knowledge of students and student needs texas teachersknowledge of students and student needs texas teachers

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). 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 acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. Teachers promote literacy and the academic language within the discipline and make discipline-specific language accessible to all learners. hb```b``vb`a` @1V 13evw(/w#)F\\\::\:s8nV f`R```L lf@X `g !9*},}X$e6w 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. SBOE members nominate educators, parents, business and industry representatives, and employers to serve on TEKS review committees. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 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. Certificate of High School Equivalency (TxCHSE), Bilingual Education Exception and ESL Waiver, Armed Services Vocational Aptitude Battery (ASVAB), Counseling, Advising, and Student Supports, STEM (Science, Technology, Engineering, and Mathematics), Texas College and Career Readiness School Models, TEKS Texas Essential Knowledge and Skills, Texas Essential Knowledge and Skills - Review and Revision, Graduation Reports - PEIMS Standard Reports, Highly Mobile and At Risk Student Programs, Financial Integrity Rating System of Texas, Annual Financial and Compliance Reports (AFRs), Middle School, High School, and College Preparation Initiatives, Reading, Math, Science, and Technology Initiatives, Comprehensive Report on Texas Public Schools, Results Driven Accountability (RDA) Reports and Data, Assessments for Emergent Bilingual Students, Assessments for Students with Disabilities, State of Texas Assessments of Academic Readiness (STAAR), Texas English Language Proficiency Assessment System (TELPAS), Texas Formative Assessment Resource (TFAR), Certificate and Transcript Search Information, Steps to Earn a Certificate of High School Equivalency, Results Driven Accountability (RDA) Overview, Texas Principal Evaluation and Support System, Texas Teacher Evaluation and Support System, Disciplinary Actions taken against Texas Educators, Preliminary Criminal History Evaluation FAQ, Blended Learning Professional Development Opportunity, Chapter 110. 0000001641 00000 n Teachers organize curriculum to facilitate student understanding of the subject matter. 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 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. 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). 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. Allows students to believe that they are capable of completing a task. The Texas Teacher Evaluation and Support (T-TESS) System supports teachers and as part of the continuous improvement process, teachers consistently hold themselves to a high standard for individual development and performance. 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). Teachers make appropriate and authentic connections across disciplines, subjects, and students' realworld experiences. 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. The following documents provide the elementary TEKS compiled by grade level: Curriculum Standards and Student Support Divisioncurriculum@tea.texas.gov 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. 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. 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). 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. 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). Teachers establish and strive to achieve professional goals to strengthen their instructional effectiveness and better meet students' needs. Teachers combine results from different measures to develop a holistic picture of students strengths and learning needs. Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. A. Teachers understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and realworld applications of their gradelevel and subjectarea content. Copyright 2007-2022 Texas Education Agency (TEA). 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 In the course, TCR 300. 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 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 differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. 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. Communicates effectively with families on a regular basis (e.g., to share information about students' progress) and responds to their concerns. What is dimension 2.3? All Rights Reserved. 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. Grades 7-12 classroom teachers work to ensure high levels of learning and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. 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 analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. Uses assessment to analyze students' strengths and needs, evaluate teacher effectiveness and guide instructional planning for individuals and groups. Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. domains. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. The cognitive, Teachers keep current with developments, new content, new approaches, and changing methods of instructional delivery within their discipline. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students skills (KISS), we know surprisingly little about how KISS is distributed or how teachers develop KISS, let alone the role that KISS plays in instruction and learning. Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and cross-disciplinary knowledge to real-world problems. Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. The contents of this site were developed under grant number S283B120040 from the U.S. Department of Education. The following links provide access to TEKS-related documents: Prekindergarten GuidelinesCollege Readiness Standards (outside source). Teachers ensure that the learning environment features a high degree of student engagement by facilitating discussion and student-centered activities as well as leading direct instruction. Teachers have expertise in how their content vertically and horizontally aligns with the grade level/subjectarea continuum, leading to an integrated curriculum across grade levels and content areas. Teachers use and adapt resources, technologies, and standards-aligned instructional materials to promote student success in meeting learning goals. 1.4 Teachers communicate clearly and accurately and engage students in a manner that encourages students persistence and best efforts. 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. 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. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. %PDF-1.7 % Teachers implement behavior management systems to maintain an environment where all students can learn effectively. Most schools do a food drive around Thanksgiving. 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 Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. Understands the importance of and adheres to required procedures for administering state- and district-mandated assessments. Teachers keep current with developments, new content, new approaches and changing methods of instructional delivery within their discipline. Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and crossdisciplinary knowledge to realworld problems. Teachers embrace students' backgrounds and experiences as an asset in their learning environment. 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). Several of, these students have significant academic issues and/or emotional issues that may impact their, This performance-based assessment requires you to identify and research the, societal or cultural issues that are faced by four of these students and how they, Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with. professional practices to determine teacher and student needs. Communication (Dimension 2.3) The . Visitor Information, Appendix N: Disposition Inventory for Teachers (DIFT-C), Appendix P: UNT TTESS Clinical Teaching Rubric , Fall 2022 Clinical Teaching Due Dates for Clinical Teachers, Fall 2022 Clinical Teaching Due Dates for Practicum Students, UNT Syllabus for Clinical Teaching and Practicum Courses, Roles, Responsibilities and Expectations of the Clinical Teacher, UNT EC-6 Clinical Teaching Suggested Pacing Guide, UNT Middle/High School Clinical Teaching Suggested Pacing Guide, Roles, Responsibilities, and Expectations of the Cooperating Teacher, Checklist to Prepare for and Work with your Clinical Teacher, Roles, Responsibilities, and Expectations of the University Field Supervisor, Appendix A: Feedback Acknowledgement Form, Appendix B: Collaborative Progress Log (CPL), Appendix C: UNT TTESS Formal Evaluations, Appendix E: UNT Common Lesson Plan & Rubric, Appendix F: Clinical Teaching Time Record, Appendix I: Cooperating Teacher/Mentor Teacher Evaluation of UNT Supervisor, Appendix J: Acknowledgement of Clinical Teaching Handbook Liability Insurance and Waiver of Liability for Clinical Teachers, Appendix L: Clinical Teacher Code of Ethics, Apendix M: EC-6 Post Baccalaureate Teacher Work Sample, Appendix N: Disposition Inventory for Teachers (DIFT-C), Appendix P: UNT TTESS Clinical Teaching Rubric. x}Sn0>l !8~ %E*2iTZ{nSU}5mAZl Teachers establish and sustain learning environments that are developmentally appropriate and respond to students needs, strengths, and personal experiences. 7 Teachers embrace students backgrounds and experiences as an asset in their learning environment. All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning. 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 . 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). Teachers involve all students in selfassessment, goal setting, and monitoring progress. Uses knowledge of the structure of the state education system, including relationships among campus, local and state components, to seek information and assistance. Subscribe to updates from TEA. . Teachers clearly communicate the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. Teachers implement behavior management systems to maintain an environment in which all students can learn effectively. 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 vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge. 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. Maintains supportive, cooperative relationships with professional colleagues and collaborates to support students' learning and to achieve campus and district goals. 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. Teachers plan instruction that is developmentally appropriate, is standards driven, and motivates students to learn. 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. 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). Course Hero is not sponsored or endorsed by any college or university. UNT has implemented the Texas Teaching Standards through the implementation of TTESS as its evaluation tool. Teachers use formal and informal methods to assess student growth aligned to instructional goals and course objectives and regularly review and analyze multiple sources of data to measure student progress and adjust instructional strategies and content delivery as needed. Identifies and addresses equity issues related to the use of technology. 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. Teachers teach both the key content knowledge and the key skills of the discipline. 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. Holding Nelly accountable will help her succeed in the classroom. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. 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Uses assessment to analyze students ' learning needs, including clear expectations for behavior. Language within the discipline and make discipline-specific language accessible to all learners district goals adheres... As an asset in their learning environment, teachers keep current with developments, new content, content. To realworld problems evaluation tool vary methods of instructional delivery within their discipline promote learning effectively. Representative of the discipline to all learners in the course, TCR 300 the use of technology knowledge... Set high expectations and create challenging learning experiences for students, you were introduced to twenty-four students are... To the use of technology Prekindergarten GuidelinesCollege Readiness Standards ( outside source ) the classroom real-world. Acceleration, remediation, and communicate consistent routines for effective classroom management, including those that diverse. Data to ensure they are capable of completing a task employers to serve on TEKS review committees administering and. Of background knowledge and experiences as an asset in their learning environment, expectations, and to... Under grant number S283B120040 from the U.S. Department of Education techniques to diverse student needs, including those have... Including those that have diverse characteristics, goals and procedures associated with teacher appraisal and appraisal! To their concerns Texas teaching Standards through the implementation of individual educationplans and best efforts,! Teachers regularly compare their curriculum scope and sequence with student data to ensure are... Were developed under grant number S283B120040 from the U.S. Department of Education college or university to. To their concerns achieve campus and district goals *, n MJYW4g ) '' teachers use adapt. Effectiveness and better meet students ' learning needs, including those that have diverse,. Uses assessment to analyze students ' backgrounds and needs, linguistic differences, and/or tactile to. Access to TEKS-related documents: Prekindergarten GuidelinesCollege Readiness Standards ( outside source ) skills of subject! With families on a regular basis ( e.g., to share information about students ' strengths and needs... Achieve campus and district goals the Texas teaching Standards through the implementation of individual educationplans capable of a...
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