Click on the link below to access the web version (Web) of the standards or a PDF version (PDF) of the standards. Accepts and respects students with diverse backgrounds and needs. Faculty Positions: Different Institutions include. The beginning teacher: 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. 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). 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. This site will provide you with information on the Texas Essential Knowledge and Skills (TEKS), which are the state standards for what students should know and be able to do. Within each domain, the content is further defined by a set of competencies. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. In this presentation you are to do the following: Identify each student and the issue he or she is facing. 4.4 Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and on-task behavior. 6.3 Teachers seek out opportunities to lead students, other educators, and community members within and beyond their classrooms. 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. 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. Teachers collaborate with their colleagues, are selfaware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. Teachers create a physical classroom set-up that is flexible and accommodates the different learning needs of students. Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and crossdisciplinary knowledge to realworld problems. Works with volunteers and paraprofessionals to enhance and enrich instruction and applies procedures for monitoring the performance of volunteers and paraprofessionals in the classroom. 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. 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). Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjusts instructional approaches based on ongoing assessment of student performance. `G8uO~&kj(b]z3l/S[|$_1+?zs sLK^rAXs2S%t:/N'f>.u h^r'\%$ ` JpNo q'q_&y]!v@ In this study, I employ nationally-representative data to create KISS measures for kindergarten and first grade teachers. Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students' current skills and knowledge, background, needs and interests; alignment with campus and district goals). What is dimension 2.3? In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. 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. This is true despite nearly three decades of interventions and pol-icies designed, respectively, to improve teachers' knowledge of students and to highlight the role of such teacher knowledge in student learning. Please note that the web-version of the standards may contain more than one page. At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. startxref (c) Knowledge of Student and Student Learning. Teachers keep current with developments, new content, new approaches and changing methods of instructional delivery within their discipline. Teachers involve all students in selfassessment, goal setting, and monitoring progress. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. Students at South Texas College in McAllen. Teachers connect students' prior understanding and real-world experiences to new content and contexts, maximizing learning opportunities. Encourage her to hang out with the right crowd and avoid the wrong. 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. knowledge of special educational needs and disability students and their classroom management procedures and strategies. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? 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). Demonstrates knowledge of various types of materials and resources (including technological resources and resources outside the school) that may be used to enhance student learning and engagement and evaluates the appropriateness of specific materials and resources for use in particular situations, to address specific purposes and to meet varied student needs. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. Teachers maintain and facilitate respectful, supportive, positive, and productive interactions with and among students. Knows strategies for enhancing one's own understanding of students' diverse backgrounds and needs. 3.3 Teachers demonstrate content specific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. Teachers understand, actively anticipate, and adapt instruction to address common misunderstandings and preconceptions. The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence. Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment and closure. Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. 4.2 Teachers organize their classrooms in a safe and accessible manner that maximizes learning. Works productively with supervisors, mentors and other colleagues to address issues and to enhance professional knowledge and skills. 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. Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. Communicates directions, explanations and procedures effectively and uses strategies for adjusting communication to enhance student understanding (e.g., by providing examples, simplifying complex ideas, using appropriate communication tools). Teachers maintain a strong culture of individual and group accountability for class expectations. Teachers embrace students' backgrounds and experiences as an asset in their learning environment. 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. professional practices to determine teacher and student needs. 1.6 Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. 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. 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 understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and realworld applications of their gradelevel and subjectarea content. Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge. Both of Teachers promote literacy and the academic language within the discipline and make disciplinespecific language accessible to all learners. The objective of this study is to explore the perception of teachers, parents and students' regarding implementation of a school-based lifesaving skills program and help predict potential barriers and solutions. Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. 1300 W. Highland St. Denton, Texas 76201 Your final scaled score will be based only on scored questions. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. 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. 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 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. 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. The Texas Comprehensive Center has moved. 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. Allows students to believe that they are capable of completing a task. Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportunities for job-embedded professional development. Teachers facilitate each student's learning by employing evidencebased practices and concepts related to learning and socialemotional development. 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. Teachers promote literacy and the academic language within the discipline and make discipline-specific language accessible to all learners. Knows characteristics of physical spaces that are safe and productive for learning, recognizes the benefits and limitations of various arrangements of furniture in the classroom and applies strategies for organizing the physical environment to ensure physical accessibility and facilitate learning in various instructional contexts. 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.
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