it will impact her ability to stay focus and do well in school. For registration assistance, students can call CTC at 254-526-1906 and for assistance with academic . Teachers maximize instructional time, including managing transitions. Matthews Hall 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 encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation. Copyright 2007-2022 Texas Education Agency (TEA). (c) Knowledge of Student and Student Learning. The Texas Essential Knowledge and Skills Review by Subject area web page provides information regarding the SBOEs process and current and previous reviews. Teachers keep current with developments, new content, new approaches, and changing methods of instructional delivery within their discipline. 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 following documents provide the elementary TEKS compiled by grade level: Curriculum Standards and Student Support Divisioncurriculum@tea.texas.gov Please note that the web-version of the standards may contain more than one page. Prepared and delivered six concept-based 65-minute lessons for one on-level English III class of approx. 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. 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 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. The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. 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. Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. 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. Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment and closure. BY".p ChV3 The content covered by this exam is organized into broad areas of content called Analyzes the effects of classroom routines and procedures on student learning, and knows how to establish and implement age-appropriate routines and procedures to promote an organized and productive learning environment. 196 0 obj <> endobj Teachers understand how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills. Click on the link below to access the web version (Web) of the standards or a PDF version (PDF) of the standards. 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. Analyzes ways in which factors in the home and community (e.g., parent expectations, availability of community resources, community problems) impact student learning and plans instruction and assessment with awareness of social and cultural factors to enhance all students' learning. Teachers facilitate each student's learning by employing evidencebased practices and concepts related to learning and socialemotional development. Teachers identify readiness for learning and understand how development in one area may affect students performance in other areas. 5.3 Teachers regularly collect, review, and analyze data to monitor student progress. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. 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). Recognizes the importance of helping students in early childhood through grade 12 learn and apply life skills (e.g., decision-making skills, organizational skills, goal-setting skills, self-direction, workplace skills). Teachers plan student groupings, including pairings and individualized and smallgroup instruction, to facilitate student learning. Knowledge of Students (Dimension 1.3) . Accepts and respects students with diverse backgrounds and needs. Teachers promote literacy and the academic language within the discipline and make disciplinespecific language accessible to all learners. 3201, 72nd St.; and the Education Services Division, SDC, Bldg. Teachers communicate clearly and accurately and engage students in a manner that encourages students' persistence and best efforts. Teachers plan student groupings, including pairings and individualized and small-group instruction, to facilitate student learning. Encourage her to hang out with the right crowd and avoid the wrong. 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. The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence. Subscribe to updates from TEA. Teachers serve as advocates for their students, focusing attention on students needs and concerns and maintaining thorough and accurate student records. 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. Teachers involve all students in self-assessment, goal setting, and monitoring progress. 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. 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. 3200 and 3201 and the Culinary Arts Center, CTC Bldg. Teachers cultivate student ownership in developing classroom culture and norms. 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning. Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development in other domains. 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 teach both the key content knowledge and the key skills of the discipline. Teachers clearly communicate the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. competency is composed of two major parts: Copyright 2019 by Texas Education Agency (TEA). Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students. The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. 321 0 obj <> endobj Knows the roles and responsibilities of specialists and other professionals at the building and district levels (e.g., department chairperson, principal, board of trustees, curriculum coordinator, technology coordinator, special education professional). 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. Teachers combine results from different measures to develop a holistic picture of students' strengths and learning needs. (A) Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students' development and backgrounds. Career and Technical Education. hbbd``b`f "HLi7DH y 1./"l@1&F@#5K? Know the Child: The Importance of Teacher Knowledge of Individual Students' Skills (KISS), Stanford Center for Education Policy Analysis. related content and student needs. 0000002021 00000 n 354 0 obj <>stream Teachers create a physical classroom setup that is flexible and accommodates the different learning needs of students. 0000001547 00000 n 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). Teachers understand, actively anticipate, and adapt instruction to address common misunderstandings and preconceptions. Sep 2021 - Dec 20214 months. Teachers manage and facilitate groupings in order to maximize student collaboration, participation, and achievement. Engages in reflection and self-assessment to identify strengths, challenges and potential problems; improve teaching performance; and achieve professional goals. 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. 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. 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