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. 196 12 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). Currently, the TEA is using only the STAAR results to calculate how much . Teachers monitor and assess student progress to ensure that their lessons meet students needs. 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). Creates a safe, nurturing and inclusive classroom environment that addresses students' emotional needs and respects students' rights and dignity. Communication Department. 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. 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. UNT has implemented the Texas Teaching Standards through the implementation of TTESS as its evaluation tool. Teachers make appropriate and authentic connections across disciplines, subjects, and students real world experiences. Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes. Teachers maximize instructional time, including managing transitions. Course Hero is not sponsored or endorsed by any college or university. trailer Each 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. 5.2 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. {[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? febrero 28, 2023. 0000001641 00000 n Teachers keep current with developments, new content, new approaches, and changing methods of instructional delivery within their discipline. The following link will provide information for the TEKS by subject area review: The Texas Essential Knowledge and Skills (TEKS) are listed below in two different formats, a web-based version of the standards and a PDF version of the standards. Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate. 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. Teachers identify readiness for learning and understand how development in one area may affect students performance in other areas. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. Teachers maximize instructional time, including managing transitions. Teachers maintain a culture that is based on high expectations for student performance and encourages students to be selfmotivated, taking responsibility for their own learning. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. 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. Uses a variety of means to convey high expectations for all students. Teachers manage and facilitate groupings in order to maximize student collaboration, participation, and achievement. Greg Abbott $307 million in the spring of 2020 to help Texas' education systems survive the COVID-19 pandemic, he set aside $47 million specifically for former students, those who had earned some credit but left before finishing their degree or certificate. The test may contain questions that do not count toward the score. The 100 selected-response questions are based on the Pedagogy and Professional Responsibilities EC12 test framework and cover grades EC12. In this presentation you are to do the following: Identify each student and the issue he or she is facing. All teachers acquire, analyze, and manage content from digital resources. 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. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. s>7.GdPiBhg5}0H 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. This qualitative exploratory study was conducted in Karachi, Pakistan, from December 2020- to October 2021. All teachers practice and promote safe, responsible, legal, and ethical behavior while using technology tools and resources. 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 seek out feedback from supervisors, coaches, and peers and take advantage of opportunities for job-embedded professional development. 0000002293 00000 n Interacts appropriately with other professionals in the school community (e.g., vertical teaming, horizontal teaming, team teaching, mentoring). 3.2 Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content expertise. Uses assessment to analyze students' strengths and needs, evaluate teacher effectiveness and guide instructional planning for individuals and groups. The requirements for the school counselor certificate as of December 21, 2017 include all the following: Successfully complete a school counselor preparation program Passed the school counselor certification exam Hold, at a minimum, a 48-hour master's degree in counseling from an accredited institution of higher education knowledge of special educational needs and disability students and their classroom management procedures and strategies. Please note that the web-version of the standards may contain more than one page. Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. 7 related content and student needs. Presents instruction in ways that communicate the teacher's enthusiasm for learning. Knows how to use diversity in the classroom and the community to enrich all students' learning experiences. Each domain covers one or more of the educator standards for this field. 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 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 students' strengths and needs. Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. 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). Maintains supportive, cooperative relationships with professional colleagues and collaborates to support students' learning and to achieve campus and district goals. Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles (e.g., active learner, observer, group participant) impact student learning. 0000002021 00000 n Teachers ensure that the learning environment features a high degree of student engagement by facilitating discussion and studentcentered activities as well as leading direct instruction. Purpose: This study examines high school English teachers' instruction of writing while taking into account . Texas teachers, principals, and representatives from higher education and educator organizations revised the state's 1997 Texas teacher standards to address six broad standards for performance: Instructional Planning and Delivery; Knowledge of Students and Student Learning; Content Knowledge and Expertise; Learning . Teachers 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. Teachers actively participate in professional learning communities organized to improve instructional practices and student learning. However, the contents do not necessarily represent the policy . Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students learning needs. 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). Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 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 require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. 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. Copyright 2007-2022 Texas Education Agency (TEA). 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). Teachers connect students' prior understanding and real-world experiences to new content and contexts, maximizing learning opportunities. 1.6 Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. Communicate with case managers and/or teachers involved with a student when problems arise to help better that students learning and effective ways to meet the student needs. Knowledge Of Students & Student Needs (2) (2).pptx, Knowledge of students and students needs.pptx, Knowledge of Students and Student Needs.pdf, 1198683_11 Slide PowerPoint - Knowledge of Students and Student Needs.pptx, Schools as Communities of Care Task 4.docx, lessen harmful effects of stress and anxiety Trojanowska et al 2018 On the other, Mock Career Fair Worksheet - BUS 291 2021.docx, The Ultra Black Label series is a premium mobile phone made out of real, strategic collaborations in form of providing raw materials to cross border, Selected Answer promote the well being of the economy Answers promote tax, aaaarrrrreee eeettttthhhiiiiccaaaalllll vvviiiisssssiiiiooooonnnnnsssss, 105 Persistence 251 Cross Reference The idea of minimizing scope is related to, a monopoly in the wifes sexuality to give the wife a monopoly in the husbands, SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group or students with severe disabilities. 5.4 Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short- and long-term plans accordingly. 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). Teachers understand the unique qualities of students with exceptional needs, including disabilities and giftedness, and know how to effectively address these needs through instructional strategies and resources. Understands the instructional significance of varied student learning needs and preferences. Se trata del imputado Jos Alfredo Ventura Tupete . 0000001316 00000 n Teachers purposefully utilize learners individual strengths as a basis for academic and social-emotional growth. Teachers plan student groupings, including pairings and individualized and small-group instruction, to facilitate student learning. Teachers regularly collect, review, and analyze data to monitor student progress. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. 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. BY".p ChV3 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. For example, you might include a statement such as, bullying is detrimental to a students deve, International Federation of Social Workers. Teachers plan student groupings, including pairings and individualized and smallgroup instruction, to facilitate student learning. Lonestar College, Northern Illinois University, Joliet Junior . Few reports, however, document high school English teachers' lack of preparation to teach writing or the pressures they face as they negotiate accountability policies and diverse student need. <]/Prev 497518>> 196 0 obj <> endobj A. Teachers adjust content delivery in response to student progress through the use of developmentally appropriate strategies that maximize student engagement. For registration assistance, students can call CTC at 254-526-1906 and for assistance with academic . Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content expertise. 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. Incumbents are distinguished from classification of . Copyright 2016 AIR. Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. Teachers combine results from different measures to develop a holistic picture of students' strengths and learning needs. Teachers identify gaps in students' knowledge of subject matter and communicate with their leaders and colleagues to ensure that these gaps are adequately addressed across grade levels and subject areas. Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. Teachers organize their classrooms in a safe and accessible manner that maximizes learning. Teachers identify gaps in students knowledge of subject matter and communicate with their leaders and colleagues to ensure that these gaps are adequately addressed across grade levels and subject areas. Teachers apply evidencebased strategies to address individual student learning needs and differences, adjust their instruction, and support the learning needs of each student. This result is highly robust to a number of different modeling choices and alternative explanations. Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students academic and social-emotional needs. Teachers understand how learning occurs and how learners develop, construct meaning and acquire knowledge and skills. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. Reminding Nelly that her environment doesnt identify who she is. Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. Teachers demonstrate contentspecific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. |4H; `;E')hmpOR0$_+Jm+9$*I 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. Silla de ruedas y falta de brazo implicado Guayiga. 1.3 Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate. Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community and developmental responsiveness. The TExES Pedagogy and Professional Responsibilities EC12 (160) test is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. In the course, TCR 300. Teachers create a community of learners in an inclusive environment that views differences in learning and background as educational assets. Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students. 33009. Teachers establish and sustain learning environments that are developmentally appropriate and respond to students' needs, strengths, and personal experiences. The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. Spanish Language Arts and English as a Second Language, Chapter 130. The following documents provide the elementary TEKS compiled by grade level: Curriculum Standards and Student Support Divisioncurriculum@tea.texas.gov 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. Teachers develop lessons that build coherently toward objectives based on course content, curriculum scope and sequence, and expected student outcomes. 354 0 obj <>stream xref (512) 463-9581. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning. 4.2 Teachers organize their classrooms in a safe and accessible manner that maximizes learning. Teachers use and adapt resources, technologies, and standards-aligned instructional materials to promote student success in meeting learning goals. The contents of this site were developed under grant number S283B120040 from the U.S. Department of Education. Knowledge of Students (Dimension 1.3) . Teachers validate each students comments and questions, utilizing them to advance learning for all students. Accepts and respects students with diverse backgrounds and needs. 1300 W. Highland St. Denton, Texas 76201 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. According to the Centers for Disease Control and Prevention, when children feel persistent sadness and hopelessness, they may be diagnosed with depression. Domain 2 TITLE: Knowledge of Students and Student Learning. 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. 6.2 Teachers collaborate with their colleagues, are self-aware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. Special education laws guide the work of educators as they identify students who have disabilities. 2.2 Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. Career and Technical Education. Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. Applies theories and techniques related to managing and monitoring student behavior. 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. Please update your bookmarks to: https://www.air.org/project/texas-comprehensive-center-txcc, SEDL Joins Forces with American Institutes for Research. 1.5 Teachers promote complex, higher order thinking, leading class discussions and activities that provide opportunities for deeper learning. 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. 5.1 Teachers implement both formal and informal methods of measuring student progress. Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and ontask behavior. 4.3 Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. 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. endstream endobj 326 0 obj <>stream Understands the importance of and adheres to required procedures for administering state- and district-mandated assessments. SBOE members nominate educators, parents, business and industry representatives, and employers to serve on TEKS review committees. ]]p+OUtlR7\PArg} Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. hmo8 Recognizes signs of developmental delays or impairments in students in early childhood through grade 4. 0000002179 00000 n 3200 and 3201 and the Culinary Arts Center, CTC Bldg. 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. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. 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. Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals. 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