Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. Stay informed with Stanford CEPA quarterly newsletter and special events notifications. xNRH@^:5`0bB2@a 4nTmG}lW/C~=e$*wRbgFGTlr1#9Q2Q2lB 9AU^/Rx^Qz7:;YNHc=Xl!K2x`1m>^L:L)QrEp(a g~Ke|Zj7r9D@(*8:Q5sqfzHVev$,R~JWv{Ipru8 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. Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Teachers understand how learning occurs and how learners develop, construct meaning and acquire knowledge and skills. Teachers make appropriate and authentic connections across disciplines, subjects, and students real world experiences. Click on the link below to access the web version (Web) of the standards or a PDF version (PDF) of the standards. hmo8 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. 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 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. Teachers maximize instructional time, including managing transitions. Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. hb```b``d`@(ax''M 5%S= Other Texas Essential Knowledge and Skills, Chapter 128. Se trata del imputado Jos Alfredo Ventura Tupete . 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. Teachers teach both the key content knowledge and the key skills of the discipline. Teachers design developmentally appropriate, standardsdriven lessons that reflect evidencebased best practices. All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The findings showed that teachers' knowledge of special educational needs and disability students was very . Prepared and delivered six concept-based 65-minute lessons for one on-level English III class of approx. 3.1 Teachers understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and real-world applications of the their grade-level and subject-area content. 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. endstream endobj startxref 3.3 Teachers demonstrate content specific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning. 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. 1300 W. Highland St. Denton, Texas 76201 (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. Teachers embrace students backgrounds and experiences as an asset in their learning environment. 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. related content and student needs. Please note that the web-version of the standards may contain more than one page. Knows strategies for enhancing one's own understanding of students' diverse backgrounds and needs. Talk to counselor to see if the food drive can help her. BY".p ChV3 The Texas Comprehensive Center has moved. Plans learning experiences that provide students with developmentally appropriate opportunities to explore content from integrated and varied perspectives (e.g., by presenting thematic units that incorporate different disciplines, providing intradisciplinary and interdisciplinary instruction, designing instruction that enables students to work cooperatively, providing multicultural learning experiences, prompting students to consider ideas from multiple viewpoints, encouraging students' application of knowledge and skills to the world beyond the school). Jan 2019 - Present4 years 3 months. 196 0 obj <> endobj The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. Teachers organize curriculum to facilitate student understanding of the subject matter. febrero 28, 2023. Certificate of High School Equivalency (TxCHSE), Bilingual Education Exception and ESL Waiver, Armed Services Vocational Aptitude Battery (ASVAB), Counseling, Advising, and Student Supports, STEM (Science, Technology, Engineering, and Mathematics), Texas College and Career Readiness School Models, TEKS Texas Essential Knowledge and Skills, Texas Essential Knowledge and Skills - Review and Revision, Graduation Reports - PEIMS Standard Reports, Highly Mobile and At Risk Student Programs, Financial Integrity Rating System of Texas, Annual Financial and Compliance Reports (AFRs), Middle School, High School, and College Preparation Initiatives, Reading, Math, Science, and Technology Initiatives, Comprehensive Report on Texas Public Schools, Results Driven Accountability (RDA) Reports and Data, Assessments for Emergent Bilingual Students, Assessments for Students with Disabilities, State of Texas Assessments of Academic Readiness (STAAR), Texas English Language Proficiency Assessment System (TELPAS), Texas Formative Assessment Resource (TFAR), Certificate and Transcript Search Information, Steps to Earn a Certificate of High School Equivalency, Results Driven Accountability (RDA) Overview, Texas Principal Evaluation and Support System, Texas Teacher Evaluation and Support System, Disciplinary Actions taken against Texas Educators, Preliminary Criminal History Evaluation FAQ, Blended Learning Professional Development Opportunity, Chapter 110. Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles (e.g., active learner, observer, group participant) impact student learning. 1.3k characteristics and instructional needs of students with varied backgrounds, 1.3s use effective approaches to address varied student learning needs and ; skills, interests, and learning needs; preferences; 1.4k different approaches to learning that students may exhibit and what motivates The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students . 0000005835 00000 n 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. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning. The content covered by this exam is organized into broad areas of content called Knows how to promote students' ability to use feedback and self-assessment to guide and enhance their own learning. They reflect current research on the developmental stages and needs of children from Early Childhood (EC) through Grade 12. Creates a safe, nurturing and inclusive classroom environment that addresses students' emotional needs and respects students' rights and dignity. Recognizes typical challenges for students 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. Teachers communicate consistently, clearly, and respectfully with all members of the campus community, including students, parents and families, colleagues, administrators, and staff. 4.3 Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. The following link will provide information for the TEKS by subject area review: The Texas Essential Knowledge and Skills (TEKS) are listed below in two different formats, a web-based version of the standards and a PDF version of the standards. 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. 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). Teachers combine results from different measures to develop a holistic picture of students strengths and learning needs. 0000002179 00000 n of the Department of Education, and you should not assume endorsement by the federal government. Employs effective motivational strategies and encourages students' self-motivation. Understands that the middle-level years are a transitional stage in which students may exhibit 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). Teachers develop learning plans and set academic as well as social-emotional goals for each student in response to previous outcomes from formal and informal assessments. The contents of this site were developed under grant number S283B120040 from the U.S. Department of Education. x0 Teachers maximize instructional time, including managing transitions. SK$Il6EW|8VYN `q(/YGC=.H|?\7;b$m. This position provides a student centered, supportive classroom that promotes compassion and tolerance, emotional security, resourcefulness, and independent critical thinking while addressing the individual academic and emotional needs of each student through Fusion's differentiated approach. Teachers identify readiness for learning and understand how development in one area may affect students performance in other areas. Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. |4H; `;E')hmpOR0$_+Jm+9$*I #BJ$W4yc7x\.noD This result is highly robust to a number of different modeling choices and alternative explanations. Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and crossdisciplinary knowledge to realworld problems. En sillas de ruedas trasladan al Juzgado de Atencin Permanente de Santo Domingo Oeste a propietario de hotel acusado de complicidad con cuatro personas ms en el ataque de la pareja del municipio distrital La Guyiga. Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs. 32 . Teachers keep current with developments, new content, new approaches and changing methods of instructional delivery within their discipline. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. 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. Teachers cultivate student ownership in developing classroom culture and norms. Ms. Jennings established testing, I need help answering the question.. Teachers establish and strive to achieve professional goals to strengthen their instructional effectiveness and better meet students needs. Allows students to believe that they are capable of completing a task. 1.5 Teachers promote complex, higher order thinking, leading class discussions and activities that provide opportunities for deeper learning. 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