Teachers connect learning, content, and expectations to students' prior knowledge, life experiences, and interests in meaningful contexts. Applies knowledge of appropriate ways (including electronic communication) to work and communicate effectively with families in various situations. Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development in other domains. ynqm?W1"?']n)Lq^_'+\vM@KCRKx 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). 196 12 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). Teachers establish and sustain learning environments that are developmentally appropriate and respond to students needs, strengths, and personal experiences. 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. s>7.GdPiBhg5}0H Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. Teachers 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 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. Austin, Texas, United States. Communication Department. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations. startxref The findings showed that teachers' knowledge of special educational needs and disability students was very . Teachers teach both the key content knowledge and the key skills of the discipline. This site will provide you with information on the Texas Essential Knowledge and Skills (TEKS), which are the state standards for what students should know and be able to do. Mrs. Nelson is very tech-savvy and uses many forms of social media to communicate with her parents and students. Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and ontask behavior. 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. The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students . 6.3 Teachers seek out opportunities to lead students, other educators, and community members within and beyond their classrooms. 32 . 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). Encourage her to hang out with the right crowd and avoid the wrong. Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation. 0000000016 00000 n Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. Teachers purposefully utilize learners individual strengths as a basis for academic and social-emotional growth. yP265SD@!:+6~o\*k0P!WeH|%P*,N MJYW4g)".([dFB3aM^u 3De^2cP#XYPEP(a_,I@nKVeJDgB@_ U#x]`N`G'[dqS!pNP 5SZ&d! S$Eettii rtti%4( MC# `E\PaK@1P0 At the, Forthe scenario, Identify the ethical behavior/dilemma Cite the standard of professional behavior from theCode of Ethicsthe action violates using the number, letter and roman numeral where, TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with understanding your students: how they learn, their background and issues that they might face. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. Teachers demonstrate the belief that all students have the potential to achieve at high levels and support all students in their pursuit of socialemotional learning and academic success. Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students' academic and socialemotional needs. |4H; `;E')hmpOR0$_+Jm+9$*I are the state standards for what students should know and be able to do. 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. Get to know your students, what they like and dislike Which intelligence category would you categorize the following activity? 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 provide immediate feedback to students in order to reinforce their learning and ensure that they understand key concepts. Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportunities for job-embedded professional development. professional practices to determine teacher and student needs. 0000002179 00000 n Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. Incorporates students' different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. Recognizes the importance of creating a schedule for young children that balances restful and active movement activities and that provides large blocks of time for play, projects and learning centers. Teachers create a community of learners in an inclusive environment that views differences in learning and background as educational assets. They reflect current research on the developmental stages and needs of children from Early Childhood (EC) through Grade 12. Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment and closure. What is dimension 2.3? Uses knowledge of the structure of the state education system, including relationships among campus, local and state components, to seek information and assistance. 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. 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). 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. When a disability affects academic performance, the student might be in need of special education. 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. 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. Understands ways in which student involvement in risky behaviors (e.g., drug and alcohol use, gang involvement) impacts development and learning. Ms. Jennings established testing, I need help answering the question.. 6.4 Teachers model ethical and respectful behavior and demonstrate integrity in all situations. 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. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning. Uses technological tools to perform administrative tasks such as taking attendance, maintaining grade books and facilitating communication. Teachers communicate clearly and accurately and engage students in a manner that encourages students' persistence and best efforts. Nelly did not pass the state standardized math test, With this test not being passed Nelly will have a hard time in math class, Nelly is living with grandparents due to her mother being in jail, This issue could result in her missing her mom and constantly thinking about her, She lives in an environment where crime is very high, Living in a high crime environment can cause Nelly not to get enough sleep before, Nelly doesnt live near a grocery store and may not be getting the, Coming to school hungry can affect her ability to pay attention in class, With all these issues (stated in slide 2) that Nelly is facing at home. Teachers connect students' prior understanding and realworld experiences to new content and contexts, maximizing learning opportunities. Most schools do a food drive around Thanksgiving. All teachers acquire, analyze, and manage content from digital resources. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each students educational and developmental backgrounds and focusing on each students needs. 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). 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 incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. According to the Centers for Disease Control and Prevention, 7.1 percent of children aged three to seventeen have been diagnosed with anxiety. 0000001984 00000 n Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and cross-disciplinary knowledge to real-world problems. 6.2 Teachers collaborate with their colleagues, are self-aware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. 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. 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). Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. 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. 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. Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives. Spring II classes will be held at Bldgs. 354 0 obj <>stream 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. Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge. At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. Mcneil High School. Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals. Other Texas Essential Knowledge and Skills, Chapter 128. trailer 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 typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12. 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. ,RbWY$ ~ ` A (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. For example, you might include a statement such as, bullying is detrimental to a students deve, International Federation of Social Workers. Silla de ruedas y falta de brazo implicado Guayiga. 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. 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. Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. 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