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Reeds Spring School District

B-TAP

2013-2014

Beginning Teacher Assistance Program Handbook

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New Teacher Academy Middle School Computer Lab

Thursday, August 8, 2013

7:45 Breakfast 8:00 – 8:15 Welcome & Introductions 8:15 – 10:00 HR and Personnel Information – Mrs. Gayla Shinnebarger 10:10 – 11:30 District Initiatives – Dr. Chris Templeton, Assistant Supt. of

Teaching & Learning; Instructional Coaches 11:30 – 12:00 Lunch and Lore (Information about the Reeds Spring School

District and surrounding communities – Mr. Mike Mason, Superintendent; Mr. Jim Holt, Director of Public Relations

12:00 – 3:30 Technology Training – Mrs. Sara Criger, Instructional Technology Specialist K-6; Mrs. Janna Elfrink, Instructional Technology Specialist 7-12; Ms. Melissa Douglas, Technology Support Specialist

3:30 – 4:30 Special Education Educators Training – Mrs. Liz Smith, Director of Special Services

Friday, August 9, 2013

7:45 Breakfast 8:00 – 11:45 District Initiatives – Dr. Templeton & Instructional Coaches 11:45- 12:00 New Teacher Group Photo for Stone Co. Gazette in HS

Commons 12:00 – 1:00 Lunch with School Board and Administrative Staff 1:00 – 2:30 Webpage Management Training – Ms. Vanessa Holmes,

Technology Specialist; Mrs. Sara Criger; Mrs. Janna Elfrink 2:30 – 3:30 Meet with principals and mentors/buddies in individual

buildings

Beginning Teacher Assistance Program

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Table of Contents

Chapter Page

1 Meet the district 6 • District Mission & Vision 7 • 2013-2014 School Board Goals 8 • Administrative Team & School Board 9 • District Information 10

2 Introduction to the B-TAP Program 11

Mission and Objectives; New Teacher Responsibilities; Observation of Mentor Teachers; University/College New Teacher Assistance 12

3 Protégé Section 13

• Missouri Certification 14 • Professional Expectations 15 • Overview of Month-by-Month Mentor/Protégé

Activities 16 • First Days of School 17 • Family-Teacher Communication 25 • Substitutes 29 • Student Behavior 40 • Student Engagement 46 • Instructional Strategies 55

4 Mentor Section 66

Beginning Teacher Assistance Program

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5 Reference Section: 83

• District Policies 84 • New Teacher Acknowledgement of Expectations 87 • Teacher Year 1 form 88 • Mentor Year 1 form 89 • Teacher Year 2 form 90 • Mentor Year 2 form 91 • Procedures Checklist for Transfer Teachers (form) 92 • Reporting PD hours for all teachers (form) 93

6 Food for the Soul 94

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Chapter One:

Meet the

District

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Reeds Spring School District The Reeds Spring School District is located in southwest Missouri, near Branson, the popular tourist destination. We serve students from five varying communities: Reeds Spring, Branson West, Kimberling City, Indian Point, and Cape Fair. There are approximately 1,910 students in K-12. In addition to our five buildings serving K-12, our school district also houses Gibson Technical Center, New Horizons Alternative School, Darwin Bud Strohm (DBS) Early Childhood Center, and Reeds Spring Early Education Center.

District Mission The mission of the Reeds Spring R-IV School District is to provide comprehensive educational experiences that will enable all students to become life-long learners and productive, informed citizens.

Reeds Spring School District Vision The Reeds Spring School District strives to create a school for tomorrow where: • All members take active roles in a team effort dedicated to student success. • Research-based instructional practices result in the powerful learning experiences needed for success in an ever changing society. • All students improve their academic performance and demonstrate their personal best daily to succeed as life-long learners and problem solvers. • All students develop an understanding of and a respect for people from varied cultural, ethnic, economic, and racial backgrounds to become good citizens. • A safe, caring, and educationally stimulating environment will increase students’ life chances.

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Reeds Spring School District Board Goals for 2013-2014

1. Increase student achievement and performance.

a. Align programs, curriculum, instruction, technology, and assessment for student achievement.

b. Continue to provide quality, focused professional development to school staff to implement effective instructional strategies at all levels.

c. Consistently meet MAP, EOC, and MSIP standards in all areas demonstrating continued growth from year to year.

d. Measurable and consistent improvement in Science, Math, and Communication Arts assessment scores.

e. Foster well-being, safety, self-respect, personal responsibility, motivation, and academic success by identifying and addressing the individual needs of ALL students.

f. Measurable increase in the percentage of students enrolling in post-secondary education.

g. Continually adjust curriculum and the use of technology to properly prepare students for advances in post-secondary educational opportunities and career requirements.

2. The district will be governed in an efficient and effective manner providing leadership and representation to enhance student success and benefit staff and patrons of the district.

a. Attract and retain high quality personnel through a positive school culture and

competitive compensation to be a preferred employer in the area. b. Fiscally responsible budget decisions will reflect the goals of the district while

maintaining a fund balance between 20 and 25 percent. c. Teachers will focus on the use of technology in instruction as an accelerator for

student success. d. Provide and maintain safe and secure facilities to enhance the educational process.

3. Promote the unification of the Reeds Spring School District as a community ensuring the success of our youth.

a. Communication plans will be utilized to share information with all stakeholders:

students, parents, patrons, staff, businesses, churches and civic groups, etc. b. Increase opportunities for parent and community involvement. c. Support current and explore new opportunities for youth beyond the traditional

school day.

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Administrative Team 2013-2014

Position Name/E-mail Phone Superintendent of Schools Mr. Michael Mason #4018 Assistant Superintendent, Teaching & Learning Dr. Chris Templeton #2642

Director of Operations Mr. Steve Verheyen #4161 Director of Special Services and Federal Programs

Mrs. Elizabeth Smith #4025

Director of Public Relations Mr. Jim Holt #1295 Activities Director Mr. Wayne Haynes #1297 Food Services Director Mrs. Ann Langston #2640 Maintenance/Custodian Director Mr. Tony Haupert #4150 K-6 Instructional Technology Specialist Mrs. Sara Criger 7-12 Instructional Technology Specialist Mrs. Janna Elfrink #4102 Secretary to Superintendent/School Board Mrs. Rachelle Meats #4021

Secretary to Assistant Superintendent of T & L, & Director of Operations Mrs. Lana Kay Fleming #4017

Secretary to Special Services Director Mrs. Krystal Black #4020 Bookkeeping/Payroll Mrs. Gayla Shinnebarger #4011 Accounts Payable Mrs. Sandra Hill #4010 Central Office Receptionist Mrs. Brenda Foster #4023 Data Support Specialist (SISK12) Ms. Melissa Douglas #4105 Technology Specialist #4101

School Board 2013-2014

Position Name/E-mail School Board President

Earl Johnson

Vice President/ MSBA representative

Al Morton

Member Owen L. Allphin Member Jim Meats

Member Mike Anglum

Member Richard "Rick" Porter

Member Matt Greenwalt

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District Information & Policies Other district information can be found via the district website.

Begin at the school website http://rs-wolves.com/

A quick way to access commonly used links is to click on “Staff” in the tool bar at the top of the webpage. A drop down menu will appear with those links. This is also where you can access the RSSD Employee Handbook. For complete district information that you will need to access, on the right hand side in the black box, click on “Departments.”

This will take you to the following:

Educational Support: From here you can access all Reeds Spring School District departments. A few to note:

• 1:1 Learning Initiative: Under this link there is a wealth of information pertaining to the Reeds Spring School District’s 1:1 Learning Initiative. The High School is 1:1 and the Middle School will launch their 1:1 initiative this school year.

• Benefit Information: Under this link are the links to the numerous benefits available for the employees of Reeds Spring School District.

• Human Resources: When you click on this link, you will be able to access the HR Portal where you enter any absences. ALL absences must be entered within five (5) days of the absence. Other benefit and payroll information is available here as well.

• Instructional Improvement: Once you click on “Instructional Improvement,” you will find all things related to curriculum, instruction, assessment, school improvement, and professional development. Utilize this information to assist you in meeting district expectations, as a comprehensive teaching and learning resource, as well as for growing yourself as an educator.

• Technology Department: Here you will find the Wolves Help Desk and the District Technology Plan. The SISK12 Portal is also available under this link.

• Transportation: Here you will find the necessary link to make a Transportation Request for field trips or other events.

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Chapter Two:

Introduction to the

B-TAP Program

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Mission and Objectives for the B-TAP

Mission It is our mission to ensure that all Reeds Spring students have high quality teachers.

Objectives To facilitate the professional growth and development of teachers new to the School

District of Reeds Spring through a coaching relationship. To lower teacher attrition To increase student achievement To articulate a district-wide, systematic perspective on curriculum and instructional

initiatives (i.e. PLC corollary questions, assessment for learning, differentiated instruction, etc.) and district structures (i.e. teacher evaluation, professional development, technology integration, etc.)

(The Reeds Spring School District will also provide a mentor (buddy) for teachers transferring into the District.)

New Teacher’s Responsibilities The beginning teacher will develop and follow a written Professional Development Plan,

which complies with DESE certification guidelines. The beginning teacher will participate in the district New Teacher Academy both in

August and throughout the year monthly (with the exception of Dec.). The beginning teacher will meet regularly with mentor. The beginning teacher will make a minimum of two observations of master teachers. The beginning teacher will create a positive classroom environment that engages all

students. Observation of Master Teachers

During a first-year teacher’s initial year, observation and feedback is a listed activity. This can be accomplished in a variety of ways:

1. The beginning teacher can observe a master teacher. 2. The beginning teacher’s mentor may arrange for the observation of another teacher. 3. The mentor can observe the beginning teacher. 4. Video recording is an excellent option to accomplish this objective.

Feedback conferences should be scheduled after each observation. This conference should focus on the instructional processes and classroom management.

University/College New Teacher Assistance Each beginning teacher is required to attend one or more beginning teacher assistance workshops provided by a local university, the Southwest Regional Professional Development Center, or professional teacher organization such as MSTA or MNEA. The workshops meet the requirements of the Excellence in Education Act mandating beginning teacher assistance programs. Beginning teachers are required to document the workshops attended and send a copy of the certificate of attendance to the office of the Assistant Superintendent of Teaching & Learning before the end of the school year.

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Chapter Three:

Protégé Section

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Your teacher certification is your responsibility. Please stay abreast of your certification expiration dates. The Department of Elementary and Secondary Education (DESE) website link for teacher certification follows: http://dese.mo.gov/eq/cert/. All issues regarding teacher certification are handled online via the DESE Web Applications Portal. The phone number for the DESE Educator Certification office is (573)751-0051, and the address follows: Teacher Certification PO BOX 480 Jefferson City, MO 65102 Continued employment with the District is contingent upon proper certification issued by DESE. It is your responsibility to complete and document that the requirements have been met to advance to the next classification! ****If you hold a provisional certificate or you are working on alternative certification, it is your responsibility to complete the requirements prior to the expiration of the certificate.

Missouri Certification

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Professional Expectations DRESS AS A PROFESSIONAL

o An adult coming into the school should be able to tell the difference between you and the students

o If you don’t have to change clothes when you get home, you were probably not dressed appropriately for school.

MODEL RESPECTFUL BEHAVIOR TOWARDS: o Self o Students o Staff o Parents o YOU EARN RESPECT

KEEP STUDENT INFORMATION CONFIDENTIAL

o FERPA-Family Education Rights and Privacy Act

KEEP INFORMED ABOUT EDUCATIONAL ISSUES o Join a professional education organization – local, state, national o Read widely: educational journals, blogs, Twitter

ACTIONS SHOULD REFLECT YOUR BELIEF THAT ALL CHILDREN CAN

LEARN. o All students are your students

BE A SALEPERSON (PUBLIC RELATIONS OFFICER)

o For your content area o For your school district o For your profession o For your colleagues

BE A POSITIVE AND ACTIVE PARTICIPANT TO IMPROVE THE TEACHING

PROFESSION.

CONTINUE TO IMPROVE YOUR PROFESSIONAL SKILLS BY BEING A LIFE-LONG LEARNER:

o Read journals and blogs o Attend seminars, real and/or virtual o Participate in workshops and in-services o View webinars; e.g., The Teaching Channel or join communities at

www.edweb.net o Create a Twitter account and engage in fabulous professional learning

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OVERVIEW OF MONTH-BY-MONTH MENTOR/PROTÉGÉ ACTIVITIES

The following is a tentative month-by-month plan of activities for 1st year teachers and their mentors. Topics are subject to change based on participants’ needs. Focus of the Month August: Orchestrating a Positive Environment

• Discipline/Classroom Management • Organization & Procedures • Relationships, Relationships, Relationships • Substitutes

September: Planning Instruction • Curriculum, Unit & Lesson Planning • Teacher Evaluation & Professional Growth • Your Professional Learning Plan (PLP)

October: Partnering with Parents • Working with Families from Poverty • Parent/Teacher/Student Conferencing Tips & Strategies

November: Implementing Instruction • Engaging Learners • Snow Day Procedures at Reeds Spring

January: Assessing Learning • Assessment for Learning • Common Assessments • Formative vs. Summative Assessments

February: Testing & Teacher Stress • MAP & EOC testing • Dealing with Stress • 1st Year Continuum

March: Struggling Learners • What to do for students who struggle • Differentiation • Working with students with special needs

April: PBTE • Goals for growing in pedagogical skills for next year

May: End-of-Year Procedures: • Submission of all paperwork for B-TAP program to the office of the Assistant

Superintendent, Teaching & Learning. • Building End-of-Year Procedures • Reflection • Celebration

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First Days of School

Professional Learning Plans

Certification standards for persons receiving INITIAL certification after September 1, 1998 require an on-going Individual Learning Plan for a 10-Year period. The RSSD requires all teachers to have a PLP as part of the evaluation system. Since the PLP is tied to certification and contract renewal; the building principal should take the primary responsibility for working with the teacher on his/her plan. The principal and the teacher should review progress with the plan on a regular basis and update the plan at least once each year or as needed. Due dates for PLP’s are set by building principals. The intent of the plan is that it be a tool for both principals and teachers to foster continual growth and development of professional skills of the teacher. The PLP is written in relation to the teacher’s performance on the RSSD Teacher Evaluation Rubrics. Once a teacher has identified their strengths and areas for growth on the six domains of the RSSD Teacher Evaluation Rubrics, the PLP is developed to assist the teacher in improving their area(s) for growth. This area is written with the counsel of the teacher’s evaluator (building principal). For additional information regarding the PLP, please refer to the District Professional Learning Plan.

Please go over the next 7 pages with your mentor before school starts.

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The First Days of School The first day of school sets the tone for the rest of the year. It is important that you establish the rules and procedures. You will also need to model and practice them with consistency. This will establish your classroom expectations to help students learn routines and procedures with less effort and frustration. To ensure student “ownership” of the rules, develop rules as a class.

Building Information Checklist Consider the following things before the school year begins to help you organize your first days of school. See your mentor and/or building principal for assistance.

Procedures for Emergencies

See Crisis Plan First Day Paperwork and Procedures

List of Special Service Students/ Needs

Attendance and Lunch Procedure

School Rules and Procedures

These are school wide with PBS Student Arrival/ Dismissal Procedure

School Discipline Policy/ Procedures

Bus Schedule

Procedure for Tornado/ Fire Drills

See Crisis Plan and/or Handbook Early Dismissal/ Late Arrival

Special Needs Referral Procedure

Talk to building counselor Daily Schedule

Counselor Referrals

School Nurse Referrals

Location of Student Files

Ask secretary Lesson Plans

Copying Procedures

Curriculum Guides/Learning Expectations

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Library resources check-out procedures

Teaching Materials & Resources

Technology resources

Supervision duties

Support staff names

Community resources

Gum/ candy/ food/ toys/ beepers/ phones policies

Forming coop. groups/ group behavior

Teacher absences – reporting, getting subs, etc..

Open House

Acquiring supplies

Parking

Beginning/Ending each day

Maintenance quirks (i.e., tape on walls)

When establishing your classroom expectations, it is important for you to remember that the goal is to help students become more responsible. The intent for setting up behavior standards and procedures is to help students learn appropriate and productive life skills within a comfortable environment. Also, keep in mind that your responsibility goes beyond content information. Teaching and developing student behavior is a critical part of your job as a teacher. It is best to over plan for the first day activities. It sets the tone for the remainder of the year. The activities of the first days of school (examples listed below) should lead to some specific goals. These goals might fit into three categories: The teacher getting to know students The students getting to know the teacher and each other Classroom organization and management Learning and practicing building-wide expectations

Teacher getting to know students: Provide review and diagnostic activities, both formal and informal testing and interest

inventories Maintain a whole-group focus on instruction and review Monitor student activities, both academic and social Actively engage all students in learning activities

Students getting to know teacher and each other: Teacher greets students, demonstrating personal interest Re-teach and practice as often as needed Students introduce themselves to each other

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Design activities to make students feel unique and successful. Keep activities simple but meaningful. Hands-on activities resulting in a product or a sense of productivity are beneficial

Establish an accepting climate Conduct student self-assessment activities

Classroom organization and management: Acquaint students with room and materials they will use Teach appropriate behavior, standards, norms, procedures, and attention signal – Reteach

and practice as often as needed throughout the school year Explain homework policy Demonstrate that teacher is well-prepared and purposeful Provide an overview of curriculum to be studied Preview curriculum as motivational device

“Those Things That Can Haunt You and—“

1. Giving assignments that are not collected, given effective feedback, and returned within a reasonable amount of time.

2. Not having plenty of student learning evidence for each subject during a grading period.

3. Failing to maintain daily, written plans, which are comprehensive, easy-to-follow and prepared at least five days prior to instruction.

4. Badmouthing anyone, particularly your colleagues. 5. Failure to recommend investigation into special educational needs. 6. Being in a car that wants to continually arrive late. 7. Assuming anything. 8. Using sarcasm, ridicule, and/or negative or derogatory language. 9. Lack of CONFIDENTIALITY regarding school matters, particularly with

information regarding children. That may be a FERPA violation. 10. Double standards. 11. Thinking the established curriculum and its approved materials are optional. 12. Waiting until the end of a grading period to notify parents of a problem. 13. Leaving students unsupervised!!! 14. Not putting the feelings and needs of children FIRST.

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Preparing for the First Day of School Know the answers to the following questions before your school year begins:

1. Where and how do I secure supplies (markers, erasers, paper, desks, chairs, etc.)? 2. How do I check out regular and supplemental curricular materials/resources? 3. How do I make arrangements for a field trip? 4. How do I sign up my class for the library? 5. What are the procedures for taking a class to an assembly? 6. When am I responsible for locking my room? 7. What machines are available for me to use – copier, computer, VCR/DVD player,

laminator, etc? 8. Where can I get free and inexpensive materials? 9. With whom should I consult as I make decisions on the use of supplemental materials? 10. What are the attendance accounting procedures for students, and what are my

responsibilities in attendance record keeping? 11. What do I do with any money I collect? 12. What are the grading guidelines for the school system? What documentation must I

provide? 13. How are progress reports handled? 14. To whom do I report serious problems with a student’s health or behavior? 15. What student records must I maintain in cumulative folders? 16. What procedures do other teachers in my school follow for contacting parents? 17. What should I expect from a parent conference? 18. What should I do if I must leave my room during class? 19. What should I do in case of a medical emergency in my classroom? 20. How do I handle a fight between students? 21. How do I report a disciplinary problem? 22. How do I arrange for a substitute? 23. What does the office require as far as a substitute packet? 24. How do I apply for personal, professional, vacation, or sick leave? 25. What is my salary, and what deductions are taken? 26. Are there any unwritten rules for teachers in my school? 27. Where is my personnel file, and what is in it? 28. Where do I go if I am having trouble? 29. How do I know if I am doing a good job?

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Tips for Establishing Rules and Procedures As you give thought to establishing rules and procedures, some teachers find it desirable to have the students participate in making classroom rules - this gives students a sense of ownership. With student ownership of the rules and procedures, the students will be more likely to follow them.

1. Limit yourself to 3-6 rules. 2. State rules in positive terms. 3. Keep rules short, precise, and succinct to focus on specific conduct. 4. Post rules and send a copy home to parents/guardians. 5. Rules need to be taught and practiced repeatedly throughout the year. 6. Model rules so as to preserve student dignity.

SAMPLE RULES (Always state rules positively) Treat people with respect. Be an active listener. Follow safe practices.

Tips for Procedures Plan for routines and procedures that happen daily or frequently in the classroom. Procedures should not only be explained, but also taught just like any content material. Use a visual aide such as a T-chart (Looks like; Sounds like) or a picture of what it looks

like.

What is my procedure?

Roll call, absentees, students who leave early, tardy students Behavior during announcements Distributing supplies and materials and putting away supplies/equipment Student movement within the room and hall Headings for papers Degree of student talk during seat work What students do when they are finished Dismissing the class Cues or signals for getting student attention Make-up work Fountain, sink, bathroom, pencil sharpener, lining up procedures Fire and disaster drills Lunch procedures

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Why Positive Expectations Are So Important As You Get Started with Students

Your expectations of your students will greatly influence their achievement in your class and in their lives.

Expectations Knowing what you can or cannot achieve is called EXPECTATION. An expectation is what you believe will or will not happen. Positive Expectations

An optimistic belief that whomever you teach, or whatever you do, will result in success. Examples of Positive Expectations

“We are going to win the league championship.” “I believe that every child can learn and will achieve to his or her fullest potential.” “I am a good teacher, and I am proud that I am a professional educator.” “I am always learning and growing!”

Results of Having Positive Expectations The odds are greater that what you want to happen will happen because you will be expending energy to see that this will be so. You predispose yourself to realize success both personally and with the people you deal with, such as students, families, and colleagues. Results of Having Negative Expectations When you hold negative expectations, you predispose yourself to realize failure both personally and with the people you deal with, such as your students, families, and colleagues.

Expectations of Negative or Low Expectations Positive or High Expectations Parents I’ll be happy if my children do not

become involved with drugs I want my children to graduate and go on to college or career education.

Students This class is boring. Why do we have to study this junk?

My dream and intention is to be a teacher.

Teachers In-service meetings are so boring. Why do we have to listen to this?

I learn so much and meet so many interesting people at conferences.

Expectations are Different from Standards Expectations should not be confused with standards. Standards are levels of achievement. Teachers who practice positive expectations will help their students reach high standards. Teachers who practice negative expectations will prevent students from reaching high standards.

There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments.

There is but one correlation with success, and that is ATTITUDE. --Harry Wong

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Room Arrangement Tips

Keys to good room arrangements: High traffic areas should be free of congestion

Pencil sharpener Teacher’s desk Trash cans Learning centers Supply areas Computer station

Students should always be visible to the teacher

Frequently used materials need to be readily accessible Maps Books Flag Files Supplies Projection screens

Students need a designated area for personal belongings Tips for arranging furniture Consider placing student desks in such a way to avoid possible distractions and provide an environment to facilitate better learning. After the first few days or weeks of school, you may find you may need adjustments for crowd control of better movement. You might want to reassess the room arrangement on a regular basis to provide the optimal environment for learning. There are many ways to arrange a room, but groups of four desks together facilitate cooperative learning.

Materials and Supplies One thing you will need to do is plan how you will organize the space in your classroom. Thinking about how and when materials will be needed, as well as who will be using them, will help with your plans. Do you have the following supplies? Supplies: Band-aids Checking/Feedback markers and pens Dry-Erase markers and erasers Envelopes File Folders Glue Lined paper Masking/Scotch tape Notebook Overhead pens Paper clips Pencils/pens Pins/Tacks Rubber Bands Whistle Yardstick/ruler

Scissors Stapler/remover/staples Forms: Class roster Lesson Plan Book List of students with health problems Substitute Folder Teacher Handbook Discipline referrals Health room slips Helpful Items: Parent contact notes Reinforcement notes Stickers Timer Tool Kit Journal

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Family-Teacher Communication

Effective Communication

Once you have opened the doors of communication with families, you are on the road to developing a trusting relationship. There are several ongoing means of communication such as phone calls, emails, newsletters, progress reports, notes, happy grams, volunteering, and conferences (informal and formal). Here are some general tips for fostering effective communication.

How to Communicate

1. Be professional in dealing with parents/guardians (avoid rumors and gossip).

2. Be assertive, yet flexible enough to take appropriate suggestions from others.

3. Be direct with parents/guardians; be clear in what you say. Think through what you are going to say.

4. Be sure to listen to parents/guardians; show respect.

5. Be friendly.

6. Be positive with parents/guardians, even when discussing problems with their child. One way is to involve parents/guardians in the decision-making process.

7. Be sure to use plain English; don’t use jargon a parent/guardian might not understand.

8. Be sure to have someone proofread any notes and/or newsletters going home. Don’t rely on spell check.

Frequency of Communication 1. Communicate as often as needed or desired. 2. For documentation, keep a record/log of notes, calls and other communication to and from families.

There is a place is SISK12 where you can log communication with students’ families. 3. If you have any doubt about the communication you are going to send a parent/guardian, discuss it

first with a colleague or your principal. 4. Inform the principal of any problems. This way the principal can be in a position to back you in case

he/she receives an unexpected communication from a parent/guardian.

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Family Communication A consistent joint effort on the part of the home and school is the key to the total development of the child and a means of strengthening a sense of community and best supporting a student. The strong family-teacher relationship is often overlooked. Through ongoing communication, families and teachers begin working together and understanding each other’s responsibilities and expectations.

Open House

The first formal introduction to parents will usually be during the Open House event. This is usually a time to introduce yourself and your curriculum.

1. All about families – You will want to talk to colleagues to find out what parents/guardians expect from this session. You should also seek information regarding the demography of the family population.

2. About you – As a teacher new to the school district, many families will be coming to “check you out.” Be prepared to instill confidence regarding your instructional abilities. Communicate about your relevant experiences. Let your enthusiasm show.

3. All about your classroom – You might consider discussing the following: * standards for behavior and operating procedures * the subject(s) * goals of the curriculum * expectations for students * instructional materials

4. Your presentation – You will want to be well prepared for this session. Some of the following techniques my be helpful: * handouts of curriculum, grading procedures (SIS online, if relevant to your building),

homework, criteria, etc. * use of technology * sample lesson * outline of what you are going to address (watch your timing to be sure you hit all relevant

points) 5. Working Together – This is a good opportunity for you to identify how home and school can

work together. * Inform families of when, where, and how you can be reached. * Discuss how families can best support their child’s learning at home.

6. Cautionary notes * Don’t let one parent/guardian monopolize the discussion or side track you. Discuss how to

deal with the situation (possible solutions). * Have a conference sign-up sheet available. * Don’t get caught in a student conference situation. This is not the intent of the evening. Offer

to schedule a meeting with the parent/guardian at a later time.

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Suggestions for Family-Teacher-Student Conferences Teachers, like most professionals, have developed their own special language. There are many expressions which we use that may leave a false or undesirable impression. Below is a list of expressions which may leave a negative impression, whereas a kinder, more positive, phrase might be used for better results. Negative Expression

Positive Expression Negative Expression

Positive Expression

Must Lazy Trouble maker Uncooperative Cheats Stupid Never does the right thing

Should Can do more when s/he tries

Disturbs the class

Needs to learn to work with others

Depends on others to do his/her

work

Can do better work with help

Can learn to do the right thing

Truant Impertinent Steal Unclean Help Below average Disinterested

Absent without permission

Discourteous

Without permission

Poor habits

Cooperation Working at his/her own level Lost opportunity; complacent, not challenged

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Family Communication * Make clear the four purposes of a

conference * Information getting * Information giving * Joint problem-solving * Development of mutual trust

* Consider including other staff members who assist in meeting the child’s needs. (Counselor, nurse, principal, special education teachers.)

* Let parents/guardians see first-hand how their child is doing. Come prepared with a computer print-out or grade book, reports, papers, a copy of the material, grading policy, course objectives and anything else that might enhance parents/guardians’ understanding of their child’s progress. Parents/guardians are impressed with teachers who are organized. Remember to protect student confidentiality when opening your grade book.

* Sit in an arrangement where you are not behind your desk or across from the parent/guardian.

* Establish a positive rapport by making your first statement about the student a positive one – even if you really have to dig for one.

* When you are scheduling conferences, first call those who need the conference the most so that they have the widest range of times to choose from. You want them to come!

* This should NOT be the parent/guardian’s “first look” at a student’s grades or discussion of behavior problems.

* Do NOT get defensive during the conversation.

* Understand that there is a grief process that parents/guardians are going through.

* Don’t assume the adult’s relationship to the child is the natural parent (many step-parents and guardians occur.)

* Try to get a realistic picture of the home situation before you make any suggestions. Often your perspective is changed when you understand what the student has gone through.

* Ask the parents/guardians for their perception of the child’s strengths and weaknesses before offering yours. Thank them for their helpful insights and seek their input. Be positive.

* Don’t let a parent/guardian berate you. If a parent/guardian becomes verbally abusive, simply say that you do not think that the objectives of the conference are being met and that you believe another time would prove to be more beneficial. The next conference should be in the office with an administrator.

* Try to end every conference on a happy note. If some hostility was shown, document it by making a brief written evaluation of what transpired and keep it for future reference. You might want to inform your principal to expect a possible call.

* Stick to your conference schedule. If the parent/guardian seems reluctant to respond to your lead, schedule another time and date to finish up loose ends.

* After the conference is over, you may want to ask yourself the following questions:

* How well prepared was I? * How well did I use time? * Did I start on a positive note? * Did I listen attentively? * Did I involve the parents/guardians? * Were follow-up plans made? * Did I gain any insight? * What needs to be changed?

Many parents/guardians do not have time or the opportunity to get as involved in their child’s school as they would like. However, they still desire a quality education for their child. We need to let all parents/guardians know how much we value and encourage their support and participation in this important aspect of their child’s life. Parents/guardians typically respond in a positive way. Once we have reached out to them, exchanged our expectations of each other, encouraged them to keep us abreast of important happenings in their child’s life, we can look forward to a great partnership and a rewarding year working together for the benefit of the child.

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Tips for Substitutes

* Prepare a sub folder ahead of time.

* While planning lessons, take precautions not to incorporate manipulative materials, laboratory supplies and/or objects you do not want to disappear.

* Do not assume the substitute will be knowledgeable in your content area.

* If you feel the substitute would have difficulty following your daily lesson plan, leave one day’s activities in a special folder for the sub to use.

* You may want to request a particular sub and ask colleagues for recommendations.

* Try not to be absent on Mondays and Fridays.

* Have a “buddy” teacher who can welcome your substitute and offer her/him help. When you return, check with your “buddy” to see how effective the sub was in your classroom. This arrangement can be reciprocal.

* When you return, ask the children how the day went and then put the day behind you and begin anew.

* Remember, you don’t have control over what the substitute does or does not do during the day. Don’t judge your effectiveness by someone else’s standards.

* Substitutes are people too. Make them feel welcome. Call them by their name. Do not refer to them as, “Oh, you must be Mr. Roberts today.”

* You may want to inform the children ahead of time that you will be absent. If possible, preview the coming day’s assignments. This preparation demonstrates to students your confidence that they can handle your not being there.

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Substitute Folder Dear Substitute, The information in this folder has been prepared to provide you with a good deal of general information about my class(es). Specific daily lesson plans will be furnished in addition to this. I hope the material is useful and that you have a good day with my group(s). When you finish the day, please complete the enclosed evaluation sheet. Sincerely, Teacher ________________________ Room _________ Grade _________ Phone Number ____________________________ Inside you will find:

• Schedules (classroom and building) • Emergency procedures • Classroom rules • Building and playground rules • Attendance forms • Class list • Time schedule • Seating chart(s)

Time Schedule/Routine Doors open at _______________________________________________ School begins at _____________________________________________ Recess is scheduled at _________________________________________ Lunch time is_________________________________________________ Noon recess is ________________________________________________ Dismissal time is ______________________________________________

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Information for Substitutes My signal for getting student’s attention is: _____________________________________________________________________________ All students should STOP, LOOK and LISTEN Dependable students: _____________________________________________________________________________ _____________________________________________________________________________ Discipline Students are expected to follow building rules as well as reasonable requests from adults. Specific room rules are: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Consequences for disruptive behavior: _____________________________________________________________________________ _____________________________________________________________________________ Health concerns: _____________________________________________________________________________ _____________________________________________________________________________ Extra duties: _____________________________________________________________________________ _____________________________________________________________________________ Check daily bulletin for any recess, bus, or hall duty. Out of classroom activities Special reading, music, art, P.E., library, computers, staff, etc. Name Activity Time_____________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Student classroom responsibilities End of day room pick-up, chairs, busses, etc. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Emergency Procedures See Crisis Plan flipchart.

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Elementary Daily Routine Correspondence from home ________________________________________________ _______________________________________________________________________ Restroom _______________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Drinking fountain ________________________________________________________ _______________________________________________________________________ Pencil sharpener _________________________________________________________ _______________________________________________________________________ Talking among students ___________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Passing out books/supplies _________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Out-of-seat policies _______________________________________________________ _______________________________________________________________________ What to do when finished with work _________________________________________ _______________________________________________________________________ _______________________________________________________________________ Where to turn in completed work ____________________________________________ _______________________________________________________________________ Failure to bring materials (pencils, paper, textbooks) ____________________________ _______________________________________________________________________ _______________________________________________________________________ Dismissal procedures are __________________________________________________

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From Your Substitute Name _______________________________________ Date ______________ The day went . . . About the lesson plan(s) . . . Students who were helpful . . . Students who were absent or tardy Any problems . . . Comments . . .

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Example: Substitute Planning Information Students should leave only if they are called from the office. Do not dismiss anyone unless the

office has called for them or sends a note. I check the assignments from the day before at the beginning of each subject. I then introduce and explain the new assignment. I use part of the time designated for each subject for the students to begin any new assignment that might be given so that I can help them as needed. The students are to read quietly if they finish their assignments early. They are expected to come in quietly in the morning and work on the bellringer/sponge activity or an activity on the round table. They are to work quietly and walk down the hall quietly. A list of class rules can be found on the whiteboard. They are not to be out of their seats during instruction or when you are talking. Lesson Plan Notes: T = Teacher’s Guide Page GP = Guided Practice Ind = Independently Lunch is 11:45-12:15. They line up by cold lunch, cold lunch with milk, main dish, alternate dish. They eat in the lunchroom by the office. Allow the students restroom breaks as follows: 10:00, 11:40, and 1:45. Recess is 2:35-3:05. I have duty on Wednesdays. The reading teacher comes in to do class-within-a-class from 9:00-9:45 Monday, Tuesday, and Wednesday for Reading. You are to walk the students to special classes, lunch, and recess. You need to stay with them for computer lab and counselor. Check with ________ in 4A on recess procedure. Each student has signed up for a specific activity for the week. Students to ask for help: ______________, _________________, ________________, ________________, and _____________. ____________ and ________________ go to speech from 2:00-2:20 on Monday and Friday.

Example: 8:00 They are expected to come in and work quietly on the bellringer/sponge activity or activity on the

round table. 8:15 They stand and say the pledge and school goal when the 8:15 bell rings. Take attendance and

lunch count. Main Dish: ___ Alternate: ___ count and the attendance slip. Go over your expectations of them lining up quietly, walking quietly in the hall, being quiet in the restroom, working quietly during study time, and listening to you without talking when you are teaching. Tell them any other expectations that you have for the day. What time remains, they can work on the bellringer/sponge activity or activity on the round table.

8:45-10:30 Communication Arts: Reading: Language Skills: Spelling: 10:30-11:45 Math: 11:45-12:15 Lunch - They go to the multi-purpose room. They line up by cold lunch, cold lunch with

milk, main dish, alternate. You take them to lunch and pick them up.

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12:15-12:35 Read aloud to them. I usually have them sit in the area in front of the computer to listen while I read to them.

12:35-1:30 Science: 1:30-2:00 P.E. – You take and pick them up. 2:00-2:35 Social Studies: 2:35-3:05 Recess – Ask teacher next door for procedures. 3:05-3:15 Journal Writing: 3:15-3:25 Study time; Closing the Day. They are to work quietly on their assignments or read a

library book. Pass out any papers that need to go home. 3:25 Bell – Dismiss – Bus – Number ____ and ____ bus riders. Dismiss other bus riders as bus

number is called. 3:30 Dismiss walkers and any remaining bus riders. Please leave a note indicating how the day went.

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REEDS SPRING HIGH SCHOOL SUBSTITUTE TEACHER INFORMATION

Substitute teaching is one of the most challenging tasks in education. In addition to having limited or no content knowledge of the subject, the substitute is also faced with students aged 14-18 that can be persuasive, convincing, and manipulative at times. In order to make a substitute’s task effective it is imperative that we, as the classroom teachers, provide explicit instructions and resources to assist the substitute with this challenge. Following are items to keep in mind in preparation for having a substitute for your class:

• Substitutes are not mind readers; be specific with your instructions. • It is not the substitute’s job to be creative in filling time. Be sure adequate work, tasks, or

projects are assigned to keep the students actively engaged throughout the duration of the class period.

• If possible give an assignment that is to be turned in at the end of the hour so as to keep the students working with an incentive as well as providing the substitute a way to check on progress of the assignment.

• Substitutes may not be familiar with your individual room so be sure everything indicated in the lesson plan is readily available.

• It is not the substitute’s job to make copies for students or to track down a VCR / DVD player and/or a portable television. If copies or any technical equipment are needed, the teacher is responsible to communicate with a fellow colleague to assist in making the copies of handouts and locating needed equipment.

• The following information is to be submitted to the office prior to being absent whenever possible:

o Substitute folder containing the following information: Specific lesson plans Updated class rosters Student seating charts Your contact number should questions arise regarding the assignment Emergency contact extensions (administration, office, nurse) Bell schedule Specific information regarding Guided Study Hall (GSH) responsibilities

and lunch shift Identify a lead student for each class to assist the sub as needed

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EXAMPLE SUBSTITUTE PLANS 2013-14 NAME NAME TEACHING SCHEDULE 1st hour 2nd hour 3rd hour 4th hour 5th hour 6th hour 7th hour Any questions? ME Call , Dept. head, extension JEANIE SORRELL # 1294 NURSE ROHRER # 1250 ISAAC SOOTER (Discipline) #1291 Neighbor Teacher # YOUR CLASS RULES (Stated Positively) ________________________________________________________________________ MONDAYS, TUESDAYS, WEDNESDAYS & FRIDAYS 7:45 a.m. First bell 7:50—8:40 a.m. 1st hour (Same lesson plan all hours, all day.) LEAD STUDENT/S: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 8:45—9:35 2nd hour LEAD STUDENT/S: 9:40—10:30 3rd hour LEAD STUDENT/S: 10:35—11:10 Study Hall (GSH = Guided Study Hall) Take roll, Listen to announcements quietly, ALL students leave when announcements are over, EXCEPT________________________________________________________________________________________________________________________________________________

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LEAD STUDENT/S: 11:15—12:02 4th hour LEAD STUDENT/S: 12:35—1:25 5th hour LEAD STUDENT/S: PLEASE leave all student papers on my desk. 6th hour is PREP LEAD STUDENT/S: 2:13—3:26 7th hour LEAD STUDENT/S: 7th hour likes to talk. I usually project the daily plan on the screen to keep the students focused and on task. They are Great kids! IGNORE the bell at 3:19!! Keep students in their desks quietly, so you can hear the intercom, which dismisses students to the busses (about 3:26 or later). Please leave all papers & supplies & student papers on the teacher desk. Attached in the subfolder are: Seating Charts Class Rosters Bell Schedule GSH/FMP Guidelines and Rules

THANKS,

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Secondary - From Your Substitute Period 1st 2nd 3rd 4th 5th 6th 7th This period went . . .

About the lesson plans…

Students who were helpful…

Students who were absent, tardy, or caused problems...

Any other information…

Comments…

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Positive Behavior Support (PBS)

School wide Positive Behavior Support (PBS or PBIS) is a process of creating safer and more effective schools by structuring the learning environment to support the academic and social success of all students. The process supports the adoption and long-term implementation of efficient and effective discipline throughout the school environment. SW-PBS methods are research-based, proven to significantly reduce the occurrence of problem behaviors in schools and is supported by a three-tiered model. Student discipline is a leading factor in disrupting the teaching and learning processes in the classroom, often resulting in the exclusion of students during the class period or throughout the school day. Such exclusion results in lost learning. School wide Positive Behavior Support provides a model for a school wide approach for implementing a system of discipline or positive behavioral interventions and supports. Each building has developed their PBS processes that fit their level of learners.

SW PBS training will be provided by each particular building.

A wealth of resources for further information may be found at:

http://pbismissouri.org

Note: Any violation of the Safe Schools Act or any situation of violence will immediately advance to the administrative level.

Reeds Spring School District is a School wide Positive Behavior Support district with all buildings now implementing PBS. The High School has achieved the Silver Award and the Middle School has achieved the Gold Award for their levels of implementation of PBS.

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BIST

BIST (Behavior Intervention Support Team) processes are utilized in the K-6 buildings. Saying “NO” to Acting Out, Defiance, & Violence in Our Schools

From: BIST (Behavior Intervention Support Team)

Why Students Get in Trouble

They don’t know any better o Need: Information

They test limits o Need: Consistency

They can’t manage feelings due to: o Abuse/Neglect o Organic/Neurological o Unattached/Unbounded

Students with Chronic Problems

A “chronic kid” is the student who will not stop doing what s/he does to get in trouble. When identifying students with chronic behavior, severity of behavior has less impact than

frequency of behavior.

Students with Chronic Problems Are Missing These Skills

They cannot experience an uncomfortable feeling without getting in trouble. They cannot be OK if someone around them is not OK. They cannot do something when they don’t want to.

What Students Need in Order to Change

GRACE ACCOUNTABILITY Adult Accepts Student: Student Accepts Responsibility: You I did it. Your problems I’m sorry. Your pain It is part of a problem in my life. Your need I accept consequences. I accept and need help.

Grace Is:

Providing what students need, not what they deserve Having a relationship when students reject you Providing the amount of support that students need to feel success

Grace Is Not:

Decreasing structure Lowering standards Giving more chances

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Accountability

I did it. I’m sorry. It’s part of a problem in my life. I accept consequences. I accept and need help.

Accountability Is:

Guiding students to look at what problems the behaviors create in the students’ lives Providing consequences to protect them Waiting for students to partner with adults

Accountability Is Not:

Using anger to get compliance Punishing students Withholding attention

Discipline in the Balance

ENABLE COUNTER AGGRESSIVE Lecture Blame Explain Go off Give reasons why…. Predict failure Rescue Abandon/reject Ignore

BALANCED RESPONSES:

Provide empathy (“This is hard.” “How sad.”) Increase supervision Provide restricted environment to allow accountability Ask questions that allow the student to get past denial and blame rather than give information

Providing What Students Need

4 STEPS

Early Intervention (When) Caring Confrontation (How) Protective Plan (What) Outlast the Acting Out

Early Intervention

It’s never okay to be disruptive. It’s never okay to be hurtful. One redirect per activity/subject.

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Caring Confrontation Intervening with disruptive or hurtful behavior “I see…(disruptive behavior)” “Can you…(desired behavior)” “Even though…(student’s feeling)”

When Confronted, Predictable Student Reactions/Adult Responses

Student Reactions: Adult Responses: Shut down Set limits and follow through Questioning, “Why? “Great question. Can you go What did I do?” ahead and move to…?” Blaming “This is really hard. Can you go “He did it too. I’m ahead and move to…?” not the only one.”

Placement Continuum

Regular Seat Safe Seat (K-6) Buddy Room Recovery Room Office Home

Processing

Things to do Things to avoid Listen Give answers Validate Escalate Use verbal judo Use of sarcasm Plan Lecture

Elements of Processing

Build relationship – “How are you?” What happened – “Can you tell me what happened?” Identify feeling or missing skill – “Were you mad when…?” “Sounds like you did not

want to do it.” Validate – “I would be mad too if…” Connect the feeling to the behavior – “What did you do when you were mad?” Set standard and goal – “At this school, it’s never going to be okay to…” Plan Practice Guide an apology or restitution

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Goals

I can be safe and productive even though I am overwhelmed by my feelings. I can be productive even though I don’t want to be. I can take good care of myself when others are not. I can be where an adult at school tells me to be.

Plan What to say?

o “I think…”, “I feel…”, “I need…”, “I want…” What will your body look like? Where to go?

o safe seat, buddy room, recovery room Who to talk to?

o Which adult can the student partner with?

Triage – Prevention Based

Stopping the student before the problem happens Recognizing nonverbal indications that a student is not okay

Three Levels of Triage

Building level Classroom level Individual or small group

Building Triage

Arrange supervision so every child is greeted. The best way to keep problems out of the building is through personal contact.

It’s all about building relationships!

Classroom Triage

A quick glance at the class. Teachers already do this, but we need to be consistent and intentional. It takes 5-7 minutes. Be sure to include a way to know how students are doing emotionally.

Individual Triage

This meets the needs of students who need more than we can provide in the classroom. Students develop specific plans and work individually with an adult. Includes morning check-in, but can be several times during the day.

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Five Goals of Triage Relationship & Planning

Determine the level of need of the student. Establish a relationship. Establish that the adults are in charge and that there is order. Establish focus about what it means for the child to have a good day. Anticipate problems; formulate solutions.

Writing a Formal Plan for Student Success

Plans create predictability/consistency Plans allow adults to respond instead of reacting at an emotional level (proactive, not

reactive) Student, parents, and school personnel are involved in developing plans Plans should be modified when student isn’t progressing Plans are reviewed on a regular basis

Six Items to Include in a Plan

Early identification Plan to enhance relationship with student Visual monitor Student’s plan to manage missing skill Adult’s plan to manage student Sense of contribution/purpose in community

Partnering with Families – Four Common Goals

Teachers and families share the same four goals for their student/child: to be successful and learn (be smart) be trusted and respected; have friends (be liked) to feel good about him/herself (feel good) to take good care of him/herself, make good decisions, and stay out of trouble

Students Who Won’t Work

Cognitive Motor Deficits ADHD Passive Aggressive Lack of Adequate Sleep Disturbed Home Life Substance Abuse

Mental Illness

Getting to the Problem Ask students questions from these areas: Home History Obstacles Focus Sleep Planning

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Student Engagement

Create a Positive Learning Environment

A harmonious classroom is developed through a teacher’s awareness of how to create a positive learning environment with emphasis on building a child’s self-efficacy. Through intentional, specific teacher behaviors and strategies, you will make the difference in how your classroom “feels” – to you and your students.

Building Student Self-Efficacy Self-efficacy is a person’s belief in their ability to accomplish something. Self-efficacy is built when people are actually able to accomplish something. Since there is a correlation between academic achievement and self-efficacy, you are a facilitator of self-efficacy. It makes a difference. You can promote a feeling within a child of being lovable and capable. As the teacher, you can create a safe and accepting environment where the child feels free to grow and change, and to take learning risks. As you build a child’s self-efficacy, you also influence your own self efficacy .

Tips for Fostering Self-Efficacy

Be non-judgmental; accept students as they are Validate feelings and respect other’s feelings See uniqueness and acknowledge positive qualities Encourage positively; say, “You can succeed.” “You can do this.” Reaffirm a child’s existence; a touch, a compliment, eye contact, smile Develop skills to help children feel better about themselves Provide personal recognition and encouragement Provide a safe classroom; where it is safe to take learning risks Foster openness and honesty Participate, as well as facilitate; share feelings Emphasize what each student knows and support growth and change Use humor, but not at the expense of students Give students choices Use “I” messages – “Heather, I hear exciting events in your story.” Separate the action from the person Teach self-awareness Demonstrate appropriate ways of releasing anger Listen reflectively and genuinely Continually tell students they can do…

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Developing a Classroom Climate Conducive to Learning

Nearly all learning that occurs in schools involves complex cerebral processing. This occurs more easily in environments free from threat or intimidation. Whenever a student detects a threat, the cerebrum downshifts and thoughtful processing gives way to emotion or survival reactions. Experienced teachers have seen this in the classroom. Under pressure to give a quick response, the student begins to stumble, stabs at answers, gets frustrated, angry, and may even resort to violence. There are ways to deal with questions and answers that reduce the fear of giving a wrong answer. The teacher could: Supply the question to which the wrong answer belongs. “You would be right if I had

asked…” Give the student a prompt that leads to the correct answer. Ask another student to help.

Threats to students loom continuously in the classroom. The teacher’s capacity to humiliate, embarrass, reject, and punish all constitute perceived threats to students. Many students even see grading more as a punitive, than as a rewarding process. Students perceive threats in varying degrees, but the presence of a threat in any significant degree impedes learning. One’s thinking and learning functions operate fully only when one feels secure. Teachers can make their classrooms better learning environments by avoiding threats (even subtle intimidation) and by establishing democratic climates in which students are treated fairly and feel free to express their opinions during discussions. In these environments, students: Develop trust in the teacher Exhibit more positive behaviors Are less likely to be disruptive Show greater support for school policy Sense that thinking is encouraged and nurtured.

Encouragement

All children do not react to encouragement in the same way. Your objective in providing encouragement is to get children to develop an internal focus of control to improve behavior and academic achievement. Suggested uses of encouragement: Give encouragement for desired behavior, and to define the behavior. “Thank you for picking

up the paper. You really helped the class save time.”

Vary your encouragement and be creative. Don’t use trite phrases such as: great, fine, and wonderful. Be specific.

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At times, provide encouragement privately to avoid competition, embarrassment or “teacher’s pet” syndrome.

Encouragement needs to be genuine and matched by your body language.

Draw the student’s attention to his/her effort. “You sure learned those 10 addition facts quickly. You must have spent a lot of time practicing.”

Be careful not to compare children to each other. “Gee, you have almost caught up to Karen.”

Avoid teacher pleasing phrases. “I really like the way you used descriptive words in your poem.”

Don’t minimize a child’s success. “Your math assignment must have been easy. You finished so quickly.”

Focusing on the Positive

According to research, teachers typically fail to recognize about 98 percent of all appropriate student behavior occurring in the classroom. In fact, they are usually far more likely to recognize and intervene when they encounter inappropriate behavior. Yet we know that humans crave and respond to attention. Successful, experienced teachers understand that, in the long term, providing positive attention, and reinforcement for desirable behaviors is far more effective for creating a classroom environment supportive of learning than is focusing on unacceptable behaviors. The reinforcement may come in any number of forms. But whether it is verbal or nonverbal, the positive interactions need to outnumber negative interventions by a minimum of eight to one in order to impact student behavior. This ratio is particularly important when working with students who lack confidence (self-efficacy) or have unproductive behavior habits. Further, teachers need to be objective about their own actions. It is only human nature for us to perceive our behaviors as more positive than they are. Therefore, it might be a good idea to collect some data to gain a sense for the frequency of positive and negative interactions engaged in with students. This data might be collected by maintaining a log of interactions, or a colleague or instructional coach may observe and keep track of teacher-student interactions over the course of a lesson or class period. Once teachers have the information, they can focus on those circumstances in which they are most likely to be either positive or negative. Then they can develop specific strategies to decrease the tendency to interact negatively while expanding those circumstances where the approach is more positive. In addition, they should analyze situations in which their interactions are likely to be more negative, and develop strategies and alternatives to their typical response. In this way, they will recognize ways to turn these negatives into positive interactions by refocusing the student, offering choices, or even ignoring the situation if it is not interfering with the ability of the student and class to continue learning.

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1. Sarcasm – Students’ feelings can be hurt by sarcastic put-downs thinly disguised as “humor.” 2. Negative Tone of Voice – Students can “read between the lines” and sense a sarcastic, negative, or condescending tone of voice. 3. Negative Body Language – Clenched fists, a set jaw, a quizzical look, or standing over a student in a threatening manner can speak more loudly than any words. 4. Inconsistency – Nothing escapes the students’ attention. They will be the first to realize the teacher is not enforcing the rules consistently. 5. Favoritism – “Brown-nosing” is an art and any student in any class can point out the “teacher’s pet” that gets special treatment. There are no secrets in a class! 6. Put-Downs – Sometimes teachers are not aware they are embarrassing a student with subtle put-downs, but if teachers expect students to encourage rather than put down, they need to model positive behavior. 7. Outbursts – Teachers are sometimes provoked by students and they “lose it.” These teacher outbursts set a bad example for the students, create a negative climate, and could lead to more serious problems. 8. Public Reprimands – No one wants to be corrected or humiliated in front of his/her peers. One way to make an enemy out of a student is to make him or her lose face in front of the other students. 9. Unfairness – Taking away promised privileges or rewards; scheduling a surprise test; “nitpicking” while grading homework or tests; or assigning punitive homework could be construed by students as being “unfair.” 10. Apathy – Students want teachers to listen to them, show them they are important, and empathize with them. If teachers convey the attitude that teaching is just a job and students are just aggravations that must be dealt with, students will respond accordingly. 11. Inflexibility – Some students may need extra help or special treatment in order to succeed. A teacher should be flexible enough to “bend the rules” or adjust the standards to meet students’ individual needs. 12. Lack of Humor – Teachers who cannot laugh at themselves usually have problems motivating students to learn, and usually have boring classes.

“Dirty Dozen” Teacher Behaviors that Can Erode the Classroom Climate

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Classroom Management of Different Personality Styles

This information is designed to offer you some practical information concerning a variety of children you may find in your classroom. It is also hoped that this information will help you identify and better understand those children who may have personality problems. This information does not intend to replace therapeutic treatment. For that, you should use all the resources available, such as guidance counselors, nurses, doctors, school psychologists, and outside agencies, for consultation. Regardless of the resources used, however, the brunt of coping with children’s personality problems falls on the teacher. A teacher with an intelligent, constructive, and positive attitude and actions can be a tremendous help to children. You may also want to keep in mind that there are many overlapping characteristics in the “types” of personalities mentioned. Also, every child does not evidence all the symptoms listed. You should look for a pattern of behavior but always keep in mind that there is something to like about every child. This information deals with the Aggressive Child, the Withdrawn Child, the Underachieving Child, the Frightened Child, and the Slow Learner.

THE AGGRESSIVE CHILD Symptoms • Looks for trouble • Wants his or her own way • Is always on the defensive • Blames others for inappropriate behavior • Is quarrelsome • Disrupts class and the routine procedures • Destroys property • Is resentful, defiant, rude, sullen, or insolent • Defies authority • May bully other children

Possible Reasons for Behavior • Domineering, overstrict parent/guardian • Weak overindulgent parents who give into the child’s every whim • Fear of expressing feelings to his/ her parents/guardians – takes it out on other children • Lack of parents/guardians’ affection • Unhappiness in his or her relations with others • Masking intense feelings of vulnerability or inadequacy

Teaching/Management Suggestions • Direct child’s energy to keep him or her busy • Give child large muscle activities to do • Give child leadership responsibilities • Place child on a daily progress report so that positive changes are seen immediately • Reprimand child in private • Attempt to reach or make friends with child • Meet with child more often privately on a one-to-one basis • Give simple but definite standards of conduct • Hold conferences with parents/guardians and student

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• Let child work with modeling clay to release frustrations • Recommend individual or group in-school counseling • Shape positive behavior with success oriented tasks • Try to reward, compliment, or encourage child when s/he least expects it

Things to Keep in Mind • Improvement will usually be slow, especially if symptoms have been historic • Parents/guardians may not recognize or may deny the problem • There will be relapses even with improvement • Arguing will not solve the problem • Review your own feelings and actions toward the child • Be sure the child’s actions are not just “normal” misbehaving

THE WITHDRAWN CHILD Symptoms • Talks in a very soft voice • Sits quietly most of the time • Has difficulty in carrying on a conversation • Withdraws and hangs back • Has few, if any, friends • Has difficulty making decisions • May be fearful of adults • Tires without apparent reason • Avoids contact with people Possible Reasons for Behavior • Family may be the same way • Fear of failure; child may come from an overly critical home and does not want to try anything

new • Parents/guardians may be perfectionists • Low energy levels resulting from depression • Extremely overprotected • Learned helplessness Teaching/Management Suggestions • Encourage, notice, and talk with the child • Find occasions for errands – first with no oral message and later with very simple messages • Always call on child when volunteering • Have a smile ready for child any time you catch his or her eye • Use puppets and have child talk for the puppet • Encourage child’s interest in collecting things such as baseball cards or coins • Assign routine tasks with automatic rotation such as leading the pledge or taking the lunch count • Try to involve the child in a group with other shy children in the school • Consult with parents/guardians and professionals if a pattern exists Things to Keep in Mind • The child will need to know exactly what to do in each situation • Pushing the child into the limelight may make the situation worse • Make sure other students do not always do things for the child or always come to the rescue • Recognize that courage follows success

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• Improvement will be slow and growth may be gradual • Determine if child may have some health problem or hidden physical abnormality

THE UNDERACHIEVING CHILD Symptoms • Avoids effort – dawdles over writing assignments • Does messy, incomplete work • Waits for help and does not try to solve problems • Tends to be listless and careless • Seldom volunteers • Gives many excuses for failure to complete work • Is slow in starting a task or assignment – cannot find pencil or paper; is slow in doing or finishing

anything • Daydreams • Fails to concentrate on work Possible Reasons for Behavior • Frustration – work is difficult • Inappropriate parental expectations • Too many failures and too few successes – low self-esteem/self concept • Little encouragement and much criticism • Lack of challenging school work • Health or physical deficiencies • Cover-up for lack of ability • Lack of adequate sleep Teaching/Management Suggestions • Encourage child for each effort (Ask, “How did you do that?” to build self efficacy.) • Study child’s home life; talk to parents/guardians • Help develop a skill or hobby at which child might succeed • Overlook minor failures • Study results of diagnostic tests for clues • Adjust work to child’s ability level • Time child’s assignments and try to have student beat his or her record • See that child starts work more promptly by helping him or her through transitions • Use shorter but more frequent assignments • Use the “I noticed…” technique (Love and Logic) Things to Keep in Mind • Underachievement is not normal – it is a symptom • A child who appears lazy has some sort of problem • Encouragement for good work promotes activity • Apparent signs of laziness may disappear in later stages of development • Underachievement is not necessarily an indication of intelligence • A capable student’s work should meet certain standards before acceptance

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THE FRIGHTENED CHILD Symptoms • Panics easily or gets frustrated • Shows anxiety • Withdraws • May tremble at the slightest provocation • May be moody • May be overly afraid of being hurt • Rarely takes chances • May be extremely emotional • Fears criticism • Requires constant reassurance Possible Reasons for Behavior • Parents/guardians who also have fears and openly express them • Death or injury to someone close to them • Overly protective parents/guardians • A history of unfortunate or traumatic experiences • Constant and harsh punishments • Slow physical development • Bullying playmates Teaching/Management Suggestions • Try a variety of creative activities to release child’s fears • Have child write an article on “Things That Make Me Afraid” • Reassure child whenever s/he shows fear • Suggest to the parents/guardians that they seek outside consultation if the pattern is historical • Give child work at which s/he can succeed • Build up child’s confidence (self-efficacy) by using a variety of success oriented tasks • Encourage child for his or her accomplishments • Explain that others also have fears • Check child’s health record • Organize a group of other children with the same condition Things to Keep in Mind • Fears may be imaginary • The teacher’s own reactions are important since they affect the child • Fears melt with affection • Fears diminish with maturity • It is natural for most people to fear some things

THE SLOW LEARNING CHILD Symptoms • May have a short attention span • May not be able to generalize • May feel insecure • Consistently achieves below grade level

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• Has a low intellectual ability • Withdraws and does not participate • Seldom volunteers in class • Has trouble getting started • Has trouble finishing assignments Possible Reasons for Behavior • Familial pattern of slow learners • Lack of environmental stimulation • Possible learning disabilities especially if greater potential is indicated in spite of a low

intellectual quotient • Frequent illness causing gaps in critical stages of learning • Rejection by parents/guardians or playmates • Low nutrition • Severe emotionality interfering in cognitive functioning Teaching/Management Suggestions • Provide many learning materials at child’s level of ability • Ask for an intellectual or academic evaluation using individual tests • Give child many opportunities for success and a feeling of achievement • Try to get child interested in hobbies or extracurricular activities • Provide a place to work where distractions are at a minimum • Investigate child’s physical and health condition • Encourage child whenever possible and build up his or her good qualities • Have child work with a peer tutor • Make the parents/guardians aware of child’s limitations so that they do not add to the problem

with inappropriate demands Things to Keep in Mind • Requiring more than s/he can do will cause frustration • Improvement in academic achievement will always be slow • Parents/guardians often reject the idea that their child is a true slow learner • Be careful child does not get “lost in the crowd”

Try to keep in mind that the learning disabled and the slow learner may exhibit many of the same

behaviors. However, there are specific differences between these two groups: • True slow learners present intellectual patterns within the low average range usually between 80

and 89. The pattern is also consistent with past evaluations and does not indicate any further potential as reflected by the scatter of the scores. Children with learning disabilities, on the other hand, may also score within the low average range. However, their patterns indicate a greater potential, probably well within the average to above average range.

• True slow learners will not perform on grade level in all areas. The underlying assumption with learning disabled children is that they will attain grade level performance with support and modifications.

• Learning-disabled children show a marked discrepancy between intellectual potential and academic achievement. Slow learners will have academic percentiles very close to their intellectual ability.

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The Essential Nine (Classroom Instruction That Works) Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. Identifying Similarities and Differences 2. Summarizing and Note Taking 3. Reinforcing Effort and Providing Recognition 4. Homework and Practice 5. Nonlinguistic Representations 6. Cooperative Learning 7. Setting Objectives and Providing Feedback 8. Generating and Testing Hypotheses 9. Cues, Questions, and Advance Organizers The following is an overview of the research behind these strategies as well as some practical applications for the classroom.

1. Identifying Similarities and Differences The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way. Teachers can either directly present similarities and differences, accompanied by deep discussion and inquiry, or simply ask students to identify similarities and differences on their own. While teacher-directed activities focus on identifying specific items, student-directed activities encourage variation and broaden understanding, research shows. Research also notes that graphic forms are a good way to represent similarities and differences. • Use Venn diagrams or charts to compare and classify items. • Engage students in comparing, classifying, and creating metaphors and analogies. 2. Summarizing and Note Taking These skills promote greater comprehension by asking students to analyze a subject to expose what is essential and then put it in their own words. According to research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented. • Provide a set of rules for creating a summary. • When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text. Research shows that taking more notes is better than fewer notes, though verbatim note taking is ineffective because it does not allow time to process the information. Teachers should encourage and give time for review and revision of notes; notes can be the best study guides for tests. • Use teacher-prepared notes. • Stick to a consistent format for notes, although students can refine the notes as necessary. 3. Reinforcing Effort and Providing Recognition Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievement. Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort. • Share stories about people who succeeded by not giving up. • Have student keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data. According to research, recognition is most effective if it is contingent on the achievement of a certain standard. Also, symbolic recognition works better than tangible rewards. • Find ways to personalize recognition. Give awards for individual accomplishments. • “Pause, Prompt, Praise.” If a student is struggling, pause to discuss the problem, then prompt with specific suggestions to help her improve. If the student’s performance improves as a result, offer praise/encouragement. 4. Homework and Practice Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary by grade level and that parent/guardian involvement

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should be minimal. Teachers should explain the purpose of homework to both the student and the parent/guardian, and teachers should try to give feedback on all homework assigned. • Establish a homework policy with advice – such as keeping a consistent schedule, setting, and time limit – that parents/guardians and students may not have considered. • Tell students if homework is for practice or preparation for upcoming units. • Maximize the effectiveness of feedback by varying the way it is delivered. Research shows that students should adapt skills while they are learning them. Speed and accuracy are key indicators of the effectiveness of practice. • Assign timed quizzes for homework and have students report on their speed and accuracy. • Focus practice on difficult concepts and set aside time to accommodate practice periods. 5. Nonlinguistic Representations According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation has proven to not only stimulate but also increase brain activity. • Incorporate words and images using symbols to represent relationships. • Use physical models and physical movement to represent information. 6. Cooperative Learning Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep group small and don’t overuse this strategy – be systematic and consistent in your approach. • When grouping students, consider a variety of criteria, such as common experiences or interests. • Vary group sizes and objectives. • Design group work around the core components of cooperative learning – positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability. 7. Setting Objectives and Providing Feedback Setting objectives (learning targets) can provide students with a direction for their learning. Goals should not be too specific; they should be easily adaptable to students’ own objectives. • Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like “I want to know” and “I want to know more about…” get students thinking about their interests and actively involved in the goal-setting process. • Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals. Research shows that feedback generally produces positive results. Teachers can never give too much; however, they should manage the form that feedback takes. • Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge. Rubrics are a great way to do this. • Keep feedback timely and specific. • Encourage students to lead feedback sessions. 8. Generating and Testing Hypotheses Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions. • Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed. • Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work. 9. Cues, Questions, and Advance Organizers Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience. • Pause briefly after asking a question. Doing so will increase the depth of your students’ answers. • Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. There are many ways to expose students to information before they “learn” it.

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Instructional Strategies

Principles of Learning New learning is shaped by the learner’s prior knowledge.

Students’ learning must be built on what they already know. New information is always filtered by prior conceptions and related information. You not only have to know what they know but how they are thinking about what they know.

Learning occurs through social interaction. Learning is largely a social process. A lot of our learning comes through

interaction with others. The teacher who recognizes the social nature of learning treats the classroom group not as a collection of individuals learning on their own but, instead, as a small community whose members are learning together, learning from one another. That means students do a lot of talking. It is more than practice and recitation. It is a place where they can explain to each other and help each other explain. This is only possible in a climate of trust and mutual respect. Students need to develop the skills and understandings that make for a productive discussion.

Learning is closely tied to particular situations. Learning is “situated.” We create knowledge as we go and that is crafted or

adapted to the very situation we are in. The more different from past situations, the more new work there is going to be to do. The challenge is to maintain intellectual rigor while providing student experiences that do have carryover to real-world situations - getting students involved in realistic, purposeful tasks and then providing whatever support the students need to do it successfully. People learn whole to part more efficiently. It is better to focus on the problems and let the bits of knowledge that are needed arise within the context of solving the problem.

Successful learning involves the use of numerous strategies.

The following universal thinking strategies can and should be explicitly taught across the curriculum and grade levels: the importance of elaboration, the role of imagery, the power of comparing and contrasting, and the power of anchoring your understanding in examples. It is important that people think about what they’re learning, that they imagine it, that they make connections, that they seek evidence, that they try to build comprehensive mental models, and that they work together in their learning, using techniques of cooperative and collaborative learning.

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Seven Elements of an Effective Learning Environment Implications for the Classroom

1. Students/teachers actively engaged in the learning process • Provide exploratory experiences • Promote problem solving • Engage students in simulations • Make use of role-playing • Include active learning

• Encourage authentic, cooperative projects • Include teacher/student demonstrations • Include hands-on experiences

2. Students’ ideas are respected and valued; stress is low; self-efficacy is high • Create a feeling of community • Foster low-stress environments • Provide support. • Provide positive feedback • Promote individual/cooperative successes

• Encourage interdependency and peer support • Practice conflict resolution • Support children’s dreams and aspirations • Create multiple, varied situations when

individuals are repetitively successful 3. Students have ownership of their learning and assessment

• Give students voice in what/how they learn • Engage students in designing assessment • Use peer teaching; reciprocal teaching

• Develop flexible learning activities that meet individual needs and interests

• Create experiences where students are committed to both the content and the nature of the learning activity

4. Students engage in both social interaction and self-reflection • Create learning activities that allow for

communication in flexible, diverse, and adaptable settings

• Provide instruction on how to engage in positive social interaction and self-reflection

• Facilitate a classroom environment conducive to social interaction and self-reflection

• Provide opportunities for individual/group reflection

• Encourage multiple forms of appropriate journaling

5. Students develop/use critical-thinking skills and numerous strategies for problem solving • Teach students how to think critically and use

numerous strategies • Engage students in activities which facilitate

the use of higher-order thinking and numerous problem solving strategies

• Support students’ sharing of ideas and strategies used to accomplish tasks

• Provide learning experiences that challenge students’ engagement

6. Student learning is tied to particular situations and illustrates a “value beyond school.” • Create learning experiences that are directly

related to the learners’ immediate and not-so-immediate life outside of school

• Build upon students’ prior experiences and viewpoints

• Relate new experiences to past ones, aiding students’ recall and transfer of ideas

• Develop learning experiences that have personal and emotional ties for students

7. Students/teachers use prior knowledge to construct new knowledge, attitudes, and beliefs. • Assess prior knowledge of content, attitudes,

and beliefs • Address misconceptions prior to and during

learning of new ideas

• Link new information to old ideas • Make use of students’ emotional ties to ideas

and experiences

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THIRTEEN TIPS FOR TEACHERS Who Want to Improve Their Effectiveness

1. Formulate a mission statement for your work with children. Inform the students and families of your

mission.

2. Become aware, through honest self-examination, of the impact of your prejudices, intolerances, attitudes, behaviors, language, and levels of academic and behavioral expectations on the achievement of your students.

3. Revise your lessons plans so that they reflect escalated academic and behavioral expectations.

4. Use informal written surveys, essays and discussions to discover your students’ talents, strengths, aspirations, and activities and interests outside of school; build lessons and projects around these discoveries.

5. Find other staff members who believe, as you do, that all children can and must learn. Share expectations, plans, strategies, and methodologies with them.

6. Share your new plans and ideas obtained from the surveys, essays, and discoveries with your students.

7. Train students, during class time, to meet your escalated expectations, i.e., practice in the classroom effective ways to study, to take notes, to use the textbook as teacher and guide, and to organize their time and energy for school success.

8. Give each student early success (first day, first week) and recognize and reward success frequently.

9. Examine your grading and testing policies and purposes. Discuss them with your students. Discuss the concept of competition with self, i.e., beating your personal best. Also, discuss the lessons to be learned from failure. It is important for students to learn/understand that it is through effort – not intelligence – that they can succeed.

10. Increase in-class, hands-on experiences and cooperative learning activities. 11. Increase out-of-school cultural and work experiences. These should include contact with successful

ethnic and gender role models. 12. Connect all students to a significant adult advisor and to a club, team, service, or school activity

early in the school year. 13. Talk to parents/guardians (via telephone, email, newsletter, lunch or dinner meetings) about your

plans and expectations for their children and how they, at home, can work collaboratively with you for their children’s success. This should occur during the first two weeks of school and at regular intervals throughout the year.

From: Lorraine Monroe

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Brain Compatible Components

1. Absence of Threat • Daily Agendas • Procedures • Feeling Included

2. Meaningful Content • Apply to the Real World • “Being There” • Age Appropriate • Theme • Curriculum Connections • Student Binders • Key Points

3. Choices • Eight Intelligences • Bloom’s Taxonomy

4. Adequate Time • Less is Best • Patterns and Programs

5. Enriched Environment • Music/Plants • Resource Books • Clutter Free • Hands-on Activities

6. Collaboration • Cooperative Groups • Class Meetings • Team-building Activities • Community Circle

7. Immediate Feedback • Journal Writing • Guided Practice • Student Binder

8. Mastery • Student Portfolio • Authentic Assessment • Closures

Put Variety in Your Teaching Brainstorming

Case Histories

Charts

Debate

Demonstration

Field Trips

Flannel graph

Games/Crossword Puzzles

Interview

Laboratory

Maps

Models

News Articles

Problem Solving

Projects

Quiz

Questions & Answers

Reports

Role-Playing

Skits

Storytelling

Symposiums & Forums

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Instructional Tips

Require participation by all students in whole group instruction by using the following strategies: • In deciding on lesson activities, always

consider, “Is the activity cute, or does it count?” Signal the class that someone else may be called on to add to, clarify or summarize another student’s response.

• While some students are performing a task at the whiteboard, require others to do the same task on a worksheet, slate, or device.

• Call on students in a random or unpredictable pattern.

• Ask questions of the class in a fashion that implies that any one of them could be asked to respond.

• Make use of wait time after asking the question and after student’s initial response.

• Have materials ready so that your planning and preparation are not the cause of students being off task.

• To keep students motivated, vary your routines and materials.

• Plan for, and provide, appropriate activities for the early finisher and the “nothing-to-do” students (not just more of the same). Consider provisions to meet the needs of slower paced students, giving help or giving additional time. Beware of holding up the majority of the class for these slower paced students.

• Provide frequent shifts to activities as opposed to long periods of just listening or copying.

• When you put student(s)’ names in your grade book, number the names in consecutive order. Have students write their names and numbers on their papers. You (or a student) can quickly

see which papers are missing and, when they’re corrected, they will be in the correct order to put into your grade book.

• Consider ways to reduce the time the students spend waiting: for the teacher, lining up, etc.

• Realize that busy work (such as worksheets) may keep students occupied but may not be a worthy “on task” activity.

• Increase student-student academic interactions. Ask students more questions including open-ended, critical and creative types.

• Make certain that high, yet reasonable, expectations for all students are clearly stated.

• Move around the room regularly and systematically to ensure on-task behavior and to answer student questions.

• Plan smooth transitions between instructional activities thereby reducing off-task behavior.

• Make a “to do” list every morning. Check off tasks as they are completed.

• Train students to hand papers in, right side up, with their name at the top, into the designated completed work basket. Have a basket for each subject of class so papers are sorted for you.

• Assign each student a partner. When a student is absent, his/her partner can gather notes, handouts and assignments that the absent student has missed.

• When students check each other’s papers, have the checker sign their name at the bottom. Students are then more careful.

• Write frequently used directions on a chart instead of the whiteboard. When needed, hang the chart on the whiteboard. Good idea for: Assignment guideline, book report outline, paper heading, studying for a test, many others.

• If your classroom is far away from the

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• Use an answer column along the right margin of the paper when doing math assignments from textbooks or short answer assignments. Have student transfer answers from the problem to the answer column. You can correct half a dozen papers at a time by looking at several answer columns. (Learning to copy answers into an answer column carefully is an important skill, especially for taking standardized tests).

• Make a stencil from which you can cut out the answers to check multiple choice answer sheets.

• Display answers with projector to have students check homework while you take attendance.

• Parents may be able to help with some clerical work such as typing a newsletter, preparing teaching materials, preparing book club orders, laminating, etc.

• Designate one spot on the whiteboard where you write what students should do as soon as they enter your classroom. Teach students to look there and begin without wasting time. It will give an orderly beginning to your classes.

• Laminate often-used materials if reused in subsequent years.

• Have a personal care kit at school, which might include aspirin, needle and thread, etc.

• Teach students to do as many clerical tasks (attendance, lunch count, etc.) as possible.

• Make two blank copies of student worksheets – one to use, one to file for future reference or to make copies for an answer key.

office or teacher workroom, keep a supply box “hidden” somewhere. Include: pens, pencils, scissors, class list with student phone numbers, tape, etc.

• Save time by designing your own lesson plan book. Take a page from your book and put in room numbers, times, subjects, special classes and any other constant features. Duplicate this page and, when you make your lesson plans weekly, you will only need to add the lessons for the week.

• Place extra copies of worksheets in a “homework box.” Students can help themselves for extra practice.

• Identify your supplies (pencils, scissors, markers, etc.) with a masking or colored tape strip.

• With notes on your computer, use the projector to display class notes and presentations instead of the whiteboard.

• This way you can date and save them, use them again, give them to an absent student, or review them on another day.

• Make a poster to keep a daily list of assignments for the students who are absent.

• Ideas for “floating” teacher: Make a box or use a cart to keep your “desk” materials with you as you travel from room to room.

• Instead of collecting checked homework every day, have students keep it in a folder and collect once a week for recording.

• Designate one day a week to send student work home to families.

• Re-file your materials as soon as possible so you can find them later.

• Have a bulletin board that includes special class schedules, announcements, lunch menu or important things you or your substitute might need.

• Use one calendar to keep track of future important events – pocket calendar, desk calendar, lesson plan book, etc.

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Rules for Brainstorming • No criticism or compliments are allowed • No expectations are needed. • No initial discussion of ideas. • Strive for quality of ideas first. • Encourage participation of all members. • Allow anything to be contributed. • Post the ideas publicly throughout the process.

Content Area Reading Strategies

Before Reading: KWL Chart Graphic Organizers

Anticipation Guides Vocabulary Sorts Questionnaire

During Reading: Reading logs

Post-it Note Strategies Partner Reading Mind Mapping Note Taking DRTA (Directed Reading and Thinking Activity) After Reading: Story Map Character Map Exit Slips Response Journals Reaction Guide Discussion Web

Things to Keep in Mind About Reading in the Content Areas Teachers need to be aware of each student’s independent and instructional reading levels. A wide variety of materials need to be made available to meet the needs of the students. Reading strategies are necessary in every subject area. Before, During, and After reading strategies should be present for every lesson, no matter the content. Teachers need to provide many forms of experiences to connect reading and writing to individual interests and strengths. (Multiple Intelligences) Teachers must present reading and writing in smaller chunks and must provide guidance through each step. Teachers must build on prior knowledge and provide experiences for those without any. All teachers must read aloud to students DAILY!!

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Waiting Time Becomes Learning Time

Classrooms have been accused of being slaughterhouses of time. Time is killed, and much of it wasted in the same way that, in the past, animals were slaughtered and much of them wasted. Now, an industry with its emphasis on extracting everything of value, has eliminated such waste and “everything but the moo” is used. In education, the current emphasis on accountability has forced similar conservation of our most valuable educational resource - the time and energy of the teacher and the learner. In classrooms, that precious time and energy can be expended with great learning dividends or dissipated with little or no learning return. Educational ‘conservation’ can minimize or eliminate waste that occurs when valuable student time is expended WAITING, WAITING, and WAITING! Serious erosion of time and energy occurs when learners are waiting: waiting for the class to start, waiting for the reading group to gather, waiting for papers to be passed out or collected, waiting to be dismissed, waiting for the teacher to get to them. All this waiting leaves students with nothing to do but to entertain themselves. Usually they fill this time by daydreaming, talking and playing/messing around with their friends, or getting into trouble. The technique of using ‘sponge’ activities to productively utilize, rather than dissipate, waiting time has been developed at the Laboratory School of UCLA. These activities can be modified or tailored for use in any classroom, at any age level, with any content for students. “Sponge activities” are the name of learning opportunities which “sop up” those precious droplets of “waiting time” which otherwise would be lost. Sponge activities are designed to:

1. Review or extend previous learning. 2. Build readiness or “set” for the learning that is about to occur. 3. Eliminate the discipline problems, which can be generated in transition periods.

Sponge activities, because they occur during transitions or at the beginning and end of an assignment, must be designed to accommodate late arrivals (latecomers can join in the activity without feeling lost) or early departures (students can be dismissed or depart without missing something essential). Whenever there is an unavoidable waiting period before a planned activity can start, or when students finish an assignment and have some time left over, the effective teacher utilizes this time either to strengthen learning that needs extension and/or additional practice, or to prepare learners to move more successfully into the next learning. To design a sponge activity that will promote motivation and set to perform, a teacher needs to examine the ensuing lesson and decide what students would be thinking about or considering beforehand that will provide a springboard for the new learning. This “prior propulsion” not only focuses the learner, but also provides impetus that will carry a lesson much farther with efficiency and effectiveness. In addition to focusing potential, sponge activities also contribute to students assuming the responsibility for starting themselves and, if the question is written on the board, for practicing reading and generating responses. Teachers who systematically make use of sponge activities that are appropriate to their group in order to give students practice or create an anticipatory mental set will find their students arrive more promptly because there is something interesting to do. Additionally, students are more alert because they are used to “turning on” thinking as soon as they arrive. As a result, many discipline problems will be eliminated, and valuable time becomes a powerful “learning time” which teachers and children enjoy and which pays tremendous dividends in increased achievement.

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Homework Tips Homework is becoming a growing issue. Some schools have homework policies. Consider these purposes for homework. Homework can provide:

• Different ways to monitor student learning other than tests.

• Opportunity for practice of a skill or concept that has been taught.

• An opportunity to tie in school learning with real world experiences.

• Open-ended activities that allow for success.

• Means of communicating with the home about student progress.

• Ways to actively involve the family in the student’s education.

• Preparing the student for in-school activities. • “Homework” takes on a whole new meaning

when instruction is “flipped.”

Homework Do’s and Don’ts

Do’s Don’ts • Do have a homework policy and be prepared to

communicate it to students and parents. • Do make sure students know objectives of the

assignments. • Do give feedback and acknowledgment on

completion of homework. • Do hold students responsible for completion of

homework, but be sensitive to outside obligations.

• Do be aware of the resources that are, or are not available at students’ homes in order to complete the assignment.

• Don’t give 25 problems if 5 will accomplish the objective (more is not always better).

• Don’t give homework as punishment. • Don’t use homework as busy work. • Don’t assume that homework should be

assigned every night. Check on your policy. • Don’t assign homework just because a parent

requests it. • Don’t make unrealistic demands on students’

time.

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Chapter Four:

Mentor Section

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Mentor

A mentor, by common definition, is an experienced adult who befriends and guides a less experienced adult. In so doing, mentors can serve many roles: teacher, coach, role model, developer of talent, a protector, and a sponsor.

TEACHER – Teaches specific skills necessary for successful job performance. ADVISOR – Gives advice based on a high degree of competence and extensive experience; guides the protégé in understanding school policies and unwritten rules. COUNSELOR – Provides emotional support and encouragement. ROLE MODEL – Models professionalism and demonstrates realistic ways of solving

problems with energy and self-confidence. PROTECTOR – Provides a safe environment where the new teacher can make mistakes

without losing self-confidence and acts as a buffer between the protégé and staff. COMMUNICATOR – Establishes open lines of communication through which concerns

can be discussed clearly and effectively. COACH – NOT evaluator.

Mentor Rules and Responsibilities

As a mentor, it is expected that you will:

1. Ensure a strong start to the year Participate in district provided mentor training opportunities and other professional

growth activities offered by the district for mentors and new teachers Contact new teachers prior to the new teacher orientation to begin to develop an ongoing

relationship Introduce the new teacher to key people in the building and within the District Assist with setting up classrooms, and aid in preparation for the beginning of school Orient new teachers to building practices and procedures Be available to the new teacher during the orientation week Make sure the new teacher procures needed curricular materials and supplies Familiarize the new teacher with the school building, rules, routines, and equipment and

its usage 2. Provide instructional support

Aid the new teacher in planning lessons and assessments Assist the teacher in creating a classroom atmosphere which is motivating and positive Support the new teacher in trying new teaching strategies, using differentiation, and

addressing individual student needs Model new strategies for the new teacher or do side-by-side teaching in order to

introduce a new strategy Observe the new teacher in the classroom environment regularly to coach and provide

assistance and support; these observations will be entirely removed from the evaluation process-and provide follow up reflection and discussion

Plan times for the new teacher to observe in the classrooms of experienced teachers with similar content; provide coverage if necessary

Provide feedback that is two-way, nonjudgmental, descriptive and positive 3. Provide ongoing professional support

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Be available to new teachers on a weekly basis by having a standing meeting time Attend and /or lead on-going support sessions and study groups for new staff throughout

the year Acquaint the new teacher with the school and District policies Make the new teacher aware of the various District workshops, projects, and programs

that are offered for staff members Review the school calendar to anticipate coming activities Assist beginning teachers in developing their Professional Learning Plan Be a resource for information on formal evaluation and professional practice Suggest summer institutes and /or professional development opportunities for summer

growth 4. Provide personal support

Encourage social activities and maintaining a support system Help the new teacher put problems in perspective to reduce stress Help the new teacher prioritize work in order to make best use of their time

5. Maintain a confidential relationship with the new teacher Serve as a confidential consultant and friend to the new teacher Organize weekly meetings to share ideas and information Be available on an as-needed basis for emergencies and questions

6. Serve as a liaison Refer the new teacher to other teachers and educational resources for a variety of

perspectives and instructional practices Help the new teacher build strong links and remain open to learning from others besides

the mentor Inform the new teacher of opportunities and supports provided by various professional

associations 7. Participate in mentor preparation, trainings, reflection, and program evaluation opportunities

Maintain collaborative assessment log of meetings between mentor and mentee, and encourage new teacher journal use to keep communication flowing between mentor and mentee

Use collaborative log to problem solve and record “to dos” for mentor and mentee*

*Mentors do not evaluate; confidentiality is critical. The mentor’s feedback to the protégé always is in the strictest confidence. The mentor must not be part of the district’s system of teacher evaluation, nor does the mentor discuss the performance of the beginning teacher with other staff. All written communication should be left with the beginning teacher.

Conversational Planning Guides

This guide is intended to focus discussions for new teachers and “mentors” on several issues. It is hoped that these conversations will be personalized to meet the needs of various staff and positions, while also providing guidance regarding issues that new staff members in the past have reported as important to address. Mentoring New Teachers by Hal Portner Corwin Press, Inc. 2003 FOCUS: The Nitty-Gritty/Nuts and Bolts

1. Walk through a typical day’s schedule What are the routines, transitions, routes through the building You might want to physically visit particular areas or routes

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2. Procedures Absence reporting Lunch count and use of cafeteria Safety/emergency procedures Field trips, bus procedures

3. Locations/How to’s Copy machine DVD, TV, Projector, etc.

4. Technology Laptops Check out procedures Email Online resources Internet Computer lab (if applicable)

5. People Specialists/resource staff Administrators – who is responsible for what Library media PDC reps Building leadership Support staff

FOCUS: Personnel

1. Custodians

What are their names?

Which one will work on your hallway, in your classroom?

Where are they headquartered?

How can a teacher secure their help? For special events? For an Emergency?

Are there any special procedures that the custodial staff requires?

2. School Secretaries

What are their names and responsibilities?

What office machines are available for teachers?

How can you obtain the usual office supplies?

Is there a departmental assistant? What can we expect them to do? How much lead time do they

require?

What teacher-kept records are required of you?

How is school wide attendance handled?

How can teachers make and receive phone calls during the day?

3. School Cafeteria

Who are the staff members, and what are their hours?

What lunches are available for teachers and students, and at what prices?

What responsibilities will the teacher have in the cafeteria?

4. Principal

How and why might a teacher refer a student to the principal or assistant principal?

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When and where are faculty meetings?

What responsibilities will you have outside the classroom?

What school traditions are there to be aware of?

How are assemblies panned and handled?

What roles do principals and other staff members pay in evaluating teachers? What is expected of the

teacher evaluation?

5. The library

Who comprises the library staff and what are their responsibilities?

When may students visit the library? How do they check out materials? For how long?

What classification system is used to organize books? What methods are used for information

retrieval?

How do you checkout, reserve, or order materials?

What special services will librarians provide?

6. Counselors

Who are they and how are students assigned to their caseload?

How and why might a teacher refer a student to a counselor?

Where are the student records kept? Who has access to the these records? What is the procedure to

check a student’s records?

What kinds of grading system and report cards are used?

What state and national tests are given to students? When?

What special services do counselors provide students and teachers?

7. Specialists

Who are the specialists in the building and district?

What are their roles, and what service do they provides?

8. School Nurses

What are their names and responsibilities?

When may students/teachers go to their office?

What procedures must be followed to send students to the nurse’s office?

What is the procedure if a student becomes ill during class?

Who is the emergency “first on site” person in my hall?

FOCUS: Getting to know the Culture of the School In order to help a new teacher get an idea about the culture of the school, discuss any of the following stems:

1. The students in this school…

2. Their parents/guardians…

3. The teachers in this school…

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4. The non-teaching professional staff, secretaries, and custodians…

5. The school’s major claim to fame is…

6. The first thing that would inspire a stranger entering the school is…

7. Teaching in this school is like…

8. The surrounding community is…

9. Some interesting places in town are…

10. Local community support for education comes from ____________ in the form of…

FOCUS: Student, Discipline, and Resources

1. Discipline Procedures If there are written procedures or handbooks for your building, make these available

and review. If there are unwritten procedures for your building, review them. Discuss the norms for expected student behavior in your building.

2. Students Explore the new teacher’s previous experiences… What were the students like? What was the atmosphere like; the school environment? From your perspective, are there things you think will be different here? Describe particular characteristics that you find common to Reeds Spring students.

3. Resources Who do you go to in your building when you need help with a particular student? What are the resources available to the classroom teacher? What are the processes for utilizing resources in your building?

FOCUS: The Parent/Guardian Community

1. Explore the new teacher’s previous experiences…what was the previous parent/guardian community like?

2. Based on that information, discuss aspects of this community that will likely be similar,

different.

3. Discuss strategies that you have found successful for establishing positive rapport with students’ families.

4. Discuss expectations that families in your learning community have of teachers that are

important for new staff members to understand.

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This is a more specific list that you can check off as you make your way through the discussions. In some cases, it is recommended to walk through this list over several different meetings so that information does not become overwhelming. ______ Briefly, outline your role as a support to the new teacher

______ School year in review

______ Office procedures

______ Schedule

______ Review class list

______ Set up a routine meeting time

______ Discipline

______ Curriculum

______ Meet staff – you might want to loan them a yearbook with photos

______ Organization procedures

______ Share hidden rules of your building

______ Sub folder and absence procedures

______ Supplies/classroom physical space

______ Budget procedures

______ Offer to help them prepare their room

______ Arrange for someone to answer emergency questions throughout the year in case you

are unavailable

______ Share what is the most important building issue and/or initiative for someone new to your building

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Professional Learning Plan

The mentor teacher can assist in planning professional learning by:

Providing direct assistance, e.g., answering questions, suggesting strategies, identifying resources.

Creating opportunities for the protégé to become involved in

professional activities.

Providing information on the mentor’s own professional learning plan as a model.

Assisting the protégé in setting short and long-term

professional goals.

Acting as a resource to help the protégé obtain information such as certification and continuing education requirements.

Since the PLP is tied to certification, thus contract renewal, and to evaluation, the building principal should take the primary responsibility for working with the teacher on his/her plan. The principal and the teacher should review progress with the plan on a regular basis and update the plan at least once each year, or as needed. The intent of the plan is that it be a tool for both principals and teachers to foster continual growth and development of professional skills of the teacher.

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Administrators’ Responsibilities

1. Provides time for protégé to observe master teachers in the instructional setting. 2. Assists with selection of mentors. 3. Respects confidentiality of mentor/protégé relationship. 4. Provides encouragement and support for the success of the mentoring program.

The Mentor as a Role Model

The mentor teacher becomes a role model: In relations with colleagues, students, families, and others By demonstrating a commitment to student growth and development By demonstrating exemplary skills in the classroom In collaborative endeavors with other professionals (collegial interaction and support) In work habits By modeling a professional growth commitment; having a personal and professional

learning plan By active involvement in professional activities and professional organizations By seeking knowledge of trends in education, including materials, research, and

methodology By expressing a positive set of values and beliefs concerning teaching as a career By being a facilitator of change and improvement

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New teachers often find more difficulty in implementing school procedures than teaching students. The mentor should facilitate the new teacher by covering all items on this checklist:

Topics Preparing for the first few days of school Using the curriculum guides and Grade Level Expectations to plan lessons – what should be taught and tested Building checklist Managing classroom instruction including: planning instruction, finding resources and materials, evaluating student progress, and coping with a wide variance of student ability in the same class Experiencing feelings of isolation Coping with the workload Developing positive relationships with families, administrators, colleagues, and students Maintaining classroom management and discipline (SW PBS, principles of Love & Logic, and BIST) Motivating students, especially working with students who have special needs Managing time, including striking an appropriate balance between personal and professional time Effective classroom and student engagement strategies MAP and EOC testing Evaluations End of year procedures

Any concerns of beginning teachers are valid subjects for frequent informal conferences. Consequently, the mentor should make an effort to be both available and easily accessible to the beginning teacher, especially the first few weeks of the school year.

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Year At A Glance – Mentor Checklist of Responsibilities JULY _____Initial introductory phone call to your protégé. AUGUST _____Meet, welcome your protégé at B-TAP, Thursday, August 8, 2013 _____Develop collegial relationship (Continue to monitor progress in this area) _____Communication with principal at B-TAP _____B-TAP _____Provide support and help for protégé to begin the year _____Building checklist/prepare for B-TAP _____Professional Learning Plan (PLP) _____Regular conferences SEPTEMBER _____Informal meetings (share events and happenings of the day) _____Monthly conference on Planning Instruction and Substitutes _____Professional learning opportunities _____“Socializing” protégé (Discuss school norms, traditions, socials, and introduce to other staff) _____Continue to develop collegial relationship _____Observation and feedback – Initial demonstration is in the mentor’s or other experienced teacher’s classroom _____Share resources (Show where to find supplies, materials, etc.) _____Review standard operating procedures _____Promoting positive relationships with students and families OCTOBER _____Monthly conference on Partnering with Parents (Conferences) _____Observation and feedback _____Informal discussions _____Professional learning opportunities _____Review PLP _____Parent/teacher conferences and report cards NOVEMBER _____Monthly conference on Planning & Implementing Instruction _____Observation and feedback _____Informal discussions _____Review PLP DECEMBER _____Monthly conference on Personal Time Management _____Informal discussions

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_____Review PLP JANUARY _____Monthly conference on Assessing Learning _____Observation and feedback _____Informal discussions _____Review PLP FEBRUARY ____Monthly conference on Testing & Teacher Stress _____Observation and feedback _____Informal discussions _____Review PLP MARCH _____Monthly conference on Struggling Learners _____Observation and feedback _____Informal discussions _____Review PLP APRIL _____Monthly conference on PBTE _____Informal discussions Review all forms and turn in as needed _____Review PLP _____Set professional learning goals for next school year MAY _____Monthly conference on End-of-Year Procedures _____Informal discussions

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Providing Direct Assistance Mentors can directly assist their protégés by:

• Making time available on a regular basis to address the protégé’s concerns and progress, and to ensure interaction

• Helping the protégé organize and manage materials • Helping the protégé develop and maintain a record-keeping system • Responding to specific requests by the protégé • Informing the protégé about professional learning opportunities • Helping the protégé to understand the written and unwritten rules and norms

in the school and community • Observing the protégé and providing feedback to facilitate professional

growth • Helping the protégé develop a classroom management system • Assisting the protégé’s socialization to the school environment • Modeling and/or suggesting techniques for conferencing with families • Acting as a confidant for the protégé to express personal/professional

concerns • Helping the protégé identify specific competencies which need improvement • Encouraging and supporting self-direction and autonomy • Helping the protégé diagnose students’ learning styles and modify teaching

strategies to meet all students’ needs • Bringing new methods, materials, and resources to the attention of the

protégé and providing assistance in their implementation • Conferring with the protégé regarding effective ways of meeting student

learning objectives and District instructional goals • Providing examples of unit plans and course syllabi • Giving feedback on the protégé’s progress in meeting instructional goals • Identifying resource people, e.g., the principal, staff development specialists,

District and regional support agencies • Encouraging the protégé’s efforts to try his/her own ideas, teaching style,

and classroom management plan

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Observation and Feedback Conference Formal Observation and Conferences

The formal B-TAP observation/conference has three parts:

1. Pre-observation conference 2. Observation 3. Post-observation conference

Ideally, the mentor and protégé will engage in the formal observation/conferencing process at least once a month.

Observations Establish Trust Mentors and protégés may require more than one observation and conference sequence to establish a strong relationship. Once this level of trust has been achieved, the mentor and beginning teacher are ready to proceed on to the observations and conferences that have as their focus specific instructional growth for the beginning teacher. This process of pre-conference, observation and post-conference should continue throughout the year, changing as the needs of the beginning teacher change. Stay Positive Trust and support will be enhanced and anxiety reduced if the mentor takes care to offer feedback in positive terms. Focus feedback on the behavior rather than the person Describe rather than judge Point out specific causes and effects Share ideas rather than give advice Explore alternatives rather than give solutions Provide feedback valuable for the receiver rather than the giver Give only the amount of feedback the receiver can use

Pre-Conference The mentor and protégé should determine the goal of the observation and what the mentor should observe and record. During the pre-conference, the date and time for observation and post-conference should be agreed upon. Also determine where the observer is to sit in the class, and discuss the lesson plan. (Only one or two teaching behaviors or strategies should be observed).

Feedback Conference:

Conferencing is an important part of the improvement process. Your role as mentor is to help the new teacher self-analyze and assess strengths and weaknesses. Giving constructive feedback is an indispensable tool in collaboration, teamwork, and other group efforts. When it is done properly, feedback is a very specific kind of communication: it focuses on sharing with another person the impact their behavior has had on you, and has as its

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purpose helping that person improve their effectiveness. Your feedback will be most useful when it is understandable, acceptable, and usable. Give it with care

To be useful, feedback requires the giver to want to help, not hurt, the other person. Set a relaxed tone.

Be specific Good feedback deals clearly with a particular incident and behavior. Making vague statements is of little value. The most helpful feedback is concrete and covers the areas of interest specified by the receiver. Explore strategies, causes and effects, and alternatives.

Avoid evaluative judgments The most useful feedback describes behaviors without value labels such as “irresponsible”, “unprofessional”, or even “good” and “bad”. If the recipient asks you to make a judgment, be sure to state clearly that this is your subjective opinion.

Feedback is confidential The mentor’s feedback to the protégé is in strict confidence. The mentor must not be part of the district’s system of teacher evaluation, nor does the mentor discuss the performance of the beginning teacher with other staff.

Speak for yourself When giving feedback; be sure to discuss only things you witnessed. Do not refer to absent or anonymous people (e.g. “A lot of people didn’t like it …”).

Ask probing questions This allows the new teacher to do the talking. It promotes self-evaluation and self-improvement. When the new teacher comes to the conclusion this part of the lesson was not effective, you should “brainstorm” for ideas that would increase effectiveness. These ideas have a much greater chance of success if the new teacher has ownership of the idea that improvement is needed.

o In cases where significant concern is noted, the mentor may have to take control of the conference. You may have to be more direct about what you say that was not effective and point out ways for improvement. In either case, it is important to schedule another observation as soon as possible to follow up on your discussion.

Sample Coaching Questions

What are you seeing that indicates you are getting the results you want? What are your concerns about this option? Which part of the new ________ seems to be the most challenging? How did the implementation of your plan go? What other possibilities might there be to produce different results next time?

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Reflecting Conference (Assess) Express feelings about the lesson. As you reflect back on the experience, how

do you feel it went? (Recall and Relate) Recall student behaviors observed during the lesson to support those feelings.

What did you see students doing that made you feel that way?

(Recall) Recall their own behavior during the lesson.

What do you recall about your own behavior during the lesson?

(Compare) Compare student behavior performed with student behavior desired.

How did what you observe compare with what you anticipated?

(Infer) Make inferences about the achievement of the purposes of the student lesson.

As you reflect on the goals of the lesson, what can you say about your achievement of them?

(Metacognition) Become aware and monitor thinking during the lesson.

What were you thinking when you made a change in the lesson?

(Analyze) Analyze why the student behaviors were or were not achieved.

Explain why some students performed as they did and others did not.

(Cause-effect) Draw causal relationships. What did you do to produce the results you wanted?

(Synthesize) Synthesize meaning from the lesson.

What big ideas or insights are you discovering?

(Self –prescription) What ideas might be carried forth? (Evaluate) Give feedback about the effects of this coaching session and the coaches’ conferencing skills.

What has this session done for you? What could I do differently in future sessions?

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Open-Ended Coaching Questions

1. What do you see as some strengths of the lesson?

2. Share with me what led up to the lesson.

3. How did you feel about my coming in to observe the lesson?

4. How did you feel about the student responses in the lesson?

5. What are your perceptions about the effectiveness of the lesson?

6. How did you feel about the lesson?

7. What parts went as planned?

8. What would you do differently?

9. Were you pleased with the way the lesson went today?

10. What unexpected outcomes did you receive?

11. How did you feel your students were responding?

12. What were the unexpected gains?

13. What specific student behaviors pleased you?

14. What did not go as planned?

15. Tell me a little about this group.

16. Did you think that my being in the class affected the students’ behavior?

17. Please help me with this. I don’t understand.

18. In what way . . . ?

19. What have you tried so far?

20. How do you think this will work?

21. What are some other possibilities?

22. What are some obstacles?

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Chapter Five:

Reference Section

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District Policy 4630 PERSONNEL SERVICES Performance Evaluation Staff Conduct The Board of Education requires all staff members to serve as positive role models for District students. District schools exist to provide quality, cognitive, and affective education for District students. In achieving these objectives, staff are required to meet certain performance criteria including, but not limited to: 1. Properly prepare for student instruction. 2. Fully utilize instructional time for learning activities.

3. Maintain students under active supervision at all times.

4. Assess student performance in regular and accurate manner.

5. Modify instructional goals to meet the needs of each student.

6. Comply with administrative directives.

7. Motivate students to achieve learning objectives.

8. Communicate with students in a professional and respectful manner.

9. Maintain relationships with students in a professional teacher-student model.

10. Review and comply with Board policies, regulations, and procedures as well as related

building rules and practices.

11. Properly operate and maintain district property.

12. Utilize district technology solely for school district business.

13. Maintain required records and submit requested reports in a timely manner.

14. Comply with all safety guidelines and directives.

15. Refrain from the use of profane and obscene language.

16. Dress in a professional manner.

17. Attend to all duties in a punctual manner.

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Mandatory Reporting Policy STUDENTS Policy 2710 (Regulation 2710) Student Welfare Reporting Student Abuse The Board of Education believes that school staff members are in a unique position to assist children, families, and the community in dealing with the issue of child abuse and neglect. Child abuse is defined as any physical injury, sexual abuse or emotional abuse inflicted on a child other than by accidental means. Neglect is defined as the failure to provide the proper or necessary support, education, nutrition, or medical, surgical or other care necessary for the child’s well being. If a student reports alleged sexual misconduct on the part of a teacher, or school employee, to a school employee, such employee and the Superintendent shall forward the information within twenty-four hours of receiving the information to the Children’s Division. The District will investigate the allegation for the purpose of making decisions about the accused person’s employment. However, if the report of alleged sexual abuse is received from someone other than a student, a report will be made to the Children’s Division if a District administrator has reason to believe that a child has been or is likely to be abused or neglected. If the District receives a report of child abuse against a school employee involving a spanking or the use of reasonable force to protect persons or property, the Superintendent or the School Board President must send a notice to county law enforcement officials. Such notice will be given in addition to notice to Children’s Division. The investigation into such child abuse allegation will be conducted by a law enforcement official in the county. Any school district employee, acting in good faith, who reports alleged sexual misconduct on the part of a school employee will not be disciplined or discriminated against because of such reporting. The District will annually provide employee training, which will include but not be limited to current information concerning identification of the signs of sexual abuse in children as well as the identification of the danger signals of potentially abusive relationships between children and adults. This training will emphasize the importance of mandatory child abuse reporting, including the obligation to report suspected abuse by other mandated reporters. Employees will receive training on the need for and methods to create an atmosphere of trust so that students believe their school and school employees are available to discuss matters concerning abusive behavior. (Regulation 2710) Procedure for Reporting Abuse and Neglect 1. When a student reports alleged sexual misconduct on the part of a teacher or other school employee to another school employee such employee and the Superintendent shall forward the information within twenty-four (24) hours of receiving the information to the Children’s Division at 1-800-392-3738. 2. However, if the report of alleged sexual abuse or neglect is received from someone other than a student, a report will be made to the Children’s Division if the District has reason to believe that a child has been or is likely to be abused or neglected by telephoning the Abuse Hotline at 1-800-392-3738. The call will be logged with the date, time and nature of the report. 3. School personnel will not notify the student's parents that a Hotline report has been made. 4. When CD representatives interview students on District property, a school staff member will be present. CD representatives may not meet with a child at any school or childcare facility where abuse of the child is alleged to have occurred.

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5. When CD receives a report of suspected abuse involving a school employee, other than reports made under subsection (1), the CD is required to notify the Superintendent. If the alleged perpetrator is the Superintendent, CD will notify the Board President. However, if the report relates to spanking or the use of reasonable force to protect persons or property pursuant to Board policy, a report will be made to county law enforcement officials. The investigation into such report will be made by a law enforcement official in the county. 6. When the District and student involved request mediation of the child abuse situation in a school setting , the matter will be referred to the Office of Child Advocate.

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Reeds Spring R-IV Schools New Teacher Acknowledgement of Expectations

I, __________________________________, as a 2013-2014 first year teacher (less than one year of full-time teaching experience) acknowledge that I have read and understand the expectations related to the Beginning Teacher Assistance Program – B-TAP for beginning teachers in the Reeds Spring R-IV School District. Year One During Year One, I will be responsible for the completion of the Checklist for 1st Year Mentors/ Mentees in the B-TAP Manual and the following tasks:

Attend New Teacher Academy – August 8 and 9

Participate in B-TAP – including, but not limited to: attending monthly B-TAP sessions, meet regularly (at least monthly) with mentor; observe master teacher (at least once per semester)

Develop personal PLP (Professional Learning Plan)

Attend District Professional Development meetings

Attend required Beginning Teacher Assistance Workshop (several area universities offer this) and submit documentation to the office of the Assistant Superintendent of Teaching & Learning.

In addition, I will be assigned a mentor/instructional coach to work with me during the school year.

Year Two (Pending annual renewal of employment contract.) During Year Two, I will be responsible for the completion of the Checklist for 2nd Year Mentors/ Mentees in the B-TAP Manual and the following tasks:

Attend monthly B-TAP sessions

Attend District Professional Development workshops

Revise personal PLP (Professional Learning Plan)

In addition, I will be assigned a mentor to work with me during my second year to fulfill the two-year mentoring requirements mandated by the state of Missouri.

_________________________________________________ ____________________________________________ Mentee Name - Print Mentor Name - Print

_________________________________________________ ____________________________________________ Signature of Mentee Signature of Mentor

School Name/Site ___________________________________________________________________________________

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Reeds Spring Public Schools

B-TAP Beginning Teacher Assistance Program

B-TAP

Teacher Year 1 Name: School: Year: Grade/Content: Date:

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

DATE

AUG. SEPT. OCT. NOV. DEC/JAN. FEB. MARCH APRIL MAY

F. Peer Observation: Observed other teachers recommended by Principal/Mentor- see page 12 of B-TAP Handbook.

Date

1st Semester (as documented on 1st semester Checklist)* 2nd semester (as documented on 2nd Semester Checklist)*

Teacher Mentor Assistant Superintendent of Teaching & Learning *Please attach all certificates and documentation to this form (D & E). This form is due to the office of the Assistant Superintendent of Teaching & Learning upon completion.

Date A. Attended New Teacher Academy – B-TAP Aug. 8-9, 2013 B. Attended Monthly New Teacher Sessions C. Mentor Observed Classroom Management D. Attended DESE Required New Teacher Meeting (off-site)* E. Created Professional Learning Plan

E. New Teacher Conference Sessions with Mentor

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Reeds Spring Public Schools

B-TAP Beginning Teacher Assistance Program

B-TAP

Mentor Year 1 Name: School: Year: Grade/Content: Mentee: Date:

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

DATE

AUG. SEPT. OCT. NOV. DEC/JAN. FEB. MARCH APRIL MAY

Mentor Assistant Superintendent of Teaching & Learning This form is due to the office of the Assistant Superintendent of Teaching & Learning upon completion.

Date A. Made Initial Contact with Protégé B. Participated in B-TAP Aug. 8-9, 2013 C. Took Protégé on Building Tour D. Provided Building Introductions of Personnel to Protégé E. Peer Observation of mentor (1 required for year) see page 12. F. Peer Observation of colleague (1 required for year)

E. New Teacher meetings with Mentor

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Reeds Spring Public Schools B-TAP

Beginning Teacher Assistance Program

B-TAP Teacher Year 2

Name: School: Year: Grade/Content: Mentee: Date:

Professional Learning Plan (completed)* Protégé attends monthly B-TAP sessions. Protégé becomes involved in at least 1 aspect of the district community.

Document meeting dates below between Mentor and Year 2 Teacher

Mentor _________________________________________________ Year 2 Teacher Assistant Superintendent of Teaching & Learning *Please attach all documentation to this form. This form is due to the office of the Assistant Superintendent of Teaching & Learning upon completion.

Date Professional Learning Plan

Date Date Date 1. Planning Meeting

Planning Meeting Planning Meeting

2. Planning Meeting

Planning Meeting Planning Meeting

3. Planning Meeting

Planning Meeting Planning Meeting

4. Planning Meeting

Planning Meeting Planning Meeting

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Reeds Spring Public Schools B-TAP

Beginning Teacher Assistance Program

B-TAP Mentor Year 2

Name: School: Year: Grade/Content: Date:

Document meeting dates below between Mentor and Year 2 Teacher

Date Date Date 1. Planning Meeting

Planning Meeting Planning Meeting

2. Planning Meeting

Planning Meeting Planning Meeting

3. Planning Meeting

Planning Meeting Planning Meeting

4. Planning Meeting

Planning Meeting Planning Meeting

Mentor Year 2 Teacher ________________________________________________ Assistant Superintendent of Teaching & Learning

This form is due to the office of the Assistant Superintendent of Teaching & Learning upon completion.

Date

Protégé’s Professional Learning Plan Completed and Submitted

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Reeds Spring Public Schools B-TAP

Beginning Teacher Assistance Program

Transfer Teacher Name ____________________________________________________

Mentor/Buddy Name ____________________________________________

School Year _________________ Building _________________________________

Please check off each item as it is completed:

Familiarize transfer teacher with building and District procedures.

Make sure transfer teacher has curriculum materials/resources.

Assist transfer teacher with location, selection, and access to instructional materials and equipment.

Meet with transfer teacher as needed.

Assist transfer teacher with building and District record keeping procedures. (SIS)

Familiarize transfer teacher with family/teacher conference procedures.

Discuss professional learning opportunities with transfer teacher.

Encourage the transfer teacher to be involved in the District community.

Familiarize transfer teacher with faculty and student handbooks.

Help transfer teacher prepare for the first day of school.

Review emergency and safety procedures with transfer teacher.

Familiarize transfer teacher with lunch routines.

Review teacher evaluation process with transfer teacher.

Discuss involvement in professional organizations with transfer teacher.

Review achievement/MAP/EOC testing procedures with transfer teacher.

Familiarize transfer teacher with snow and inclement weather policies.

I certify that the above is true to the best of my knowledge.

Mentor Teacher Signature Date

Transfer Teacher Signature Date

Assistant Superintendent of Teaching & Learning Date

Procedures Checklist for Transfer Teachers

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Mentors - This form must be completed and turned in to the office of the Assistant Superintendent of Teaching & Learning prior to payment.

REQUIRED PROFESSIONAL LEARNING FOR EDUCATORS

Reeds Spring R-IV School District Educator Name: Beginning Year of Teaching Career: Beginning Year at Reeds Spring: Date of current year’s PBTE Name of evaluator This section is only for 1st and 2nd year teachers or teachers new to the district.

Mentor Subject area Observation date(s) Meeting/discussions Year

Beginning Teacher Assistance at: From/To: Professional Learning Class/Courses (this includes workshops attended)

Date Name of Class/Course

Characteristics Contact Hours

Current Year

Year Total

Initial Certification requires total of 30-contact hours. Career Certification requires 15-contact hours yearly. Data Screen: Educator met the yearly requirements to continue his/her current certificate of license to teach. The numbers of PD hours completed are: _______

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Teacher Signature __________________________________ Date _______________

Chapter Six:

Food for the Soul

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Today!

I woke up early today, excited over all I get to do before the clock strikes midnight. I have responsibilities to fulfill today. I am important. My main job is to choose what kind of day I am going to have… Today I can complain because the weather is rainy or … I can be thankful that the grass is getting watered for free. Today I can feel sad that I don’t have more money or … I can be glad that my finances encourage me to plan my purchases wisely and guide me away from waste. Today I can grumble about my health or … I can rejoice that I am alive. Today I can lament over all that my parents didn’t give me when I was growing up or … I can feel grateful that they allowed me to be born. Today I can cry because roses have thorns or … I can celebrate that thorns have roses. Today I can mourn my lack of friends or … I can excitedly embark upon a quest to discover new relationships. Today I can whine because I have to go to work or … I can shout for joy because I have a job to do. Today I can complain because I have to go to school or … eagerly open my mind and fill it with rich new tidbits of knowledge. Today I can murmur dejectedly because I have to do housework or … I can feel thankful because I have shelter for my mind, body and soul. Today stretches ahead of me, waiting to be shaped. And here I am, the sculptor who gets to do the shaping. What today will be like is up to me. I get to choose what kind of day I will have! Have a GREAT DAY … unless you have other plans.

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Author Unknown

Attitude

The longer I live, the more I realize the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness, or skill. It will make or break a company, a church, a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past. We cannot change the fact that people will act in certain ways. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you. We are in charge of our attitudes. Author Unknown

George Smith, communications consultant, said to one of his audiences, “Say something positive to everyone you meet.”

Can you imagine what it would be like if everyone practiced that idea? Positive attitudes are only developed within

people who practice thinking, acting, and talking positive. The more we practice it, the more opportunities there are

It takes just as much energy to achieve positive results as it does to achieve negative results. So why waste your energy to fail when that same amount of energy can help you and your students succeed?

Harry Wong

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for people to switch from negative to positive. Take today and share something positive with everyone you meet. Then

watch to see if it makes a positive difference for them.

Want to Benefit from Stress?

Stress is a two-sided coin. It can be productive when it motivates you to do your best. It also has a positive influence when you achieve a good outcome and feel good about what you did. The flip side of the coin, however, shows that stress can be counter-productive. It can overwhelm you and cause you to become frustrated, angry, hostile, or disillusioned to the point that you simply can’t get anything done or, worse, don’t care enough to do anything. One way to avoid the negative side of stress is to make a conscious decision to not resist when faced with opposition or when attempting to overcome an obstacle that is getting in the way of your progress. To not resist requires you to face reality. It also means that you don’t fight or get angry, because that is simply a waste of time, and it consumes your energy. A better stance is to analyze the dispute, find out what you can do to resolve it, and then forget about what you can’t do. Note: You’re not always right; no one ever is, so don’t fall into the trap of thinking that you have to get your way. This is an important point because if you have to have your way to be happy, you will – sooner, rather than later – find that you are burned out as a result of having to deal constantly with the negative side of stress. Remember, if you face every problem or confrontation with a commitment to do your best and, at the same time, avoid pushing your beliefs, ideas, and opinions to the point that you ignore the benefits that can come form others’ input, you can avoid creating conditions that lead to continued negative stress. A better way to proceed is to demonstrate to others that you think what they have to say is important – something that you can’t do if you

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are in a resistive condition. Position yourself to use the positive side of stress, not resisting, and then enjoy the payoff.

The Importance of Attitude

Attitude is the difference between an opportunity and a problem. Attitude is the difference between an interruption and a break. Attitude is the difference between boredom and reflection. Attitude is the difference between stress and excitement. Attitude is the difference between a failed effort and a learning opportunity.

The choice is ours. We can be positive, growth-oriented problem solvers or negative, change-resistant problem makers. The consequence of this choice is likely to affect the quality of our lives, the success of our careers, and the soundness of our health.

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These 10 Qualities Make a Winner Motivational speaker Patrick O’Dooley addresses hundreds of audiences a

year. At one point during his speeches, he asks the audience to tell him what words they use to describe “a winner.” He goes to a board or flip chart as people in the audience call out the words they associate with winners and writes down the first ten he hears. Over the years, O’Dooley has dept these top 10 lists of winning qualities, and he recently compiled them into a list ranked in the order of occurrence:

1. Positive attitude 6. Optimistic 2. Enthusiasm 7. Dedicated 3. Determined 8. Happy 4. Motivated 9. Good listener 5. Confident 10. Patient

This list is useful for what is says, and for what it omits. For example, note that none of these top winning qualities has anything to do with physical or mental ability. As O’Dooley points out, this indicates that anyone on earth can be a winner because winning is based on attitude, not aptitude. You control whether or not you will be a winner in life, regardless of your natural abilities. When writing down the list of winning qualities that people call out, O’Dooley invariably misspells one of the words, and someone always points that out to him. Then O’Dooley reveals that he is dyslexic and frequently reversed letters when reading and writing in school. His teachers thought he had low aptitude, so O’Dooley developed what he did have control over, his attitude. He has achieved much more than he ever would have as a perfect speller with a poor attitude. To make this point another way, he also suggests that his audience imagine some of them are reborn as a five-pound bar of raw iron ore (worth about $5.00) and some are five-pound bars of gold (worth about $30,000). The gold bars begin life worth far more than those made of iron. But if the gold ore people are complacent, and the iron ore people work on themselves, and transform themselves into watch springs, for example, they can go from a worth of $5.00 to a worth of hundreds of thousands of dollars – by making the best possible use of what they are.

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Although we can’t change our “raw materials” much, O’Dooley point out that the “process of refinement is one thing you can control.” Suggestion: Don’t view potential in terms of physical or mental aptitudes – attitude makes the difference!

Keeping Your Sunny Side Up Five Ways to buck up and stay bucked.

By Susan C. Vaughan, MD

Recent research suggests an optimistic state comes from a series of active inner processes, psychological somersaults. That’s good news because it means that optimism – like other skills such as putting on eyeliner or hitting a tennis ball – is something we can improve with practice. Here are five exercises rooted in scientific studies to help train your brain for optimism.

1. PLAY INTERPERSONAL PING PONG. If you serve up a smile to people, they usually bounce it back. Hit them with a snarl and watch them scowl instead. Research shows that facial expressions and the moods that accompany them are contagious, probably because they evolved as a means of nonverbal communication between people. You can use the infectious effects of a grin to jump-start an optimistic outlook in yourself by sending others what you want them to lob back at you. A kind word to the man behind the deli counter can get your day bouncing in the right direction.

2. SHORT-CIRCUIT PESSIMISM. There’s another reason for putting on a happy face: it influences your brain in a positive way. In one study, subjects who were asked to hold a pen in their mouth (causing them to inadvertently make the facial muscle movements characteristic of a smile) rated cartoons to be funnier than did other subjects, even though they were unaware that it was the smile that was boosting their reaction. There’s an interesting biological reason for this effect: When you feel down, your brain tells your face you’re sad and your facial muscles respond by putting on a depressed expression – and convey back to the brain that, yes, you’re feeling blue. Consciously changing the facial muscles so they don’t correspond to what you’re feeling is a way of sending a different message: “Hey, it’s not so bad down here after all.” The brain will respond by beginning to change your mood accordingly.

3. EXPLAIN SUCCESS AND FAILURE LIKE AN OPTIMIST. Research shows that it’s not what happened that determines your mood but how you explain what happens that counts. If an optimist encounters a computer program she can’t figure out, she’s likely to say, “Either the manual is unclear or this program is hard or maybe I’m having an off day.” The optimist keeps the failure outside herself (“the manual”), specific (“this program”), and temporary (“an off day”), while the pessimist would make it internal, global, and permanent. When success occurs optimists say, “Of course dinner turned out; I’m a good cook,” while pessimists say, “Boy, was I lucky today,” literally snatching defeat from the jaws of victory. If you start to speak to yourself in a more positive way when you succeed and fail, you’ll gradually become more optimistic.

4. STACK THE DECK IN YOUR FAVOR. It’s easy to be envious: Compare yourself to those with thinner thighs and fatter bank accounts and you’ll always come up wanting – and pessimistic. But the corollary is also true: No matter how bad things get, there’s always someone who’s worse off. In one simple study, subjects were randomly divided into two subgroups. One group was to finish the sentence “I wish I were a __________.” The other was asked to complete the sentence “I’m glad I’m not a __________.” When individuals rated their sense of satisfaction with their lives before and after this task, those who completed the “I’m glad I’m not a __________” sentence were significantly more satisfied than before.

5. EARN TO SHIFT YOUR FOCUS. Pessimists can’t stop depressing facts or negative thoughts from poking into their consciousness, but they can choose not to dwell on them. If you look through a camera lens, you’ll find that when one part of the picture is in focus, the other areas

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blur a bit. (This is a distortion, sure, but sometimes we need to sustain the idea of being in a protective bubble to feel optimistic.) This active self-direction of your own moment-to-moment perspective allows you to create a new life story, one in which you take charge of your emotions and actions. Since research shows that those who feel they have a better sense of control tend to be the most optimistic, why not take charge of where your psychological lens is focused.