Teachers promote literacy and the academic language within the discipline and make disciplinespecific language accessible to all learners. 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. 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). All rights reserved. 5.4 Teachers utilize the data they collect and analyze to inform their instructional strategies and adjust short- and long-term plans accordingly. 0000000536 00000 n Organizes and manages group activities that promote students' ability to work together cooperatively and productively, assume responsible roles and develop collaborative skills and individual accountability. Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with colleagues, to monitor student learning. 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. Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes. 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). Purpose Statement/s: The job of "Paraeducator II - Special Education (Physical Disabilities)" is done for the purpose/s of assisting (under direct supervision) in the supervision and instruction of special education students; relieving teachers of routine clerical tasks; and assisting students by providing for special health care needs. 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. 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. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning. Matthews Hall 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. 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). (2) Standard 2--Knowledge of Students and Student Learning. What is dimension 2.3? Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation. Mcneil High School. 0000000016 00000 n 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. Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives. The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. Teachers manage and facilitate groupings in order to maximize student collaboration, participation, and achievement. %PDF-1.7 % 1.2 Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. Teachers maintain a strong culture of individual and group accountability for class expectations. 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. 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. Teachers implement behavior management systems to maintain an environment in which all students can learn effectively. Uses knowledge of the structure of the state education system, including relationships among campus, local and state components, to seek information and assistance. {[fdAl Jg~#hW@eF(>1[$1#MaTYsH.Brz^32l!%i?-v|E9|h&Bs3mS@(oWGD7jtx^Ei{"|HJ\N1gnA'-u,[9?L{/4s|WmefKb{K,RDu?E/>VmtZizz+N@;6cdyE4p~%(xn)T[.cP^MQzi4ua%TSwlZ\l? Teachers engage in relevant, targeted professional learning opportunities that align with their professional growth goals and their students' academic and socialemotional needs. According to the Centers for Disease Control and Prevention, when children feel persistent sadness and hopelessness, they may be diagnosed with depression. Teachers maximize instructional time, including managing transitions. 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. Follows procedures and requirements for maintaining accurate student records. Teachers use and adapt resources, technologies, and standardsaligned instructional materials to promote student success in meeting learning goals. Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. research that is directly related to the issues and aligned to the developmental goals for, the students. Teachers interact with students in respectful ways 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. In order for instruction to be most meaningful, appropriate, and engaging to each student in the class, teachers must know their students and their individual needs well. 2.3 Teachers facilitate each students learning by employing evidence-based practices and concepts related to learning and social-emotional development. Holding Nelly accountable will help her succeed in the classroom. Demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels. Teachers keep current with developments, new content, new approaches, and changing methods of instructional delivery within their discipline. Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons and their ability to match objectives and activities to relevant state standards, such as Texas Essential Knowledge and Skills and College and Career Readiness Standards. Teachers validate each students comments and questions, utilizing them to advance learning for all students. 1.4 Teachers communicate clearly and accurately and engage students in a manner that encourages students persistence and best efforts. 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. %%EOF Teachers incorporate technology that allows students to interact with the curriculum in more significant and effective ways, helping them reach mastery. 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. To work with a specific student, as directed by administration and teacher, to support subjects and learning across the whole curriculum. Teachers provide opportunities for students to engage in individual and collaborative critical thinking and problem solving. in their classrooms. Knows how to promote students' ability to use feedback and self-assessment to guide and enhance their own learning. 196 12 For registration assistance, students can call CTC at 254-526-1906 and for assistance with academic . Teachers implement behavior management systems to maintain an environment where all students can learn effectively. 0000002293 00000 n 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). 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. Accepts and respects students with diverse backgrounds and needs. Teachers understand how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student's educational and developmental backgrounds and focusing on each student's needs. Teachers regularly collect, review, and analyze data to monitor student progress. Teachers acquire, analyze, and use background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage students in learning. HWmO6+$-B-+FJTM[$+dMUGLAy1wZU)M |vjI- 7nUW7`\>A?bB >!A"B>GW0;0~Ii\i%L8eI8_4kH4?'/ 2E _yd(l<1Fd()n)(- @GZURnC~'#,$tHI} '1~3U?5MoZXV%' pXPv^v[PPxl y+Bo/< smQ9-O~sU^Z\,,A (512) 463-9581. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. 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