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. Presents instruction in ways that communicate the teacher's enthusiasm for learning. 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. Other Texas Essential Knowledge and Skills, Chapter 128. Teachers demonstrate contentspecific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. Teachers plan student groupings, including pairings and individualized and smallgroup instruction, to facilitate student learning. 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 provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. Teachers embrace students backgrounds and experiences as an asset in their learning environment. 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. Teachers manage and facilitate groupings in order to maximize student collaboration, participation, and achievement. 1.3 Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? 5.3 Teachers regularly collect, review, and analyze data to monitor student progress. 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. According to the Centers for Disease Control and Prevention, 7.1 percent of children aged three to seventeen have been diagnosed with anxiety. 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. Knows how to promote students' ability to use feedback and self-assessment to guide and enhance their own learning. Austin, Texas, United States. Teachers teach both the key content knowledge and the key skills of the discipline. 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. xNRH@^:5`0bB2@a 4nTmG}lW/C~=e$*wRbgFGTlr1#9Q2Q2lB 9AU^/Rx^Qz7:;YNHc=Xl!K2x`1m>^L:L)QrEp(a g~Ke|Zj7r9D@(*8:Q5sqfzHVev$,R~JWv{Ipru8 Analyzes ways in which developmental characteristics of students in early childhood through grade 12 impact learning and performance and applies knowledge of students' developmental characteristics and needs to plan effective learning experiences and assessments. English Language Arts and Reading, Chapter 114. endstream endobj 326 0 obj <>stream According to the Centers for Disease Control and Prevention, when children feel persistent sadness and hopelessness, they may be diagnosed with depression. Communication - The teacher clearly and accurately communicates to support persistence, deeper learning, and effective efforts. Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students' development and backgrounds. xref Teachers manage and facilitate groupings in order to maximize student collaboration, participation, and achievement. 1.1 Teachers design clear, well organized, sequential lessons that build on students' prior knowledge. 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. 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. Teachers embrace students' backgrounds and experiences as an asset in their learning environment. 196 12 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. 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. Teachers combine results from different measures to develop a holistic picture of students' strengths and learning needs. 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. To work with a specific student, as directed by administration and teacher, to support subjects and learning across the whole curriculum. Faculty Positions: Different Institutions include. Engages families, parents, guardians and other legal caregivers in various aspects of the educational program. Knows and adheres to legal and ethical requirements regarding the use of educational resources and technologies (e.g., copyright, Fair Use, data security, privacy, acceptable use policies). The contents of this site were developed under grant number S283B120040 from the U.S. Department of Education. 5.1 Teachers implement both formal and informal methods of measuring student progress. Teachers implement behavior management systems to maintain an environment in which all students can learn effectively. Each domain covers one or more of the educator standards for this field. Jan 2019 - Present4 years 3 months. Recognizes signs of developmental delays or impairments in students in early childhood through grade 4. 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. 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. All teachers practice and promote safe, responsible, legal, and ethical behavior while using technology tools and resources. The district, SCENARIO 4: Mrs. Nelson is a 5th grade teacher at Xander Elementary School. Understands and uses professional development resources (e.g., mentors and other support systems, conferences, online resources, workshops, journals, professional associations, coursework) to enhance knowledge, pedagogical skills and technological expertise. 0000004943 00000 n it will impact her ability to stay focus and do well in school. Currently, the TEA is using only the STAAR results to calculate how much . 354 0 obj <>stream Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development in other domains. Sep 2021 - Dec 20214 months. Teachers understand, actively anticipate, and adapt instruction to address common misunderstandings and preconceptions. Works productively with supervisors, mentors and other colleagues to address issues and to enhance professional knowledge and skills. Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. Teachers establish and sustain learning environments that are developmentally appropriate and respond to students needs, strengths, and personal experiences. 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. 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. 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 acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. 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. Demonstrates knowledge of the characteristics, uses, advantages and limitations of various assessment methods and strategies, including technological methods and methods that reflect real-world applications. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning. Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. 3.1 Teachers understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and real-world applications of the their grade-level and subject-area content. competency is composed of two major parts: Copyright 2019 by Texas Education Agency (TEA). Engages in reflection and self-assessment to identify strengths, challenges and potential problems; improve teaching performance; and achieve professional goals. This negotiation directly impacts teachers' instructional . 3201, 72nd St.; and the Education Services Division, SDC, Bldg. Knows legal requirements for educators (e.g., those related to special education, students' and families' rights, student discipline, equity, child abuse) and adheres to legal guidelines in education-related situations. Spanish Language Arts and English as a Second Language, Chapter 130. Analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development. Encourage her to hang out with the right crowd and avoid the wrong. Teachers maintain a strong culture of individual and group accountability for class expectations. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. Engages in continuous monitoring of instructional effectiveness. This position provides a student centered, supportive classroom that promotes compassion and tolerance, emotional security, resourcefulness, and independent critical thinking while addressing the individual academic and emotional needs of each student through Fusion's differentiated approach. 0000001547 00000 n The 100 selected-response questions are based on the Pedagogy and Professional Responsibilities EC12 test framework and cover grades EC12. 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. 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. 1.6 Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. 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