slowly or quickly and in different amounts. Some joysticks have sticks that
can also be rotated to the left or right. Because of the flexible movements a
joystick allows, it can provide much greater control than the keys on a keyboard
Wifi
○ The standard wireless local area network (WLAN) technology for connecting
computers and myriad electronic devices to each other and to the Internet. Wi-Fi
is the wireless version of a wired Ethernet network, and it is commonly deployed
alongside it
Search engine:
○ A web search engine is a software system that is designed to search for
information on the World Wide Web
○ Search engines are programs that search documents for specified keywords and
returns a list of the documents where the keywords were found
Keywords:
○ Keywords are words or phrases that describe content. They can be used as
metadata to describe images, text documents, database records, and Web pages
Attachments:
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An attachment, or email attachment, is a file sent with an email message. It may
be an image, video, text document, or any other type of file.
Browser:
○ A browser is an application program that provides a way to look at and interact
with all the information on the World Wide Web
Internet:
○ The Internet is a global wide area network that connects computer systems
across the world
Collaboration:
○ Collaboration takes place when members of an inclusive learning community
work together as equals to assist students to succeed in the classroom. This may
be in the form of lesson planning with the special needs child in mind, or
co-teaching a group or class
○ Characteristics of successful collaboration:
■ Collaboration is voluntary
■ Collaboration requires parity among participants
■ Collaboration is based on mutual goals
■ Collaboration depends on shared responsibility for participation and
decision making
■ Individuals who collaborate share their resources
■ Individuals who collaborate share accountability for outcomes
Teamwork:
○ Persons synergistically working together
Slideshow:
○ A series of slides displayed in a sequence; this is controlled manually or
automatically
Software:
○ Collection of instructions that enable the user to interact with a computer, its
hardware, or perform tasks
21st century literacy skills:
○ The term 21st century skills refers to a broad set of knowledge, skills, work
habits, and character traits that are believed—by educators, school reformers,
college professors, employers, and others—to be critically important to success
in today's world, particularly in collegiate programs and contemporary careers
and workplaces. Generally speaking, 21st century skills can be applied in all
academic subject areas, and in all educational, career, and civic settings
throughout a student's life. They are listed below:
■ Critical thinking, problem solving, reasoning, analysis, interpretation,
synthesizing information
■ Research skills and practices, interrogative questioning
■ Creativity, artistry, curiosity, imagination, innovation, personal expression
■ Perseverance, self-direction, planning, self-discipline, adaptability,
initiative
■ Oral and written communication, public speaking and presenting, listening
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Leadership, teamwork, collaboration, cooperation, facility in using virtual
workspaces
Information and communication technology (ICT) literacy, media and
internet literacy, data interpretation and analysis, computer programming
Civic, ethical, and social-justice literacy
Economic and financial literacy, entrepreneurialism
Global awareness, multicultural literacy, humanitarianism
Scientific literacy and reasoning, the scientific method
Environmental and conservation literacy, ecosystems understanding
Health and wellness literacy, including nutrition, diet, exercise, and public
health and safety
Book trailer:
○ Video advertisement for a book which employs techniques similar to those of
movie trailers to promote books and encourage readers
Google Docs:
○ Free Web-based application in which documents and spreadsheets can be
created, edited and stored online. Files can be accessed from any computer with
an Internet connection and a full-featured Web browser. Google Docs is a part of
a comprehensive package of online applications offered by and associated with
Google.
Website:
○ A website is a collection of related web pages, including multimedia content,
typically identified with a common domain name, and published on at least one
web server. A website may be accessible via a public Internet Protocol (IP)
network, such as the Internet, or a private local area network (LAN), by
referencing a uniform resource locator (URL) that identifies the site.
Table:
○ A table is an arrangement of information in rows and columns containing cells
that make comparing and contrasting information easier. As you can see in the
following example, the data are much easier to read than they would be in a list
containing that same data.
Rubric:
○ In education terminology, rubric means "a scoring guide used to evaluate the
quality of students' constructed responses". Rubrics usually contain evaluative
criteria, quality definitions for those criteria at particular levels of achievement,
and a scoring strategy. They are often presented in table format and can be used
by teachers when marking, and by students when planning their work.
Checklist:
○ The purpose of checklists, rating scales and rubrics is to:
■ Provide tools for systematic recording of observations
■ Provide tools for self-assessment
■ Provide samples of criteria for students prior to collecting and evaluating
data on their work
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Record the development of specific skills, strategies, attitudes and
behaviours necessary for demonstrating learning
■ Clarify students' instructional needs by presenting a record of current
accomplishments.
Subjective assessment:
○ Subjective assessment is a form of questioning which may have more than one
correct answer (or more than one way of expressing the correct answer).
How to Properly Implement Technology in the Classroom:
○ Use task-appropriate tools/procedures to synthesize knowledge, create and
modify solutions, and evaluate results to support the work of individuals and
groups
○ Teacher must ensure equity in access to technology (i.e. homework that requires
internet access at home)
○ Apply procedures for acquiring, analyzing, and evaluating electronic information
○ Evaluate electronic information for accuracy and validity
Selection Criteria for a Software:
○ Must align with goals and objectives, as well as students’ strengths and needs
○ Interactive: should illustrate the main points and ask for responses from the
students. The learner should be in control of screens and pacing
○ The teacher should take into consideration:
■ Student learning styles/modalities
■ Appropriate sequence of instruction
■ Age appropriateness
■ Does it give immediate feedback to the students?
Drill-and-practice software
○ Repetitive practice promotes the acquisition of knowledge/new skills, so it is
especially good for students who need help practicing new content
○ Immediate feedback
○ Reinforcement tool; not for learning new material
○ Best for practicing and mastering acquired knowledge
Tutorials software:
○ Ex: Khan Academy
○ Includes explanations and information, usually in the form of videos
○ Often used for remedial work, as a supplement for instruction, or presenting new
information/skills in a series of steps that progress through levels of difficulty of
understanding
Simulations software:
○ Provides students opportunities to have real life experiences
○ Authentic practice of acquired knowledge and skills
○ Ex: Flight, “dissect”, animals, etc.
Word processing/Microsoft Word:
○ Write an essay/report
○ Edit a text
○ Polish assignments, essays, reports, etc.
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Spreadsheet/Microsoft Excel:
○ Charts, graphs, formulas (produce totals and averages, grading)
Database/Microsoft Access:
○ Store data, keep track of data, attendance, student records
Desktop publishing/Microsoft Publisher:
○ Design brochures, newsletters, webpages, flyers, invites, etc.
○ Flexible layout
Copyright issues:
○ Citation: The way that you tell your reader that certain material in your work came
from another source. Includes information such as:
■ Information about the author
■ Title of the work
■ Name/location of the company that published the source
■ Date that the copy was published
■ Page numbers that you are borrowing from
○ Plagiarism is forbidden!
Fair use:
○ Fair use is a doctrine in the law of the United States that permits limited use of
copyrighted material without having to first acquire permission from the copyright
holder
○ Such uses can be done without permission (a single copy only):
■ A chapter from a book
■ An article from a journal/newspaper
■ Short story/essay/poem, whether or not from a collective work
■ An image/diagram/cartoon/etc from a book, periodical, or newspaper
Acceptable use policy (AUP):
○ An AUP is an agreement between the student and the district designed to keep
students safe online. This agreement allows them to explore the digital world as
part of their education, instead of accessing inappropriate or harmful sites, such
as bullying, school violence, pornography, etc.
Competency 010:
The teacher monitors student performance and achievement; provides students
with timely, high-quality feedback; and responds flexibly to promote learning for
all students.
The beginning teacher:
A. Demonstrates knowledge of the characteristics, uses, advantages and limitations of
various assessment methods and strategies, including technological methods and
methods that reflect real-world applications.
B. Creates assessments that are congruent with instructional goals and objectives and
communicates assessment criteria and standards to students based on high
expectations for learning.
C. Uses appropriate language and formats to provide students with timely, effective
feedback that is accurate, constructive, substantive and specific.
D. Knows how to promote students’ ability to use feedback and self-assessment to guide
and enhance their own learning.
E. Responds flexibly to various situations (e.g., lack of student engagement in an activity,
the occurrence of an unanticipated learning opportunity) and adjusts instructional
approaches based on ongoing assessment of student performance.
Topics/Concepts/Terms to Know:
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Goals of Assessment:
○ Improve learning
○ Discover student strengths and needs
○ Learn what gaps may exist in student understanding
○ Evaluate teacher effectiveness
Assessments by Type/Given Frequency:
○ Formal assessments: A written document such as a test, quiz, or paper. Given a
numerical grade/score based on student performance
■ Includes teacher-made tests, district exams, and standardized tests
■ Fill-in-the-blank, multiple choice, true/false, short answer/essay questions,
matching, etc.
■ Essay is best: allows for creativity in student responses and the ability for
them to explain their reasoning, as well as the potential to test for
higher-order thinking
○ Informal assessments: do not contribute to a student’s grade
■ Occurs in a more casual manner, and includes observations, inventories,
checklists, rating scales, rubrics, performance and portfolio assessments,
participation, peer/self evaluation, and discussion
■ Projects: promote self-assessment because students must evaluate their
progress each step of the way
○ Authentic assessment: tend to focus on complex/contextualized tasks, enabling
them to demonstrate their competency in a more authentic setting
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Performance-based assessments such as: simulations, role plays, exhibitions,
displays, projects, and lab experiments
Rubric:
○ For students: Describes the quality of work that is expected, assesses the quality
of their work, self-assessment, accountability and responsibility for own learning
■ It is critical for young learners to understand how to judge their own
learning
○ For teachers: Immediate feedback and guidance
■ Teachers should not use students’ self assessment as a grade
○ A rubric does not include: how to use or organize the materials,
procedures/orders of the project, resources that can be used for the project
Formative vs. summative assessment:
○ Formative: judgement during the process of learning and uses data collected
■ Ex: Do Now’s, Exit Tickets, quizzes, warm-ups,
○ Summative: judgement about student progress at the end of instruction
■ Ex: chapter tests, final exams
Criterion-referenced vs. norm-referenced tests:
○ Criterion-referenced: measured against uniform objectives/criteria
■ Non-competitive
■ Includes: STAAR, benchmarks, tests/quizzes, teacher-made tests
○ Norm-referenced: provide a way to compare the performance of groups of
students
■ Scores resemble a bell curve, clustering around the center
■ Scores do not indicate mastery of objectives
■ Competitive (think SAT, ACT, GRE)
Effective tests:
○ Validity: whether the test actually measures what it is supposed to measure (i.e.
the objectives)
○ Reliability: the extent to which the test results are consistent for an individual
○ Multiple choice, free response, open-ended, essay, true/false
Feedback:
○ Use the compliment sandwich:
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Informal reading inventory (IRI):
○ The IRI will help you assess a student's strengths and needs in these areas word
recognition, word meaning, reading strategies, and comprehension
Self-assessment:
○ Self-assessment is a process of formative assessment during which students
reflect on and evaluate the quality of their work and their learning, judge the
degree to which they reflect explicitly stated goals or criteria, identify strengths
and weaknesses in their work, and revise accordingly
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Diagnostic assessment:
○ Diagnostic assessment is a form of pre-assessment that allows a teacher to
determine students' individual strengths, weaknesses, knowledge, and skills prior
to instruction. It is primarily used to diagnose student difficulties and to guide
lesson and curriculum planning
Interest inventory:
○ Requires participants to indicate personal likes and dislikes
Raw score:
○ A raw score indicates the number of points a student earned on a test
Percentile rank:
○ The percentile rank of a score is the percentage of scores in its frequency
distribution that are equal to or lower than it
○ Percentile ranks are commonly used to clarify the interpretation of scores on
standardized tests. For the test theory, the percentile rank of a raw score is
interpreted as the percentages of examinees in the norm group who scored at or
below the score of interest
Grade-equivalent score:
○ Grade equivalents are scores based on the performance of students in the test's
norming group. The grade equivalent represents the grade level and month of the
typical (median) score for students
Holistic score:
○ In holistic scoring, scorers evaluate the effectiveness of responses in terms of a
set of overall descriptions of signed communication. The scoring process is
holistic in that the score assigned to your signed performance reflects the overall
effectiveness of your communication
Portfolio:
○ A student portfolio is a compilation of academic work and other forms of
educational evidence assembled for the purpose of (1) evaluating coursework
quality, learning progress, and academic achievement; (2) determining whether
students have met learning standards or other academic requirements for
courses, grade-level promotion, and graduation; (3) helping students reflect on
their academic goals and progress as learners; and (4) creating a lasting archive
of academic work products, accomplishments, and other documentation.
Miscue analysis:
○ Miscue analysis is an assessment that helps a teacher identify the cueing
systems used by a reader — the strategies a reader uses to make sense of a
text. Instead of focusing on errors, miscue analysis focuses on what the student
is doing right, so that he or she can learn to build on existing reading strategies
Tier-two instruction:
○ Response-to-intervention (RTI): The “Response to Intervention” (RTI) model
refers to a process that highlights how well students respond to changes in
instruction in the classroom. Individual students' progress is monitored and
results are used to make decisions about further instruction and intervention.
Domain IV: Fulfilling Professional Roles and Responsibilities
Competency 011:
The teacher understands skills the importance of family involvement in children’s
education and knows how to interact and communicate effectively with families.
The beginning teacher:
A. Applies knowledge of appropriate ways (including electronic communication) to work and
communicate effectively with families in various situations.
B. Engages families, parents, guardians and other legal caregivers in various aspects of the
educational program.
C. Interacts appropriately with all families, including those that have diverse characteristics,
backgrounds and needs.
D. Communicates effectively with families on a regular basis (e.g., to share information
about students’ progress) and responds to their concerns.
E. Conducts effective conferences with parents, guardians and other legal caregivers.
F. Effectively uses family support resources (e.g., community, interagency) to enhance
family involvement in student learning.
Topics/Concepts/Terms to Know:
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How to develop a positive relationship with parents:
○ Make positive contact at the beginning of the year, explaining expectations from
students
○ Open house or initial meeting in the beginning of the year to go over class
expectations, and define teacher, student, and parent roles for the year
Parent-teacher conferences:
○ Primary purpose should be the mutual sharing of information between parents
and teachers. Should NOT be a one-way exchange
○ Communicate through phone calls, emails, mail - do not give up on
communication
○ Gather all materials and documentation needed: grades, student work, discipline
record, anecdotal records from other teachers, etc.
○ During the conference:
■ Begin building a sense of cooperation and mutual respect
■ Always begin on a positive note before noting any areas of concern
■ Give feedback on student’s assessment when necessary, and help the
parent to understand your assessment. Avoid using jargon
■ Compliment sandwich feedback
■ Problems should be solved collaboratively; talk about solutions
■ Do not try to educate the parent on importance of education or cognitive
development of a child
■ Unless asked, do not advise about home/job environments
■ Do not compare student with their peers/siblings
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After the conference:
■ Provide feedback to both the parent and student about the matter
discussed
■ Do not change the instruction or assessment tools just because the
parents ask. The teacher is the professional, not the parent
Cultural adaptation:
○ Cultural adaptation is a relatively new concept used to define the specific
capacity of human beings and human societies to overcome changes of their
natural and social environment by modifications to their culture. The scale of
culture changes depends on the extent of habitat changes and could vary from
slight modifications in livelihood systems (productive and procurement activity,
mode of life, dwellings and settlements characteristics, exchange systems,
clothing, and so on) to principal transformation of the whole cultural system,
including its social, ethnic, psychological, and ideological spheres
○ Cultural adaptability teaches us to have an awareness of our differences:
empowering us to work around these potential challenges to find the best
outcome
Family engagement:
○ Family engagement occurs when there is an on-going, reciprocal,
strengths-based partnership between families and their children's early childhood
education programs
○ Comprehensive definition includes these factors:
■ Early childhood education programs encourage and validate family
participation in decision making related to their children's education.
Families should act as advocates for their children and early childhood
education program by actively taking part in decision making opportunities
■ Consistent, two-way communication is facilitated through multiple forms
and is responsive to the linguistic preference of the family.
Communication should be both school and family initiated and should be
timely and continuous, inviting conversations about both the child's
educational experience as well as the larger program
■ Families and early childhood education programs collaborate and
exchange knowledge. Family members share their unique knowledge and
skills through volunteering and actively engaging in events and activities
at schools. Teachers seek out information about their students' lives,
families, and communities and integrate this information into their
curriculum and instructional practice
■ Early childhood education programs and families place an emphasis on
creating and sustaining learning activities at home and in the community
that extend the teachings of the program so as to enhance each child's
early learning
Language barrier:
○ Problem caused by not being able to speak another person's language
PTO partnership:
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Research shows that family involvement promotes student success. Students
with involved parents are more likely to:
■ Earn higher grades and pass their classes
■ Attend school regularly and have better social skills
■ Go on to postsecondary education
■ When families, schools, and communities work together
■ Student achievement improves
■ Teacher morale rises
■ Communication increases
■ Family, school, and community connections multiply
School-community partnerships:
○ Shared responsibility and reciprocal process whereby schools and other
community agencies and organizations engage families in meaningful and
culturally appropriate ways, and families take initiative to actively supporting their
children's development and learning
Translator:
○ A person who translates from one language into another, especially as a
profession
Working families:
○ A family is considered a working family when, "All family members age 15 and
older either have a combined work effort of 39 weeks or more in the prior 12
months OR all family members age 15 and older have a combined work effort of
26 to 39 weeks in the prior 12 months, and one unemployed parent looked for
work in the prior four weeks"
Uninvolved parents:
○ Some reasons that parents may not be involved:
■ Conflicting work schedules;
■ Embarrassment about lack of formal education;
■ School personnel using technical jargon;
■ Some parents believe that school personnel do not want parents to be
involved
Equality of Educational Opportunity:
○ A concept that students from less advantageous backgrounds should have equal
opportunities to experience success in school. Disagreement exists on whether
this implies simply providing equal resources or ensuring equal success
compared to more privileged students
Competency 012:
The teacher enhances professional knowledge and skills by effectively interacting
with other members of the educational community and participating in various types
of professional activities.
The beginning teacher:
A. Interacts appropriately with other professionals in the school community (e.g., vertical
teaming, horizontal teaming, team teaching, mentoring).
B. Maintains supportive, cooperative relationships with professional colleagues and
collaborates to support studentsN learning and to achieve campus and district goals.
C. 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).
D. Understands the value of participating in school activities and contributes to school and
district (e.g., by participating in decision making and problem solving, sharing ideas and
expertise, serving on committees, volunteering to participate in events and projects).
E. Uses resources and support systems effectively (e.g., mentors, service centers, state
initiatives, universities) to address professional development needs.
F. Recognizes characteristics, goals and procedures associated with teacher appraisal and
uses appraisal results to improve teaching skills.
G. Works productively with supervisors, mentors and other colleagues to address issues
and to enhance professional knowledge and skills.
H. 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.
I. Engages in reflection and self-assessment to identify strengths, challenges and potential
problems; improve teaching performance; and achieve professional goals.
Topics/Concepts/Terms to Know:
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Vertical teaming/alignment:
○ Coordinated, integrated curriculum among elementary, middle school, and high
school teachers for a given subject area
○ Discuss common areas of curriculum and pedagogy
○ Curriculum map
○ Eliminate curriculum gap
○ Develop sequential skills
○ Ex: Department meeting for a particular content area (ELA department)
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Horizontal teaming/alignment:
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AKA grade-level team meeting
■ Forming of groups based on a course of study (ex: all of the 6th grade
teachers)
■ Organizational skills, note-taking skills, decision-making skills
■ Curriculum map
■ Interdisciplinary
■ Discipline problems
■ Policies, procedures, rules
Collaboration with other school/district personnel
○ School board, principal, counselor(s), nurse, librarian, ESL coordinator/teacher,
SPED coordinator/teacher, technology coordinator, district personnel (curriculum,
finance, etc.)
○ Stakeholders: teachers, parents, students, admin, community members
Roles of other school/district personnel/how to collaborate
○ SPED staff: modify instruction based on the needs of the students with
disabilities
○ ESL staff: modify instruction based on the needs of ESL students
○ Librarian: many librarians have keyed their resources to objectives in related
subject areas so that the teacher can incorporate them with ease into their
lessons. Share your instructional methods/activities
○ Technology coordinator: how to integrate technology into the classroom
○ Counselors: emotional problems, family problems, substance abuse
○ Principal: discipline problems, school/class functionality problems, gang issues,
mentoring
○ Curriculum specialist/coordinator: development of curriculum/curriculum
meetings, select textbooks, provide support/guidance about curriculum
Professional development:
○ Ask for help/guidance from mentor teacher
○ Ask help from experienced teacher
○ Local educational services (regions):
■ Develop your teaching skills
■ Get accurate and updated information about your area’s demographics
■ Extend your knowledge
■ Ex: Region 10 serves Dallas County schools
○ Journals:
■ Updated information about your content area
■ Refresh your content area knowledge
■ Not for developing/learning teaching methods
Self-reflection/reflective teaching
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Reflective teaching involves examining one's underlying beliefs about teaching
and learning and one's alignment with actual classroom practice before, during
and after a course is taught
○ Reflective teaching tools include: teacher diary, peer observation, recording
lessons, student feedback, self-monitoring, self-regulation
Teacher Appraisal System (Professional Development and Appraisal System)
○ School districts should ensure that all teachers are provided with an orientation of
the PDAS. Teachers are appraised on the following:
■ Active, successful student participation in the learning process.
■ Learner-centered instruction
■ Evaluation and feedback on student progress.
■ Management of student discipline, instructional strategies, time / materials
■ Professional communication
○ Teacher appraisals are performed to identify potential areas for a teacher’s
professional development using:
■ Classroom observations
■ Developing an intervention plan
■ Professional Developments
■ Orientations
■ Assigning a mentor teacher by the principal
■ Mentor must be in the same subject or grade level
■ Principal cannot be mentor and is responsible for PDAS
Other staff:
○ Volunteers, paraprofessionals, and teacher aides assist the teacher in
instructional preparation, class organization, special-needs students, or routine
time-consuming tasks.
Compulsory education:
○ Legally mandated school attendance for every child (unless specifically
exempted under the law) who is at least 6 and has not yet turned 18
ESL program:
○ Program of intensive instruction in English from teachers trained in recognizing
differences; must be designed to consider students' learning experiences and
must incorporate the cultural aspects of students' backgrounds
Action research:
○ Reflective-process that leads to inquiry in search of solutions to everyday real
problems The steps:
■ Identify problem
■ Collect data on it
■ Organize, analyze, and interpret this data
■ Develop a plan to fix it
■ Improve your practice
■ Begin cycle again
TExES:
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State-mandated test for educator certification to ensure all public school teachers
have the knowledge required to teach their specific subject to students
Free Appropriate Public Education (FAPE):
○ Provision of IDEA that guarantees SPED and related services to children with
disabilities, at a public cost
Inservice training:
○ Professional development workshops, lectures, and so forth provided by the
school district to keep teachers current in their fields
Mission statement:
○ A broad statement of a unique purpose for which an organization exists and the
specific function it performs
National Education Association (NEA):
○ The largest professional educators organization in the US
○ Purpose includes working for improved education and enhancing the status of
teachers
Texas Teacher Evaluation and Support System (T-TESS):
○ Designed to support teachers and help them improve and grow:
■ Goal-settings and PD plans
■ Evaluation rubric (pre-conference, observation, post-conference)
Public Education Information Management System (PEIMS):
○ A means of reporting attendance personnel, management, special programs, and
populations to the state
Probationary teacher:
○ Teachers under probationary contract that may not exceed one year but may be
renewed for 2 additional 1-year periods for a max of 3 probationary years
Professional autonomy:
○ Freedom of professionals or groups of professionals to function independently
Pull-out programs:
○ Students with special needs are taken out of regular classes for instructions
Convergence of evidence:
○ Refers to argument that teachers should use evidence-based practices in their
classrooms that are based on converging evidence rather than anchored on
philosophies and belief systems
State Board for Education Certification (SBEC):
○ 15-member board created in 1995 to govern standards of the education
profession that oversees all aspects of public education certification, continuing
education, and standards of conduct
State Board of Education (SBOE):
○ 15 member board with established rules for public schools in Texas and, with the
commissioner of education, oversees the public education system of Texas in
accordance with the Texas Education Code (TEC)
Site-based decision making:
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State-mandated requirement that the campus-level committee be involved in
decisions in the areas of planning, budgeting, curriculum, staffing patterns, and
staff development
Education diagnostician:
○ Provides diagnostic evaluations to students who are referred for SPED services
State Commissioner of Education:
○ Educational leader of state appointed by the governor that serves as the
executive officer of the TEA and executive secretary of the SBOE
Texas Administrative Code (TAC):
○ SBOE rulings associated with the interpretation of the laws that affect Texas
public schools
Teacher empowerment:
○ Concept of putting decision making in the hands of the teachers, the school
personnel closest to the students
Texas Educator Code (TEC):
○ Statutes resulting from Senate Bill 1 of 1995 that govern public education in
Texas
Title I:
○ Federal programs that provides funding for remedial education programs to poor
and disadvantaged students
Title IX:
○ Bars discrimination in federally assisted programs and activities
Title VI:
○ Bars discrimination in federally assisted programs and activities on the basis of
color, race, or national origin
Individual Education Plan (IEP):
○ Written educational plan for special needs students developed by professionals
and the child's parents. Describes education related services developed for each
student with a disability. it is a requirement of the IDEA (Individuals with
Disabilities Education Act)
IEP Team:
○ Committee that works together to write and/or change IEP (goals for the SPED
student). Includes:
■ Parents
■ Student
■ General Ed Teacher
■ SPED Teacher
■ Diagnostician
■ District Representative
■ Others with expertise about the child
Tenure contract vs. term contract:
○ Veteran teachers are given a tenure contract which protects from dismissal
without probable cause
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Beginning teachers may not be dismissed without being indicated; a beginning
teacher will be given a term contract (usually years 1-3)
Team teaching:
○ Involves working with teacher partners within the same classroom.
○ Sometimes called partner teaching
○ Inclusion teaching (special education)
○ Mentoring
Inclusion teaching:
○ When a special ed teacher is assisting students in a regular classroom as regular
teacher
Special education law:
○ The Individuals with Disabilities Education Act, or IDEA, was created in 1990 and
is a modification of the Education for All Handicapped Children Act. This law
ensures that special needs students receive appropriate free public education in
the least restrictive environment necessary to meet those students' needs
Alternative education program:
○ An educational program for students who have been suspended or expelled,
most often located at a place other than the assigned campus
Code of Conduct:
○ Document that outlines the expected behaviors of students on a particular
campus and includes teachers responsibility to report and document violations of
the code
Non-instructional responsibilities:
○ Duties assumed by or assigned to teachers that are outside of their regular
teaching responsibilities.
○ Ex: Watching and waiting for car riders to be picked up at dismissal is a teacher's
non-instructional responsibility.
Competency 013:
The teacher understands and adheres to legal and ethical requirements for educators
and is knowledgeable of the structure of education in Texas.
The beginning teacher:
A. Knows legal requirements for educators (e.g., those related to special education,
students’ and families’ rights, student discipline, equity, child abuse) and adheres to legal
guidelines in education-related situations.
B. Knows and adheres to legal and ethical requirements regarding the use of educational
resources and technologies (e.g., copyright, Fair Use, data security, privacy, acceptable
use policies).
C. 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.
D. Follows procedures and requirements for maintaining accurate student records.
E. Understands the importance of and adheres to required procedures for administering
state- and district-mandated assessments.
F. Uses knowledge of the structure of the state education system, including relationships
among campus, local and state components, to seek information and assistance.
G. Advocates for students and for the profession in various situations.
Topics/Concepts/Terms to Know:
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Safety and welfare of students:
○ Supervision: Students are not to be left unsupervised while on campus during the
school day
○ The daily appearance of a student should be noted
○ Any indication of child neglect or physical abuse should be reported promptly to
CPS or local child protection services
○ Teachers have access to permanent records of students
○ Integrity in record-keeping
○ Censorship
Confidentiality:
○ Students’ performance, grades, private information, and permanent records are
always confidential and the teacher must be very careful with whom they talk to
about these records. Teachers can only discuss these records for a lawful
educational purpose, if it is beneficial to the student’s education
○ Teachers should not speak to anyone else about the student’s records other than
the parents of the student/the student’s other teachers
Family Educational Rights and Privacy Act (FERPA):
○ Federal law designed to protect the privacy of student education records.
Established the right of only students and parents to inspect/review the student’s
education records
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Parents can come observe any class without restriction after they inform the
school.
○ Written permission to take photos/videos of students.
Americans With Disabilities Act (ADA):
○ To assure equality of opportunity, full participation, independent living, and
economic self-sufficiency for such individuals
Individuals with Disabilities Education Act (IDEA):
○ All children with disabilities have available to them a free, appropriate public
education that emphasizes special education and related services
○ IDEA and the Elementary and Secondary Education Act (No Child Left Behind
Act of 2001 [NCLB]) are designed to provide students with disabilities greater and
equal access to the general education curriculum
ARD Committee:
○ The letters ARD stand for Admission, Review, and Dismissal committee. This is
the name of the committee responsible for making the educational decision for a
student
○ Meeting is usually held yearly
○ Includes special education teacher, general ed teacher, parent, administrator, and
any other personnel that have worked with/have insight of child/their needs (i.e.,
someone who can interpret evaluation results, like a speech pathologist)
○ If old enough and when appropriate the student is sometimes involved in their
ARD meeting
Individual Education Plan (IEP):
○ Written educational plan for special needs students developed by professionals
and the child's parents. Describes education related services developed for each
student with a disability. it is a requirement of the IDEA (Individuals with
Disabilities Education Act)
○ Can be revised by the ARD committee
Behavior Intervention Plan (BIP):
○ Lays out how the IEP team will improve difficult behavior that is inhibiting a child’s
academic success. If a child cannot focus, doesn’t complete work, disrupts the
classroom, and is constantly in trouble, not only does the teacher have a
problem, but the child has a problem as well.
○ A BIP is a document that describes just how the IEP team plans on helping the
child improve their behavior
○ Can be revised by the ARD committee
Section 504:
○ Provides modifications for students who have a physical/mental impairment that
is not as severe as special education
○ Special Ed vs. 504:
■ Students in special education usually have disabilities such as: autism,
mental retardation, learning disabilities, blindness, deafness
■ Students in 504 might have conditions like: diabetes, ADD, ADHD,
dyslexia, or temporary physical disabilities
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Procedures for special education:
○ Teachers must apply the modifications written on the IEP. This is required by
law.
○ Teachers should refer to the special education department for all special
education issues.
○ Request an ARD meeting if necessary, but parental consent is needed to make
the meeting
○ If IEP doesn't work, refer to the special education department. Teachers are not
allowed to revise/modify the IEP. Only the ARD committee can revise it.
○ Adapt/modify your instruction based on all students’ needs, including ADD,
ADHD, dyslexia, and students with disabilities
○ Apply the behavior intervention plan
English as a Second Language (ESL):
○ Students receive specified periods of instruction aimed at the development of the
English Language skills, with a primary focus to learn other subjects in English
○ Home Language Survey: identifies children as speaking another language and is
required for all students new to the district. Parents must give permission for
bilingual or ESL program.
○ ESL levels: beginner, intermediate, advanced, advanced high
Federal Bilingual Act:
○ This involves education in a child’s native language typically for no more than 3
years, to ensure that the child does not fall behind in the content areas while they
are learning English. The goal is to help them transition to mainstream
English-only classrooms as quickly as possible, and the linguistic goal of such
programs is English acquisition only
■ Bilingual program: enriched program where students learn knowledge in
two languages, and learn English
State of Texas Assessments of Academic Readiness (STAAR):
○ Formally known as the Texas Assessment of Knowledge and Skills (TAKS)
○ The assessments are based on the Texas Essential Knowledge and Skills, which
are the state curriculum standards; starts at grade 3
○ Students must pass the exit-level tests
○ Administration:
■ Teachers must follow the guidelines written on the test administration
manual
■ Keep test materials secure
■ Use instructions given for administration
■ Cannot change the wording given in the manual
■ Can answer student questions only about test directions, only about the
test questions
■ Active monitoring during test duration
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Code of Ethics:
○ The Texas educator shall comply with standard practices and ethical conduct
towards students, professional colleagues, school officials, parents, and
members of the community and shall safeguard academic freedom
○ The educator shall neither accept nor offer gratuities, gifts, or favors that impair
professional judgment or to obtain special advantage
○ The educator shall not exclude a student from participation in a program, deny
benefits to a student, or grant an advantage to a student on the basis of color,
race, sex, disability, national origin, religion, or family status
Self-advocacy:
○ Self-advocacy means that teachers know how to stay in the loop and how to
negotiate all demands. The teacher is responsible to have continual
"with-it-ness"-knowing what is happening, why it is happening and how you fit
into the big picture
Acceptable Use Policy:
○ The policies govern the way technology networks and resources are used by
participants in the group. Acceptable-use policies generally integrate copyright
and fair-use information intended to promote the appropriate use of intellectual
property and to safeguard privacy and individual safety for users
Maintaining accurate student records:
○ Teachers are responsible for maintaining portfolios of students academic
performances from past assignments for observing level of progress and as
supportive documents for parent-teacher conferences
The State Compensatory Education Program:
○ Defined in law as programs and/or services designed to supplement the regular
education program for students identified as at risk of dropping out of school. The
purpose is to increase academic achievement and reduce the dropout rate of
these students
Every Student Succeeds Act (ESSA):
○ Requires that all students in America be taught to high academic standards that
will prepare them to succeed in college and careers
○ Works with TEA to: recruit teachers and administrators, build a foundation in
reading and math, connect HS to college and careers, and improve low
performing campuses
Equity:
○ Creates a culture of fairness for all students regarding opportunity, access, and
respect for diverse learning styles
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