Both of Teachers provide immediate feedback to students in order to reinforce their learning and ensure that they understand key concepts. Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and crossdisciplinary knowledge to realworld problems. Communication - The teacher clearly and accurately communicates to support persistence, deeper learning, and effective efforts. Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge. 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. 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 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. Prepared and delivered six concept-based 65-minute lessons for one on-level English III class of approx. 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 identify readiness for learning and understand how development in one area may affect students performance in other areas. %%EOF 3.2 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. 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. related content and student needs. 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. research that is directly related to the issues and aligned to the developmental goals for, the students. Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12. s>7.GdPiBhg5}0H Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. Practices effective communication techniques and interpersonal skills (including both verbal and nonverbal skills and electronic communication) for meeting specified goals in various contexts. 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. 1.1 Teachers design clear, well organized, sequential lessons that build on students' prior knowledge. Teachers promote literacy and the academic language within the discipline and make disciplinespecific language accessible to all learners. Texas teachers, principals, and representatives from higher education and educator organizations revised the state's 1997 Texas teacher standards to address six broad standards for performance: Instructional Planning and Delivery; Knowledge of Students and Student Learning; Content Knowledge and Expertise; Learning . Teachers accept responsibility for the growth of all of their students, persisting in their efforts to ensure high levels of growth on the part of each learner. 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. All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning. https://www.air.org/project/texas-comprehensive-center-txcc. J`8a&G9hJ [2PQ,aCae 0!QS{'Bnl8&. 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 understand how learning occurs and how learners develop, construct meaning and acquire knowledge and skills. HWmO6+$-B-+FJTM[$+dMUGLAy1wZU)M |vjI- 7nUW7`\>A?bB >!A"B>GW0;0~Ii\i%L8eI8_4kH4?'/ 2E _yd(l<1Fd()n)(- @GZURnC~'#,$tHI} '1~3U?5MoZXV%' pXPv^v[PPxl y+Bo/< smQ9-O~sU^Z\,,A 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). Sep 2021 - Dec 20214 months. Applies various strategies to promote student engagement and learning (e.g., by structuring lessons effectively, using flexible instructional groupings, pacing lessons flexibly in response to student needs, including wait time). Austin, Texas, United States. Interacts appropriately with other professionals in the school community (e.g., vertical teaming, horizontal teaming, team teaching, mentoring). Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community and developmental responsiveness. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. hb```b``d`@(ax''M 5%S= When a disability affects academic performance, the student might be in need of special education. Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students learning needs. 2.2 Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. Teachers work to ensure high levels of learning, socialemotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. 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. Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive, substantive and specific. 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. 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 require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. Teachers involve all students in selfassessment, goal setting, and monitoring progress. Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment and closure. 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 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 analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. In the course, TCR 300. (c) Knowledge of Student and Student Learning. Subscribe to updates from TEA. Understands cultural and socioeconomic differences (including differential access to technology) and knows how to plan instruction that is responsive to cultural and socioeconomic differences among students. 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. x0 The 100 selected-response questions are based on the Pedagogy and Professional Responsibilities EC12 test framework and cover grades EC12. Creates a safe, nurturing and inclusive classroom environment that addresses students' emotional needs and respects students' rights and dignity. Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives. ,RbWY$ ~ ` A 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. 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