Socorro Consolidated Schools. Beginning Teacher Notebook

Transcription

1 Socorro Consolidated Schools Beginning Teacher Notebook

2 The SCS Beginning Teacher Induction Program spends a great deal of time working with new teachers on establishing a "district standard" in basic classroom procedures and elements. An emphasis is placed upon quality teaching which empowers students to interact with their learning environment through rules and consequences, understanding classroom expectations, and participating through procedures while engaged in productive learning situations. Lesson plans are emphasized as an instructional management tool. Appropriate grading provides feedback to students and useful assessment to teachers designing lesson plans.

3 The Beginning Teacher Induction Program is a mandatory staff development for all SCS level one (first year) new teachers, teachers with 1 semester teaching experience and second year teachers new to SCS. Program goals include: Strengthen new teacher skills, competence, and confidence Improved student learning by providing all students with well prepared teachers Improved school climate through professional growth for all educators Provide the support infrastructure necessary to retain quality teachers Program description: Every teacher enrolled in the Beginning Teacher Induction Program is required to complete 35 hours of professional development in their 1st year of the program.. Requirements Monthly Seminars (attendance required) School Site Mentoring Meetings (required) Observations Mentor Coordinator (2 hours) Site Mentor (2 hours) New Teacher Observation of Experienced Teacher (min of 2 hours) Jump Start Training Camp Hours Needed 18 hours 5 hours 6 hours 6+ hours

4 Beginning Teacher Induction Program Notebook: Section 1: Program Information Section 2: SCS Teacher Competencies Section 3: Mentoring Log Section 4: Observation Log Section 5: Beginning Guide

5 Mentoring (A total of 5 hours required) The Mentoring Coordinator will identify experienced, trained mentors that will be assigned to beginning teachers. Regular mentoring meetings will be held throughout the school year after the beginning teachers start their assignments. A joint log will be kept in the Beginning Teacher Notebook. Mentor training will be provided by the Mentoring Program. (Log pages are behind the third tab of this notebook.) Note: Copies of this log can be used in conjunction with the PDP (professional development plan) log for Administrator's use. Observations A total of 6 observations required ( 6 hours). At least six observations are required (more are recommended) These include: The Mentoring Coordinator will complete at least two classroom observations of beginning teachers. Observations will include a post conference/ reflective conversation ( 2 hours). 1 hour-fall /1 hour- Spring. Mentors will complete at least two classroom observations of beginning teachers. Observations will include a post conference/ reflective conversation. Substitutes are available ( 2 hours). Due Dec1 & April 1. Beginning teachers will complete at least two classroom observations of experienced teachers. Observations will include a post conference/reflective conversation ( 2 hours). Due Dec1 & April 1. A log must be kept in the Beginning Teacher Notebook (behind the fourth tab). Summer "Jump Start Training Camp" (6 hours) A one day training camp will be held prior to the beginning of the school year. Participants will be guided through classroom arrangement, creating posters for class rules and consequences, creating lesson plans for the first day and week of school, etc. District resources housed at Central Office will be explored. An orientation to the district will also be included.

6 Beginning Teacher Monthly Seminars: (18 hours-required) Eighteen hours of district level training will be provided for all beginning teachers. Seminars will include support groups, problem solving, classroom management, lesson plans, grading, setting the SCS "district standard", reflective pieces, presentations, and much more. The text will be "The First Days of School" by Wong and Wong (provided). Seminars will be scheduled monthly from 3:45 to 5:45 for all teachers and mentors. memos will be sent to you at least one week prior to our monthly meetings. Course requirements include: attendance a notebook the Wong text, The First Days of School "My First Year of Teaching" reflection presentation. Attendance: Seminar attendance is mandatory, there are no make-up classes scheduled. In case of an emergency, please call Rey Carrejo at or or rey@socorro.k12.nm.us. Notebook: Beginning teachers will maintain a course notebook (binder provided) Section 1: Program information Section 2: SCS Teacher Competencies Section 3: Mentor log Section 4: Observations log Section 5: Beginning Guide The Wong Text: "The First Days of School" by Wong and Wong will be the basic text. Readings will be assigned and discussed during the seminars. Classroom Management: A great deal of time is spent during the Beginning Teacher Induction Program seminars and observations focusing on the multiple issues involved in classroom management. One of the goals of this program is to develop a district standard of

7 management for each beginning teacher. The checklist found in the observation section of this notebook highlights many of the elements discussed, modeled, and taught through this program.

8 A total of 6 observations required ( 6 hours). At least six observations are required (more are recommended). These include: The Mentoring Coordinator will complete at least two classroom observations of beginning teachers. Observations will include a post conference ( 2 hours).1 hour-fall / 1 hour-spring. Mentors will complete at least two classroom observations of beginning teachers. Substitutes are available ( 2 hours). One is due by December 1 / One is due by April 1. Beginning teachers will complete at least two classroom observations of experienced teachers ( 2 hours). One is due by December 1 / One is due by April 1. A log will be kept in the Beginning Teacher Notebook. Notes from each observation are also to be included in the Beginning Teacher's Notebook. A pre-conference will be held prior to the first Mentoring Coordinator observation. You and the coordinator will review the lesson plan for the lesson to be observed. Your "regular" lesson plan book, and lesson format will be used. Please do not type a separate lesson plan! A conversation following the observation will be held between you and the mentoring coordinator. This conversation is confidential, and the purpose is to help you reflect upon your teaching strategies and make any necessary changes to improve the quality of your instruction! All observations conducted by the mentor or the Mentoring Coordinator are confidential. Principals may not ask, and the observers may not share any of the observation or conversation to be used as part of the evaluation process! These following standards illustrate the primary items to be observed during your scheduled observation time:

9 Required Standards Grades: 3 per subject per week recorded Lesson Plans: Include Objective, Activity, Evaluation, Standards & Benchmarks for every lesson (templates encouraged) Effective instruction is a management tool! Post Class Rules U Suggested Standards Establish a Teacher Talking Spot Utilize Attention Getters: (Bell, verbal cues, phrases, etc.) Post Class Consequences Teacher Proximity (move around) Post a Class Agenda Raise Hands (student attention) Utilize a Quick Start (beginning of day, each class, and as a transition activity) Assigned Seats Establish Transition Cues Control in-class snacks (students should not eat during instruction) Teacher Voice Volume Utilize Wait Cues

10 Teacher Competencies & Indicators I=Does not meet competency II=Meets competency III=Not observed 1. The teacher accurately demonstrates knowledge of the content area and approved curriculum. a. Utilizes and enhances approved curriculum. b. Gives clear explanations relating to lesson content and procedure. c. Communicates accurately in the content area. d. Shows interrelatedness of one content area to another. 2. Teacher appropriately utilizes a variety of teaching methods and resources for each area taught a. Provides opportunities for students to work independently, in small groups and in large groups, as appropriate. b. Uses a variety of methods such as demonstrations, lectures, studentinitiated work, group work, questioning, independent practice, etc as appropriate. c. Uses a variety of resources such as field trips, supplemental printed materials, manipulatives, etc. as appropriate. d. Provides opportunities for students to apply, practice, and demonstrate knowledge and skill learned through various modalities 3. The teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding. a. Explains and/or demonstrates the relevance of topics and activities. b. Communicates to students the instructional intent, directions or plan at the appropriate time. c. Establishes and states expectations for student performance d. Clarifies actions, directions, and explanations when students do not understand. e. Actively solicits communication from students about their learning Communicates regularly with students about their progress. 4. The teacher comprehends the principles of student growth, development and learning, and applies them appropriately.

11 a. Uses and instructs students in the use of cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, decision-making, etc. b. Uses teaching techniques which address student learning levels, rates, and styles Uses materials and media which address student learning levels, rates, and styles. c. Uses resources such as community service agencies, school personnel, parents, etc., to meet students' learning levels, rates and styles 5. The teacher effectively utilizes student assessment techniques and procedures. a. Uses a variety of assessment tools and strategies, as appropriate. b. Uses information gained from ongoing assessment for remediation and instructional planning. c. Maintains documentation of student progress d. Communicates student progress with students and families in a timely manner 6. The teacher manages the educational setting in a manner that promotes positive student behavior and a safe and healthy environment. a. Serves as a model for constructive behavior patterns. b. Executes routine tasks effectively and efficiently. c. Establishes and states expectations for student behavior d. Handles transitions effectively e. Has materials and media ready to use f. Minimizes distractions and interruptions g. Manages student behavior effectively and appropriately h. Identifies hazards, assesses risks and takes appropriate action 7. The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and selfconcept a. Demonstrates sensitivity and responsiveness to the persona] ideas, needs, interests and feelings of students b. Acknowledges student performance and achievement Acknowledges that every student can learn c. Provides opportunities for each student to succeed d. Provides students with opportunities for active involvement and creativity

12 e. Provides opportunities for students to be responsible for their own behavior and learning f. Promotes positive student/teacher relationships g. Encourages high student expectations h. Demonstrates an awareness and respect for each student's background, experience, and culture 8. The teacher demonstrates a willingness to examine and implement change, a appropriate a. Seeks out information on methodology, research, and current trends in education to enhance an improve the quality of learning b. Implements a variety of strategies to enhance learning c. Recognizes that change entails risks and modifications may be needed 9. The teacher works productively with colleagues, parents and community members a. Collaborates with colleagues b. Communicates with parents on a regular basis c. Uses conflict resolving strategies when necessary d. Involves parents and community in their learning environment e. Communicates in a professional manner with colleagues, parents and community members regarding educational matters

13 Matching mentors with new teachers is only the beginning of effective mentoring! This is a peer-to-peer relationship, unlike the cooperative teacher-student teacher relationship most of us have experienced. The effective mentor serves as a coach. The mentor and mentee come together as a professional learning committee where the focus is placed on student achievement and authentic pedagogy. Several in-depth conversations will revolve around the science of teaching, exploring best practices, and focusing on the outcomes of student learning. The SCS Beginning Teacher Induction Program advocates for an inquiry model of mentoring. The mentor is encouraged to use reflective questioning techniques to assist the new teachers in exploring why they choose to teach a certain way. Reflective inquiry further assists new teachers in developing new strategies to utilize and implement. A separate page outlining the reflective questioning strategy is found in the next section of this notebook, the observation section. Mentoring (A total of 5 hours required) The Mentoring Coordinator will identify experienced mentors that will be assigned to beginning teachers. All mentors must be trained! (HB 47) Five or more hours of regular mentoring meetings will be held during the first three months after the beginning teachers start their assignments. A joint log will be kept in the Beginning Teacher Notebook Mentoring will continue as needed throughout the year. Mentor training will be provided by the Mentoring Program. The mentoring log includes topics for discussion and review. There is a space provided for mentoring with colleagues. Your mentor may discuss many of these topics with you, but they may also be covered in grade level or team meetings. It is important to discuss as many of these areas as possible this year. Only those hours signed for by your assigned mentor count towards the mandatory five hours. The checklists provided are additional topics important to all teachers, but especially to first year teachers. Again, these topics may be addressed by your mentor or other experienced teachers. Please complete the checklists and turn them in with your Mentor Log on the due date in the spring semester.

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18 These following check lists will be used in conjunction with the Wong text book New Teacher Checklist Check your status: OK, Needs Improvement Learning Environment Management Wong Pages I use a definite signal to get my student's attention other than raising my voice or saying, "Shh-h-h-h-h!" I get my students' attention before I speak. I do not talk over their noise or conversations. I keep students on task from bell to bell. 173, 181 I keep discipline calm, quiet, and private with individual students. 87, 133, 177, 185 I focus on individual consequences, not whole group 158 consequences Is PAT time really successful and an effective use of class time? I know and use non-verbal cues fro management. I direct my eve 187 contact around the room. I use proximity: position myself and walk around so that I am 203 aware of management issues. I have implemented clearly stated procedures that maximize teaching time. Some procedures include: 131 Make up work Collecting paper Late work Homework Bell work/quick start I provide for students who finish activities ahead of time 170 I get students seated and quiet effectively. I (not the bell or clock) dismiss students. 125, 173, 177, 178 I have rules and consequences posted clearly in my classroom Other: Check Your Status

19 New Teacher Checklist Check your status: OK, Needs Improvement Instruction Wong Pages Check Your Status I post a daily agenda of scheduled subjects and assignments I post the date and a bell work/quick start daily 185, 202 I have found a lesson plan format which works for me and 221, 209, 262 meets district and my administrator's standards. I have transition routines for students entering/returning to 210 class. I assist students in making connections between past, 212 present, and future learning. I vary the activities during lessons 297 I have students move (kinesthetically) at least once each class 211 period. I help my students "shift gears" periodically and promote 217 higher order thinking skills I address visual, auditory, kinesthetic learning modalities (I say it, write it, show examples, we "Act it out") I utilize graphic organizers (webs, etc) I set time limits for specific activities. 199, 200, 204 I provide clear transitions by closing one activity before 181 starting another. I call on a variety of students to answer and participate. I allow sufficient wait time/ student response time. 31 I give clear, precise directions. 215 I provide sufficient directed practice time before independent work begins. I set aside time for closure at the end of each period. 125 Other:

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21 New Teacher Checklist Assessment & Professional Responsibilities Check your status: OK, Needs Improvement Assessment and Professional Responsibilities Wong Pages I assess my students' Reading levels for both independent and Instructional skill levels. I give pre and post tests I check frequently for students' understanding. I check periodically during independent work for understanding. my 197 students do not turn in papers that are totally incorrect at the end of a period. I review and reassess understanding following lessons on an individual or 243 group basis. I have established a grade book and meet district and my administrator's 133 requirements for recording grades. I am familiar with the report card for my grade level. I am familiar with my students' IEP goals. I maintain records to assess these individual goals. I am on time for duties and arrive and leave each day as per my contact 160 hours. I dress professionally Other: Check Your Status