Pedagogy and Professional Responsibilities (PPR)

Self Study Guide

CUIN 3323 Instructional Design

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 Pedagogy and Professional Responsibilities Competencies (EC-12)

Competency 001
The teacher understands human development processes and applies this knowledge to plan
instruction and ongoing assessment that motivate students and are responsible to their
development characteristics and needs.

Competency 002
The teacher understands student diversity and knows how to plan learning experiences and
design assessments that are responsive to differences among students and that promote all
students learning.

Competency 003
The teacher understands procedures for designing effective and coherent instruction and
assessment based on appropriate learning goals and objectives.

Competency 004
The teacher understands learning processes and factors that impact student learning and
demonstrates this knowledge by planning effective, engaging instruction and appropriate
assessments.

Competency 005
The teacher knows how to establish a classroom climate that fosters learning, equity and
excellence and uses this knowledge to create a physical and emotional environment that is safe
and productive.

Competency 006
The teacher understands and applies principals and strategies for communicating effectively in
varied teaching and learning contexts.

Competency 007
The teacher understands strategies for creating an organized and productive learning
environment and for managing student behavior.

Competency 008
The teacher provides appropriate instruction that actively engages students in the learning
process.

Competency 009
The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate
instruction for all students.

Competency 010
The teacher monitors student performance and achievement provides students with timely
high-quality feedback and responds flexibly to promote learning for all students.

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Competency 011
The teacher understands the importance of family involvement in childrens education and
knows how to interact and communicate effective with families.

Competency 012
The teacher enhances professional knowledge and skills by effectively interacting with other
members of the educational community and participating in various types of professional
activities.

Competency 013
The teacher understands and adheres to legal and ethical requirements for educators and is
knowledgeable of the structure of education in Texas.

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PPR Competencies Notes
COMPETENCY 001
THE TEACHER UNDERSTANDS HUMAN DEVELOPMENTAL PROCESSES
AND APPLIES THIS KNOWLEDGE TO PLAN INSTRUCTION AND ONGOING
ASSESSMENT THAT MOTIVATE STUDENTS AND ARE RESPONSIVE TO
THEIR DEVELOPMENTAL CHARACTERISTICS AND NEEDS.
A. Knows the typical stages of cognitive, social,
physical and emotional development of students
in early childhood through grade 12.
B. Recognizes the wide range of individual
developmental differences that characterizes
students in early childhood through grade 12 and
the implications of this developmental variation
for instructional planning.
3
Ch. 6 Pg. 176-178
Cognitive domain- when forming a
lesson plan, each educational
objective in this domain causes
learners to participate in mental or
intellectual tasks.
Affective domain- this domain
deals with attitudinal, emotional
and valuing goals. Teachers hope to
change student affect, wanting them
to come to class to value learning.
Psychomotor- this domain deals
with children learning to physically
complete complex tasks.
Ch. 3 Pg. 68-69
Each child differs developmentally
through psychosocial, cognitive,
and moral developments.
Psychosocial- Students differ
between positive and negative traits
such as trust and mistrust,
autonomy and shame, initiative and
guilt, industry and inferiority,
identity and role confusion, and
intimacy and isolation.
Cognitive-Piaget and his colleagues
suggest that cognitive development
has four stages; sensorimotor (0-
2yrs), preoperational (2-7yrs),
concrete operational (7-11yrs), and
formal operational (11+yrs).
Moral- Suggests that children are
capable of two types of moral
reasoning:
Morality of constraint- child regard
rules as sacred and unchangeable
Morality of cooperation- child
believes that rules are flexible and
PPR Competencies
C. 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.
D. 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).
E. 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).
4
Notes
there can be exceptions to them.
Ch. 9 Pg. 308
Teachers make accommodations
(referring to adaptations in the
testing environment that change
only the manner in which students
participate in the assessment) to
better help a child focus or perform,
based on their need. Teachers also
make modifications (which is when
an assessment is adapted in ways
that change the intellectual task or
cognitive level being assessed) to
the test for the childs needs to
better suit their level of capability.
Ch. 3 Pg. 69
Cognitive- In the book it states that
for each different stage, physical
activity is required for the student
to succeed at that level. For
example, during the sensorimotor
stage, the child develops primarily
through using the senses and
engaging in motor or physical
activity. For the other three stages,
the child is to perform skills and
other activities.
Ch. 2 Pg. 34-35
Homelessness- Children come to
school smelling awful or so hungry
that they cannot concentrate on
their school work or perform the
physical actions needed to succeed.
Poverty- Many children who live in
poverty enter school with low
knowledge and skill levels.
Ch. 3 Pg. 70-71
Personality differences affect how
well students will learn and work
with others. The students affect
depends on their personality type
(how they value things, how they
behave emotionally, etc.)
PPR Competencies
F. 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.
G. Understands that development in any one
domain (i.e., cognitive, social, physical,
emotional) impacts development in other
domains.
H. Recognizes signs of developmental delays or
impairments in students in early childhood
through grade 4.
5
Notes
Ch. 6 Pg. 176-177
Within Blooms cognitive domain,
there are six levels of cognitive
complexity for educational
objectives. The six levels are
knowledge, comprehension,
application, analysis, synthesis, and
evaluation.
Ch. 6 Pg. 176-178
The cognitive domain development
impacts the physical domain by not
allowing the student to be able to
perform certain tasks if the
cognitive domain has not fully
developed. Also, if the cognitive
level is not fully developed, the
students affect about the subject
would not be able to develop. The
cognitive is basis for developing the
psychomotor and affective
domains.
Ch. 4 Pg. 94
Information Processing- the study
of how we mentally take in and
store information and then retrieve
it when needed.
Meaningful learning- the study of
how new information can be most
effectively organized, structured,
and taught so that it might be used
correctly.
Ch. 3 Pg. 76-79
Multiple Intelligences- learners
possess multiple intelligences in
varying degree, so teachers should
try to teach in such a way that a
given lesson appeals to as many
intelligences as possible.
Special Needs- Individuals with
little potential in math or another
PPR Competencies
I. Knows the stages of play development (i.e.,
from solitary to cooperative) and the important
role of play in young children's learning and
development.
J. 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.
K. Recognizes that positive and productive
learning environments involve creating a culture
of high academic expectations, equity throughout
the learning community and developmental
responsiveness.
6
Notes
intelligence are considered
challenged, handicapped, or having
special needs. Learners who lack
potential and learners with potential
who do not live up to it are labeled
as children with special needs or
challenged individuals.
Gifted and talented- children with
great potential in math,
kinesthetics, and/or any other of the
intelligences.
NOT IN BOOK- but.. the stages are
solitary, parallel, associative,
cooperative.
Ch. 3 Pg. 76
Every student learns differently,
therefore teachers should plan
instruction to integrate every child.
The teacher will plan lessons to
accommodate auditory learners
(who learn best by listening or
talking), visual learners (who learn
best by observing), kinesthetic
learner (who learn best through
physical activity), and tactile
learners (who learn best through
touch.)
Ch. 5 Pg. 120
Ch. 1 Pg. 12
Class makeup and classroom size
determines how well a teacher will
teach, which in return affects how
students will learn. Teachers with
larger classes spend more time
dealing with discipline than
teachers with smaller classes do.
Ch. 4 Pg. 103
Learners learn best in an
environment that is psychologically
safe. They should be valued and
PPR Competencies
L. 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).
Notes
accepted, not judged by what they
should or could be.
Ch. 10 Pg. 359
Businesslike teachers focus their
efforts on helping their students set
and achieve learning goals.

M. Knows the rationale for appropriate middle- N/A

level education and how middle-level schools are
structured to address the characteristics and needs
of young adolescents.

N. Recognizes typical challenges for students N/A

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.

O. Understands ways in which student Ch. 2 Pg. 42

involvement in risky behaviors (e.g., drug and
alcohol use, gang involvement) impacts
development and learning.
P. 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.
Students with incarcerated parents
are more likely to be vulnerable to
school performance problems,
shame and maltreatment. These
students are considered at-risk
students and are more likely to
become incarcerated themselves
and/or drop out.
N/A

COMPETENCY 002
THE TEACHER UNDERSTANDS STUDENT DIVERSITY A.ND KNOWS HOW
TO PLAN LEARNING EXPERIENCES AND DESIGN ASSESSMENTS THAT /\RE
RESPONSIVE TO DIFFERENCES AMONG STUDENTS AND THAT PROMOTE
ALL STUDENTS' LEARNING.

A. Demonstrates knowledge of students with Ch. 2 Pg. 24

diverse personal and social characteristics (e.g., Changes in the nature of the general

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PPR Competencies
those related to ethnicity, gender, language
background, exceptionality) and the significance
of student diversity for teaching, learning and
assessment.
B. Accepts and respects students with diverse
backgrounds and needs.
C. Knows how to use diversity in the classroom
and the community to enrich all students' learning
experiences.
8
Notes
population and its distribution
result in changes in the school
population. Every school has a
diverse population that teachers
will be faced with.
Ch. 3 Pg. 59
In order to be successful when
teaching diverse students, the
teacher must be aware of the
cultural variations among students
(and other diverse aspects of
students).
Ch. 3 Pg. 61
Multicultural education refers to the
efforts made by the teacher to help
students understand and appreciate
their culture and cultures of other
students. Multicultural programs
are raising the consciousness of all
students about various cultures and
their contributions (for example,
minority music, arts, literature and
histories).
Ch. 4 Pg. 103
Learners learn best in a
psychologically safe environment
where they are accepted and
valued. Each child should be
accepted as he is, not judged by
what he should or could be.
Ch. 3 Pg. 60
The Bilingual Education Act
recognizes the need for limited
English proficient children to learn
the dominant language. It builds
upon the fact that younger children
acquire language more easily.
Ch. 3 Pg. 61
Multicultural programs shine light
on different cultures music, arts,
literature, and history.
PPR Competencies
D. Knows strategies for enhancing one's own
understanding of students' diverse backgrounds
and needs.
E. 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.
F. 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.
G. Understands the instructional significance of
varied student learning needs and preferences.
H. Knows the ELPS in the domains of listening
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Notes
Ch. 3 Pg. 61
Human relations intend to help
students of different backgrounds
interact and communicate more
effectively with others while
feeling good about themselves.
Single-group studies are directed
toward a targeted ethic group to
celebrate that groups identity and
achievements. Multicultural
programs raise consciousness of all
students about various cultures and
their contributions.
Ch. 6 Pg. 170
The nature and needs of learners
are considered when standards are
set. Learners differ in multiple
ways including culturally, by
gender, and by development.
Ch. 7 Pg. 230-231
Individualized instruction refers to
any instructional scheme that
attempts to tailor teaching and
learning or and learners strengths
and needs.
Ch. 3 Pg. 59
Students with high SES have
parents or caregivers with more
schooling, higher status jobs, and
deeper pockets, therefore have
better and more resources available.
Typically, children with higher SES
make better grades and do better on
tests.
Ch. 3 Pg. 77
There are many kinds of aptitude or
intelligence. Children with great
potential in math, kinesthetics,
and/or any other intelligences are
considered gifted and talented and
teachers need to know how to best
tend to those students.
N/A
PPR Competencies
and speaking in accordance with the proficiency-
level descriptors for the beginning, intermediate,
advanced and advanced- high levels.
I. 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.
COMPETENCY 003
THE TEACHER UNDERSTANDS PROCEDURES FOR DESIGNING EFFECTIVE
AND COHERENT INSTRUCTION AND ASSESSMENT BASED ON
APPROPRIATE LEARNING GOALS AND OBJECTIVES.
A. Understands the significance of the Texas
Essential Knowledge and Skills (TEKS) and of
prerequisite knowledge and skills in determining
instructional goals and objectives.
B. 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).
C. Uses assessment to analyze students' strengths
and needs, evaluate teacher effectiveness and
guide instructional planning for individuals and
groups.
10
Notes
N/A
Ch. 6 Pg. 179
Each objective should include an
audience (A) which is who the
objective is for, a behavior (B)
which is the behavior that is
expected of the learner, a condition
(C) which is what the learner will
do (i.e. identify a verb), and a
degree of proficiency (D) which is
what amount of correctness the
learner much display.
Ch. 9 Pg. 309
Formative assessment- this type of
assessment is conducted during
instruction and allows teachers to
gather feedback while influencing
learning and instructional
processes.
Summative assessment- this type of
assessment is conducted after
instruction and is used to make
final judgements about student
comprehension and learning. This
is used to summarize a students
learning.
Ch. 9 Pg. 308
The teacher uses accommodations,
which are adaptions that change
only the manner in which the
students participate in the
PPR Competencies
D. Understands the connection between various
components of the Texas statewide assessment
program, the TEKS and instruction and analyzes
data from state and other assessments using
common statistical measures to help identify
students' strengths and needs.
E. 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.
F. Plans lessons and structures units so that
activities progress in a logical sequence and
support stated instructional goals.
G. 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'
11
Notes
assessment. The teacher also uses
modifications, which is when the
assessment is adapted in ways that
change the intellectual task or
cognitive level being assessed. The
teacher will use accommodations
and modifications to tend to
different students who have
different needs and strengths.
Ch. 9 Pg. 309-311
Standardized tests call for greater
accountability for students
learning. The results of the
standardized tests represent the
most common method of evaluating
teachers, schools, and students.
Ch. 6 Pg. 195-
Curriculum guides- they will tell
you what you are expected to teach.
Instructional materials- things that
assist students learning of the
curriculum. Includes resource units,
textbooks and other print materials,
and illustrations, audio and
videotapes.
Ch. 6 Pg. 183
A unit plan involves decisions
about how courses can be broken
into chunks or units. Teachers
arrange units in a meaningful order,
thus determining the sequence of
the course.
Ch. 6 Pg. 186
Experience units are a happening
instead of a preplanned unit.
Teachers and students decide what
the students will learn and generally
do from day to day. Learning
experiences evolve tremendously.
PPR Competencies
application of knowledge and skills to the world
beyond the school).
H. Allocates time appropriately within lessons
and units, including providing adequate
opportunities for students to engage in reflection,
self-assessment and closure.
COMPETENCY 004
THE TEACHER UNDERSTANDS LEARNING PROCESSES AND FACTORS
THAT IMPACT STUDENT LEARNING AND DEMONSTRATES THIS
KNOWLEDGE BY PLANNING EFFECTIVE, ENGAGING INSTRUCTION AND
APPROPRIATE ASSESSMENTS.
A. 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).
B. 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.
C. Understands that the middle-level years are a
transitional stage in which students may exhibit
12
Notes
Ch. 6 Pg. 190-191
Closure- a review that gets students
to summarize what they have
learned and connect it to prior and
future learning.
Reflection- consider the experience
you have had and to learn from it.
Ch. 4 Pg. 97
The general believe of cognitivist
includes the belief that retrieval of
information in our long term
memory is enhanced if we
connected the information to
something we already knew before
learning new information.
In order for teachers to present
meaningful learning, they should
use the approaches that includes:
preparing students for learning,
presenting information logically an
clearly, connecting new
information to what learners
already know, varying the way
information is presents or obtained,
and many other approaches.
Ch. 6 Pg. 179
Gagne and others (2004) have a
system for classifying learning
outcomes. Their system contains
five groups: verbal information,
intellectual skill, cognitive
strategies, motor skills, and
attitudes.
N/A
PPR Competencies
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).
D. Recognizes how characteristics of students at
different developmental levels (e.g., limited
attention span and need for physical activity and
movement for younger children; importance of
peers, search for identity, questioning of values
and exploration of long-term career and life goals
for older students) impact teaching and learning.
E. 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).
F. Enhances learning for students by providing
age-appropriate instruction that encourages the
use and refinement of higher-order thinking skills
(e.g., prompting students to explore ideas from
diverse perspectives; structuring active learning
experiences involving cooperative learning,
problem solving, open-ended questioning and
inquiry; promoting students' development of
research skills).
G. Teaches, models and monitors organizational
and time-management skills at an age-appropriate
level (e.g., establishing regular places for
classroom toys and materials for young children,
13
Notes
Ch. 4 Pg. 102
The school curriculum should
provide for both the needs and
interests of children. Needs include
personal safety and security, love,
belonging, achievement and
autonomy, competence, and healthy
social relationships. Interests
involve their interest in the
environment and an ability to learn
in and from it.
Ch. 4 Pg. 102
The school should provide for both
the needs and interests of the
learners. Learning should be
individualized and personalized.
Children are interested in their
environment and should have the
opportunity to learn in and from it.
Ch. 6 Pg. 176-177
Blooms taxonomy requires students
to use the six different levels of
cognitive complexity which are
knowledge, comprehension,
application, analysis, synthesis,
evaluation.
Ch. 11 Pg. 377
Establish routines for daily
procedures. Determine what
materials are needed, and have
PPR Competencies
keeping related materials together, using
organizational tools, using effective strategies for
locating information and organizing information
systematically).
H. 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).
I. Analyzes ways in which teacher behaviors (e.g.,
teacher expectations, student grouping practices,
teacher-student interactions) impact student
learning and plans instruction and assessment that
minimize the effects of negative factors and
enhance all students' learning.
J. 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.
14
Notes
them readily available. Students can
be taught what they are to do when
they finish a test early, while you
take roll, or when they move from
one area of the room to another.
Ch. 12 Pg. 422 Highlight 12.2-
Managing ADD Students
Pg. 288-Spotlight on Research 8.4
Findings on research-based direct
instruction.
Ch. 13 Pg. 451
There are a number of attributes
and behaviors that are linked to
student success, including: clarity,
enthusiasm, being businesslike and
work oriented, using instructional
variety, arousing interest in and
adjusting the material to be learned
to student ability levels, providing
adequate time and opportunity to
learn, and helping students get the
most out of their school
experiences.
Ch. 2 Pg. 29
The home is a learning resource
home is a learning resource when it
can make available a newspaper,
books and magazines, a computer
with internet access, a quiet place to
study, and when use of television
and game playing is monitored.
Availability of some of these tools
is a result of family income.
Children in unstable, violent home
situations are more likely to seek
gang affiliation as a proxy for
PPR Competencies
K. Understands the importance of self-directed
learning and plans instruction and assessment that
promote students' motivation and their sense of
ownership of and responsibility for their own
learning.
L. Analyzes ways in which various teacher roles
(e.g., facilitator, lecturer) and student roles (e.g.,
active learner, observer, group participant) impact
student learning.
15
Notes
family and more likely to be
referred to child protective services
and placed in foster care.
Ch. Pg. 30
Community characteristics are also
associated with a childs
development and school
achievement. Studies report that
children living in disadvantaged
communities are more likely to live
in a single-parent home, less likely
to complete school, more likely to
affiliate with antisocial persons, and
more likely to observe or be
affected by violence.
Ch. 7 Pg. 237
The project method is defined as:
teaching by engaging students in a
long-term activity in which they
gather information and develop a
product of some kind, such as a
written report, oral presentation, or
model. Where individualization is
the goal then the project, often
undertaken by a group, is self-
selected and focuses on real world
problems. Project can be assigned,
but learners may decide how to do
them.
Ch. 7 Pg. 217
As a leader, you should enhance
student pride, dignity, sense of
efficacy or personal power, and
caring.
As a facilitator, you are responsible
for beginning the discussion,
moving it briskly, and keeping the
group on task and attentive.
As a clarifier, you must ensure that
everyones message is heard and
understood.
As a summarizer, you need to be
skillful in drawing the conversation
PPR Competencies
M. Incorporates students' different approaches to
learning (e.g., auditory, visual, tactile, kinesthetic)
into instructional practices.
N. Provides instruction to ensure that students can
apply various learning strategies (e.g., using prior
knowledge, metacognition, graphic organizers)
across content areas, in accordance with the
ELPS.
O. Provides instruction in a manner that is
linguistically accommodated (communicated,
sequenced and scaffolded) to the student's level of
English-language proficiency to ensure that the
student learns the knowledge and skills across
content areas, in accordance with the ELPS.
P. Applies knowledge of the implications for
learning and instruction of the range of thinking
abilities found among students in any one grade
level and students' increasing ability over time to
engage in abstract thinking and reasoning.
16
Notes
together and ensuring that everyone
sees the progress they have made
toward the stated goal.
Ch. 3 Pg. 76
Auditory learners- learn best by
listening and talking. Teachers
should provide lots of group
activities and class discussion, as
well as use audio and videotapes,
storytelling, songs, memorization,
and drill.
Visual learners- learn best by
observing or seeing things.
Teachers should use flash cards,
charts, pictures, posters, graphs,
and PowerPoint presentations.
Kinesthetic learners- learn best
through physical activity. Teachers
should provide hands-on activity,
physical movement, and change, as
well as use simulations, role
playing, and competition.
Tactile learners- learn best through
touch. Teachers should use board
games, projects, and role play.
N/A
N/A
N/A
PPR Competencies Notes
COMPETENCY 005
THE TEEACHER KNOWS HOW TO ESTABLISH A CLASSROOM CUMATE
THAT FOSTERS LEARNING. EQUITY AND EXCELLENCE AND USES THIS
KNOWLEDGE TO CREATE A PHYSICAL AND EMOTIONAL ENVIRONMENT
THAT IS SAFE AND PRODUCTIVE.
A. 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).
B. Establishes a classroom climate that
emphasizes collaboration and supportive
interactions, respect for diversity and individual
differences and active engagement in learning by
all students.
C. Analyzes ways in which teacher-student
interactions and interactions among students
impact classroom climate and student learning
and development.
17
Ch. 12 Pg. 402
The classroom climate includes the
emotional tone of the classroom
and the comfort level students feel
with the teacher, learning tasks, and
one another as a social group.
Ch. 12 Pg. 431
After intervening in misbehavior,
the teacher often needs to
reestablish a positive climate of
mutual respect and cooperation.
Ch. 12 Pg. 402
Physical environment- consists of
those aspects of the classroom that
are independent of the people who
inhabit it.
Psychological environment- exists
online in the minds of those who
occupy the classroom. Everyone
may describe it in different ways.
Climate- includes the emotional
tone of the classroom and the
comfort level students feel with the
teacher, learning tasks, and one
another as a social group.
Ch. 5 Pg. 130
To establish a classroom
environment that is conducive to
learning, first make yourself
attractive and engaging to your
learners. Second, focus their
attention on achieving goals
individual student goals and/or
group goals. Third, teach what is
worth learning and teach it in a way
that will help students appreciate its
value.
PPR Competencies
D. Presents instruction in ways that communicate
the teacher's enthusiasm for learning.
E. Uses a variety of means to convey high
expectations for all students.
F. 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.
G. Creates a safe, nurturing and inclusive
classroom environment that addresses students'
18
Notes
Ch. 11 Pg. 372
Teachers should vary the ways in
which they reinforce or praise
students for desirable performance
or inform them about their
progress. They should smile at
students, maintain eye contact,
move closer, laugh, and gesture
toward students. Verbal praise and
recognition are other examples.
Ch. 10 Pg. 351
One of the teacher attributes most
closely linked to desirable student
outcomes is enthusiasm.
Enthusiastic teachers convey to
students that they are confident and
enjoy what they are doing, that they
trust and respect students, and that
the subject they teach is valuable
and enjoyable.
Ch. 10 Pg. 354
Effective teachers hold high
expectations of success for
themselves and their students. They
genuinely believe all students can
master the content and that they
themselves have the ability to help
all students learn. Teachers
expectations cause differences in
learning.
Ch. 12 Pg. 402
Effective classroom management
starts with decisions about the
physical environment in the
classroom, or classroom design.
The design reflects a learning
community where work flows
throughout the classroom, where
materials are readily available, and
where the logical organization of
the classroom enables students to
feel safe and to maximize learning.
Ch. 12 Pg. 402
We know that the physical
PPR Competencies
emotional needs and respects students' rights and
dignity.
COMPETENCY 006
THE TEACHER UNDERSTANDS STRATEGIES FOR CREATING AN
ORGANIZED AND PRODUCTIVE LEARNING ENVIRONMENT AND FOR
MANAGING STUDENT BEHAVIOR.
A. 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.
B. 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.
C. Organizes and manages group activities that
promote students' ability to work together
19
Notes
environment influences student
behavior and learning. They also
need to feel valued as members of a
social group or learning community
and to be challenged by new and
engaging experiences.
Ch. 12 Pg. 408
Teachers can build relationships
with students by modeling the trust
and respect you want from them.
You should listen to your students,
make eye contact with them, and
give them your complete attention
during interactions.
Ch. 12 Pg. 408-409
By thoughtfully establishing the
physical and psychological
environments in your classroom,
you can prevent much misbehavior.
A second way to prevent
misbehavior is to organize the
procedures and movement in the
classroom. Classroom rules are
explicit statements that present
behavior expectations. Classroom
routines are established procedures
that direct and coordinate how
students move and how events
occur.
Ch. 8 Pg. 260
Cooperative learning encourages
learners to work together for both
the common and individual good.
Teams must be mixed in terms of
gender, academic ability, race, and
other traits.
Ch. 8 Pg. 266
Cooperative learning is an
PPR Competencies
cooperatively and productively, assume
responsible roles and develop collaborative skills
and individual accountability.
D. Recognizes the importance of creating a
schedule for young children that balances restful
and active movement activities and that provides
large blocks of time for play, projects and
learning centers.
E. 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.
F. Uses technological tools to perform
administrative tasks such as taking attendance,
maintaining grade books and facilitating
communication.
G. Works with volunteers and paraprofessionals
to enhance and enrich instruction and applies
procedures for monitoring the performance of
volunteers and paraprofessionals in the classroom.
H. Applies theories and techniques related to
managing and monitoring student behavior.
20
Notes
instructional alternative with strong
support. It seems to reduce
competition and increase
cooperation and achievement. It
should be used often, but not
always.
N/A
Ch. 11 Pg. 373
Time on task is consistently related
to increased learning. When
teachers and students spend more
time actively engaged in academic
tasks, students learn more.
However, only a small percentage
of available instructional time is
used for meaningful instruction.
Ch. 9 Pg. 338
As in nearly every other aspect of
life today, computers and
technology have come to be used
more and more frequently by
teachers in the process of assessing
students, maintaining information,
analyzing information, and
computing grades. The application
of technology to assessment and
grading can include a wide range of
activities.
N/A
Ch. 12 Pg. 400-401
Classroom management has been
focused on how teachers react after
students misbehave. The emphasis
was on discipline, or the specific
PPR Competencies
I. Demonstrates awareness of appropriate
behavior standards and expectations for students
at various developmental levels.
J. Applies effective procedures for managing
student behavior and for promoting appropriate
behavior and ethical work habits (e.g., academic
integrity) in the classroom (e.g., communicating
high and realistic behavior expectations,
involving students in developing rules and
procedures, establishing clear consequences for
inappropriate behavior, enforcing behavior
standards consistently, encouraging students to
monitor their own behavior and to use conflict
resolution skills, responding appropriately to
various types of behavior).
COMPETENCY 007
THE TEACIIER UNDERSTANDS AND APPLIES PRINCIPLES AND
STRATEGIES FOR COMMUNICATING EFFECTIVELY IN VARIED
TEACHING AND LEARNING CONTEXTS.
A. Demonstrates clear, accurate communication
in the teaching and learning process and uses
language that is appropriate to students' ages,
interests and backgrounds.
21
Notes
actions teachers or others take in
response to a student who disobeys
a reasonable classroom or school
rule. Antecedent strategies reduce
disruptive behaviors by at least 75
percent.
Ch. 10 Pg. 354
Effective teachers hold high
expectations of success for
themselves and their students. They
genuinely believe all students can
master the content and that they
themselves have the ability to help
all students learn. It would appear
that teachers expectations cause
differences in learning.
Ch. 12 Pg. 400-402: Good
classroom managers are simply
teachers who understand and use
specific techniques that direct their
behavior, which in turn changes the
behavior of students and leads to
higher engagement and
achievement. When students spend
more time engaged in learning tasks
and correspondingly less time
engaged in nonacademic behaviors,
they learn more. Academic
engagement is inversely related to
student misbehavior.
Ch. 11 Pg. 386
Instructional clarity refers to the
teachers ability to provide
instruction that helps students come
to a clear and accurate
understanding of important
concepts or ideas. Clarity is
something the students achieve, not
something the teacher does.
PPR Competencies
B. 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.
C. 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).
22
Notes
Ch. 4 Pg. 101-102
Problem solving requires that a
situation exists in which a goal is to
be achieved and learners are asked
to consider how they would attain
the goal. A major goal of education
is to help students learn to solve all
types of problems, both subject-
matter-related (well-structured) and
people- or life- related (ill-
structured).
Ch. 7 Pg. 214
A discussion is a situation wherein
students, or students and a teacher,
converse to share information,
ideas, or opinions or work to
resolve a problem. Conversely, a
discussion is not a situation wherein
a teacher asks a question, a student
or students answer, and then the
teacher asks another question. A
discussion can serve a variety of
purposes, including: to review and
extend what students have learned
in order to ensure their mastery of a
subject, gives attention to terms and
concepts that need more
explanation, and engaging students
in higher-order thinking by getting
them to talk about the authenticity
of the information or message.
Ch. 11 Pg. 387
Clear instruction is logically
organized and is conducted in a
way that helps students see the
relationships between major
concepts or ideas. Clear teachers
organize their lesson content and
activities logically, inform students
of the objectives of the lesson, and
introduce the content or activities
step by step.
PPR Competencies
D. Practices effective communication techniques
and interpersonal skills (including both verbal and
nonverbal skills and electronic communication)
for meeting specified goals in various contexts.
COMPETENCY 008
THE TEACHER PROVIDES APPROPRATE INSTRUCTION THAT ACTIVELY
ENGAGES STUDENTS IN THE LEARNING PROCESS.
A. Employs various instructional techniques (e.g.,
discussion, inquiry, problem solving) and varies
teacher and student roles in the instructional
process and provides instruction that promotes
intellectual involvement and active student
engagement and learning.
23
Notes
Ch. 11 Pg. 393
An effective teacher uses a variety
of nonverbal behavior. Variability
increases learning by helping
students remain more interested and
engaged.
Ch. 4 Pg. 101
Problem solving requires that a
situation exists in which a goal is to
be achieved and learners are asked
to consider how they would attain
the goal.
Ch. 7 Pg. 214
A discussion is a situation wherein
students, or students and a teacher,
converse to share information,
ideas, or opinions or work to
resolve a problem. A discussion can
serve a variety of purposes, such as:
reviewing and extending what they
students have learned to check
mastery level, having students
examine their ideas or opinions,
improving their communication
skills, and also it might solve a
problem.
Ch. 8 Pg. 270
Inquiry learning refers to learning
that takes place when students are
asked to find out or figure out
something for themselves as
Sherlock Holmes does. Teachers
use this to lead learners to knowing
how to think and find things out for
themselves, wanting them to see for
themselves how knowledge is
obtained, and wanting learners to
use their higher order thinking
PPR Competencies
B. 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).
C. Presents content to students in ways that are
relevant and meaningful and that link with
students' prior knowledge and experience.
D. Applies criteria for evaluating the
appropriateness of instructional activities,
materials, resources and technologies for students
with varied characteristics and needs.
24
Notes
skills.
Ch. 11 Pg. 370
Educators have long known that
variety increases students
motivation and learning, and
researchers have supported this
belief. Effective teachers use
variety in virtually every aspect of
their classroom.
Ch. 11 Pg. 393
Effective teachers possess a range
of professional skills that enable
them to help students learn more.
These skills are open to
improvement, they include:
engaging and maintaining students
attention, optimizing the use of
instructional time, promoting
meaningful teacher-student
interaction, and providing effective
feedback and reinforcement.
Ch. 4 Pg. 99
Authentic learning suggests
knowledge is more meaningful and
remembered longer when it can be
related to, or results from, a childs
real world or when children learn
by doing. Instead of telling students
what they should know, give them
tasks requiring them to learn
directly from their environment.
Ch. 14 Pg. 460-461
Reflection is the ongoing process of
critically examining and refining
teaching practice by considering the
personal, educational, social, and
ethical aspects of teaching and
schooling. Reflection is a habit in
which effective teachers appreciate,
apply, and synthesize the aspects of
good teaching by examining them
from different angles.
PPR Competencies
E. Engages in continuous monitoring of
instructional effectiveness.
F. Applies knowledge of different types of
motivation (i.e., internal, external) and factors
affecting student motivation.
G. Employs effective motivational strategies and
encourages students' self-motivation.
H. 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.
25
Notes
Ch. 14 Pg. 465
Descriptive reflection involves
describing significant aspects of a
classroom event or a concern.
Comparative reflection requires you
to explore alternative perspectives
or interpretations that help you
understand why the event described
happened that way. Evaluative
reflection moves beyond describing
and understanding an event and
seeing it from another point of view
to making a judgement about how
best to proceed with the next steps
or with making changes.
Ch. 12 Pg. 418-419
According to reinforcement theory,
behavior that is rewarded is
strengthened and therefore likely to
be repeated. Positive reinforcement,
which is providing something that
an individual needs, values or
desires is perhaps the most effective
means of encouragement.
Ch. 5 Pg. 130-131
Teachers must be able to motivate
their students to learn. Maximize
the likelihood that learners will
make an effort to learn. Students
are more likely to make an effort to
learn when they believe that they
are competent and can perform a
task successful and will feel
rewarded, they believe they have
the power to succeed (efficacy),
and they believe they will receive
the support necessary to succeed.
N/A
PPR Competencies
I. 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.
J. Develops the foundation of English language
vocabulary, grammar, syntax and mechanics
necessary to understand content-based instruction
and accelerated learning of English in accordance
with the ELPS.
COMPETENCY 009
THE TEACHER INCORPORATES THE EFFECTIVE USE OF TECHNOLOGY
TO PLAN, ORGANIZE, DELIVER AND EVALUATE INSTRUCTION FOR ALL
STUDENTS.
A. Demonstrates knowledge of basic terms and
concepts of current technology (e.g., hardware,
software applications and functions, input/output
devices, networks).
B. Understands issues related to the 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).
26
Notes
N/A
N/A
Ch. 7 Pg. 245
Technology has certainly changed
how students learn and teachers
teach. Software programs have
been long available that permit kids
to learn online using tutorials,
practice, or engagement in a
simulation.
Ch. 7 Pg. 247
Teachers need all the preparation
they can get in order to use digital
technology. Preparation should
include training on computers, in
internet basics, and in how to
integrate technology into the
classroom.
Ch. 7 Pg. 247
The good news is that the software
available in your classroom likely
will be satisfactory with regard to
both its quality and ability to help
learners develop a range of lower
and higher level thinking.
Fortunately, educational software is
reviewed both by public and private
content evaluators. Some states
PPR Competencies
C. 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, evaluating electronic information
for accuracy and validity).
D. 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; sharing information
through online communication).
E. Knows how to use productivity tools to
communicate information in various formats (e.g.,
slide show, multimedia presentation, newsletter)
and applies procedures for publishing information
in various ways (e.g., printed copy, monitor
display, Internet document, video).
27
Notes
provide public, formal evaluations
on their websites.
Ch. 7 Pg. 247
Fortunately, educational software is
reviewed both by public and private
content evaluators. Some states
provide public, formal evaluations
on their websites. Journals also
provide software reviews as do
some professional associations.
Ch. 7 Pg. 247
Some teachers and students dont
restrict themselves to using existing
digital content. They develop their
own software and websites. This is
possible through use of computer
tools that include the following:
-Word processing that allows
learners to write and revise with the
assistance of spelling and grammar
checkers.
-Spreadsheets that permit adding up
collected data, crunching statistics,
and graphing.
-Drawing/painting.
-Multimedia and presentation tools
that allow learners to create
sophisticated class presentations.
-Desktop publishing that enables
students to create materials for print
or on the Web using scanning,
design, and layout tools.
Ch. 2 Pg. 50
As society has become increasingly
dependent on technology, schools
are challenged to use that
technology and to foster its use
among students. Albeit slowly,
schools have accepted the
challenge. Some school districts
conduct their own television
broadcasts, teach broadcasting, and
produce programs.
PPR Competencies
F. Knows how to incorporate the effective use of
current technology; use technology applications
in problem-solving and decision-making
situations; implement activities that emphasize
collaboration and teamwork; and use
developmentally appropriate instructional
practices, activities and materials to integrate the
Technology Applications TEKS into the
curriculum.
G. Knows how to evaluate students'
technologically produced products and projects
using established criteria related to design,
content delivery, audience and relevance to
assignment.
H. Identifies and addresses equity issues related to
the use of technology.
COMPETENCY 010
28
Notes
Ch. 7 Pg. 204
A presentation is an informative
talk a more knowledgeable person
makes to less knowledgeable
persons. The purpose of a
presentation is to inform an
audience of certain facts, ideas,
concepts, and explanations.
Ch. 2 Pg. 50
Some school districts conduct their
own television broadcasts, teach
broadcasting, and produce
programs. Likewise, many schools
have computer laboratories as well
as computers in classrooms.
Ch. 7 Pg. 247
Many teachers are using the Web as
well as, or instead of, software to
provide learning experiences.
Websites many have the advantage
of being interactive, and they are
more likely up-to-date and free.
Ch. 7 Pg. 248-249
Preparation should include training
on computers, in Internet basics,
and in how to integrate technology
into the classroom. Teachers who
receive 11 or more hours of
curriculum-integration training are
five times more likely to feel much
better prepared to integrate
technology into their lessons than
teachers who receive no such
training.
Ch. 2 Pg. 50
The equity challenge pervades each
and every day of a teachers life. It
requires that you be proactive and
vigilant to ensure that all students
have equal opportunity and receive
equal treatment.
PPR Competencies Notes
THE TEACHER MONITORS STUDENT PERFORMANCE AND
ACHIEVEMENT; PROVIDES STUDENTS WTTH TIMELY, HIGH-QUAL1TY
FEEDBACK; AND RESPONDS FLEXIBLY TO PROMOTE LEARNING FOR ALL
STUDENTS.
A. Demonstrates knowledge of the
characteristics, uses, advantages and limitations
of various assessment methods and strategies,
including technological methods and methods that
reflect real-world applications.
B. Creates assessments that are congruent with
instructional goals and objectives and
communicates assessment criteria and standards
to students based on high expectations for
learning.
C. Uses appropriate language and formats to
provide students with timely, effective feedback
that is accurate, constructive, substantive and
specific.
D. Knows how to promote students' ability to use
feedback and self-assessment to guide and
enhance their own learning.
29
Ch. 9 Pg. 305
Teachers must use appropriate
sources of information to ensure
that measurements and judgements
are correct. Because no assessment
is completely accurate, the teacher
must draw from across multiple
sources (students work, tests,
projects), called triangulation.
Ch. 9 Pg. 316
Teacher-Made assessments are
those that teachers make
themselves. An advantage to
teacher-made assessments is that a
teacher can directly match the
assessment with the objective.
Ch. 11 Pg. 390-
Feedback is primarily intended to
inform students about the quality
and accuracy of their performance
and help them learn how to monitor
and improve their own learning.
Feedback can also provide
reinforcement by helping them feel
more secure in their ability to
complete the task successfully.
Teachers must be able to use both
feedback and reinforcement
effectively.
Ch. 11 Pg. 390-391
Teachers must be able to use
feedback and reinforcement
effectively. However, skill in
providing feedback is more
important in helping students learn
than ability to provide
reinforcement, particularly praise.
Feedback is intended to inform
students about the quality and
PPR Competencies
E. 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.
COMPETENCY 011
THE TEACHER UNDERSTANDS THE IMPORTANCE OF FAMILY
INVOLVMENT IN CHILDREN'S EDUCATION AND KNO\VS HOW TO
INTERACT AND COMMUNICATE EFFECTIVELY WITH FAMILIES.
A. Applies knowledge of appropriate ways
(including electronic communication) to work and
communicate effectively with families in various
situations.
B. Engages families, parents, guardians and other
legal caregivers in various aspects of the
educational program.
C. Interacts appropriately with all families,
including those that have diverse characteristics,
backgrounds and needs.
30
Notes
accuracy of their performance and
help them learn how to monitor and
improve their own learning.
Reinforcement is intended to
strengthen and increase the
frequency of a desirable behavior or
response, usually by providing
some type of reward.
Ch. 10 Pg. 360
Flexibility and adaptability in this
sense requires that you be aware of
the need for change and be able to
adapt to those changes. As you
work with students, you must
consciously monitor the
effectiveness of the activities you or
your students are engaged in.
Ch. 2 pg. 29
Parents and guardians must be
made to feel welcome and made to
understand how influential they are.
Ninety percent of teachers of young
children agree that parental
involvement is critical to having a
good school.
Ch. 2 Pg. 31
Respect parents and caregivers.
Make sure they feel welcome and
important. Listen to them. Invite
them to become involved in school
activities. Help them understand the
many ways they can contribute to
their childrens school success.
Ch. 2 Pg. 29 & 31
Parents and guardians must be
made to feel welcome and made to
PPR Competencies
D. Communicates effectively with families on a
regular basis (e.g., to share information about
students' progress) and responds to their concerns.
E. Conducts effective conferences with parents,
guardians and other legal caregivers.
F. Effectively uses family support resources (e.g.,
community, interagency) to enhance family
involvement in student learning.
31
Notes
understand how influential they are.
Help direct parents and caregivers
that require family services support
in order to provide a better home
environment. Help them understand
the many ways they can contribute
to their childrens school success.
Ch. 13 Pg. 448
Teachers and parents or guardians
must be mutually supportive. For
the most part, this means, that
teachers must accept and support
parental values and behaviors and
that parents must do likewise for
teachers.
Ch. 13 Pg. 449
To achieve mutual support, increase
the frequency and improve the
quality of teacher-parent
interactions. Such interactions
can include sending out a classroom
newsletter regularly, perhaps
monthly; bringing in parent
volunteers; forming a mom and/or
dads club, and so forth.
Ch. 2 pg. 31
Respect parents and caregivers.
Make sure they feel welcome and
important. Listen to them. Invite
them to become involved in school
activities. Value parents and
caregivers. Have them contribute
time or talent to your class.
Ch. 2 Pg. 30
Community characteristics also are
associated with a childs
development and school
achievement. Studies reports that
children living in disadvantaged
communities are more likely to live
in a single-parent home, less likely
to complete school, more likely to
affiliate with antisocial persons, and
PPR Competencies
COMPETENCY 012
THE TEACHER ENHANCES PROFESSIONAL KNOWLEDGE AND SKILLS BY
EFFECTIVELY INTERACTING WITH OTHER MEMBERS Of THE
EDUCATIONAL COMMUNITY AND PARTICIPATING INVARIOCS TYPES OF
PROFESSIONAL ACTIVITIES.
A. Interacts appropriately with other professionals
in the school community (e.g., vertical teaming,
horizontal teaming, team teaching, mentoring).
B. Maintains supportive, cooperative relationships
with professional colleagues and collaborates to
support students' learning and to achieve campus
and district goals.
C. 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).
D. 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
32
Notes
more likely to observe or be
affected by violence. Youth
organizations help kids sort things
out in life and improve their chance
of happiness and success.
Ch. 6 Pg. 195
Teacher team planning often occurs
when courses of study or units are
being prepared. Teacher pupil
planning is based on the notions
that students should learn how to
guide or direct their own learning
and that they have the motivation
and ability to do so.
Ch. 6 Pg. 195
Normally, you alone will plan what
and how your students will learn.
However, at some time when
planning, you will solicit the
assistance of other teachers or your
students. You will use either
teacher-team or teacher-pupil
planning.
Ch. 6 Pg. 168
Planning instruction us deemed so
important to the success of student
teachers and first-year teachers that
they often are required not just to
plan but to submit those plans for
reactions from mentor teachers
during student teaching and from
supervisors or principals during the
early classroom years.
Ch. 2 Pg. 50
As a future teacher, you must keep
well-informed of the challenges
facing schools today. You must
work to respond appropriately to
PPR Competencies
in events and projects).
E. Uses resources and support systems effectively
(e.g., mentors, service centers, state initiatives,
universities) to address professional development
needs.
F. Recognizes characteristics, goals and
procedures associated with teacher appraisal and
uses appraisal results to improve teaching skills.
G. Works productively with supervisors, mentors
and other colleagues to address issues and to
enhance professional knowledge and skills.
H. Understands and uses professional
development resources (e.g., mentors and other
support systems, conferences, online resources,
workshops, journals, professional associations,
coursework) to enhance knowledge, pedagogical
skills and technological expertise.
33
Notes
them. You can do so by getting
behind school district and school
building response efforts and
conduct your classrooms
accordingly.
N/A
N/A
Ch. 6 Pg. 168
Planning instruction us deemed so
important to the success of student
teachers and first-year teachers that
they often are required not just to
plan but to submit those plans for
reactions from mentor teachers
during student teaching and from
supervisors or principals during the
early classroom years. Some
principals require beginners to
periodically submit plan books
spelling out lessons one or two
weeks in advance so that they are
assured teachers have thought about
what they will do and how they will
do it.
Ch. 1 Pg. 10
Professional education for teaching
includes study of both the parent
disciplines - such as psychology,
philosophy and sociology,
adolescent development and
pedagogy.
Ch. 6 Pg.195
As you make either long- or short-
range plans, you will need to locate
and use two kinds of resources,
PPR Competencies
I. Engages in reflection and self-assessment to
identify strengths, challenges and potential
problems; improve teaching performance; and
achieve professional goals.
COMPETENCY 013
THE TEACHER UNDERSTANDS AND ADHERES TO LEGAL AND ETHICAL
REQUIREMENTS FOR EDUCATORS AND IS KNOWLEDGEABLE OF THE
STRUCTURE OF EDUCATION IN TEXAS.
A. 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.
B. Knows and adheres to legal and ethical
requirements regarding the use of educational
resources and technologies (e.g., copyright, Fair
Use, data security, privacy, acceptable use
policies).
C. 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.
D. Follows procedures and requirements for
34
Notes
curriculum guides and instructional
material.
Ch. 14 Pg. 460-462
Reflection is the on-going process
of critically examining and refining
teaching practice by considering the
personal, educational, social and
ethical aspects of teaching and
schooling. Reflection is a habit in
which teachers appreciate, apply,
and synthesize the aspects of good
teaching by examining them from
different angles. Characteristics of
Reflective Practitioners include:
deliberate, open-minded,
responsible, sincere, spirit of
inquiry.
Ch. 1 Pg. 15
The desire to be first worldwide in
educational achievement has
resulted in the federal legislation to
leave no child behind.
Ch. 1 Pg. 15
The desire to promote use of
technology has resulted in the
placement of computers in the
classrooms with attendant pressure
on teachers to use them and to teach
students their usage.
N/A
Ch. 5 Pg. 119
PPR Competencies
maintaining accurate student records.
E. Understands the importance of and adheres to
required procedures for administering state- and
district-mandated assessments.
F. Uses knowledge of the structure of the state
education system, including relationships among
campus, local and state components, to seek
information and assistance.
G. Advocates for students and for the profession
in various situations.
35
Notes
FERPA gives parents the right to
inspect a childs school records,
Teacher Anecdotal Comment: A
kind of information found in
cumulative records and on report
cards.
Ch. 9 Pg. 309
Standardized tests are tests that call
for greater responsibility for
students learning. The importance
of these tests are emphasized
greatly and has been a federal
legislation that required states to
use outcomes from these
assessments to award funding and
judge quality of schools and
teachers. Administering these tests
have become a serious task for
every teacher.
N/A
Ch. 3 Pg. 59
It is far too easy to generalize that
all Hispanic kids are gregarious or
that all African American kids like
or are good at sports. All kids who
may look alike or talk alike or act
alike may not be alike in many
other ways, even the ways they
learn.
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