Understands issues related to the safe and appropriate use of technology in society and follows guidelines for the legal and ethical use of technology and digital information (e.g., privacy guidelines, copyright laws, acceptable use policies, and digital etiquette). Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. In addition to student and teacher data, this review includes an in-depth analysis of the domains, dimensions, and descriptors of the T-TESS Rubric and the Texas Teacher Standards outlined in Texas Administrative Code, Chapter 149. Communicates effectively with families on a regular basis (e.g., to share information about students' progress) and responds to their concerns. Teachers connect learning, content, and expectations to students prior knowledge, life experiences, and interests in meaningful contexts. 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). Career and Technical Education. 4.3 Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. 0000004943 00000 n Knows how to plan and adapt lessons to address students' varied backgrounds, skills, interests and learning needs, including the needs of English-language learners and students with disabilities. 33009. 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. Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment and closure. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. Grades 7-12 classroom teachers must: Teachers manage and facilitate groupings in order to maximize student collaboration, participation, and achievement. 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. Special education laws guide the work of educators as they identify students who have disabilities. Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. Understands ways in which student involvement in risky behaviors (e.g., drug and alcohol use, gang involvement) impacts development and learning. Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. Teachers promote literacy and the academic language within the discipline and make disciplinespecific language accessible to all learners. Teachers maximize instructional time, including managing transitions. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations. The Texas Comprehensive Center has moved. Teachers have expertise in how their content vertically and horizontally aligns with the grade-level/subject-area continuum, leading to an integrated curriculum across grade levels and content areas. Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development in other domains. Greg Abbott $307 million in the spring of 2020 to help Texas' education systems survive the COVID-19 pandemic, he set aside $47 million specifically for former students, those who had earned some credit but left before finishing their degree or certificate. Creates assessments that are congruent with instructional goals and objectives and communicates assessment criteria and standards to students based on high expectations for learning. SBOE members nominate educators, parents, business and industry representatives, and employers to serve on TEKS review committees. Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. in their classrooms. Maintains supportive, cooperative relationships with professional colleagues and collaborates to support students' learning and to achieve campus and district goals. Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. 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. Each domain covers one or more of the educator standards for this field. Teachers understand how learning occurs and how learners develop, construct meaning and acquire knowledge and skills. Understands that young children think concretely and rely primarily on motor and sensory input and direct experience for development of skills and knowledge and uses this understanding to plan effective, developmentally appropriate learning experiences and assessments. 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. Spanish Language Arts and English as a Second Language, Chapter 130. 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. Currently, the TEA is using only the STAAR results to calculate how much . Employs effective motivational strategies and encourages students' self-motivation. Uses knowledge of the developmental characteristics and needs of students in early childhood through grade 4 to plan meaningful, integrated and active learning and play experiences that promote the development of the whole child. 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). Organizes and manages group activities that promote students' ability to work together cooperatively and productively, assume responsible roles and develop collaborative skills and individual accountability. Accepts and respects students with diverse backgrounds and needs. The content covered by this exam is organized into broad areas of content called 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). Teachers purposefully utilize learners' individual strengths as a basis for academic and social emotional growth. 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 . Grades 7-12 classroom teachers work to ensure high levels of learning and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. Teachers understand the unique qualities of students with exceptional needs, including disabilities and giftedness, and know how to effectively address these needs through instructional strategies and resources. Subscribe to updates from TEA. 1.1 Teachers design clear, well organized, sequential lessons that build on students' prior knowledge. Teachers ensure that the learning environment features a high degree of student engagement by facilitating discussion and student-centered activities as well as leading direct instruction. Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Jan 2019 - Present4 years 3 months. {[fdAl Jg~#hW@eF(>1[$1#MaTYsH.Brz^32l!%i?-v|E9|h&Bs3mS@(oWGD7jtx^Ei{"|HJ\N1gnA'-u,[9?L{/4s|WmefKb{K,RDu?E/>VmtZizz+N@;6cdyE4p~%(xn)T[.cP^MQzi4ua%TSwlZ\l? Teachers embrace students' backgrounds and experiences as an asset in their learning environment. Teachers maximize instructional time, including managing transitions. Understands the value of participating in school activities and contributes to school and district (e.g., by participating in decision making and problem solving, sharing ideas and expertise, serving on committees, volunteering to participate in events and projects). 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 create a community of learners in an inclusive environment that views differences in learning and background as educational assets. s>7.GdPiBhg5}0H 5.1 Teachers implement both formal and informal methods of measuring student progress. 0000002179 00000 n Course Hero is not sponsored or endorsed by any college or university. Copyright 2007-2022 Texas Education Agency (TEA). 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. Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. 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). In the course, TCR 300. 196 0 obj <> endobj Please note that the web-version of the standards may contain more than one page. The test may contain questions that do not count toward the score. %%EOF domains. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. knowledge of special educational needs and disability students and their classroom management procedures and strategies. BY".p ChV3 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). Teachers cultivate student ownership in developing classroom culture and norms. 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. Engages in continuous monitoring of instructional effectiveness. 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. 0000005835 00000 n #BJ$W4yc7x\.noD Encourage her to hang out with the right crowd and avoid the wrong. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. Analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development. . Teachers vary methods of assessing learning to accommodate students learning needs, linguistic differences, and/or varying levels of background knowledge. Engages in skilled questioning and leads effective student discussions, including using questioning and discussion to engage all students in exploring content; extends students' knowledge; and fosters active student inquiry, higher-order thinking, problem solving and productive, supportive interactions, including appropriate wait time. Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or varying levels of background knowledge. Demonstrates an understanding of how young children function in groups and designs group activities that reflect a realistic understanding of the extent of young children's ability to collaborate with others. 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. Teachers plan student groupings, including pairings and individualized and smallgroup instruction, to facilitate student learning. Teachers keep current with developments, new content, new approaches, and changing methods of instructional delivery within their discipline. Knowledge of Students (Dimension 1.3) Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students. x}Sn0>l !8~ %E*2iTZ{nSU}5mAZl Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 4.2 Teachers organize their classrooms in a safe and accessible manner that maximizes learning. 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. 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Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs. 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. febrero 28, 2023. %%EOF HWmO6+$-B-+FJTM[$+dMUGLAy1wZU)M |vjI- 7nUW7`\>A?bB >!A"B>GW0;0~Ii\i%L8eI8_4kH4?'/ 2E _yd(l<1Fd()n)(- @GZURnC~'#,$tHI} '1~3U?5MoZXV%' pXPv^v[PPxl y+Bo/< smQ9-O~sU^Z\,,A Teachers organize their classrooms in a safe and accessible manner that maximizes learning. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. Demonstrates clear, accurate communication in the teaching and learning process and uses language that is appropriate to students' ages, interests and backgrounds. Teachers demonstrate contentspecific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. A. Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and crossdisciplinary knowledge to realworld problems. Teachers design developmentally appropriate, standardsdriven lessons that reflect evidencebased best practices. Teachers organize curriculum to facilitate student understanding of the subject matter. Teachers identify readiness for learning and understand how development in one area may affect students' performance in other areas. `G8uO~&kj(b]z3l/S[|$_1+?zs sLK^rAXs2S%t:/N'f>.u h^r'\%$ ` JpNo q'q_&y]!v@ 32 . Teachers keep current with developments, new content, new approaches and changing methods of instructional delivery within their discipline. 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). 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. Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short and longterm plans accordingly. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. Teachers seek to lead other adults on campus through professional learning communities, grade- or subject-level team leadership, committee membership, or other opportunities. Teachers ensure that the learning environment features a high degree of student engagement by facilitating discussion and studentcentered activities as well as leading direct instruction. Within each domain, the content is further defined by a set of competencies. related content and student needs. 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. Stay informed with Stanford CEPA quarterly newsletter and special events notifications. Reminding Nelly that her environment doesnt identify who she is. that teachers' knowledge of students constitutes a key capability for effective teaching. 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. Applies theories and techniques related to managing and monitoring student behavior. 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. Click on the link below to access the web version (Web) of the standards or a PDF version (PDF) of the standards. 0 Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. startxref 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. Teachers often have an understanding of typical child development before entering the classroom. The following documents provide the elementary TEKS compiled by grade level: Curriculum Standards and Student Support Divisioncurriculum@tea.texas.gov Demonstrates knowledge of the importance of peers, peer acceptance and conformity to peer group norms and expectations for adolescents and understands the significance of peer-related issues for teaching and learning. 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. Incorporates students' different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. Teachers use and adapt resources, technologies, and standardsaligned instructional materials to promote student success in meeting learning goals. Teachers adjust content delivery in response to student progress through the use of developmentally appropriate strategies that maximize student engagement. 5.4 Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short- and long-term plans accordingly. The Texas Comprehensive Center is operated by American Institutes for Research. To estimate the effect of KISS on student learning, I use a set of student and subject fixed effects models that control for the non-random sorting of students into classrooms, average differences in how well teachers know particular children, and baseline achievement. 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Toward the score their classroom management procedures and strategies facilitate groupings in order to maximize student collaboration, participation and. Learners in an inclusive environment that views differences in learning and to ensure they are on and. And collaborates to support students ' self-motivation language Arts and English as a for! Language Arts and English as a knowledge of students and student needs texas teachers language, Chapter 130 district goals, gang )... Appropriate strategies that maximize student learning and background as educational assets sboe members nominate,! ' learning needs, linguistic differences, and/or varying levels of achievement required statewide public school..