Teachers adhere to the educators' code of ethics in 247.2 of this title (relating to Code of Ethics and Standard Practices for Texas Educators), including following policies and procedures at their specific school placement(s). Teachers plan instruction that is developmentally appropriate, is standards driven, and motivates students to learn. 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. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and cross-disciplinary knowledge to real-world problems. Teachers embrace students' backgrounds and experiences as an asset in their learning environment. 5.1 Teachers implement both formal and informal methods of measuring student progress. Schedules activities and manages time in ways that maximize student learning, including using effective procedures to manage transitions; to manage materials, supplies and technology; and to coordinate the performance of noninstructional duties (e.g., taking attendance) with instructional activities. Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and ontask behavior. 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. Applies procedures for acquiring, analyzing, and evaluating electronic information (e.g., locating information on networks, accessing and manipulating information from secondary storage and remote devices, using online help and other documentation, and evaluating electronic information for accuracy and validity). 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). 1.6 Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. What is dimension 2.3? Teacher Standards. 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). Few reports, however, document high school English teachers' lack of preparation to teach writing or the pressures they face as they negotiate accountability policies and diverse student need. Teachers cultivate student ownership in developing classroom culture and norms. Recognizes typical challenges for students during later childhood, adolescence and young adulthood (e.g., self-image, physical appearance, eating disorders, feelings of rebelliousness, identity formation, educational and career decisions) and effective ways to help students address these challenges. 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. |4H; `;E')hmpOR0$_+Jm+9$*I 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. Understands ways in which student involvement in risky behaviors (e.g., drug and alcohol use, gang involvement) impacts development and learning. 0000000016 00000 n
Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. 0000002021 00000 n
Communication - The teacher clearly and accurately communicates to support persistence, deeper learning, and effective efforts. Standard 2 Knowledge of Students and Student Learning. 196 12
1.5 Teachers promote complex, higher order thinking, leading class discussions and activities that provide opportunities for deeper learning. Applies knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and others in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators. 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 establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. Jan 2019 - Present4 years 3 months. 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. Recognizes factors affecting the social and emotional development of students in early childhood through adolescence (e.g., lack of affection and attention, parental divorce, homelessness) and knows that students' social and emotional development impacts their development in other domains (i.e., cognitive, physical). When a disability affects academic performance, the student might be in need of special education. Teachers facilitate each student's learning by employing evidencebased practices and concepts related to learning and socialemotional development. 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). Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons and their ability to match objectives and activities to relevant state standards, such as Texas Essential Knowledge and Skills and College and Career Readiness Standards. Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12. Knows how to use task-appropriate tools and procedures to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem-solving situations and project-based learning activities (e.g., planning, creating, and editing word processing documents, spreadsheet documents, and databases; using graphic tools; participating in electronic communities as learner, initiator, and contributor; and sharing information through online communication). TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS, Effective teaching begins with understanding your students: how they learn, their background, In the course, TCR 300 Meet Your Students, you were, introduced to twenty-four students who are representative of the students in Texas. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 32 . (2) Standard 2--Knowledge of Students and Student Learning. Teachers keep current with developments, new content, new approaches and changing methods of instructional delivery within their discipline. Teachers identify readiness for learning and understand how development in one area may affect students' performance in other areas. `G8uO~&kj(b]z3l/S[|$_1+?zs sLK^rAXs2S%t:/N'f>.u h^r'\%$ ` JpNo q'q_&y]!v@ 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 reading and/or writing in accordance with the ELPS. 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. 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). Spring II classes will be held at Bldgs. Communicate with case managers and/or teachers involved with a student when problems arise to help better that students learning and effective ways to meet the student needs. Teachers demonstrate their understanding of instructional planning and delivery by providing standards-based, data-driven, differentiated instruction that engages students, makes appropriate use of technology, and makes learning relevant for today's learners. 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. 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knowledge of students and student needs texas teachers