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Teacher Resource File

Lindsey Ludwig

February 19, 2009

2nd -4th Grade

B. Substitute Folder

Substitute Teacher Survival Guide

Hints in Creating a Substitute Packet

Important things that can be included in a Substitute Folder:

• Class Schedule

• Blank note for Substitute to write about the day

• Students’ Bus Information

• Duty Information

• Name of teachers to talk to if they have questions

• List of helpful students/ students to watch

• Optional things to do if plans don’t work

• Medical List (including location of special equipment)

• Special Schedule (that tells when/if students will be pulled out)

• Location of materials needed for the day

• Emergency Procedures

• Classroom Rules/ Expectations

• Class List as check sheet

• Picture of each child—to prevent students from switching identities for the day

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|Example Daily Schedule Second Grade |

|Sample Time/ Suggested |Activity |Aspects of the lesson to be included |

|Duration | |(may vary on different days of the week) |

|8:00 – 8:30 |Morning Activities |Children complete morning work such as: |

|(30 min.) | |math meeting board |

| | |DOL |

| | |other independent |

| | |activity |

| | |Teacher: |

| | |takes attendance |

| | |collects money and |

| | |fees |

| | |gets children settled |

| | |for the day |

|8:30 – 9:20 |Math Lesson |Math Meeting Board |

|(50 min) | |Saxon Lesson |

| | |Teacher guided |

| | |Math Matters/DPI |

| | |activity |

| | |Independent math activity (Saxon side B |

| | |and/or DPI math activity) |

| | |OR math learning center |

|9:20 – 10:00 |Reading Lesson |prior knowledge activity |

|(40 min.) | |guided reading activity |

| | |shared reading activity |

| | |independent reading activity |

|10 min break | | |

|10:10 – 11:10 |Phonics/Writing |check DOL |

|(60 min) | |Saxon phonics lesson |

| | |writing mini-lesson |

| | |modeled writing |

| | |independent writing |

| | |shared writing |

|11:15 – 11:45 |Self Selected Reading |teacher read aloud or book talk |

|(30 min) | |give reading focus |

| | |teacher conferences as students read |

| | |on-going assessments |

| | |students take AR tests |

| | |student led book talk |

|11:45 – 12:15 (30 min) |Lunch | |

|12:15 – 12:40 (15 min) |Recess | |

|12:45 – 1:30 |Science/Social Studies |science kit lesson |

|(45 min) | |or social studies |

| | |can include: |

| | |literature, text book, web sites, hands on |

| | |activities and projects |

|1:30 - 2:30 |Special Classes |PE, Music, Media, etc |

|(60 min) | | |

|2:30 – 2:45 |Tie up loose ends and get homework down | |

|(15 min) |and book bags packed. | |

C. Parent-Teacher Conferences

Tips for Communicating with Parents

Parent/Teacher Conference Tips

Parent Teacher Conference Survival Tips

Both parents and teachers want to get the most out of parent-teacher conferences.

Conferences give teachers the opportunity to share children’s progress and coordinate

plans for helping them learn even more. Use this routine to organize parentteacher

conferences.

Plan the Conference

• Make a schedule. Check with your principal about school policies. Allow a reasonable amount of time for each conference.

• Choose conference topics. Focus on one area of improvement for each child. Also focus on at least one area of success.

• Decide whether children will participate. Sometimes it is helpful to have children explain their work and set goals for future work.

Communicate with Parents

• Send home a note with the date and time of the conference. If possible, list alternatives or allow parents to suggest times.

• Inform parents that they may bring or request a translator.

• Encourage families to write questions they would like to ask and note any topics they would like to discuss.

• Suggest that families talk with their children before the conference. They can discuss what the teacher might say and issues the child would like discussed.

Prepare for the Conference

Prepare each child’s portfolio. Include examples of growth as well as examples of the issue you plan to discuss.

Meet with Parents

• Begin by discussing positive aspects of the child’s experiences in your class.

• Explain your goals for the child and how each child’s progress is determined.

• Talk about the child’s work. Explain any aspects of your program that parents do not understand.

• Discuss parents’ questions and any issues they have. Listen to parents. It will help you understand what they want for their child.

Close the Conference

Close the conference by setting goals for the child’s future work. Suggest strategies for meeting those goals. Communicate regularly about children’s growth.

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|Family / Teacher Conference Form |

|Mrs. Ewerks |

|  |

|Student Name:______________________ |

|Date:___________________ |

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|  |

|Those Present: |

|1. |

|6. |

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|  |

|2. |

|7. |

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|  |

|3. |

|8. |

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|4. |

|9. |

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|5. |

|10. |

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|Teacher Concerns: |

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|Family Concerns: |

A Conference Notice

Santa Ana Unified School District

Chavez Elementary School Maxwell Thomas, Principal

Parent-Teacher Conference

Dear Parents,

At this time of year, we schedule individual conferences for you to meet with your children’s

teachers and discuss their progress in school. The conference will last approximately 15-20

minutes.

You have been scheduled to meet with Mrs. Henigan

Room 18 , at 4:45 p.m. on April 2

To discuss the progress of your child(ren), Kevin .

Please fill out the form below and return it to your child’s teacher this week. Keep this

top part as a reminder of your appointment.

If you need to change your appointment, please call the school at 320-5476, between the hours of

8:30 and 3:00.

Sincerely,

Katie Edwards

Katie Edwards

School Secretary

(cut here)

______________________________________________________________________________

Dear Mrs. Henigan,

(Check one)

I I can meet with you at 4:45 p.m. on April 2 to discuss the progress of Kevin

I cannot meet with you at the time scheduled. I can meet on

________________________ or __________________________

(date) (date)

at _______________________ or _________________________

(time) (time)

_____________________ (signature)

D. Ready Made Forms



This site contains:

Grade Tracker Form – allows students to track their own grades on assignments

Missing Work Notice – informs students of the work they have yet to turn in

Good News Notes –Notes to be given to students whenever something positive happens or as a pick-me-up.

Parent Contact Log – allows you to keep track of communication you have with parents

Birthday Card

Thank You Notes

Blank Calendar

Class List



Casa Notes is designed to allow teachers to quickly make, and customize, typical notes that are sent home to parents or given to the students. This is done by using templates and allowing the teachers to customize some of the content, choose a color scheme and add a graphic. The notes can then be printed on a black-and-white or color printer to be used. Teachers can select whether the notes should be in English or in Spanish

This site contains:

Student Progress Reports – keep parents informed of their child’s grade

Outstanding Performance Certificates—recognize students for their achievements

Volunteer Thank You Notes

Parent Teacher Conference Form

Field Trip Permission Slip

Well Done Certificate

F. Unexpected Time/Energizer Activities

Boehnke, Katie. "Human Knot." Ultimate Camp Resource. June 2006. 1 Oct. 2008



Energizer – The Human Knot

The Human Knot is a team building activity. This activity can be done in a large group setting but it can also be with smaller groups. It can be set up as a race between several groups in larger groups. In the classroom, I think the students should be split up into two or three groups so that students can learn how to do this activity with a smaller group; once the students become more comfortable with this activity, doing it as a class would be really beneficial. First everyone in the group has to be in a circle. Then to get this activity started, everyone should put their left hand in the middle and hold hands with someone in the group. However, they should not hold the hand of a person that is directly next to them. It works better if the students hold the hand that is across from them. Then after they link their left hand with someone else’s hand, they do the same thing with their right hand. However, the students cannot hold the same person’s hand. It has to be a different person. Then the group must use teamwork and try to unravel themselves into a circle again without becoming disconnected. The whole point of this activity is to build teamwork.

Procedure in the classroom

First as a teacher I would have the class split up into either two or three groups depending on the size of the class. Then the students will start out by being in a circle. After that they will put their left hand in the middle and link with someone else’s hand and do the same thing with their right hand except with a different person. Then each of the group will try to race against the other groups to unravel themselves. However, even after the first group gets done, the first group will be helping out the other team. Instead of them becoming the ‘winners,’ the groups who get done faster will encourage and help out the other team Then after each group is done, if there is time the whole class can try to unravel a human knot using the whole class.

How to apply it in the classroom

I would use this activity to boost the students’ energy up and also to create an environment where teambuilding is encouraged. It is a great fun and engaging activity where students are learning how to cooperate and listen to each other. This game would not work if students do not listen to each other, so it promotes learning from one another. As a teacher, when I see the class and the students are a little rusty, I would use this to keep them engaged for a little bit and send them to work. I would also use this to create a cooperative learning environment. This would create students to trust each other and also make learning more meaningful because students will be in an environment where students can learn and be comfortable with each other and the teacher. It can honestly be used at anytime anywhere. However, it is a great way to keep the class unified and cooperative.

Website: (page 52)

Name of Activity: Sports Galore

Grade Level: 2-5

Formation: Standing at desks

Equipment: None

Rules/Directions:

1. Teacher calls out the following sports skills to mimic for at least 10-15 seconds:

• Shooting a jump shot

• Running through tires

• Batting a baseball

• Serving a tennis ball

• Downhill skiing

• Spiking a volleyball

• Swinging a golf club

• Throwing a football

• Juggling a soccer ball

• Shooting an arrow

• Shooting a hockey puck

• Swimming underwater

• Fielding a ground ball and throwing it to first base

• Dunking a basketball

Variations:

1. Teacher can also integrate skills into word problems and have students repeat the number he or she calls out:

- If Juan made 5 jump shots (students act out) and 2 went in the basket, how many did he miss? (3)

- If Briana hit 2 homeruns (students act out), how many bases would she have to touch? (8)

2. Ask students for skills to mimic.

Body Alphabet Energizer

[pic]

Break students into groups of three to five members. Call out a letter of the alphabet and instruct each group to attempt to form that letter using the bodies of all group members. This activity gets students moving, thinking creatively, and working on teamwork and cooperation. To make the activity more interesting think of a message for the students and tell them one letter of the message at a time. Before they can find out what the next letter will be they have to form that letter with their bodies. Teachers should be careful because the kids could get somewhat noisy during this activity.

Website/Source: resources/files/Icebreakers.pdf

“All My Neighbors Who…”

Grade Level: 3rd Grade and up

This is an excellent energizer for anytime of the year but it would be most effective for the beginning of the year when the class is still getting to know each other. It is a fun way to learn about the students in the class while building classroom community. Students should arrange their chairs or desks in a circle. There should be one less chair than there are students. Before the game begins, the teacher must explain the concept of traveling safely around the room. During the game, there should be no pushing or shoving, and all students must make it to the chair carefully. Then, one student stands in the middle. This middle person will call out, for instance, “All my neighbors who have had braces.” Everyone, including the person in the middle, who has had braces must find a new seat as quickly and safely as possible. The student left without a chair now becomes the caller in the middle and must call out “All my neighbors who…” followed by something they have done or can do. This continues until time is called at the teacher’s discretion or until each student has had a chance to be the caller.

I thought this activity was appropriate for 3rd grade and up because I feel like upper elementary kids will have experienced enough to play and they would be able to handle the rules better. I think it would be hard for very young kids to move safely and efficiently between desks.

The website listed above had many different energizer and team building activity ideas. In addition, many of the ideas were appropriate for many different ages. I will definitely keep it in my resource file for the future.

Resource: Adapted from Worksheet Library’s “10 Great Classroom Icebreakers”



Name: The Snowball Activity

Materials Needed: A piece of paper and writing utensil for each student

Directions:

First, introduce to students that they will be learning more about their classmates in this activity. Tell all students to take out a piece of paper and a pencil. Students should write down three different facts about themselves on the paper. These clues (facts) can be about anything that helps describe who they are—“I have 3 older brothers,” or “My favorite sport is basketball.” Make sure to remind the students to keep their handwriting neat and legible, as their classmates will be reading these.

Here comes the fun part! Next the students can make a giant circle around the room. Then, students should crumble up their papers into a ball and toss them into the center of the circle. After all of the students have tossed their paper balls into the center of the circle, instruct them to carefully and quietly go pick up one ball in the center. Students can unfold the paper and read the clues their fellow classmates have written. Finally, each student will have a turn to read the clues (facts) aloud and make a guess about which classmate wrote the clues (facts).

This is an excellent activity for the first week of school. Students will have the opportunity to share a few fun facts about themselves with their classmates. A lot of students will also probably enjoy getting to know their class in a fun and interactive way!

Website:

Name of Activity: Beat the Bunny

Grade Level: K-5

Formation: Standing in a circle

Equipment: 1-2 small balls (bunny) and 1 big ball (farmer)

Rules/Directions:

1. Have students stand in a circle with the leader holding both the bunny (small ball) and the farmer (big ball)

2. The bunny (small ball) is started first and is passed from person to person around the circle.

3. When the bunny is about half way around, the farmer (large ball) is started in the same direction.

4. The farmer can change directions to try and catch the bunny, but the bunny can only go one way, until the farmer changes direction.

Variations:

1. Teacher can add another bunny (small ball) to the circle and have the students catch both.

*Make sure that students know that they have to pass the bunny (small ball) right away, and can’t hold on to it for more than 3 seconds.

*This is a good activity for students of all ages. It allows them to move around within the classroom and work together to catch the bunny.

Modified from:

“Tell a Story”

This energizer requires students to stand in a circle. The game can start at any student, perhaps the leader of the day or someone whose birthday is coming up soon. Have that student move randomly in front of another student. While there, have that student make a sentence (e.g., “I was walking to school today”). The other student behind the speaker gives up their spot in the circle to the speaker and then moves randomly in front of another student. The student that just moved should build off the previous sentence and make another sentence that makes sense, is fun and adds to the story. The speaker and receiver continue to rotate positions among all the students until everyone has had a turn. Students should pick receivers that have not made a sentence yet. If the story is incomplete by the time everyone has had a turn, the teacher can save the sentence for the next time they play the game or have the class come up with an ending. Another variation in case it is hard for students to move around in the classroom, give them a ball or something to toss. After the speaker says their sentence, they can pass it to the next person who should give a sentence. Students can put their hands down if a signal is needed to know who had their turn already and who did not. This could help the entire class to be engaged and listening to the activity so they know what sentence might work as part of the story. This is a great activity to use in the beginning of a writing lesson if you give students a prompt to help them think out ideas and is also helpful to develop their oral language skills. This is also a good activity to use during filler times in the class as a good way to have them up, moving and thinking.

Website: (page 28)

Name of Activity: Litterbox

Grade Level: 1-5

Formation: Stand up at desks

Equipment: Paper

Rules/Directions:

1. Have students ball up a piece of paper and place it on the floor or desk.

2. Ask the students to pick up the paper using the body parts called out by the teacher:

• Elbow and elbow

• Foot and foot

• Knee and knee

• Forearm and elbow

• Foot and elbow

• Knee and elbow

• Forehead and back of hand

• Toe and finger

3. Students can place the paper ball back on their desks, or move it to other parts of the room.

Variations:

1. Students can work in partners and work together to pick up the paper.

2. Could be done as a team relay activity, where students hop around their desks with the paper ball between the body parts and pass the paper ball to the next teammate. The last person hops to the trashcan and puts the paper ball in the trashcan.



Ball Toss

The way you play “Ball Toss” is everyone stands in a large circle around the classroom. The teacher picks a topic and throws the ball to a student who must quickly shout out something related to the topic. The idea is to get the ball in everyone’s hands and back to the teacher to pick a new topic or begin class.

“Ball Toss” is a great hand on activity that requires the students to think quickly on their feet. It is a great way to start the day off and get energy flowing through your students’ bodies. There are unlimited topic options so this can be a fun game to play over and over throughout the year. This can also be a great icebreaker on the first day of school to get everyone learning each others names. This game can also be integrated into different subject areas such as Social Studies when learning different States and Cities, in Science while learning the different body parts and even in Math class working on different math facts. It is a fun and easy way to build community within your classroom.

Shake Your Foot

So shake your foot

Shake shake shake shake your foot

So shake your foot

Shake shake shake shake your foot

So shake your foot

Shake shake shake shake your foot

* 4 snaps*

So shake your foot

Shake shake shake shake your foot

Now shake your knee

Shake shake shake shake your knee

So shake your knee

Shake shake shake shake your knee

So shake your knee

Shake shake shake shake your knee

* 4 snaps*

So shake your knee

Shake shake shake shake your knee

So shake your leg

Shake shake shake shake your leg

So shake your leg

Shake shake shake shake your leg

So shake your leg

Shake shake shake shake your leg

* 4 snaps*

Directions:

Teacher calls out the bolded part with students responding by saying the part in italics.

After leg the song moves ups the body as follows: booty, arm, head, and body; to finish song move from body back to foot without raising your voice.

G. Beginning of School Information

Dear Parents:

I am your child’s 3rd grade teacher, and I am delighted to have your child in my class this year. I am looking forward to a very successful year and I know you are too. I have high expectations for your child and I will do all that I can to help your child achieve those expectations.

You can help. I will be expecting all work assigned in class to be completed. Of course, all children do not work at the same pace. Some children will get their work done in class and some will not. Whether or not your child gets his or her work done in class has no effect on their grade. If your child does not complete an assignment in class, he or she will be required to complete it at home. The way you can help is to ask your child every school day if schoolwork needs to be done, and if so, make sure your child completes the assignment.

In addition, I will be assigning projects in various subjects throughout the school year. Projects are to be completed at home. Your help and support will not only make your child more successful in school this year but will instill good study habits that will last a lifetime.

Finally, I want you to know that one of my most important goals this year is to keep the lines of communication open with you. I am available every day to talk with you between 7:30 a.m. and 8:00 a.m. and between 3:30 p.m. and 4:00 p.m. Please don’t hesitate to contact me at 123-456-7890 ext. 674 or Lindsey.ludwig@anyschool.k12.wi.us if you have any questions or concerns during the year.

Sincerely,

Miss Ludwig



Studies have consistently found that the most successful teachers:

■ arrange and organize their classrooms to support instructional goals;

■ establish procedures for conducting routine activities and rules to govern student behavior;

■ teach rules and procedures as they would any new content area; and

■ actively monitor students and consistently apply appropriate consequences.

While these findings validate many of the things good teachers do intuitively, the research also offers some new ideas and approaches. This guide summarizes the consistent findings from classroom management research conducted over the past 25 years. It is designed to help you

and your students get off to a good start and have a productive school year.

Establishing a Management System

Good classroom management is the result of a three-stage process:

1. Before the year begins—planning and preparation;

2. During the first days of school—deliberate introduction and reinforcement of expectations; and

3. Throughout the year—maintaining cooperation through consistency and effective instruction.

Arranging Your Classroom

Good teachers know that the physical environment of the classroom can either enhance or hinder learning. Appropriate room preparation and arrangement of materials conserve class time for learning, while inadequate planning interferes with instruction by causing interruptions and delays. An effective room arrangement is also essential to classroom management because it eliminates possible distractions and minimizes opportunities for students to disrupt others.

When arranging student desks or tables, keep in mind potential distractions, such as windows and doors, small group work areas, or your desk. Leave enough room around student desks so that you can easily reach each person when monitoring or giving help. Plan to seat students

who will need extra attention close to the area where you spend most of your time. At the beginning of the year, consider arranging students’ desks in rows facing the major instructional area. This will allow you to deliver instructions to the whole class, monitor student behavior more readily, and become familiar with each student’s work habits. Once you have established your management system, you may want to move desks into clusters or other flexible groupings.

Remember that your classroom is the learning environment for both you and your students. Research shows that effective managers take stock of their rooms and the characteristics

of their students and develop a room plan that meets their instructional, behavioral, and organizational needs.

Procedures and Rules

Before the year begins, effective classroom managers carefully consider how they want their classrooms to function and the way they want their students to behave. Good managers think through what procedures students need to know in order to perform specific activities, and they

establish classroom rules that clearly articulate their expectations for behavior.

Keys to Good Classroom Design

■ Ensure an easy flow of traffic throughout the room and keep high traffic areas, such as those near the teacher’s desk, pencil sharpener, and wastebasket, free from congestion.

■ Make sure you have a clear view of all students at all times.

■ Ensure that students can easily see instructional displays and presentations.

■ Make storage space and materials readily accessible.

Procedures tell students how to perform routine instructional and housekeeping tasks.

A smooth-running classroom requires as many as 30 to 60 procedures. Examples of such routines include:

■ getting the teacher’s attention;

■ using the pencil sharpener, bathroom, or drinking fountain;

■ moving within and outside the classroom;

■ lining up;

■ storing personal belongings;

■ using learning centers; and

■ taking down and turning in assignments.

You should introduce procedures to students over a period of time, as needed. Sometimes it’s necessary to modify procedures during the school year to adapt to changes in instruction or the needs of a particular class.

Rules tell students how they are expected to behave.

Rules apply to areas such as classroom interactions, respect for others and their property, and participation in class. Effective managers establish only three to six “umbrella” rules that remain consistent throughout the year. Most rules are stated positively and are written in broad, general terms that require further thought and interpretation. Rules should be prominently posted in the classroomand should be introduced on the first day of school.

Example of Classroom Rules

■ Be Prompt

■ Be Prepared

■ Be Polite

■ Be Productive

Reinforcing Your Expectations

Good teachers know that a positive classroom climate supports student learning. They create such an environment by communicating high expectations and standards, conveying confidence in students’ abilities, and praising good performance. These teachers provide incentives, rewards,

and recognition to highlight appropriate behavior. At the same time, however, effective managers must consider how they will respond when students misbehave. They create a system of fair and appropriate consequences to use when students do not cooperate.

Consequences are sanctions applied when students behave inappropriately.

Think of these interventions as a “hierarchy of consequences” that includes a range of sanctions, with each step increasing in seriousness in relation to the offense. It’s particularly important to develop a range of minor interventions you can use without interrupting the instructional flow of the class.



Back to School Checklist

• Read through student files. This provides a glimpse as to problem behaviors, learning challenges and gives an initial impression of each child.

• Decide on a room layout. Consider how to arrange desks or tables and where to best place technological devices. Keep in mind both teaching style and the needs of learners.

• Determine whether or not to use a seating chart. Alternatives to creating an initial seating arrangement are to place the responsibility for choice on the students or to have the creation of the chart to be a first day activity for the class.

• Organize the file cabinet. A few minutes now can eliminate the later frustration of piles of papers on the desk.

• Determine rules and consequences or what activity to use to have rules and consequences agreed upon by the class. This decision can be influenced by sources such as school rules, personal preference and the knowledge gained through student files.

• Create a poster of the daily schedule or obtain a copy from administration. Laminate it and place it in an obvious location for students.

• Hang selected posters on the walls. These can be motivational, educational or even for amusement and placed appropriately for their content.

• Decorate the bulletin board. Decide how to organize pieces that will stay for a long while and those that will change often. This is also a good time to decide how often to update different parts of the board.

• Check the computer and other technology devices. If they are not working as expected, turn in a request for repair now so it will be working by the time students arrive.

• Become familiar with any technological changes made over the summer. Whether a new portable lab, new piece of software or upgrades to the computer in the classroom it is good to investigate the changes now so they are not a surprise later.

• Look for new ways to integrate technology. Find a current assignment that could use a new approach and decide if part of it can be accomplished with a computer.

• Review collected ideas for activities and lessons for possible use. Especially look for ones that might be useful in the first month.

• Decide what activities to do the first week. How to welcome the students, introduce them to classroom rules and each other while also assessing their academic skills. Remember to vary activities for different learning styles.

H. Job Search and Interview

-- Links to job postings by state

-- Teacher’s Resources for Job Searches

-- Teacher Interview Tips

-- This is the place for prospective teachers to ask questions and share comments about the job search! Interviews, portfolios, positions... for new teachers, relocating teachers and veterans who have been through it all! Feel free to ask questions, and please share your advice and experience!

Important Information to Know Before Your Interview

• Resume

o Highlight the experiences you think schools want to know about

o Ex.: Special needs, Enrichment, Response to Intervention (RTI)

o Be careful about information not education related

o Be able to articulate everything on the resume verbally

o Have at least two people proof-read

o Use nice paper (often will submit electronically)

o Personalize Cover Letter to position

o More Personal = More credibility you have

• Find Regional Office and ask how job openings are posted

• How to Stand Out

o Stop by the School – call the secretary – “I saw that there was a job opening, is there a time I can come in and visit. Is there a time I could briefly meet with the principal?”

• Interview

o Odds are better of getting a job if you are able to get an interview

o Dress Conservatively – Do not have to wear a suit

o When you sit down, you will have a good sense of the school’s community

o Know the school, do your homework, know the socioeconomic status

o Committee of about 4-7 people

o Shake Hands of the committee members (Nice touch)

o Typically last about 30-40 minutes

o May Have 2nd Interview

o Have questions – When might I expect to hear something back from you? Are special programs in place for students who qualify for free/reduced lunch? Do you have a formal mentoring program?

o Do not ask about salary!

o After interview, you may be asked to complete a writing sample –Given a situation, give it some thought and then write

o Nice to send card to interview team for interview (new jobs could open up)

▪ Dear Interview Team, Thanks for letting me interview for … I enjoyed getting to know you. If other openings become available, I would like to be considered.

o Portfolio

▪ Put favorites –Principals do not spend much time with them

o Questions

o Tell us a little about yourself or Why are you applying for this position? (Typical 1st questions)

o Content Related Questions

▪ Learn about RTI—More kids get support earlier than with IEP, 3 Tiers, and goal is to respond early to close the gap as much as possible

o Classroom Management – Think about things done and seen that liked and did not like – Positive reinforcement

o Inclusion

▪ How open are you to including students with IEPs, accommodating for higher achievers, etc…

o Professional Learning Communities (PLCs)

o Collaboration, working with a team

o Be honest about what you know, what you do not

▪ Questions about experiences with Student Teaching

• Time to shine!

• If done any curriculum work, good time to share

• Assessments – Dibels, Ch. Tests

• Letters of Recommendation

o Bring with you

o Can bring reference list

o Resumes can be two separate papers (stapled)

• Bring with you:

o 2-3 resumes

o 2-3 copies of recommendation letters (powerful)

o Portfolio of favorite lessons

Questions You May be Asked at the Interview



1. Tell us about yourself.

This will be the first question at almost every interview. Just give a brief background in about three sentences. Tell them what colleges you graduated from, what you're certified to teach, what your teaching & working experiences are, and why you'd love the job.

2. How do you teach to the state standards?

If you interview in the United States, school administrators love to talk about state, local, or national standards! Reassure your interviewer that everything you do ties into standards. Be sure the lesson plans in your portfolio have the state standards typed right on them. When they ask about them, pull out your lesson and show them the close ties between your teaching and the standards.

3. How will you prepare students for standardized assessments?

There are standardized assessments at almost every grade level. Be sure you know the names of the tests. Talk about your experiences preparing students. You'll get bonus points if you know and describe the format of the test because that will prove your familiarity.

4. Describe your discipline philosophy.

You use lots of positive reinforcement. You are firm, but you don't yell. You have appropriate consequences for inappropriate behavior. You have your classroom rules posted clearly on the walls. You set common routines that students follow. You adhere to the school's discipline guidelines. Also, emphasize that you suspect discipline problems will be minimal because your lessons are very interesting and engaging to students. Don't tell the interviewer that you “send kids to the principal's office” whenever there is a problem. You should be able to handle most discipline problems on your own. Only students who have committed very serious behavior problems should be sent to the office.

5. How do you make sure you meet the needs of a student with an IEP?

An IEP is an "individualized education plan." Students with special needs will be given an IEP, or a list of things that you must do when teaching the child. An IEP might include anything from "additional time for testing" to "needs all test questions read aloud" to "needs to use braille textbook." How do you ensure you're meeting the needs of a student with an IEP? First, read the IEP carefully. If you have questions, consult a special education teacher, counselor, or other staff member who can help you. Then, you just make sure you follow the requirements on the IEP word for word. When necessary, you may be asked to attend a meeting in which you can make suggestions for updating the IEP. Your goal, and the goal of the IEP, is to make sure the student has whatever he or she needs to be successful in your class.

6. How do you communicate with parents?

This question will come up at almost every elementary school interview. It’s fairly common in the middle school and high school as well. You might have a weekly parent newsletter that you send home each week. For grades 3 and up, you may require students to have an assignment book that has to be signed each night. This way, parents know what assignments are given and when projects are due. When there are discipline problems you call home and talk to parents. It's important to have an open-door policy and invite parents to share their concerns at any time.

I. Assessment Information

-- Illinois State Board of Education

Accommodations for ELLs:

o are intended to help students demonstrate their knowledge of test content without altering the test construct, what the test is truly intended to measure

o involve changes to testing materials, testing procedures, and/or the testing situation to allow the student to participate meaningfully in an assessment

o address the unique linguistic and socio-cultural needs of the student without altering the test construct, what the test is truly intended to measure

o provide results that are comparable to standard (i.e. unaccommodated) assessments

What do good accommodations do?

o Reduce construct-irrelevant variance [e.g., large print (LP)] helps the visually impaired student by removing the accessibility obstacle of print which is too small.)

o Do not alter the construct measured (e.g., print size does not change the tested material)

o Produce outcomes with differential effects (e.g., LP helps the visually impaired but is neutral for normally-sighted test-takers)

o Maintain score comparability (e.g., LP and standard test results may be compared)

Who is responsible for making decisions regarding accommodations?

Once eligibility has been established, as noted above, the decision is made at the local level. Each district should establish a process to determine an appropriate blend of accommodation for students whose first language is not English. This process should involve those who are most familiar with the student’s abilities and are aware of standardized testing practices.

What are some factors to consider in providing accommodations?

• Direct Linguistic Support Accommodations

o Involve adjustments to the text of the assessment with the intent of reducing the linguistic load necessary to access the content of the test.

o May be delivered in English or the native language

• Indirect Linguistic Support Accommodations

o Involve adjustments to the conditions under which a test is taken to allow ELLs to more efficiently use their linguistic resources

o Includes adjustments to test environment and test schedule

How might accommodations for these students be most effectively

chosen?

o Accommodations should be selected with care on an individual student basis,

considering student background variables such as time in the U.S., language of instruction, level of literacy in each language, etc.

o Applying more accommodations is not necessarily better. Providing students with accommodations that are not truly needed may have a negative impact on performance.

o Some accommodations may acceptable for one content area, but threaten the validity of one or more other content area assessments, particularly for reading.

Making effective decisions about accommodations begins with making sound

instructional decisions. These decisions are facilitated by gathering and reviewing information about the student’s specific needs and current levels of performance in relation to state academic standards. It is important to keep in mind that the purpose of accommodations during instruction and assessment is to provide equitable access to the general education curriculum. Careful consideration should be given to each accommodation selected.

When selecting statewide testing accommodations for ELLs, the teacher should consider accommodations the student uses in daily instructional/testing situations. Students may require multiple accommodations such as interpreted directions and a small group setting. As with students with IEPs or 504 plans, accommodations that have not previously been used with an ELL student during an instruction should not be introduced for the first time during a state assessment because they could be distracting or confusing.

Beginning ELLs tend to benefit from native language accommodations if:

– The students have literacy skills in L1

– The students are receiving instruction in L1

Intermediate ELLs tend to benefit from:

– Extra time alone

– Simplified/modified English

– Customized references (e.g., glossary)

What needs to be done to document the use of an accommodation?

Once the appropriate accommodations have been determined, they must be

categorized so they can be documented on the answer documents. There are four broad categories for accommodations.

o Timing and Scheduling Accommodations allow students additional time to complete tasks or change the way the time is organized.

o Setting Accommodations allow students to complete tasks in a different setting or under different conditions than are normally provided.

o Presentation Accommodations allow students to access information in ways that do not require them to read standard print.

o Response Accommodations allow students to complete tasks and demonstrate what they know in an alternative fashion.

Illinois State Board of Education

This link provides ISAT testing information for 2009. It provides the dates of testing as well as which grades will be tested in which subject area(s).

Response to Intervention (RTI)

National Center on Response to Intervention

This site includes a detailed description of what Response to Intervention is, as well as great resources for RTI.

RTI Action Network

The IRA Commission on Response to Intervention (RTI) has drafted six key principles to guide members' work in the area of RTI to help frontline educators as they work toward the goals of preventing language and literacy difficulties for all students.

U.S. Department of Education

The U.S. Department of Education gives resources for Parents, Students, Teachers, and Administrators on Response to Intervention

International Reading Association

The International Reading Association’s site contains RTI resources and support directed towards struggling readers.

Education Evolving

This packet from Education Evolving takes you through what Response to Intervention is and how it works.

J. Differentiated Instruction



How to Adapt Your Teaching Strategies to Student Needs

By: Kathleen Bulloch (2004)

Teachers are often asked to modify instruction to accommodate special needs students. The following article takes the mystery out of adapting materials and strategies for curriculum areas.

In fact, all students will benefit from the following "good teaching practices."

If the student has difficulty learning by listening, then try…

Before the lesson,

• Pre-teach difficult vocabulary and concepts

• State the objective – providing a reason for listening

• Teach the mental activities involved in listening-mental "note taking," questioning, reviewing

• Provide study guides/worksheets

• Provide script of film

• Provide lecture outlines

During the lesson,

• Provide visuals via the board or overhead

• Use flash cards

• Have the student close his eyes and try to visualize the information

• Have the student take notes and use colored markers to highlight

• Teach the use of acronyms to help visualize lists (Roy G. Biv for the colors of the spectrum: red, orange, yellow, green, blue, indigo, violet)

• Give explanations in small, distinct steps

• Provide written as well as oral directions

• Have the student repeat directions

• When giving directions to the class, leave a pause between each step so student can carry out the process in his mind

• Shorten the listening time required

• Provide written and manipulative tasks

• Be concise with verbal information: "Jane, please sit." instead of "Jane, would you please sit down in your chair."

If the student has difficulty expressing himself verbally, then try…

• To accept an alternate form of information sharing, such as the following:

o Written report

o Artistic creation

o Exhibit or showcase

o Chart, graph, or table

o Photo essay

o Map

o Review of films

o Charade or pantomime

o Demonstration

o Taped report

• Ask questions requiring short answers

• Provide a prompt, such as beginning the sentence for the student or giving a picture cue

• Give the rules for class discussion (e.g., hand raising)

• Give points for oral contributions and preparing the student individually

• Teach the student to ask questions in class

• Specifically teach body and language expression

• Wait for students to respond – don't call on the first student to raise his hand

• First ask questions at the information level – giving facts and asking for facts back; then have the student "break in gradually" by speaking in smaller groups and then in larger groups

If the student has difficulty reading written material, then try…

• Find a text written at lower level

• Provide highlighted material

• Rewrite the student's text

• Tape the student's text

• Allow a peer or parent to read text aloud to student

• Shorten the amount of required reading

• Look for same content in another medium (movie, filmstrip, tape)

• Provide alternative methods for student to contribute to the group, such as role playing or dramatizing (oral reading should be optional)

• Allow extra time for reading

• Omit or shortening the reading required

• Substitute one-page summaries or study guides which identify key ideas and terms as the reading assignment

• Motivate the student, interesting him

• Provide questions before student reads a selection (include page and paragraph numbers)

• Put the main ideas of the text on index cards which can easily be organized in a file box and divided by chapters; pre-teaching vocabulary

• Type material for easier reading

• Use larger type

• Be more concrete-using pictures and manipulatives

• Reduce the amount of new ideas

• Provide experience before and after reading as a frame of reference for new concepts

• State the objective and relating it to previous experiences

• Help the student visualize what is read

If the student has difficulty writing legibly, then try…

• Use a format requiring little writing

o Multiple-choice

o Programmed material

o True/false

o Matching

• Use manipulatives such as letters from a Scrabble™ game or writing letters on small ceramic tiles

• Reduce or omit assignments requiring copying

• Encourage shared note-taking

• Allow the use of a tape recorder, a typewriter, or a computer

• Teach writing directly

o Trace letters or writing in clay

o Verbalize strokes on tape recorder

o Use a marker to space between words

o Tape the alphabet to student's desk

o Provide a wallet-size alphabet card

o Provide courses in graph analysis or calligraphy as a motivator

• Use graph paper to help space letters and numbers in math

• Use manuscript or lined ditto paper as a motivation technique (brainstorm the advantages of legibility with the class)

If the student has difficulty expressing himself in writing, then try…

• Accepting alternate forms of reports:

o Oral reports

o Tape-recorded report

o Tape of an interview

o Collage, cartoon, or other art

o Maps

o Diorama, 3-D materials, showcase exhibits

o Photographic essay

o Panel discussion

o Mock debate

o Review of films and presentation of an appropriate one to the class

• Have the student dictate work to someone else (an older student, aide, or friend) and then copy it himself

• Allow more time

• Shorten the written assignment (preparing an outline or summary)

• Provide a sample of what the finished paper should look like to help him organize the parts of the assignment

• Provide practice using:

o Story starters

o Open-ended stories

o Oral responses (try some oral spelling tests)

If the student has difficulty spelling, then try…

• Dictate the work and then asking the student to repeat it (saying it in sequence may eliminate errors of omitted syllables)

• Avoid traditional spelling lists (determine lists from social needs and school area needs)

• Use mnemonic devices ("A is the first capital letter," "The capitol building has a dome")

• Teach short, easy words in context:

o On and on

o Right on!

o On account of

• Have students make flashcards and highlight the difficult spots on the word

• Give a recognition level spelling test (asking the student to circle correct word from three or four choices)

• Teach words by spelling patterns (teach "cake," "bake," "take," etc. in one lesson)

• Use the Language Master for drill

• Avoid penalizing for spelling errors

• Hang words from the ceiling during study time or posting them on the board or wall as constant visual cues

• Provide a tactile/kinesthetic aid for spelling (sandpaper letters to trace or a box filled with salt or cereal to write in)

Students with Special Needs



Scaffolding Mathematics Instruction for Students with Special Needs

by David J. Chard, Ph.D.

This site provides useful strategies in adapting mathematics instruction to assist students with special needs.

New Horizons for Learning

This site provides information on Inclusion, students with ADD/ADHD, Autism, and English Language Learners. It provides links to articles that include strategies in assisting teachers in helping students with Special Needs to be successful in their learning.

Gifted Students

Working with Gifted and Talented Students

This site provides classroom, professional, and website resources that will assist teachers in working with students who are gifted.

Meeting the Need of Gifted Students in the Regular Classroom

What sets gifted children apart from other students in a classroom? It is primarily the ability to absorb abstract concepts, organize them more effectively, and apply them more appropriately. The following suggestions will help you develop a classroom environment that will challenge and nurture gifted learners.

|Independent Projects |Academic Competition |Vertical Enrichment |

|Find a Mentor |Try a new Approach |Use Bloom's Taxonomy |

|Multiple Intelligences |Learning Centers |Leveling Assignments |

 Create an Independent Project activity. You will find that many gifted and talented students tend to have a lot of extra time on their hands in your classroom because they finish their work rather quickly. Use this time to help them develop their creativity by allowing them to explore a special area of interest related to the topic being studied.

Involve gifted and high achieving students in an academic competition. These highly motivating events can be held right at your school and have relatively inexpensive registration fees. They are computer driven and test students' knowledge in a variety of academic disciplines. Not only do they challenge students academically, they provide an opportunity to develop skills in leadership and group dynamics.

Plan "vertical enrichment" activities with gifted students. Design assignments or projects that go above and beyond what is covered in the regular classroom. Don't just give gifted students "more of the same." There are a number of educational products designed for gifted and talented students that can be easily adapted into regular classroom activities. Here is a list of vendors offering affordable materials that can be used to challenge students in a range of academic disciplines while developing their higher level thinking skills and problem-solving abilities.

Prufrock Press

PO Box 8813, Waco, TX 76714-8813

1-800-998-2208

Critical and Creative Thinking for the Gifted

PO Box 448, Pacific Grove, CA 93950-0448

1-800-458-4849

MindWare

Dept V1837X

121 5th Ave NW, New Brighton, MN 55112

1-800-999-0398

Zephyr

3316 N. Chapel Ave., Tucson, AZ 85716-1416

1-800-232-2187

Don't turn your gifted student into a tutor or teacher's aide! Instead, find a mentor who is willing to work with him/her in an area of interest. Start with the parents of students at your school. Ask other teachers. Contact local organizations. The bottom line is that you want to help the gifted student reach his/her potential and tapping outside expertise is sometimes necessary. Gifted children need "tutors," too!

Change your approach when working with gifted and talented students. Instead of being "the expert," become "the facilitator." Rather than just "giving" them information, help them to discover it!

Let Bloom's Taxonomy become your guide in working with gifted students. This web site explains clearly and simply each level of Bloom's Taxonomy - a model of critical thinking that progresses from the most basic level to the most complex. Examples of appropriate questions are given as well as illustrations for use in the classroom. Gifted students should be asked to utilize the upper three levels - analysis, synthesis, and evaluation. Below are some examples of lesson planning "actions" that should be incorporated when planning activities for gifted students.

|Level |Ask students to: |Suggested end results: |

|Analysis |Compare/Contrast |Report, |

| |Solve |conclusion, |

| |Investigate |plan, |

| |Examine |survey, |

| |Classify |solution to mystery or mock crime scene, questionnaire |

| |Inspect | |

| Synthesis |Create |Original story, |

| |Develop |game, |

| |Design |musical composition, |

| |Compose |poem, |

| |Invent |invention, |

| | |piece of artwork, |

| | |hypothesis, |

| | |experiment, |

| | |script |

|Evaluation |Choose |Book review, |

| |Rank |self-assessment, |

| |Assess |current events debate, |

| |Grade |court trial, |

| |Critique |editorial |

| |Judge | |

 

Incorporate Multiple Intelligences into your lessons! Developed by Harvard Professor of Education Howard Gardner, this Theory of Multiple Intelligences states that all people possess at least seven different kinds of intelligences - linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical, interpersonal, and intrapersonal. These intelligences exist in varying degrees within each individual. Applying this theory to your classroom activities ensures that every student will be individually challenged in one or more specific area. The multiple intelligences web site provides many practical ideas for using Multiple Intelligences across the curriculum.

Set up learning centers in your room so that students can work at their own speed. The following source provides a variety of learning centers based on Bloom's Taxonomy.

Thinking Caps for the Gifted

PO Box 26239

Phoenix, AZ 85068

(602) 279-0513

Try leveling class assignments and learning outcomes. In this way, you can explore the same material with all of your students, but require different outcomes depending on the students' individual abilities. This strategy can also be applied to testing. Again, refer to Bloom's Taxonomy and include higher level questions on exams for gifted students.

K. Bibliography

Ten Great Websites for First Year Teachers

Resources, Tools, and Tips for New Teachers.

This site is geared toward new teachers. It has a lot of resources to help you through the first year of teaching. The website is published by Scholastic which is the company that does many book orders for elementary schools. There are many good resources for new teachers such as suggestions for time management and classroom management strategies. There is a place where new teachers can go to get matched up with veteran teachers to develop a mentor relationship, or you can use the new teacher helpline where teachers can post and respond to various classroom topics. The website also has different survival guides each month.

Enchanted Learning.

This is an excellent teacher resource for a variety of reasons. Simply search this website to find tons of information encompassing a multitude of topics. You can subscribe to become a member to have access to everything on the website. However, if you decide not to join, many of the worksheets and information are still available to non-members.

Teaching Heart. Colleen Gallagher.

This site is a great resource for new teachers. It includes teaching ideas, printables, inspirations, links, lessons, units, activity sheets, and more. There are ideas for integrating upcoming holidays into your teaching as well.

Tools for Educators.

Tools for Educators is a great resource for Teachers. There are lots of resources that can be customized on the site and lots of links that can connect teachers to other great websites. There are a lot of options for games that teachers can make, from bingo and board game makers to crossword and word search makers. The site has templates already made for you to either fill in yourself to apply for your own class or you can use one of the ones the site has created already. There are different sets for everything on the site like animals, adjectives, numbers or shapes and colors. The wide selection of pre-made templates allows teachers to use and customize these for any grade level. This is also helpful for ELL students because teachers can put in their own pictures for different games to help students play and learn while they are having fun.

Starfall.

Starfall is a great resource in helping students to read. While it is primarily designed for first grade, Starfall is also useful for pre-kindergarten, kindergarten and second grade. It includes activities that help students improve their reading skills.

Teachers First.

Teachers First has ideas and resources to help new or newly-assigned teachers or student teachers. It is a free resource that allows you to gain insight from veteran teachers and utilize their ideas in your classroom.

Education World.

This is a wonderful site that provides teachers with advice, lesson ideas, and more to help make them better teachers. It provides information on integrating technology into teaching as well. There is a section dedicated to new teachers that provides support and resources, including advice from second year teachers.

PBS Teachers.

PBS Teachers allows educators to customize their resources by subject and grade level to gain information that will be most useful to them. The site includes resources for the arts, math, health and fitness, reading and language arts, science and technology, and social studies. PBS Teachers also allows you to connect with other teachers and discuss ideas and issues they may have.

The Teacher’s Corner.

The Teacher’s Corner is a great resource for educators. It provides teachers with lesson plan ideas, thematic units, ideas for setting up bulletin boards, worksheets, book suggestions, and more. There is also a message board for teachers to ask each other questions and provide them with their ideas. There is also a link for job searches to help teachers search for employment. The Teacher’s Corner is a great way for teachers to network and gain support from fellow teachers.

Teaching Tips for Student Teachers/ First Year Teacher.

This site has a section designated to Student Teachers and First Year Teachers. It includes advice and tips for new teachers, as well as a forum for student teachers and new teachers to speak with each other as they encounter new experiences. There are lesson ideas to incorporate into your student teaching or first year teaching. It also includes helpful links for writing prompts, journal writing, and ideas for teaching poetry.

L.

Resources

Substitute Folder

Substitute Folder

Tips for Communicating with Parents

Parent/Teacher Conference Tips

Ready Made Forms

Ready Made Forms



Energizer

resources/files/Icebreakers.pdf Energizer

Energizer



Energizer

(page 28) Energizer

Energizer





-- Links to job postings by state

-- Teacher’s Resources for Job Searches

-- Teacher Interview Tips





-- Illinois State Board of Education

National Center on Response to Intervention

RTI Action Network

U.S. Department of Education

International Reading Association

Education Evolving





New Horizons for Learning

Working with Gifted and Talented Students

Resources, Tools, and Tips for New Teachers.

Enchanted Learning.

Teaching Heart

Tools for Educators

Starfall

Teachers First

Education World

PBS Teachers

The Teachers Corner



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