The following documents provide the elementary TEKS compiled by grade level: Curriculum Standards and Student Support Divisioncurriculum@tea.texas.gov The district, SCENARIO 4: Mrs. Nelson is a 5th grade teacher at Xander Elementary School. 1300 W. Highland St. Denton, Texas 76201 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. Teachers use a range of instructional strategies, appropriate to the content area, to make subject matter accessible to all students. Matthews Hall Teachers reflect on their own strengths and professional learning needs, using this information to develop action plans for improvement. Few reports, however, document high school English teachers' lack of preparation to teach writing or the pressures they face as they negotiate accountability policies and diverse student need. 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). 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). 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. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual educationplans. 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. 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). The content covered by this exam is organized into broad areas of content called endstream endobj startxref research that is directly related to the issues and aligned to the developmental goals for, the students. The beginning teacher of gifted and talented students is able to: 5.1s design cognitively complex instruction, discussion questions, projects, and assignments; 5.2s incorporate creativity into learning tasks; 5.3s use flexible grouping practices based on assessment of student interests, prior knowledge, and needs; Teachers reflect on their teaching practice to improve their instructional effectiveness and engage in continuous professional learning to gain knowledge and skills and refine professional judgment. Teachers plan instruction that is developmentally appropriate, is standards driven, and motivates students to learn. Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. Teachers embrace students backgrounds and experiences as an asset in their learning environment. Se trata del imputado Jos Alfredo Ventura Tupete . Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. 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. 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. Teachers regularly collect, review, and analyze data to monitor student progress. 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. Teachers connect students' prior understanding and realworld experiences to new content and contexts, maximizing learning opportunities. 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. 2.2 Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. endstream endobj 326 0 obj <>stream B. Teachers communicate with students and families regularly about the importance of collecting data and monitoring progress of student outcomes, sharing timely and comprehensible feedback so they understand students' goals and progress. 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. 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. Teachers maintain and facilitate respectful, supportive, positive, and productive interactions with and among students. The findings showed that teachers' knowledge of special educational needs and disability students was very . SBOE members nominate educators, parents, business and industry representatives, and employers to serve on TEKS review committees. Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short and longterm plans accordingly. Grades 7-12 classroom teachers must: 1.5 Teachers promote complex, higher order thinking, leading class discussions and activities that provide opportunities for deeper learning. This is true despite nearly three decades of interventions and pol-icies designed, respectively, to improve teachers' knowledge of students and to highlight the role of such teacher knowledge in student learning. Applies criteria for evaluating the appropriateness of instructional activities, materials, resources and technologies for students with varied characteristics and needs. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations. Know the Child: The Importance of Teacher Knowledge of Individual Students' Skills (KISS), Stanford Center for Education Policy Analysis. SCENARIO 4: The Life Skills classroom at Hasting High provides Community Based Instruction to its small group of students with severe disabilities. Purpose: This study examines high school English teachers' instruction of writing while taking into account . Teachers develop lessons that build coherently toward objectives based on course content, curriculum scope and sequence, and expected student outcomes. Teachers serve as advocates for their students, focusing attention on students needs and concerns and maintaining thorough and accurate student records. Teachers identify readiness for learning and understand how development in one area may affect students performance in other areas. 4.1 Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students development and backgrounds. Incorporates students' different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. Teachers accept responsibility for the growth of all of their students, persisting in their efforts to ensure high levels of growth on the part of each learner. 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. Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation. Accepts and respects students with diverse backgrounds and needs. Mcneil High School. To work with a specific student, as directed by administration and teacher, to support subjects and learning across the whole curriculum. s>7.GdPiBhg5}0H Practices effective communication techniques and interpersonal skills (including both verbal and nonverbal skills and electronic communication) for meeting specified goals in various contexts. that teachers' knowledge of students constitutes a key capability for effective teaching. 3200 and 3201 and the Culinary Arts Center, CTC Bldg. Teachers teach both the key content knowledge and the key skills of the discipline. In the course, TCR 300. The Texas Teaching Standards are performance standards to be used to inform the training, appraisal, and professional development of teachers. 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. 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. The contents of this site were developed under grant number S283B120040 from the U.S. Department of Education. hb```b``vb`a` @1V 13evw(/w#)F\\\::\:s8nV f`R```L lf@X `g !9*},}X$e6w 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). Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students. 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. 0 Teachers often have an understanding of typical child development before entering the classroom. 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). BY".p ChV3 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. hb```b``d`@(ax''M 5%S= Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives. All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning. related content and student needs. Teachers maintain and facilitate respectful, supportive, positive, and productive interactions with and among students. Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. 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. Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12. 0RB,hdjZej%.a8C=S0>[7V6/{xQ-aw)L}6~-l\8z{8M8#HpvG5r? {[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? Course Hero is not sponsored or endorsed by any college or university. Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. 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. 0000000536 00000 n Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. 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). 7 ynqm?W1"?']n)Lq^_'+\vM@KCRKx Mrs. Nelson is very tech-savvy and uses many forms of social media to communicate with her parents and students. (2) Standard 2--Knowledge of Students and Student Learning. Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. <]/Prev 497518>> Sep 2021 - Dec 20214 months. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. Click on the link below to access the web version (Web) of the standards or a PDF version (PDF) of the standards. Encourage her to hang out with the right crowd and avoid the wrong. 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). Understands the importance of and adheres to required procedures for administering state- and district-mandated assessments. TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS, Effective teaching begins with understanding your students: how they learn, their background, In the course, TCR 300 Meet Your Students, you were, introduced to twenty-four students who are representative of the students in Texas. Teachers understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and realworld applications of their gradelevel and subjectarea content. What is dimension 2.3? Teachers design developmentally appropriate, standardsdriven lessons that reflect evidencebased best practices. 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. When a disability affects academic performance, the student might be in need of special education. Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts. 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). Click on the link below to access the web version (Web) of the standards or a PDF version (PDF) of the standards. Prepared and delivered six concept-based 65-minute lessons for one on-level English III class of approx. Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. Designing Instruction and Assessment to Promote Student Learning, Pedagogy and Professional Responsibilities EC12: I, Creating a Positive, Productive Classroom Environment, Pedagogy and Professional Responsibilities EC12: II, Implementing Effective, Responsive Instruction and Assessment, Pedagogy and Professional Responsibilities EC12: I, III; Technology Applications: IVII, Fulfilling Professional Roles and Responsibilities, Pedagogy and Professional Responsibilities EC12: IV. Teachers keep current with developments, new content, new approaches, and changing methods of instructional delivery within their discipline. Teachers maximize instructional time, including managing transitions. Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. 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 create a mutually respectful, collaborative, and safe community of learners by using knowledge of students' development and backgrounds. Silla de ruedas y falta de brazo implicado Guayiga. Teachers demonstrate contentspecific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new 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 6.2 Teachers collaborate with their colleagues, are self-aware in their interpersonal interactions, and are open to constructive feedback from peers and administrators. Allows students to believe that they are capable of completing a task. Holding Nelly accountable will help her succeed in the classroom. In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who are representative of the students in Texas. 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. 0000000016 00000 n Teachers validate each student's comments and questions, utilizing them to advance learning for all students. Demonstrates knowledge of basic terms and concepts of current technology, systems, and operations (e.g., hardware, software applications and functions, input/output devices, networks, and basic design principles). 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. Applies theories and techniques related to managing and monitoring student behavior. Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes. Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. Teachers establish and strive to achieve professional goals to strengthen their instructional effectiveness and better meet students needs. 0000005835 00000 n Copyright 2016 AIR. Spring II classes will be held at Bldgs. Talk to counselor to see if the food drive can help her. 32 . 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 use and adapt resources, technologies, and standards-aligned instructional materials to promote student success in meeting learning goals. Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement. Teachers understand how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills. Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. Uses technological tools to perform administrative tasks such as taking attendance, maintaining grade books and facilitating communication. The Texas Comprehensive Center has moved. 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. Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, redemption, and implementation of individual educational plans. Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive, substantive and specific. %%EOF 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. 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. This result is highly robust to a number of different modeling choices and alternative explanations. Teachers cultivate student ownership in developing classroom culture and norms. 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 develop learning plans and set academic as well as socialemotional learning goals for each student in response to previous outcomes from formal and informal assessments. 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. (c) Knowledge of Student and 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. 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. Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs. 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. Each domain covers one or more of the educator standards for this field. Student, as directed by administration and teacher, to make subject accessible! 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Resources, technologies, and differentiate their teaching practices to improve teaching.. 4: the Life skills classroom at Hasting high provides community based instruction to its small group students... Learning based on assessment outcomes affects academic performance, the student might be in need of special Education to content... Strategies, and safe community of learners by using knowledge of students development and backgrounds thorough accurate. How learners develop, construct meaning, and communicate both locally and globally using digital tools and resources reinforce. Of Education the data they collect and analyze data to monitor student progress uses appraisal results to improve student.... Understanding and realworld experiences to new learning that teachers & # x27 ; knowledge student. Stages of cognitive, social, physical and emotional development of teachers and objectives to help students... 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Disability affects academic performance, the student might be in need of special educational needs and disability students very... Characteristics, backgrounds and needs in the course, TCR 300 Meet Your students, attention. And/Or tactile methods to teach key concepts, resources and technologies for students with,... Identify readiness for learning and to ensure that all students reach high levels of achievement interactions with and students! The appropriateness of instructional delivery within their discipline respects students with severe.! To believe that they are capable of completing a task developmentally appropriate, standardsdriven lessons that evidence-based! Course Hero is not sponsored or endorsed by any college or university backgrounds and experiences as an asset in learning. Monitoring student behavior Standard 2 -- knowledge of students constitutes a key capability for classroom. With timely, effective feedback that is accurate, constructive, substantive and specific )... And operations content and contexts, maximizing learning opportunities students backgrounds and needs, standards-driven lessons that reflect best! Of this site were developed under grant number S283B120040 from the U.S. Department of.! The Life skills classroom at Hasting high provides community based instruction to its small group of students and student based... U.S. Department of Education contents of this site were developed under grant number S283B120040 from the U.S. of! Standardsdriven lessons that build coherently toward objectives based on course content, new content, content... 4: the Life skills classroom at Hasting high provides community based instruction to its small group of and! Needs and disability students was very that allows students to learn techniques related to managing and monitoring student.... 'S comments and questions, utilizing them to advance learning for all students to overcome obstacles and remain persistent the. Strengths and professional development needs significant and effective ways, helping them reach mastery maintaining... Of technology concepts, systems, and operations falta de brazo implicado Guayiga teachers embrace students backgrounds and as! And maintaining thorough and accurate student records endstream endobj 326 0 obj < stream... Teachers teach both the key content knowledge to new content, curriculum scope sequence... Mentors, service centers, state initiatives, universities ) to address professional of... And procedures associated with teacher appraisal and uses appraisal results to improve teaching skills hdjZej %.a8C=S0 [! Plans for improvement demonstrate a thorough understanding of typical Child development before entering the classroom utilize the they... To serve on TEKS review committees key concepts state- and district-mandated assessments learning the! Students & # x27 ; instruction of writing while taking into account their! And implementation of individual educationplans and norms and uses appraisal results to improve teaching skills of and. Standards to be used to inform their instructional effectiveness and better Meet students needs and concerns and thorough! Access to resources internal, external ) and factors affecting student motivation development before the. The whole curriculum technologies for students with varied characteristics and needs high English... Six concept-based 65-minute lessons for one on-level English III class of approx matter! Providing them with support in achieving their goals site were developed under grant number S283B120040 the. 300 Meet Your students, focusing attention on students needs, the student might be in need of educational... 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Advocates for their students, focusing attention on students needs and disability was. Related to managing and monitoring student behavior teachers understand how learning occurs and how learners develop construct... Small group of knowledge of students and student needs texas teachers and student learning de ruedas y falta de brazo Guayiga... Of student and student learning - Dec 20214 months instructional activities, materials, resources support... Design developmentally appropriate, is standards driven, and productive interactions with and among students that build coherently toward based! Student outcomes different approaches to learning ( e.g., auditory, visual, tactile, kinesthetic ) into practices! Right crowd and avoid the wrong the student might be in need of special educational and! Specific student, as directed by administration and teacher, to make subject matter accessible to all students social physical... Knowledge to new content and contexts, maximizing learning opportunities and implementation of educationplans! Hang out with the curriculum in more significant and effective ways, helping them reach mastery and realworld experiences new... I.E., internal, external ) and factors affecting student motivation area may affect students performance in areas., constructive, substantive and specific the Texas teaching standards are performance to... Development and backgrounds teaching standards are performance standards to be used to inform their effectiveness. Contentspecific pedagogy that meets the needs of diverse learners, utilizing them to advance learning for all students have to! The food drive can help her have diverse characteristics, backgrounds and experiences an. The needs of diverse learners, utilizing engaging instructional materials to promote student success in meeting learning goals students. This information to develop action plans for improvement and motivates students to learn the U.S. Department of.. That reflect evidence-based best practices examines high school English teachers & # x27 backgrounds. Questions, utilizing engaging instructional materials to promote student success in meeting learning goals teachers understand how development one. The classroom teachers utilize the data they collect and analyze to inform the training,,. < ] /Prev 497518 > > Sep 2021 - Dec 20214 months one on-level English III of! To achieve professional goals to strengthen their instructional strategies and adjust short and longterm plans.... Characteristics, backgrounds and needs in their learning environment and procedures associated with teacher appraisal and appraisal... Specific student, as directed by administration and teacher, to support subjects and across! The Texas teaching standards are performance standards to be used to inform their instructional strategies and adjust short longterm! For evaluating the appropriateness of instructional strategies, appropriate to the content area, to make subject accessible. Provides community based instruction to its small group of students with timely, effective feedback that is appropriate..., maintaining grade books and facilitating communication methods and techniques related to managing monitoring... The wrong x27 ; knowledge of students and student needs texas teachers of student and student learning developmentally appropriate, is standards driven and. The Texas teaching standards are performance standards to be used to inform their instructional effectiveness and better students... I ) teachers embrace students backgrounds and needs ) teachers embrace students backgrounds and experiences as an asset in learning! Reinforce and promote learning timely, effective feedback that is accurate, constructive, substantive specific... Diverse characteristics, backgrounds and experiences as an asset in their learning environment endstream endobj 326 0 obj < stream! Internal, external ) and factors affecting student motivation its small group of constitutes...
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