Teachers accept responsibility for the growth of all of their students, persisting in their efforts to ensure high levels of growth on the part of each learner. Teachers maximize instructional time, including managing transitions. UNT has implemented the Texas Teaching Standards through the implementation of TTESS as its evaluation tool. Texas Essential Knowledge and Skills by Chapter The Texas Essential Knowledge and Skills (TEKS) are listed below in two different formats, a web-based version of the standards and a PDF version of the standards. 335 on 31st Street. Teachers understand how learning occurs and how learners develop, construct meaning and acquire knowledge and skills. 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. Incumbents are distinguished from classification of . `G8uO~&kj(b]z3l/S[|$_1+?zs sLK^rAXs2S%t:/N'f>.u h^r'\%$ ` JpNo q'q_&y]!v@ In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short and longterm plans accordingly. Designing Instruction and Assessment to Promote Student Learning, Pedagogy and Professional Responsibilities EC12: I, Creating a Positive, Productive Classroom Environment, Pedagogy and Professional Responsibilities EC12: II, Implementing Effective, Responsive Instruction and Assessment, Pedagogy and Professional Responsibilities EC12: I, III; Technology Applications: IVII, Fulfilling Professional Roles and Responsibilities, Pedagogy and Professional Responsibilities EC12: IV. febrero 28, 2023. The test may contain questions that do not count toward the score. Copyright 2007-2022 Texas Education Agency (TEA). Teachers understand, actively anticipate, and adapt instruction to address common misunderstandings and preconceptions. xref 3201, 72nd St.; and the Education Services Division, SDC, Bldg. This is true despite nearly three decades of interventions and pol-icies designed, respectively, to improve teachers' knowledge of students and to highlight the role of such teacher knowledge in student learning. trailer Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. Teachers demonstrate the belief that all students have the potential to achieve at high levels and support all students in their pursuit of socialemotional learning and academic success. Advocates for students and for the profession in various situations. Teachers promote literacy and the academic language within the discipline and make disciplinespecific language accessible to all learners. According to Wynita Harmon students who live in poverty face, many challenges that affect their brain development, emotional, well-being, relationships with others, and the ability to achieve at, Resources that can help Nelly get the proper nutrition she needs are. Understands issues related to the safe and 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, and digital etiquette). Applies criteria for evaluating the appropriateness of instructional activities, materials, resources and technologies for students with varied characteristics and needs. 6.1 Teachers reflect on their teaching practice to improve their instructional effectiveness and engage in continuous professional learning to gain knowledge and skills and refine professional judgment. 0000001641 00000 n Understands the instructional significance of varied student learning needs and preferences. 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 the ELPS. Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons plans and their ability to match objectives and activities to relevant state standards. endstream endobj 325 0 obj <>stream Teachers communicate consistently, clearly, and respectfully with all members of the campus community, including students, parents and families, colleagues, administrators, and staff. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. This qualitative exploratory study was conducted in Karachi, Pakistan, from December 2020- to October 2021. Teachers purposefully utilize learners' individual strengths as a basis for academic and social emotional growth. Teachers validate each students comments and questions, utilizing them to advance learning for all students. However, the contents do not necessarily represent the policy Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation. Austin, Texas, United States. . 321 0 obj <> endobj (c) Knowledge of Student and Student Learning. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 0000001547 00000 n 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). En sillas de ruedas trasladan al Juzgado de Atencin Permanente de Santo Domingo Oeste a propietario de hotel acusado de complicidad con cuatro personas ms en el ataque de la pareja del municipio distrital La Guyiga. Teachers purposefully utilize learners individual strengths as a basis for academic and social-emotional growth. Knows how to use task-appropriate tools and procedures to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem-solving situations and project-based learning activities (e.g., planning, creating, and editing word processing documents, spreadsheet documents, and databases; using graphic tools; participating in electronic communities as learner, initiator, and contributor; and sharing information through online communication). At the, Forthe scenario, Identify the ethical behavior/dilemma Cite the standard of professional behavior from theCode of Ethicsthe action violates using the number, letter and roman numeral where, TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. Works with volunteers and paraprofessionals to enhance and enrich instruction and applies procedures for monitoring the performance of volunteers and paraprofessionals in the classroom. hb```b``d`@(ax''M 5%S= Presents instruction in ways that communicate the teacher's enthusiasm for learning. 6.2 Teachers collaborate with their colleagues, are self-aware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. I use these measures to examine the distribution of KISS across schools, within schools, and within classrooms, as well as to investigate potential KISS development mechanisms and instructional uses. endstream endobj startxref 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. When a disability affects academic performance, the student might be in need of special education. startxref 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. The objective of this study is to explore the perception of teachers, parents and students' regarding implementation of a school-based lifesaving skills program and help predict potential barriers and solutions. 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. Engages in continuous monitoring of instructional effectiveness. Currently, the TEA is using only the STAAR results to calculate how much . s>7.GdPiBhg5}0H Teachers work to ensure high levels of learning, socialemotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. Communication - The teacher clearly and accurately communicates to support persistence, deeper learning, and effective efforts. 1.1 Teachers design clear, well organized, sequential lessons that build on students' prior knowledge. Teachers develop learning plans and set academic as well as socialemotional learning goals for each student in response to previous outcomes from formal and informal assessments. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. 196 0 obj <> endobj In addition to student and teacher data, this review includes an in-depth analysis of the domains, dimensions, and descriptors of the T-TESS Rubric and the Texas Teacher Standards outlined in Texas Administrative Code, Chapter 149. Subscribe to updates from TEA. Sep 2021 - Dec 20214 months. Conducts effective conferences with parents, guardians and other legal caregivers. Teachers adjust content delivery in response to student progress through the use of developmentally appropriate strategies that maximize student engagement. Knows how to use diversity in the classroom and the community to enrich all students' learning experiences. Your final scaled score will be based only on scored questions. Enhances learning for students by providing age-appropriate instruction that encourages the use and refinement of higher-order thinking skills (e.g., prompting students to explore ideas from diverse perspectives; structuring active learning experiences involving cooperative learning, problem solving, open-ended questioning and inquiry; promoting students' development of research skills). Teachers develop learning plans and set academic as well as social-emotional goals for each student in response to previous outcomes from formal and informal assessments. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. The contents of this site were developed under grant number S283B120040 from the U.S. Department of Education. Teachers interact in respectful ways with students at all times, maintaining a physically and emotionally safe, supportive learning environment that is characterized by efficient and effective routines, clear expectations for student behavior, and organization that maximizes student learning. Teachers communicate regularly, clearly, and appropriately with parents and families about student progress, providing detailed and constructive feedback and partnering with families in furthering their students' achievement goals. 1.3 Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate. When the federal government handed Gov. The district provides some funds for, Part 2: Effective Communication with Parents The Situation Brandon, a student in Ms. Jennings 7th grade science class, had his phone out during a major exam. hmo8 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. 336 0 obj <>/Filter/FlateDecode/ID[<3F89FA494CFB7F459B0971348CC7AACD>]/Index[321 34]/Info 320 0 R/Length 80/Prev 279493/Root 322 0 R/Size 355/Type/XRef/W[1 2 1]>>stream The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process and timely, high-quality feedback. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. 2.1 Teachers demonstrate the belief that all students have the potential to achieve at high levels and support all learners in their pursuit of social-emotional learning and academic success. Prairie View, Texas. Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instructional objectives and outcomes that are accurate measures of student learning. 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. 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). Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. 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. Teachers understand the role of language and culture in learning and know how to modify their practices to support language acquisition so that language is comprehensible, and instruction is fully accessible. Teachers combine results from different measures to develop a holistic picture of students' strengths and learning needs. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations. Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. Course Hero is not sponsored or endorsed by any college or university. Purpose Statement/s: The job of "Paraeducator II - Special Education (Physical Disabilities)" is done for the purpose/s of assisting (under direct supervision) in the supervision and instruction of special education students; relieving teachers of routine clerical tasks; and assisting students by providing for special health care needs. research that is directly related to the issues and aligned to the developmental goals for, the students. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. Silla de ruedas y falta de brazo implicado Guayiga. Domain 2 TITLE: Knowledge of Students and Student Learning. 4.1 Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students development and backgrounds. 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. 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. 0000001605 00000 n Teachers establish and sustain learning environments that are developmentally appropriate and respond to students' needs, strengths, and personal experiences. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Knows the rationale for appropriate middle-level education and how middle-level schools are structured to address the characteristics and needs of young adolescents. Teachers understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and realworld applications of their gradelevel and subjectarea content. Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes. Teachers plan student groupings, including pairings and individualized and smallgroup instruction, to facilitate student learning. A. The following documents provide the elementary TEKS compiled by grade level: Curriculum Standards and Student Support Divisioncurriculum@tea.texas.gov TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. 3.3 Teachers demonstrate content specific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. 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). Communication (Dimension 2.3) The . Teachers set individual and group learning goals for students by using preliminary data and communicate these goals with students and families to ensure mutual understanding of expectations. Teachers implement behavior management systems to maintain an environment in which all students can learn effectively. 2.2 Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. Teachers clearly communicate the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. 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). 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). 0 4.3 Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence. 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. 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students learning needs. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. The beginning teacher: Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. Teachers adhere to the educators' code of ethics in 247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators), including following policies and procedures at their specific school placement(s). Teachers promote complex, higherorder thinking, leading class discussions and activities that provide opportunities for deeper learning. Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles (e.g., active learner, observer, group participant) impact student learning. Languages Other Than English, Chapter 120. Demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels. Knows how to promote creative thinking and innovative process to construct knowledge, generate new ideas, and create products (e.g., design multimedia presentations, explore complex systems or issues, and develop steps for the creation of products). 0000005835 00000 n 196 12 Teachers understand how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills. Based on what you know about love and belonging needs of a person, what can you do as a teacher to help fulfill these needs for your students? Teachers communicate regularly, clearly, and appropriately with parents and families about student progress, providing detailed and constructive feedback and partnering with families in furthering their students achievement goals. 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). Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons and their ability to match objectives and activities to relevant state standards, such as Texas Essential Knowledge and Skills and College and Career Readiness Standards. Teachers monitor and assess student progress to ensure that their lessons meet students' needs. 1.3k characteristics and instructional needs of students with varied backgrounds, 1.3s use effective approaches to address varied student learning needs and ; skills, interests, and learning needs; preferences; 1.4k different approaches to learning that students may exhibit and what motivates 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? 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. Content Knowledge and Expertise - The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content, and student needs. 354 0 obj <>stream Teachers create a community of learners in an inclusive environment that views differences in learning and background as educational assets. Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and ontask behavior. Teachers make appropriate and authentic connections across disciplines, subjects, and students real world experiences. {[fdAl Jg~#hW@eF(>1[$1#MaTYsH.Brz^32l!%i?-v|E9|h&Bs3mS@(oWGD7jtx^Ei{"|HJ\N1gnA'-u,[9?L{/4s|WmefKb{K,RDu?E/>VmtZizz+N@;6cdyE4p~%(xn)T[.cP^MQzi4ua%TSwlZ\l? In order for instruction to be most meaningful, appropriate, and engaging to each student in the class, teachers must know their students and their individual needs well. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. 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). Teachers monitor and assess student progress to ensure that their lessons meet students needs. Knowledge of Students (Dimension 1.3) . knowledge of special educational needs and disability students and their classroom management procedures and strategies. Creates a safe, nurturing and inclusive classroom environment that addresses students' emotional needs and respects students' rights and dignity. Background: Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers' preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. 1.5 Teachers promote complex, higher order thinking, leading class discussions and activities that provide opportunities for deeper learning. Demonstrates knowledge of basic terms and concepts of current technology, systems, and operations (e.g., hardware, software applications and functions, input/output devices, networks, and basic design principles). Knows the ELPS in the domains of listening and speaking in accordance with the proficiency-level descriptors for the beginning, intermediate, advanced and advanced-high levels. Teachers plan instruction that is developmentally appropriate, is standards driven, and motivates students to learn. Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. The beginning teacher of gifted and talented students is able to: 5.1s design cognitively complex instruction, discussion questions, projects, and assignments; 5.2s incorporate creativity into learning tasks; 5.3s use flexible grouping practices based on assessment of student interests, prior knowledge, and needs; Teachers connect learning, content, and expectations to students prior knowledge, life experiences, and interests in meaningful contexts. Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students academic and social-emotional needs. Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students' academic and socialemotional needs. 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. N 196 12 teachers understand how learning occurs and how middle-level schools are structured to common... The performance of volunteers and paraprofessionals to enhance and enrich instruction and procedures! Is directly related to the issues and aligned to the developmental goals for, the students,... To October 2021 how to use diversity in the classroom and effective ways, helping them mastery... When appropriate Karachi, Pakistan, from December 2020- to October 2021 strategies that maximize student engagement
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