1. My Goal as an Educator
1.1. To provide a welcome and judgement free environment for my students
1.2. To prepare my students for life and not just subjects
1.3. To teach the students themselves and not just curriculum
2. Planning for the Upcoming School Year
2.1. Reflective Practice
2.2. Four Commonplaces in Education
2.3. Teacher Planning
2.4. https://www.youtube.com/watch?v=sXpbONjV1Jc
3. Considering Child and Adolescent Development
3.1. Principles of Development
3.2. Growth Mindset
4. Establishing a Positive Learning Environment
4.1. 1. Build Community
4.2. 2. Design a Safe, Friendly, and Well-Managed Classroom Environment
4.3. 3. Include Students in Creating Rules, Norms, Routines, and Consequences
4.4. 4. Create a Variety of Communication Channels
4.5. 5. Always Be Calm, Fair, and Consistent
4.6. 6. Know the Students You Teach
4.7. 7. Address Conflict Quickly and Wisely
4.8. 8. Integrate Positive Classroom Rituals
4.9. 9. Keep It Real
4.10. 10. Partner with Parents and Guardians
5. Making Instructional Decisions
5.1. Bloom's Taxonomy
5.2. Universal Instructional Design
6. Assessing Student Progress
6.1. The critical factor in appropriate classroom assessment is a question and test validity
6.2. Stiggins's Achievement Targets
7. Individual Differences - Intellectual Abilities and Challenges
7.1. Sir Ken Robinson
7.2. The Theory of Multiple Intelligences
7.3. Sternberg's Triarchic Theory of Intelligence
8. Socio-cultural Considerations
8.1. Diverse Learners
8.1.1. When teachers use knowledge about the social, cultural and language backgrounds of their students when planning and implementing instruction, the academic achievement of students can increase
8.1.2. 2. Most teachers are of European descent from middle-class backgrounds and speak mainly English, while many of their students are from racial and ethnic minorities, live in poverty, and speak a first language other than English; thus, most teachers do not have the same cultural frames or points of reference as their students.
8.1.3. 3. Teachers need to be aware of the embedded structural conditions that determine the dispa- rate allocation of educational opportunities within schools-the types of courses. curricula, and teaching offered to different students.
8.1.4. 4. Teachers must take action to alter the disparate educational opportunities afforded to groups of students who differ from one another racially, culturally, and socio-economically.
8.1.5. 5. Teachers need to be aware of family and community values, norms, and experiences so they can help students across the boundaries that sometimes exist between home and school
8.2. Parenting Styles influence the student in many different ways
9. Standardized Achievement Tests
9.1. Purposes and Outcomes of Standardized Testing
9.1.1. Determine student performance in the essential elements of schooling;
9.1.2. Monitor achievement trends over time;
9.1.3. Identify and/or modify the instructional methods that best produce student progress
9.1.4. Evaluate educational programs
9.1.5. Hold districts, schools, and teachers accountable
9.2. Five Essential Elements for Standardized Tests
9.2.1. 1. The test must assess important curricular goals.
9.2.2. 2. The curricular goals must be teachable
9.2.3. 3. The assessed knowledge and skills must be clearly described and accurately reflect effect- ive learning.
9.2.4. 4. The test must be specific enough to directly guide instruction.
9.2.5. 5. The assessment process must be minimally intrusive on classrooms.