Damie Martin

April 26, 2024

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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. Areas for me to GROW……

Dresses appropriately for the position Invests time before and after school.
Greets students at the door. Conducts 1:1 conversation with students.

Core Values (TIU3)

kindness Caring

Additional Notes:
I think that greeting my students and dressing appropriately for the position will be easy tasks for me to accomplish. Having 1:1
conversation with students, especially when it comes to behavior and investing time before and after school will be areas in which I
need to grow in. Two core values that represent me and are important to me are kindness and caring. These characteristics reflect
my personality and will hopefully be reflected through my teaching practices.
 Damie Martin
April 26, 2024

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Behavior varies based Not just a change in Child applies their SEL focused, human
on things that happen. behavior, focuses on experiences and freedom, dignity, and
Negative and positive change of mental culture. Process of potential, (use of
behavior is influenced processes (knowledge learning varies social contract, show
by rewards and & memory). Teacher individually. Teachers & tell to get to know
Brief consequences (results helps students discover should provide others better,
Description: of specific behavior), who they are instruction that helps counseling and social
(drills, notes, bonus (discussions, problem- students to discover work support).
points, participation solving, real-world themselves, (case Learning depends on if
points, verbal examples, analogies, studies, research needs are being met.
reinforcement). mnemonics, structure, projects, problem-
linking concepts). based learning,
brainstorming,
collaborative
learning/group work).

Ivan Pavlov: classical Jean Piaget: children Lev Vygotsky: social Abraham Howard
conditioning. development summed interaction & Zone of Maslow: motivational
up in 4 stages proximal development. theory, Basic need
B.F. Skinner: Operant (cognitive motivate behavior.
Theorists condition (behavior development). Childs John Dewy: learn by (basic needs,
Associated: that follows a way of thinking doing. psychological needs,
consequence) progresses as they age. self-fulfillment needs).
Erik Erikson:
Albert Bandura: social Personality develop in
learning theory, people 8 stages. Result is
learn from others. influence by how they
are cared for/ treated
by other. Could result
in identity crisis.

Constructivist Theorists continued-

Benjamin Bloom: Blooms Taxonomy

Notes: Howard Gardner: Different types of intelligence, IQ’s

Jerome Burner: learn by discovery; presented a theory of instruction.

 Damie Martin
April 26, 2024

IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationships 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-exposing 9. Recognizing

Stages of Development (TIU7)

Social Emotional Physical Mental Characteristics /

Implications

Unrealistic fears, Mature motor control, Follows routines, Becoming

2 -4 yr olds imaginary friends, likes (4/5) Learning how to curious, writes name (5), stronger/leaner with age,
to win, has trouble ride bike w training storytelling, threads learning how to manage
taking turns, requires wheels, ball skills beads on lace, enjoys emotions (2-5), learning
structure and routine. improve, jumps with feet books, Important mode to speak (50 words by
together. of learning-play, sorts age 2), learning to be
objects (size/shape), more coordinated, less
Self-centered, social, letters, counting, colors. clumsy.
seeking friendships, Slow and steady growth
tattling, likes to win, rate, have more control Begin to think logically, Wrapped up in self,
5- 8 yr olds teacher is authority over large muscles, need learn to write enjoy play/friends,
figure, more realistic 10-12 hours of sleep, letters/numbers, short concrete thinking, eager
fears, positive self- hand skills and eye interest span (20 min), and motivated, struggle
concept, feels positive coordination, gaining 3- curious, learning to with failure, interested in
about school, enjoy 6 pounds per year. value money, starting to processes, seeking adult
rough housing, needs form more adult ideas, approval.
warnings when changing group things into
activities. categories.
Height/weight range
Focus is on peer groups, widening, critical of Planning, thinking Thinking is more
9-11 yr olds
loud/rude/moody/sensiti physical appearance, abstractly, evaluating occupation centered,
ve, attitude change, coordinated but has behavior, need for many interests
begin to talk about sex, awkward moments, need understanding, (changing), need adult
seeking independence, 10-11 hours of sleep, concentration increases, guidance, motivated,
improving self-view, energy abounds. less arguing with peers, eager, often ask “why”,
humor improves, need for freedom of seek recognition/praise,
antagonism towards opp. expression. limited ability to make
sex. Rapid growth, physical decisions.
development (varied
12-14 yr olds Question authority,
Need for interaction pace), growth spurts, Shift from concrete to
with community, enjoy girls developing at faster abstract thinking, enjoy interested in activities
mixing of sexes, need rate than boys, girls cognitive activities, need with boys and girls,
for developing reaching adult height for independence for interest in sports, more
leadership, concerned (12-13) development, still need responsible, want to
with justice/fairness, adult guidance. explore, thinking about
family is still important, Increase in future (jobs), developing
success is essential. coordination/strength, Questioning & social skills.
Detaching from parents, hungry, sweaty, sexual uncertainty, arguing
 Damie Martin
April 26, 2024
15-18 yr olds

Hattie’s most effective influences on instruction (throughout SS)

Strategy to integrate with prior knowledge-.93 Notetaking- .50 Positive self-concept- .41
Cognitive task analysis- 1.29 Outlining and transforming- .66 Self-Efficacy- .92
Small group learning- .47 Underlining and Highlighting- .50
Positive peer influences- .53 Reducing anxiety- .42
Elaborative interrogation- .42
Self-Regulation strategies- .52 Behavioral intervention programs- .62
Rehearsal and memorization- .73
Peer tutoring- .53 Appropriately challenging goals- .59
Strong classroom cohesion- .44
Classroom Discussions- .82 Questioning- .48 Teacher expectations- .33
Elaboration and organization- .75 Teaching communication skills and strategies- Student teacher relationships- .52
Transfer strategies- .86 .43 Setting standards for self judgement- .62
Meta cognitive strategies- .60 Interactive video methods- .54
Cooperative learning- .40 Technology in other subjects- .55
Imagery- .45 Technology in writing- .42
Concept mapping- .64 Technology with elementary students- .44
Summarizing-.79 Technology with learning needs students- .57
Intelligent tutoring systems- .48 Information communication technology- .47

What is Academic Language? (SS1)

Academic language assists in learning and instruction, it deepens students understanding, helps teacher/student to communicate
effectively, and helps students perform (read, listen, think, speak, write, connect, read, create).

Strategies to teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocab, using vocab words in

numerous different contexts

2. Learning vocab words before reading the text 4. Learning vocab in both written text and oral speech

Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

1. Tiered instruction- adjusting a lesson or unit to assist student needs (levels of complexity/required
readiness). Examples: homework, writing prompts, assessments, learning stations, processes.
2. Anchoring Activities- Giving students activities to do when they are done with their work. This
allows the teacher to help other students while keeping the students who are done engaged in an
individual activity. Examples: Lesson problems, journal, enrichment opportunities.
3. Flexible Grouping- Grouping different students together. This strategy challenges students and meets
their different interests. Examples: homogenous/ability, heterogenous, whole class,
individualized/independent study.
4. Compacting Curriculum- using pretesting and performance assessment methods to allow specific
students with a better understanding of lesson to engage them in different activities while helping
 Damie Martin
April 26, 2024
Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Placemat activities Jigsaw

Fishbone graphic organizer Mind Map

Graphic Organizers

Venn Diagram KWL Chart

Advanced Organizers

T-Chart Rank “Em

Similarities / Differences

Cornell Notes 5 Finger Summary

Summarizing & Notetaking

Cues & Questions One question, one comment, last word

1 Minute Paper

Bloom’s Verbs and Technology Apps (SS9 and SS11)

Create Describe, select, rate, choose, estimate.

Adobe spark video, Podcasting

APPS:
Create, plan, revise, summarize, tell.
Evaluate
Google meet, Twitter (X app)
APPS:
Practice, produce, modify, demonstrate, apply.
Analyze
Microsoft Excel, WUFOO
APPS:
Use, apply, change, manipulate, show.
Apply
Google Docs, Irig recorder
APPS:
Predict, review, select. discuss, explain.
Comprehension
Clips, Air Table
APPS:
Recall, state, reproduce, order, memorize.
Remember
Google search, Reminders
APPS:
 Damie Martin
April 26, 2024
Components of a social emotional learning program (SS12)
1. Relationship skills
2. Responsible decision making
3. Self-management
4. Social awareness
5. Self-awareness

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

Areas where I GLOW….. Areas for me to GROW……

1. Keeps students engaged and interested in 1. Incorporates higher order thinking
learning. questions for deeper learning.
2. Has lessons plans that are learner centered. 2. Incorporates technology to facilitate
instruction.

Create a welcoming space (CBM3)

1. Seating chart with names

2. An all about me slideshow, introducing myself to my students.

3. Door décor outside of my classroom. Décor will include my name and content area, so students know
what classroom mine is.

4. Syllabus, which includes class routines/procedures, expectations, guidelines, and an outline for the
semester.

5.
Activities giving my students the opportunity to introduce themselves to the class/one another.

6. I plan to decorate my classroom with bulletin boards and colorful word walls. I want my classroom to
be colorful, fun, and inviting.
 Damie Martin
April 26, 2024
Lemov’s techniques to “Teach like a Champion” (CBM4)
1. Technique 39: Do It Again. Repetition is one way to ensure that students understand your
expectations and meet your standards.

2. Technique Eight: Post It. Be sure your students know your objective for the day by posting it on
the board.

3. Technique 13: Name the steps. Great coaches, like great teachers, break down the tasks into
steps.
4. Technique 25: Wait Time. Teachers are too often too impatient and provide an answer to their
own question when no student pops a hand up. On the other hand, teachers also don't
give students time links to an external site. to shape a complete, thoughtful response to a
question.
5. Technique 33: On Your Mark. Coaches expect athletes to be ready to engage in their sport. In the
same way, a teacher shows students what they need to be "on their mark."

6. Technique 41: Threshold. This threshold is the one at the door. By meeting and greeting students
as they enter, you can set the tone for your class.

7. Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective
teachers can be both simultaneously.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Areas where I GLOW….. Areas for me to GROW……

3. Has make-up work ready for absentees. 1. Establishes smooth transitions between
4. Maintains an up-to-date seating chart. activities
2. Displays student work/projects.
 Damie Martin
April 26, 2024

Categories of Disabilities in SPED (E4)

Characteristics Impact on Classroom
Autism Neurological, gifted/cognitively delayed, Struggle to share, take turns, pay attention,
ID in first 3 years of life. 4to1 ratio (male understand cues, transition, communicate.
to female)
In need of a specialized support provider, info
Vision/hearing loss, wide range of needs to be introduced
Deaf/Blindness cognitive and developmental abilities deliberately/systematically.

Difficulty with speech, reading, and Special seating, written instruction, eye contact,
writing, may use speech, hearing aids, ESL skills, frustration and behavior concerns
Deafness ASL.

Hyperactivity, aggression, withdrawal, Inappropriate behavior, struggle to maintain

immaturity, learning differences, relationships,

Emotional Disturbance

Language delays, frustration, trouble

understanding oral expression, difficulty
with social/emotional skills. Wears hearing aids/FM systems, reads lip,
Hearing Impairment ASL, needs quiet environment, enunciation,

Struggle with academics, paying

attention, socially, with memory, and
making generalizations. Might not work on grad level materials,
struggles with social norms, struggles with
Intellectual Disability problem-solving.

Speech and communication skill

struggles, mobility challenges, needs task
assistance, medical needs.
Multiple Disabilities Student requires alternate services,
communication methods, alternate curriculum
materials.
Characteristics are based on child’s
diagnosis.
Orthopedic Impairment
Use assistive technology, may have no
asthma, attention deficit disorder, or cognitive impairment, integrated into general
attention deficit hyperactivity disorder, education schedule.
diabetes, epilepsy, a heart condition,
Other Health Impairment hemophilia, lead poisoning, leukemia,
nephritis, rheumatic fever, sickle cell
anemia, Tourette syndrome.

Skills impacted: Reading, Oral Language Difficulty memorizing, copying, writing,

Specific Learning Disability spelling, describing, interpreting messages.
Math, Study, Skills Writing

Articulation disorder, abnormal voice,

fluency disorder, language disorder Tend to emerge at young age, struggle to
Speech or Language Impairment comprehend, not understood, struggles with
expression, struggles with social interactions,
works with speech pathologist.
Concerns with memory, attention, SEL,
speech, and language
Struggles to process visual info, follow multi-
step directions, communicate, grade lvl work,
Traumatic Brain Injury Spatial positioning, short attention span,
problem solving, reasoning skills, logic.
sensitive to bright light, clumsy-lack
coordination, poor academic
performance.
 Damie Martin
April 26, 2024
Visual Impairment Inc Blindness

ARD Timeline Activity (E5)

#1 Response to intervention (RTI).

#2 Notice and Consent or Refusal

to Provide Initial Evaluation
Within 60
Calendar
Days
#3 Initial evaluation completed.

Within
#4
Notice of ARDC meeting 30
Calendar
Days

#5 Eligibility determination made

by ARDC.
3
Years
1
Year

#6 Annual IEP review

#7 Notice and consent for re-evaluation.

(3-year re-evaluation)

#8 Dismissal/graduation
 Damie Martin
April 26, 2024

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Decreasing the number of components Increasing/decreasing time for student Providing the student with more support
within a lesson or the number of to test, complete and activity or during lesson or practices.
assignments required before end of unit
assessment. assignment, practice material/lesson.

Example Example Example

During the lesson about underhand throwing. Student is giving more time to underhand Student is assigned with a peer buddy for this
This student is only required to successfully throw during peer underhand throwing lesson, as well as more opportunities for think
complete the underhand throw in 2 out of 6
attempts, rather than 3 out of 5 attempts. practice. pair share activities.

Input Difficulty Output

Definition Definition Definition
Student might need different Level of difficulty for task, Changing how theoutlet/method for
methods or resources for being assignments, tests is changed as a student response.
taught the lesson/material. modification for the student. (change
rules)
Example Example Example
Student with have access to visual aid Students use tablet to complete journal Instead of orally stating the correct order of steps of
throughout the lesson, a picture with steps of an underhand throw. The student is provided with
how to perform the underhand throw for activity; Journal prompt is different and pictures of steps with cues and is asked to point to
reference. less difficult in content. which step comes next.

Participation Notes:
Definition
Changing the way the students
interact in activity or lesson.

Example:
Student passes out bean bags and
balls for the activities.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
of Assistive Technology Graphic organizers
1. Video recorder
(SP7CPE) 4. Terms to be assigned in the timeline:
Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
2. 5. Re- evaluation,
Personal listening system Large print Notice/Consent
materials for initial Evaluation

3. Wheelchair 6.
Smartphone
 Damie Martin
April 26, 2024
Venn Diagram of 504 and IDEA (E9)

B,

H, L, G, I, K, D F, E, J, P, C, A

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
h
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.
 Damie Martin
April 26, 2024

Suggestions for working with Students in Poverty (E12)

No costly activities where students have to pay to Avoid making comments about students’ clothes or
1. participate. 4. belonging and correct students that do so about their
peers.
A bank of shared supplies, buying journals and pencils with
2. my own money for students who cannot afford those 5. Setting high expectations for these students, so they
materials. receive the same high-quality education as others.

3. Taking time to explain rules, procedures, and their 6. Providing students with access to technology and
reasoning. So student has better understanding. print media in class.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Provide content goals: Ask PE students to read a passage related to physical education and identify the 5 components of
physical fitness along with examples.

Supports student autonomy (choice): Provide 5 reading passages, each one about the 5 components of physical fitness.
2. Student groups choose a component and then create a 5-minute physical activity related to the component.

Provide interesting texts: Have students read a newspaper sample about one of their school’s sports team victories in an
3. athletic competition.

Social interaction/Collaboration: Have students read an exert about teamwork. The group will discuss and identify and
4. note the characteristics of a successful team and then work together as a team to build an obstacle course.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Comprehension: Exit Slips After Reading End of lesson (informal) assessment
1. (question/prompt) to determine students
understanding/comprehension.

Vocab words displayed in gym. Students are

2. Vocabulary: Word walls During Reading, After Reading learning these words and can be provided
with visuals & definitions for comprehension
and reference to lesson vocabulary.

Fluency: Audio-assisted During reading Student reads along while listening to audio
3. for a model of fluency, (comprehension in
reading PE)
 Damie Martin
April 26, 2024

Echevarria et al.’s -Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson Supplementary materials; Sources (Pictures, photos, visuals) (videos for a lesson on soccer), graphic organizers (KWL
chart on basketball unit), outlines (lesson on nutrition)

Vocabulary self-reflection (journal after activity using key terms), Word wall (different vocab words for each unit:
2. Build background Soccer-pass, jump rope-double jump, kickball-punt), Visual vocabulary (pictures along with steps of proper running
form)
Explanation of academic task (stating/explaining step of volleyball serve),
3. Make verbal communication understandable Think aloud (saying steps aloud while kicking soccer ball), Demonstration
techniques (demonstrating stations).

4. Learning strategies (this one should be easy!) Gist summarizing strategy (summarizing key terms of a basketball unit:
dribbling, shooting, passing, etc.), Mnemonics (create acronym for physical
fitness components), Question cube (after nutrition unit)

5. Opportunities for interaction Grouping configurations (heterogenous grouping for activities), 3 step interview (students share their
experiences after team exercise: building obstacle course), Clarify key concepts in L1 (incorporate Ell
student culture: Dance, sports, physical activities).

6. Practice and application Planning for hands on practice (badminton lesson- teach steps/rules, practice components of a game, play a game,
give feedback), Social interaction (partner practice for dribbling basketball), Modeling correct English (use vocab
terms in lesson and word wall for reference, correct student and offer feedback when using vocab in applications.

Language objectives (state objective, write objective on board, identify key terms, student applies knowledge of objective/terms in after activity
7. Lesson delivery journaling, Pacing (lesson steps and objective pace not too fast/too slow, repeat key points and terms), Academic learning time (spend time at
beginning of lesson, during activity, and after lesson to ensure students understanding, use assessments).

Informal assessments (exit slips, observations, checklist to assess students’ development of skill), Review of key concepts
8. Review and assess (questions, journaling- review of lesson and check for understanding), Thumbs up/thumbs down (after each skill progression of a
softball unit).

Reflections on the Reading STAAR (TL4)

1. I could easily see how a student could miss question number 4, in which the student is asked to give meaning to the word
wistfully (used in the passage). A student might fail to use context clues and use the prior sentences to help identify the word.
They might just guess the meaning and randomly choose the answer.

2. I think a student could easily miss question number 1, where the reader is asked to provide the authors purpose for using
specific figurative language. Student may find the figurative language/metaphor to be confusing and have problems with
identifying the meaning of the language and connecting it to why the author included it in the passage.

3. A student might be confused and answer question number 2 incorrectly. The student previously read the overheard comments
made by the customers about the service being poor. This would lead them to think that the first-person point of view gives the
reader insight on the customers inner thoughts.
 Damie Martin
April 26, 2024

Reflections on the Math STAAR (TL4)

1. I missed question number 3 which asks the student to look at the dot plot data and identify true statements about the problem.
In preparation for this quiz, I watched the provided math video. The video had explained the same problems and data but there
was no dot plot. I think that a student could be confused by this problem if they are not provided with multiple variations of
how the same data is displayed in different charts or types of problems.

2. I think that problem 1 might be confusing for some students. This question provides a problem pertaining to money and
balance. The balance is written in an equation. I think that if some students don’t know how to multiply number s with
parenthesis or problems with negative and positive numbers, they might struggle to solve this problem. They might try to solve
the math simply by multiplying the numbers in the equation without taking other factors into consideration.

3. Question number 2 might be difficult for some students to answer correctly. I had forgotten the meaning of the word absolute
value but happened to guess and answer this problem correctly. I think that a student who struggles might be able to guess that
the opposite number to -53 is 53 but might struggle when determining the absolute value.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 80.5 80.75 71.75
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.15 32.3 21.525

Final Percent 77.975

C10 + D10 +
Final Letter Grade C E10
 Damie Martin
April 26, 2024

Three professional goals for my classroom (TL8)

1. My goal is to incorporate lesson and activities related to different cultures. I will accomplish this goal by researching different cultures and
applying what I have learned in my lesson planning and instruction. I also plan to collaborate with student’s social study teachers and
develop activities related to the cultures they are learning about in class. My targeted completion date for this goal is quarterly. I can show
that my goal has been met through my lesson plans, class activities, written objectives, student knowledge and understanding, and through
data from formal and summative assessments.

My goal is to make regular use of formal assessments methods to evaluate students’ progress, and to help adapt my instruction to better
student understanding of skill. Assessments will allow me to give my students feedback and assist them in developing their understanding
2. and skills. Formative assessments that I will use to accomplish this goal are journal entries, exit slips, checklists, and observations. Based
on my assessment, I will give the student the positive and appropriate feedback needed to help them progress, better understand, and
improve their performance of the skill. My target completion date for this goal will be at the end of each unit/grading period. This should
be a goal for every unit in my class. I can show progress made towards the completion of my goal through my formative and summative
assessments, written and noted feedback that was provided to students, student performance, student understanding and response, recorded
data of students’ progress.

3. I will incorporate opportunities for higher order thinking and opportunities for students to make connections between physical activity and
health related components. I will accomplish this goal by pausing during lessons and activities and asking students higher order thinking
questions based on blooms taxonomy. My target completion for this goal will be quarterly. Evidence that I have accomplished this goal
will include formative and summative assessments, student knowledge and understanding, and recorded data from students responses and
questions.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:
1. Through my classroom lesson plans and instruction I plan to use researched-based strategies for
peer tutoring, cooperative learning, and setting appropriately challenging goals for my students
(Hattie’s most effective influences on instruction). I also plan to incorporate other research-based
strategies such as using advanced organizers (KWL charts), and cues and questions to assess and
develop my students understanding of the lesson objectives (Marzano’s strategies for success).

2. For my physical education classroom, I anticipate incorporating technology such as video

recordings, pedometers, and heart rate monitors. Students can use these tools to assess their
own performance and to monitor/record data related to their heartrate and steps taken for
specific physical education units.

3. Important elements for my lesson planning will be to include the proper TEKS that aligns with the
subject and grade I am teaching. I plan to incorporate opportunities within my lesson for students
to learn about culture, assess their language and develop their familiarity of new and previously
learned vocabulary words. I plan to put thought and effort into my lesson plans so that my
students can not only retain what they have learned in my class but can apply it to their skill
development and experiences in the real world.

4. Behavior management is a key component of building a safe learning environment for everyone
who enters my classroom. On the first day of class I will collaborate with my students and create
class expectations for everyone to follow. A few non-negotiables for my class include procedures
for entering the classroom, attention signals, rewards/consequences for meeting/failing to meet
expectations, and routines for cleaning up equipment.

5. I can ensure that all my students will have an equal opportunity to master learning by monitoring
their progress, communicating with their content teachers, communicating with parents and
students, and following along with any accommodations/modifications identified in their IEP. As a
leader and professional, I will not discriminate against my students and will do all I can to educate
them and motivate them towards success.
 Damie Martin
April 26, 2024

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

Areas where I GLOW….. Areas for me to GROW……

1. Believes all students can achieve high 1. Is prepared for emergencies in the
levels. classroom.
2. Designs and implements quality lessons. 2. Requests technical support when needed.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Areas where I GLOW….. Areas for me to GROW……

1. Using data to inform short- and long-term 1. Communicating student progress to
learning goals. parents and admin. as needed.
2. Checking for understanding and providing 2. Collecting, reviewing, and analyzing
positive feedback. student data.

NOTES: For Effective educators monitoring student progress, I think that I will easily be able to use data to
develop goals for my students. I do think that collecting the data and deciding what data to use per individual
student might be a difficult process.
 Damie Martin
April 26, 2024

CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR

CANDIDATES THAT ARE IN A CTE PLACEMENT

A. List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA CTE page.
B. List a CTSO for each Career Cluster from the Texas CTE page.

1. A. 2. A. 3. A.

B. B. B.

4. A. 5. A. 6. A.

B. B. B.

7. A. 8. A. 9. A.

B. B. B.

10. A. 11. A. 12. A.

B. B. B.

13. A. 14. A.

B. B.

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:

16. List at least three Industry based certifications that students could achieve in your specific career
cluster.

17. While on the Texas CTE website, in the Career Cluster pages for your specific cluster, list at least
three resources that are housed here for teachers.
Damie Martin
April 26, 2024