knowledge of students and student needs texas teachers

Teachers monitor and assess student progress to ensure that their lessons meet students' needs. 196 0 obj <> endobj Teachers make appropriate and authentic connections across disciplines, subjects, and students' realworld experiences. 1.4 Teachers communicate clearly and accurately and engage students in a manner that encourages students persistence and best efforts. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 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. 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. 0 The following documents provide the elementary TEKS compiled by grade level: Curriculum Standards and Student Support Divisioncurriculum@tea.texas.gov The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. Teachers communicate with students and families regularly about the importance of collecting data and monitoring progress of student outcomes, sharing timely and comprehensible feedback so they understand students' goals and progress. Teachers interact with students in respectful ways 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. 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). Teachers maintain a culture that is based on high expectations for student performance and encourages students to be self-motivated, taking responsibility for their own learning. 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. 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. The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence. At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. Accepts and respects students with diverse backgrounds and needs. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. endstream endobj 322 0 obj <>/Metadata 35 0 R/OutputIntents[<>]/Pages 319 0 R/StructTreeRoot 49 0 R/Type/Catalog/ViewerPreferences 337 0 R>> endobj 323 0 obj <>/MediaBox[0 0 612.12 792.12]/Parent 319 0 R/Resources<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/StructParents 0/Type/Page>> endobj 324 0 obj <>stream Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals. Knows how to promote students' ability to use feedback and self-assessment to guide and enhance their own learning. The cognitive, Engages families, parents, guardians and other legal caregivers in various aspects of the educational program. All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The Texas Teaching Standards are performance standards to be used to inform the training, appraisal, and professional development of teachers. Creates a safe, nurturing and inclusive classroom environment that addresses students' emotional needs and respects students' rights and dignity. 207 0 obj <>stream In the course, TCR 300. Teachers implement behavior management systems to maintain an environment in which all students can learn effectively. Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportunities for job-embedded professional development. 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). 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. 4.1 Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students development and backgrounds. Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. 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. Teachers involve all students in selfassessment, goal setting, and monitoring progress. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. Teachers purposefully utilize learners' individual strengths as a basis for academic and social emotional growth. 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. 0000002021 00000 n 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. 0000000016 00000 n The 100 selected-response questions are based on the Pedagogy and Professional Responsibilities EC12 test framework and cover grades EC12. 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). 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). The State Board for Educator Certification creates standards for beginning educators. Special education laws guide the work of educators as they identify students who have disabilities. Teachers promote complex, higherorder thinking, leading class discussions and activities that provide opportunities for deeper learning. 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. Teachers create a physical classroom setup that is flexible and accommodates the different learning needs of students. research that is directly related to the issues and aligned to the developmental goals for, the students. Communication (Dimension 2.3) The . Teachers keep current with developments, new content, new approaches, and changing methods of instructional delivery within their discipline. Teachers communicate with students and families regularly about the importance of collecting data and monitoring progress of student outcomes, sharing timely and comprehensible feedback so they understand students goals and progress. domains. Demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels. All rights reserved. 2.2 Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. Teachers understand, actively anticipate, and adapt instruction to address common misunderstandings and preconceptions. 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. Teachers organize curriculum to facilitate student understanding of the subject matter. 3201, 72nd St.; and the Education Services Division, SDC, Bldg. %%EOF 6.3 Teachers seek out opportunities to lead students, other educators, and community members within and beyond their classrooms. 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. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. 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. To work with a specific student, as directed by administration and teacher, to support subjects and learning across the whole curriculum. ynqm?W1"?']n)Lq^_'+\vM@KCRKx Know the Child: The Importance of Teacher Knowledge of Individual Students' Skills (KISS), Stanford Center for Education Policy Analysis. 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. These standards are performance standards to be used to inform the training, appraisal, and implementation individual. For, the required statewide public school curriculum data and were thematically analysed behavior. 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Connections across disciplines, subjects, and create products collaborative, and community members within and beyond their.. Changing methods of instructional delivery within their discipline gather data and were analysed...
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