Knox County Schools’ has established New Teacher Mentoring ...



The Core of Mentoring Table of ContentsThe Core of Mentoring in Knox Countypages 4-17“Planting the Seed”- Organizing Your Teampages 18-40Getting StartedQualities of an Effective MentorLevels of SupportBuilding Relationships and CoachingCriteria for Pairing Mentors with New TeachersPersonality ProfilesRoles within the Mentoring ProgramMentoring the Experienced Teacher in a New SettingGuidelines for Conducting MeetingsPlanning CalendarChecklist for MentorsSuggestions for a New Teachers Handbook“Germinating the Seedling” - Orienting the New Teacher pages 41-51Whom to CallOrganizing Your RoomSupplies ChecklistEstablishing RoutinesPreparing for a Parent ConferenceChecklist for Parent-Teacher Conferences“Grafting for Results” – Collaborating with Your Teampages 52-84Assessment StrategiesEvaluation ProcessCommunity MappingSharing Critical IncidentsPhases of First-Year TeachingGetting Acquainted with Marzano’s Essential NineClassroom Observations1. Evidence vs. Opinion2. Focused Observation Guide“Developing New Growth” – Encouraging Reflection pages 85-95Self-Efficacy Quiz3-2-1 ReflectionReflecting on What We DoReflecting on Collaborative DiscussionShaping Your Reflection“Enjoying the Harvest” – Celebrating Accomplishmentspages 96-100Goodies for New TeachersMaking CertificatesSample Handbookpages 101-126Web Resources and FAQ’spages 127-135Forms and CMT Documentationpages 136-154CMT Commitment FormCMT Mentor and Protégé FormNew Teacher Pre-assessment FormMentor Needs Assessment FormNovice Needs Assessment FormResults of Assessment FormMidyear Evaluation for MentorMidyear Evaluation for NoviceSummative Evaluation for MentorSummative Evaluation for NoviceMentor Documentation for Payment FormMentor Fund Account Balance SheetNotes and Agendaspage 155“The Core of Mentoring in Knox County Schools”Our guiding principles Knox County Schools’ Knox County Schools’ New Teacher Mentor & Induction ProgramKnox County Schools’ has established New Teacher Mentoring and Induction programs for the explicit purpose of supporting beginning teachers. The program was initiated in 1999 with six high need urban schools through a Title II Teacher Quality Enhancement Grant, URBAN IMPACT, which established a partnership between Knox County Schools; The University of TN College of Education, Health, and Human Sciences (CEHHS); and the TN State Department of Education. The program is structured to provide school-based and one-on-one support to novice teachers. Each year the number of schools has expanded to include all urban elementary, middle and high schools. The New Teacher Mentor & Induction Program is a county-wide and school-based effort to support the induction of first and second year beginning teachers who are learning to teach in our school system. Every school has identified a team of educators who, along with an administrator, form their school’s Mentor Core Team (MCT). The teachers serve as mentors to their teaching colleagues, while the administrator and the MCT coordinator in some schools serve as liaisons to the school’s Leadership Team. Each team member is a certified mentor having actively participated in The Raising the Bar Mentor Workshop sponsored by the Tennessee Academy for School Leaders (TASL) and Knox County Schools. Each team has identified research-based strategies to implement and sustain effective new teacher mentoring and induction throughout the school year. Many strategies, such as the use of pre-assessments and post-assessments, are implemented at all schools. At the same time, each Mentor Core Team is encouraged to tailor strategies and activities to their school’s unique environments and the specific needs of their novice teachers. Knox County Schools’ New Teacher Mentor & Induction Program is the model recommended by the State Department of Education and TASL as the program for teacher mentoring in Tennessee.Current research strongly recommends that all school systems establish and build induction programs specifically designed to meet the challenges of their context and to enable their sustainability over time. Knox County Schools’ New Teacher Mentor & Induction Program is being implemented in ways that will assure the benefits and positive outcomes achieved by others. Mentoring novice teachers has been shown to make a significant contribution to important outcomes including beginning teachers who remain in the profession, report higher satisfaction with their career choice, and improve their teaching throughout the induction period. In addition, mentors report improved teaching practices for themselves and increased achievement outcomes for their students. Mentors and novices alike see positive results from a structure that provides ongoing support and clear focus on significant issues related to teaching and learning. In effect, the ultimate intended outcome for the program at the system level is to create, build, and sustain professional learning communities in every school. Mentoring and induction has been found to be a researched-based strategy to overcome a major obstacle in sustaining school improvement--the transience of faculty members. Teacher Mentoring and InductionGoals to help novice teachers gain competencies, confidence, realistic values, experience, etc.;to grow into a fully-functioning, autonomous, and competent professional;to encourage self-reliance;to remain in the profession;“to promote the realization of a dream.” Guiding Assumptions for KCS The underlying goal of mentoring and induction is to increase expectations for teacher performance that will, in turn, result in increased student achievement. Productive mentoring expectations for increased teacher performance can be communicated, modeled, fostered, and monitored thus ensuring increased student achievement and more positive attitudes towards learning—in all schools, but especially in high need schools. Mentoring can be an effective means to induct novices into the profession. In many schools, mentoring has always been in place, but more than likely on an informal and limited basis. Research supports the development of more formalized, long-term, and comprehensive programs involving more veteran teachers than the few who have typically been involved.Mentoring is one form of professional development all novice teachers should experience in the most positive ways. Mentoring is a significant form of professional development—one that has lasting impact. Research shows that the ways teachers learn to teach in their first years sets the pattern for how they will continue to learn throughout their entire careers. Mentoring should be embedded in the work of teaching and learning—as is the case with all effective professional development. Mentoring activities should be purposeful, timely, comprehensive, and based on the novice’s needs. Mentoring must also incorporate current research to ensure that it will enhance the capacity to learn for all individuals within the school community and will increase their feeling of satisfaction.Mentoring should occur at the school site. Each school is a unique setting with particular strengths in terms of the environment, opportunities, programs, resources, and people. Our schools represent all demographics—large, medium, small; urban, suburban, rural; affluent, struggling. Whatever the demographics, there are strengths and positives. Mentoring, structured as school-based teams, is one way to capitalize on the positives while strengthening other areas. The school context does play a significant role in the teaching and learning process—and mentoring can enrich it.Mentoring should occur within an environment where lifelong learning is pervasive. No matter how high performing a school is (or the educators are)—improvement and learning are essential qualities for educator growth and development.The Mentor Program is integral to school improvement efforts. Improved student achievement is the bottom line, but improvement efforts are challenged because of high teacher turnover and the influx of novice teachers. Mentoring can help to minimize disruptive influences and be another major avenue for achieving the school’s vision. Every child deserves to experience the highest quality instruction. When novice teachers are mentored in effective ways, their instruction can more quickly become high quality experiences for the students they teach.Mentoring can be an important way for teachers to develop their leadership capacity. Veteran teachers become more confident in their effectiveness and more secure in their leadership ability outside the classroom. There is also an obvious two-way benefit to mentoring. Many novice teachers bring innovative teaching strategies, technology and other skills, not to overlook their enthusiasm and energy. Mentoring should occur within a learning community--an environment where all educators willingly contribute to the development of the novice. The concept of mentoring as a pervasive activity in a school is an idea borrowed from effective Professional Development Schools where everyone is encouraged to find opportunities to support and contribute to the growth and well-being of novice teachers. Mentoring is most productive when it is multidimensional and comprehensive—attending to all important factors that can positively impact the novices’ capacity to learn to teach. To effect maximum growth in novice teachers, mentors need to assist them in negotiating their new environment and in acquiring knowledge and skills about each of the factors that impact their capacity to learn.For school-based mentoring and induction to reach its full potential, commitment from central office leadership is essential. Every school system should have an appropriate number of Lead Mentors, exemplary educators designated to nurture, sustain, and grow effective mentor teams as well as promote the development of effective one-on-one teacher mentors. Based upon these assumptions, Mentor Core Teams in Knox County Schools have identified county-wide and individual school-based strategies and activities that will promote educator growth and learning in significant areas. The activities of the program are intended to develop or capitalize on opportunities within individual schools in ways that novice (and veteran) teachers will experience and benefit from the uniqueness (people, programs, traditions, events, etc.) within our their school community. For novice teachers, learning to teach extends into many realms beyond the walls of the classroom. Ideally, mentoring can enhance the capacity to learn for all individuals (students, teachers, staff administrators, parents, and community members) within the community and increase their feeling of satisfaction with schooling in general. Knox County Schools’ New Teacher Mentor & Induction ProgramThe New Teacher Mentor & Induction Program is a comprehensive set of planned activities with well designed guidelines and procedures intended to promote productive induction of every novice teacher and to ensure high-quality teaching and learning. The program acts as a catalyst for teachers to share their everyday instructional challenges, experiences, and potential solutions, enabling them to grow professionally and thus improve the education for students throughout the district.Mentoring isA coaching processA process to improve teachingAn avenue for transmitting the culture of the schoolA mutually beneficial relationship Two-way communicationAnalytic, reflective, and a search for immediate and long-term solutionsA respectful, interactive processA way to build a learning community within the school and systemMentoring isn’tAn evaluation processA cloning processA new teacher orientationA buddy programA cure-allAll give and not getBenefits of Mentoring to Mentors RejuvenationHigh-quality professional developmentExpanded career role of teacher leaderVisibilityHeightened prestigeA means of professional sharingLeaving a legacyBenefits of Mentoring to Students & SchoolsIncreased academic performance and motivation to learnWith the support and assistance of the Induction Team and Mentors, novices will more quickly become effective and efficient facilitators of learning incorporating research-based instructional, management and assessment strategies. In addition, studies show that mentors also improve their instructional effectiveness and sense of efficacy.Reduced teacher turnover and higher levels of satisfaction with the professionInduction Team and Mentors assist novices in successfully negotiating the numerous perils experienced by many beginning teachers which lead to novices’ increased feelings of satisfaction in their current teaching assignment and to a stronger sense of belonging and commitment to teaching and student development.Increased sharing in a school culture that values and supports professional learning communities. Mentoring is a way to expand everyone’s awareness of other grade level and school expectations, strengths and needs. Shared responsibility for achieving priority outcomes increases in a supportive culture. Components of KCS New Teacher Mentor & Induction ProgramStrong administrative supportBuilding level administrators should be involved in mentoring to the extent they desire or are able. At a minimum, commitment to productive mentoring must be evident. Experience has shown that having overt and continued support from building-level leadership is critical to making mentoring programs successful. Central Office administrative support is also critical to sustaining the program. Designated Induction Coordinator and New Teacher Induction MentorsEducators who are seen as knowledgeable and skilled leaders in the school and who have an interest in and a commitment to mentoring are likely candidates for induction coordinators. Induction mentors should be selected according to the criteria identified in this document. The individuals must be willing to devote the time and energy necessary to making mentoring experiences positive for everyone involved.Input from others in designing the mentoring programIt is advised that Induction Coordinators form an advisory group of experienced educators (2nd or 3rd year teachers as well as veterans) to provide guidance in designing the details of the program. Decisions need to be made about: mentor selection (criteria, application, selection process); roles and responsibilities (of mentors and novices); pairing of mentor with novice; training or professional development opportunities (customize materials and agenda, set dates, etc. for mentor and novice training); and procedures (assignments, matching, oversight, monitoring). Defined roles, responsibilities, guidelines, and proceduresClarity of roles, responsibilities, and expectations is critical to maximizing the positive impact of mentoring. Thoughtful planning and decision making prior to beginning mentoring is intended to minimize or eliminate unnecessary problems from occurring. It is equally important to develop workable procedures so relationships and learning can progress smoothly.Appropriate, timely professional development opportunitiesThe content of mentoring and the activities involved are highly complex. Even many experienced teachers have not thought about teaching and learning from the different perspective mentoring requires. In addition, one primary goal of mentoring is to promote the highest quality instructional experiences for all students--those in novice teachers’ classes and well as those in experienced teachers’ classes. Also educators who serve as mentors may not be accustomed to working with other adults in the variety of roles they need to play or may not feel that they possess the depth of knowledge and skills necessary to induct novices into the profession. Opportunities for active involvement of other experienced teachers Some productive experiences for novice teachers can be provided by qualified, experienced teachers other than the assigned mentors or members of the Induction Team. Engaging others in appropriate ways can stimulate increased performance expectations for all teachers. Having a broad base of shared responsibility among the school faculty and staff can only increase the likelihood that novice teachers will have a successful experience. Formative and summative evaluationsTo maintain a high quality program, it is important to conduct both formative evaluations during the year as the program is going on and summative evaluations at the end of the year. It would be ideal to have the formative evaluations occur through brief face-to-face interviews at appropriate points during the year. If individualized contact is not an option, forms could be distributed at designated times. Formative evaluations give timely information so that decisions about adjustments or changes could then be made. Near the end of the year, summative, evaluations can be conducted as a brief interview or in a short written form. As with all evaluations, the information collected must be kept in strictest confidence and reported anonymously--without identifying any individuals. Sample formative and summative evaluation forms are provided as a guide to be revised as desired.In addition to program improvement, disillusionment or dissatisfaction with the mentoring experience can occur on either side--the mentor or the novice. In order to keep the mentoring program on track and functioning well, it is important that there is an identified course of action and some individual or group designated to serve as “quality control” or “oversight” for the mentoring program. The Induction Coordinator or administrator is a logical choice as the one responsible, but it might be helpful to also have others involved. Although a great deal of planning and effort goes into making mentoring a success, there are always some unpredictable problems that occur which have the potential to undermine the program. Many problems of incompatibility or minor irritation can be dealt with satisfactorily by the coordinator or administrator, but some unforeseen circumstances may require additional advice and counsel. Celebrate and recognize progress and effort The critical and specialized role of mentors should be acknowledged. Evidence that efforts are noticed and are appreciated are always appropriate--and should be part of the normal routines in all schools Educators can be very creative in finding ways to privately and publicly recognize and show appreciation to educators who have been involved in mentoring. There are many appropriate ways to show individuals that they are valued. Mentors serve in a variety of roles: LeaderLeadership at School and/or District Level, in Professional OrganizationsDeveloper of Talents and Strengths of Adults and ChildrenContributor to Professional Growth ActivitiesProfessional Role ModelExpert in Content, Curriculum, & InstructionExpert in Communications & RelationshipsModel Team Player Academic CoachExpert in Observing and SupervisingExpert in Standards, Policies, PoliticsCalculated Risk TakerLifelong Learner Personally & ProfessionallyLiaison, Facilitator, Relationship BuilderRecognized Reputation within the School CommunityKnowledgeable about School’s Traditions and HistoryNetworker with Connections to OthersSeeker of Opportunities--Provider of ExperiencesSupporterExpert as an Accepting, Empathetic, Nonjudgmental ListenerEncourager, Promoter, Success ExpectorPersistent, Committed, & Consistent ConfidantSafety NetKnox County Schools’ New Teacher Mentor & Induction Program functions with clear and specific roles and responsibilities. Responsibilities of Knox County Schools Professional Development Supervisor:Ensure that Induction Teams have adequate resources and support. Ensure that Induction Teams are progressing on their implementation and development plans.Ensure that School Induction Programs are of high quality by reviewing assessment data generated by each school team, providing feedback and consultation to teams, and monitoring results of Induction Programs. Incorporate Induction activities and teams in Tennessee Consolidated System-wide Planning Process and monitor all elements of the programs. Maintain regular communication with Induction Teams and promote collaboration across all teams in the district. Provide PD sessions for Induction Mentors three times during the year to promote networking and program development.Maintain regular communication with Central Office Leadership Team.Document Induction activities by collaborating with Induction Coordinators to collect and analyze required induction-related data.Short-term accountability rests on the documentation of all described induction activities and responsibilities, with long-term accountability resting on the student achievement outcomes, retention of new teachers, and other indicators of increased collegiality and support as a learning community. Responsibilities of Knox County Schools School Administrators:Hire the best qualified candidatesAvoid overly taxing instructional and non-instructional assignmentsEnsure novices have the resources needed to fulfill their expectationsMaintain a safe, secure, intellectually stimulating, professional, and collaborative school environmentWelcome, orient, and introduce new teachers to their school and communityMaintain informal contact providing encouragement, support, and advicePromote and support productive mentoring throughout the school including total faculty “buy in” for mentoring and inductionServe as a member of the Induction Team with as much physical involvement as is needed.Work in collaboration with the induction team to resolve any problems or conflicts.Allocate needed resources to the induction team to support important activities.Responsibilities of Knox County Schools Lead Mentor:Facilitate the selection of the “right” teacher mentors and make the mentoring assignments. Inform all of their expectations. Encourage total faculty “buy in” for mentoring and inductionFacilitate the team in developing a calendar of events in coordination with other school activities—be proactive rather than reactive. Anticipate novice teacher needs based on future challenges and activities.Hold regular meetings (1 meeting/6-9 weeks) with the Induction Team to review assignments and implementation. Revise and adjust as necessary. One accountability measure is documentation of these activities such as agendas and meeting summaries of the Induction Team meetings and other Induction activities.Another accountability measure is to collect and analyze induction-related data including:Pre-and post- assessments from novice and mentor teachersMid-point assessment (Dec. or Early Jan.) of Induction and Mentoring from novices and mentors.Teacher Turnover data inserted in to provided chart.Implementation Rubric (completed by the Induction Team 2 times/year)Collecting Mentor Record of Activities from each mentor.Incorporate activities in TSIP and monitor implementation. Hold mini professional development sessions with novices inviting all interested teachers to also attend and participate. Observe novice teacher lessons. Model the evaluation process. Give encouragement and corrective feedback.Provide demonstration lessons as is appropriate.Identify ways to recognize contributions of mentors and novices and to celebrate progress and accomplishments retention of new teachers. (Track the reasons why novices leave the schools or system.)Responsibilities of Knox County Schools New Teacher Mentors:Maintain frequent contact and interaction—check in on a regular basis--daily at first is a necessity. If you can’t provide the assistance or resources needed, go to the mentor team (or lead mentors).Willingly share your expertise. Answer questions—be alert to the “unasked” questions and concerns. Try to anticipate needs and base your help on the developmental needs of your protégé. One accountability measure is Mentor Record of Activities which is completed by mentor and assigned novice. Collaborate with novice to ensure progress on Professional Growth Plan.Responsibilities of Knox County Schools Novice Teachers:Listen, watch, learn, and ask—don’t assume that you know what is going on—you may be using inaccurate information or faulty observations.Share your ideas—being sure not to make the impression that current practices are ineffective or you alone have the better way to do things.Be a team player. Collaboration is an important professional expectation. Know what your responsibilities are and be conscientious in fulfilling your obligations.Be sure that you know what you need to know (policies, instructional practices, curriculum, testing expectations, teacher evaluation, etc.) and that you are doing what you are supposed to be doing. Keep in constant contact with your mentor and the Lead Mentors. Don’t hesitate to ask questions.Volunteer, show initiative—be eager to help, but don’t get overloaded.Grow to become the best teacher you can be! Mentors are available and willing to help. Be sure to be respectful of your mentor’s own instructional, family, and personal obligations. Operational Guidelines The Structure of Knox County Schools New Teacher Mentor & Induction Program is Central Office Support with School-based Induction Teams of Administrator, Induction Coordinator, and additional New Teacher Mentors as needed.The size of each school’s Induction Team could vary and should be based on need. A small number of novice teachers would suggest a few trained mentors. Structure the induction team according to need, but including one administrator (or linking to the school Leadership Team) is advised. The teacher mentors should then be representative of grade level groups, subject area groupings or specific subjects, and special areas. Some schools also find it helpful to have a paraprofessional on the team to serve as a mentor to colleagues.To maintain an active, productive team, it may be a good idea to develop a rotation system for adding new mentors while allowing experienced ones to rotate off for a period of time. It is also advisable to develop a mentor application (identifying the desired qualities) and a specific selection process. It is suggested that nomination for becoming a mentor be self- or other-nomination. Having a faculty vote is not a recommended process. Each Implementation Team selects new teacher mentors. Mentors should exhibit specific qualities or characteristics such as: Self-Directed Learner; Willing Volunteer; Experienced; Highly Competent with demonstrated excellence in teaching and/or knowledge of a specific field of study; People & Help Oriented; Active, Open, & Empathetic Listener; Open-Minded & Flexible; Shows Good Judgment; Resourceful; and Politically Wise. Two additional qualities that have proven to be important are having a genuine interest in the novice and being sensitive to their needs. Novice teachers are those beginning teachers in their first year. Additional novice teachers may be identified by Induction Teams.Each novice teacher has a unique set of personal traits, but several important qualities seem to fit those who are especially successful at becoming effective teachers. These qualities include: being willing, receptive, and responsive to suggestions or feedback; showing that mentor help is valued; is fairly skilled at reflection and self-analysis; maintains a focus on improvement and progress; is a “calculated” risk-taker; is a problem solver and team player; and is developing self-reliance, efficacy, and confidence. It is helpful for novices to be aware of these qualities.Induction teams and new teacher mentors should be given adequate time, resources, and support to perform their mentorship role. [PD Supervisor will develop budget details.]Funds and stipends will be available based on the KCS budget.Non-monetary compensation and opportunities will be identified by each Induction Team in coordination with the PD Supervisor. Examples could include: Release mentors and new teachers from typical non-instructional duties required of all teachers (some extra duties could be reduced or eliminated)Award unscheduled inservice creditProvide coverage for an “early out”Schedule preparation times once or twice a week for mentor(s) and new teacher(s) to discuss issues of concern to new teachers, Arrange for mentors and new teachers to share a common break time or lunch period for informal interaction, andProvide time to visit other grade levels, classrooms, or schools.Provide freebies (dinner out) donated for this purpose. Trained mentors also receive HOUSSE points for Highly-Qualified StatusInformation shared with the Induction Team is confidential and will not be shared with others except on a need to know basis. Induction Team members need access to necessary information about the progress of novice teachers so they can design appropriate measures that will ensure continued growth and support.Each individual new teacher mentor has a responsibility to his/her assigned novice teacher and to the induction team. Confidentiality is essential in establishing and maintaining a positive, trusting relationship with the novice. The mentor will not divulge any information about the novice’s performance or competence to others-fellow teachers nor administrators. If unprofessional behavior is exhibited or if an inappropriate situation develops that warrants administrative awareness, the mentor may inform the induction team to seek advice about how to proceed (an administrator is a member of the team). Induction Teams are fully aware that successful mentoring depends on the quality of the relationship that exists between novice and mentor. Therefore, it is important to pay attention to the matching of mentors with novices. Consideration should be given to criteria such as: desire to work together, similar assignment--same grade or subject assignment or specialty area, close proximity, and philosophically compatible. It seems that proximity is especially important—to allow for frequent and informal interaction. One way to address this issue is to assign a primary mentor (at grade level or subject area, if possible) and a secondary mentor (at a different grade and subject area, but in close proximity, if possible). Mentoring activities are expected to significantly and positively impact the goals of school improvement. Many schools with high teacher turnover find it extremely difficult to make consistent progress on improvement priorities. In addition, once the program is initiated, it must be sustained. One implementation action to promote institutionalization is to incorporate New Teacher Mentors and the Induction Team in TSIP Action Plans.“Planting the Seed”Organizing Your Team“Planting the Seed”Organizing Your TeamThis section is designed for mentors. Things to consider as you organize your team are:Identify a Lead Mentor to oversee the programSelect a diverse group of teachers for the Core Mentoring TeamRecruit committed mentors who have received trainingConsider the diversity of Novice Teachers (new teachers vs. teachers new to the building)Focus on team-building and effective relationshipsDevelop a New Teacher HandbookIncluded in this section are handouts designed to assist teams and mentors in planning effective mentoring throughout the school year. These are suggestions and are not meant to be definite requirements for your program. Use these as a guide. Adjust and modify them according to the needs of your program.ContentsGetting StartedQualities of an Effective MentorLevels of SupportBuilding Relationships and CoachingCriteria for Pairing Mentors with New TeachersPersonality ProfilesRoles within the Mentoring ProgramMentoring the Experienced Teacher in a New SettingGuidelines for Conducting MeetingsPlanning CalendarChecklist for MentorsSuggestions for a New Teachers Handbook Getting Started Establish a Mentoring Core TeamLead Mentor to oversee the programCore Mentoring Team consisting of a diverse group of teachersMentors who have been trained (two per teacher, if possible)Novice Teachers (any new teachers or teachers new to the building)Develop a New Teacher HandbookWelcome LetterSchool History/TriviaStaff PicturesEmergency ProceduresSchool Vocabulary/CultureWho’s Who of Your SchoolHold a New Teacher Orientation Before School StartsIntroduce new teachers to their mentors, the support staff, and the schoolProvide new teachers with a helpful handbookProvide new teachers with a “Welcome to…” basketFamiliarize them with school procedures (bookkeeping, emergencies, attendance, the first days of school, etc.)Help new teachers develop their plans for the first days of school with an emphasis on establishing procedures and routines for their classroomsServe lunchPlan Meetings Throughout the Year That Meet the Needs of Your Novice TeachersEffective Instructional StrategiesScavenger Hunts to allow novice teachers to meet others in the buildingBus Tour of the school zone or Community MappingEvaluation ProceduresClassroom ManagementTeaching with TechnologyCommunicating with ParentsDiscipline Problems/Critical IncidentsCelebrations at the end of each semesterMentoring is most effective in a one-on-one setting. Therefore, it is extremely important that the mentor and mentee have classrooms in close proximity to each other to allow for as much interaction as possible. The Lead Mentor and the Mentoring Core Team needs to evaluate the quality of mentoring taking place throughout the year to determine what adjustments must be made.2800351488440009658352174240001651635286004000-40576568834000 Qualities of an Effective Mentor Levels of Support for New Teachers Building Relationships & Coaching “The real art of conversation is not only to say the right thing in the right place, but…. to leave unsaid the wrong thing at the tempting moment.” –Dorothy NevillWhat is Coaching?What is Mentoring?Evaluating personalitiesCommunicating Expectations and FeedbackBuilding TrustMorale-Building MotivatorsCelebrating SuccessesWhat is Coaching? Coaching is a style of mentoring in which someone is guided to self-reliance. Coaching promotes growth. It is not for correction or evaluation. What is Mentoring?There are different styles of mentoring which guides one through certain situations while offering social and emotional support that promotes teaching and learning. Evaluating PersonalitiesAdministering personality assessments will allow for proper matching of mentors with municating Expectations and FeedbackProper communication of expectations (roles, strategic meetings with specific times, etc) sets the tone for a coaching relationship. Clear non-judgmental feedback will allow room for optimal learning and growth. Examples of nonverbal communication:Facial expressionTone of voiceTouchIntensityTiming and paceBuilding TrustClear communication is the foundation for building trust. It creates an environment that is conducive to listening, talking, and opportunities for discussion. Other factors for building trust:Effective follow-through with objectivesFocusing on positive events rather than past failures/mistakesValidating a person’s emotions and experienceMaking time for personal sharingIdentifying factors that hinder a willingness to trust is extremely important.Morale-Building MotivatorsIt is vital for productivity to maintain a sense of a partnership or a team. This may be done by providing lunch or treats occasionally, modeling lessons, having a personal connection, and using humor to help people laugh off their frustrations. Challenging someone to reach higher goals once previous goals are met is also a highly motivating factor.Celebrating SuccessesIt has been said that success breeds success. Therefore, we need to be sure to take time to celebrate small achievements on a regular basis. Steady, incremental gains over a time add up to real growth and achievement. It is critical that stakeholders are regularly encouraged and motivated along the continuous improvement journey. Resources Resource Services, Performance Management System Boise State University Criteria for Pairing New Teachers with Mentors Mentoring is most effective in a one-on-one setting. A good relationship assures positive morale and is key to maintaining quality mentoring. There are a few things to consider before matching new teachers with a mentor:ProximityIn order for regular one-on-one mentoring to occur, mentors should be close to their mentees. The daily issues that arise can be handled immediately when mentors are close by. Ideally, if there are enough willing mentors, new teachers can have two mentors: one close by and another that has a particular area of expertise. For example, in a middle school, one mentor could be a team member and the other a mentor from the same subject.TimeCommon plan times are helpful in establishing the informal, day-to-day mentoring that is necessary.Subject/Grade LevelMentors should teach the same grade level or subject as their mentee. Proximity should be a priority. If this is not possible, mentees should be in contact with someone about curricular issues specific to the new teacher. If the new teacher teaches a unique class and there is no one available at your school (special area teacher, traveling teacher, etc.), try to find someone with a similar assignment from another school.Teaching PhilosophyThe mentor and mentee should have similar beliefs. Teaching styles may vary, however, pairing a new teacher with a mentor who has considerably different beliefs, or who is not enthusiastic about teaching, is unlikely to produce an effective relationship.Mentor’s WorkloadMentors have big responsibilities. Mentoring more than one first-year teacher or intern is too much for one mentor. The beginning teacher is a developing professional and needs the devotion of a primary mentor. Personality Profile Personality Plus +++ Created by Fred LittauerName: Directions: In each of the following rows of four words across, place an X in front of the one word that most often applies to you. Continue through all forty lines. Be sure each number is marked. If you are not sure of which word "most applies," ask a friend and think of what your answer would have been when you were a child.Strengths1 ___ Adventurous____ Adaptable ____ Animated ____ Analytical2 ____ Persistent ____ Playful ____ Persuasive ____ Peaceful3 ____ Submissive ____ Self-sacrificing ____ Sociable ____ Strong-willed4 ____ Considerate ____ Controlled ____ Competitive ____ Convincing5 ____ Refreshing____ Respectful ____ Reserved ____ Resourceful6 ____ Satisfied ____ Sensitive ____ Self-reliant ____ Spirited7 ____ Planner ____ Patient ____ Positive ____ Promoter8 ____ Sure ____ Spontaneous ____ Scheduled ____ Shy9 ____ Orderly ____ Obliging ____ Outspoken ____ Optimistic10 ____ Friendly ____ Faithful ____ Funny ____ Forceful11 ____ Daring____ Delightful ____ Diplomatic____ Detailed12 ____ Cheerful____ Consistent ____ Cultured____ Confident13 ____ Idealistic____ Independent ____ Inoffensive____ Inspiring14 ____ Demonstrative____ Decisive ____ Dry humor____ Deep15 ____ Mediator____ Musical ____ Mover____ Mixes Easily16 ____Thoughtful____ Tenacious ____ Talker____ Tolerant17 ____ Listener____ Loyal ____ Leader____ Lively18 ____ Contented____ Chief ____ Chart maker____ Cute19 ____ Perfectionist____ Pleasant ____ Productive____ Popular20 ____ Bouncy____ Bold ____ Behaved____ BalancedWeaknesses21 ____ Blank____ Bashful ____ Brassy____ Bossy22 ____ Undisciplined____ Unsympathetic ____ Unenthusiastic____ Unforgiving23 ____ Reticent____ Resentful ____ Resistant____ Repetitious24 ____ Fussy____ Fearful ____ Forgetful____ Frank25 ____ Impatient____ Insecure ____ Indecisive____ Interrupts26 ____ Unpopular____ Uninvolved ____ Unpredictable____ Unaffectionate27 ____ Headstrong____ Haphazard ____ Hard to please____ Hesitant28 ____ Plain____ Pessimistic ____ Proud____ Permissive29 ____ Angered easily____ Aimless ____ Argumentative____ Alienated30 ____ Naive____ Negative attitude ____ Nervy____ Nonchalant31 ____ Worrier____ Withdrawn ____ Workaholic____ Wants credit32 ____ Too sensitive____ Tactless ____ Timid____ Talkative33 ____ Doubtful____ Disorganized ____ Domineering____ Depressed34 ____ Inconsistent____ Introvert ____ Intolerant____ Indifferent35 ____ Messy____ Moody ____ Mumbles____ Manipulative36 ____ Slow____ Stubborn ____ Show-off____ Skeptical37 ____ Loner____ Lord over ____ Lazy____ Loud38 ____ Sluggish____ Suspicious ____ Short-tempered____Scatterbrained39 ____ Revengeful____ Restless ____ Reluctant____ Rash40 ____ Compromising____ Critical ____ Crafty____ ChangeableNOW TRANSFER YOUR X’S TO THE CORRESPONDING WORDS ON THE PERSONALITY SCORING SHEET AND ADD UP YOUR TOTALSPERSONALITY SCORING SHEETNAME ___________________________________STRENGTHSSANGUINECHOLERICMELANCHOLYPHELGMATICPOPULARPOWERFUL PERFECT PEACEFUL_____________________________________________________________________________1 _____Animated_____ Adventurous_____ Analytical_____ Adaptable2 _____Playful_____ Persuasive_____ Persistent_____ Peaceful3 _____Sociable_____ Strong-willed_____ Self-sacrificing_____ Submissive4 _____Convincing_____ Competitive_____ Considerate_____ Controlled5 _____Refreshing_____ Resourceful_____ Respectful_____ Reserved6 _____Spirited_____ Self-reliant_____ Sensitive_____ Satisfied7 _____Promoter_____ Positive_____ Planner_____ Patient8 _____Spontaneous_____ Sure_____ Scheduled_____ Shy9 _____Optimistic_____ Outspoken_____ Orderly_____ Obliging10 _____Funny_____ Forceful_____ Faithful_____ Friendly11 _____Delightful_____ Daring_____ Detailed_____ Diplomatic12 _____Cheerful_____ Confident_____ Cultured_____ Consistent13 _____Inspiring_____ Independent_____ Idealistic_____ Inoffensive14 _____Demonstrative_____ Decisive_____ Deep_____ Dry humor15 _____Mixes easily_____ Mover_____ Musical_____ Mediator16 _____ Talker_____ Tenacious_____ Thoughtful_____ Tolerant17 _____ Lively_____ Leader_____ Loyal_____ Listener18 _____ Cute_____ Chief_____ Chart maker_____ Contented19 _____ Popular_____ Productive_____ Perfectionist_____ Pleasant20 _____ Bouncy_____ Bold_____ Behaved_____ BalancedSUB TOTALS ____________________WEAKNESSES21 _____ Brassy_____ Bossy_____ Bashful_____ Blank22 _____ Undisciplined_____ Unsympathetic_____ Unforgiving_____Unenthusiastic23 _____ Repetitious_____ Resistant_____ Resentful_____ Reticent24 _____ Forgetful_____ Frank_____ Fussy_____ Fearful25 _____ Interrupts_____ Impatient_____ Insecure_____ Indecisive26 _____ Unpredictable_____ Unaffectionate_____ Unpopular_____ Uninvolved27 _____ Haphazard _____ Headstrong_____ Hard-to-please_____ Hesitant28 _____ Permissive _____ Proud_____ Pessimistic_____ Plain29 _____ Angered easily_____ Argumentative_____ Alienated_____ Aimless30 _____ Na?ve_____ Nervy_____ Negative attitude_____ Nonchalant31 _____ Wants credit_____ Workaholic_____ Withdrawn_____ Worrier32 _____ Talkative_____ Tactless_____ Too sensitive_____ Timid33 _____ Disorganized_____ Domineering_____ Depressed_____ Doubtful34 _____ Inconsistent_____ Intolerant_____ Introvert_____ Indifferent35 _____ Messy_____ Manipulative_____ Moody_____ Mumbles36 _____ Show-off_____ Stubborn_____ Skeptical_____ Slow37 _____ Loud_____ Lord-over-others_____ Loner_____ Lazy38 _____ Scatterbrained_____ Short tempered_____ Suspicious_____ Sluggish39 _____ Restless_____ Rash_____ Revengeful_____ Reluctant40 _____ Changeable_____ Crafty_____ Critical_____ CompromisingSUB TOTALS _______________ _____GRAND TOTAL ____________________Comparison of Strengths and Weaknessesby Personality TypeSTRENGTHSPopular-SanguinePowerful-CholericPerfect-MelancholyPeaceful-PhlegmaticEMO TIONSAppealing personalityTalkative, storytellerLife of the partyGood sense of humorMemory for colorPhysically holds on to listenerEmotional and demonstrativeEnthusiastic and expressiveCheerful and bubbling overCuriousGood on stageWide-eyes and innocentLives in the presentChangeable dispositionSincere at heartAlways a childBorn leaderDynamic and activeCompulsive need for changeMust correct wrongsStrong-willed and decisiveUnemotionalNo easily discouragedIndependent and self-sufficientExudes confidenceCan run anythingDeep and thoughtfulAnalyticalSerious and purposefulGenius proneTalented and creativeArtistic or musicalPhilosophical and poeticAppreciative of beautySensitive to othersSelf-sacrificingConscientiousIdealisticLow-key personalityEasygoing an relaxedCalm, cool, and collectedPatient, well balancedConsistent lifeQuiet, but wittySympathetic and kindKeeps emotions hiddenHappily reconciled to lifeAll-purpose personWORKVolunteers for jobsThinks up new activities Looks great on the surfaceCreative and colorfulHas energy and enthusiasmStarts in a flashy wayInspires others to joinCharms others to workGoal orientedSees the whole pictureOrganizes wellSeeks practical solutionsMoves quickly to actionDelegates workInsists on productionMakes the goalSimulates activityThrives on oppositionSchedule orientedPerfectionist, high standardsDetail consciousPersistent and thoroughOrderly and organizedNeat and tidyEconomicalSees the problemsFinds creative solutionsNeeds to finish what s/he startsLikes charts, graphs, figures, listsCompetent and steadyPeaceful and agreeableHas administrative abilityMediates problemsAvoids conflicts Good under pressureFinds the easy wayFRIENDSMakes friends easilyLoves peopleThrives on complimentsSeems excitingEnvied by othersDoesn’t hold grudgesApologizes quicklyPrevents dull momentsLikes spontaneous activitiesHas little need for friendsWill work for group activityWill lead and organizeIs usually rightExcels in emergenciesMakes friends cautiouslyContent to stay in backgroundAvoids causing attentionFaithful and devotedWill listen to complaintsCan solve others’ problemsMoved to tears with compassion Easy to get along withPleasant and enjoyable InoffensiveGood listenerDry sense of humor Enjoys watching peopleHas many friendsHas compassion and concernComparison of Strengths and Weaknesses by Personality TypeWEAKNESSESPopular-SanguinePowerful-CholericPerfect-MelancholyPeaceful-PhlegmaticEMOTIONSCompulsive talkerExaggerates and elaboratesDwells on triviaCan’t remember namesScares others offToo happy for someHas restless energyEgotisticalBlusters and complainsNa?ve, gets taken inHas loud voice and laughControlled by circumstancesGets angry easilySeems phony to someNever grows upBossyImpatientQuick-temperedCan’t relaxToo impetuousEnjoys controversy and argumentsWon’t give up when losingComes on too strongInflexibleIs not complimentaryDislikes tears and emotionsIs unsympatheticRemembers the negativesMoody and depressedEnjoys being hurtHas false humilityOff in another worldLow self-imageHas selective hearingSelf-centeredToo introspectiveGuilt feelingsPersecution complexTends to hypochondriaUnenthusiasticFearful and worriedIndecisiveAvoids responsibilityQuiet will of ironSelfishToo shy and reticentToo compromisingSelf-righteousWORKWould rather talkForgets obligationsDoesn’t follow throughConfidence fades fastUndisciplinedPriorities out of orderDecides by feelingsEasily distractedWastes time talkingLittle tolerance for mistakes Doesn’t analyze detailsBored by triviaMay make rash decisionsMay be rude or tactlessManipulates peopleDemanding of othersEnd justifies the meansWork may become his godDemands loyalty in the ranksNot people orientedDepressed over imperfectionsChooses difficult workHesitant to start projectsSpends too much time planningPrefers analysis to workSelf-depreciatingHard to pleaseStandards often too highDeep need for approvalNot goal orientedLacks self-motivationHard to get movingResents being pushedLazy and carelessDiscourages othersWould rather watchFRIENDSHates to be aloneNeeds to be center stageWants to be popularLooks for creditDominates conversationsInterrupts and doesn’t listenAnswers for othersFickle and forgetfulMakes excusesRepeats storiesTends to use peopleDominates othersDecides for othersKnows everythingCan do everything betterIs too independentPossessive of friends and mateCan’t say, “I’m sorry”May be right, but unpopularLives through othersInsecure sociallyWithdrawn and remoteCritical of othersHolds back affectionDislikes those in oppositionSuspicious of peopleAntagonistic and vengeful UnforgivingFull of contradictionsSkeptical of complimentsDampens enthusiasmStays uninvolvedIs not excitingIndifferent to plansJudges othersSarcastic and teasingResists changeReprinted by permission from PERSONALITY PLUS, Florence Littauer, Fleming H. Revell Publishers. All Rights Reserved Roles within the Mentoring Program Interns:A teacher who is a part of a university program in a public or an accredited nonpublic school.Novices:A teacher who has completed zero to three years of full-time teaching experience in a public or accredited nonpublic school.New to Building:A teacher who has completed over three years of full-time teaching experience in a public or accredited nonpublic school, but has just transferred into the school building. New to System:A teacher who has completed over three years of full-time teaching experience in a public or accredited nonpublic school, but has just transferred to Knox County Schools.Alternative Licensure:A person who has received an Alternate C Licensure from the state or a Distinguished Professional in the School (DPI). Transfer in Building:Any teacher that does not fall within any of the above categories and is changing positions within the building (i.e. a 4th year teacher who has been teaching Kindergarten who has changed to 2nd grade)Returning Teacher:A teacher who has taught more than three years and is returning to the school after a year or more leave of absence (ex. Maternity leave, grant position within the system, etc.)Mentor:A classroom teacher who is tenured and has completed the county mandated mentor training. A mentor should be assigned a limited number of teachers at any time. Professional Associate:A classroom teacher who is tenured, but may or may not have completed the county mandated mentor training. Professional Associates (PA) should also have a limited groupCollaborative Friend:Same description as a professional associate, but may not have as many roles to complete because these teachers have taught more than three years. Mentoring the Experienced Teacher in a New SettingFor an experienced teacher (more than three years) in a new setting, mentoring presents certain unique challenges. The mentor team should be careful to understand the new teacher’s unique situation and to respect the new teacher’s experience while anticipating the basic needs of most teachers in unfamiliar settings. An experienced teacher who can be inducted thoughtfully and gracefully into a new faculty will be better able to quickly become successful with both students and colleagues. Selecting a MentorExperienced teachers in any sort of new setting—those who have moved to new schools within a district, or from one district to another, even from one grade-level group within a school to a new one—will benefit from one-on-one mentoring, no matter the years of the teachers’ experience, no matter the degree of change in situation. Having administrative support and commitment to mentors of experienced yet new teachers is central to the success and commitment of both the mentor and the new/experienced teacher. The degree of an individual teacher’s needs, however, will have to be assessed on a case-by-case basis, and a mentor should be selected who can anticipate, discern, and illicit from the new teacher what will be most helpful. Often, experienced yet new teachers gravitate to authority figures for help and on-the-fly mentoring (i.e. department chairs, lead teachers, team leaders, etc.) It is important that the new (yet experienced) teacher understand the professional role of the mentor, and it may be helpful for the team to re-name this type of mentor as a “professional associate”—or other term than “mentor”—to allow for a more egalitarian view of the relationship. Experienced teachers in new situations report that enthusiasm and commitment are key traits of the “perfect” mentor. They describe a mentor who is:as concerned with the new teacher’s needs as his/her ownavailable as a source of informationwilling to put in extra time with the new teacherpassionate about the school and communityinformed about educational issues in general as well as classroom and content-area concernswilling to be a good sounding board, not always giving suggestionscommitted to initiating contact with the new teacher, checking-in periodically in formal/structured and informal/unstructured contexts.Needs of the New/Experienced TeacherThe primary need of an experienced teacher in a new setting is information and logistics. Primarily, this type of new teacher needs information and access to personnel resources. Depending upon the situation and the individual teacher, of course, there may also be needs related to classroom management, content/curriculum, and/or teaching strategies. Below is a list of the basic needs of teachers in new environments. It is not meant to be exhaustive or to describe the needs of every teacher in every new situation. It should be used by the mentor team as a starting place or checklist, adaptable and changeable on a case-by-case basis. The new teacher will/may need:introduction to the faculty and staffteachers, esp. department chairs, lead teachers, team leaderslibrarians and technology coordinatorssecretaries and bookkeeperscustodial and cafeteria staffintroduction to the school climate and culture outline of the school leadership structureschool history, traditions, and annual eventsinformation about school procedures, routines, processes, and expectationsteacher handbookstudent handbooktypical paper work and formsbookkeeping practiceparking areas and permitskeeping attendancegrade book procedures and policieshall passes, restrictions and policiesbell scheduleskey distributionsubstitute teacher proceduresspecial education requirements and expectationsinformation about school resourceshow to set-up/access voice mail, e-mailstoring and eating lunchavailability of coffee, soda, snackscafeteria pricesrestroom locationscopier locations and training/troubleshootingteachers who are willing to share expertise regarding organization, time management, classroom management, discipline concerns, etc. information about community resourcesparent-teacher organizationcorporate and business partnerscommunity groups active in the schoolschool zone boundaries community mappingcurriculum resourcescourse standards, objectives, and indicatorspacing guidesend-of-course and state testing structure and scheduletextbooks and other course materialsinformation about district expectationsdistrict and/or state curriculum standards, objectives, and indicatorsin-service requirementsevaluation processsubject- or grade-level supervisorinformation about district resourcesprofessional development/teacher resource centertechnology trainingteacher supply depoteducation association/union representationschool board representativeopportunities to reflect, “vent,” celebrate, talk, question, plan, and collaborate Guidelines for Conducting Meetings It is important for guidelines to be established in order for participants to be able to present ideas freely and to promote efficiency and productivity.Consider the following topics when establishing guidelines for team meetings as well as meetings with teachers being mentored: TimeWhen will we meet? How long will the meetings last? Listening How will we encourage listening How will we discourage interrupting? Confidentiality Decision Making Will decisions be reached by consensus? What will happen if there is conflict?ParticipationWho will be expected to attend the meetings?Will there be an attendance policy?Expectations for membersDiscuss these topics and record the consensus of the group. The lead mentor will use the guidelines the group establishes to conduct meetings. Planning Calendar JULYHandbook: ____________Contact Mentors/ Mentees:________________________AUGUSTBOY Activities:Date:_______Who’s responsible:________________________SEPTEMBERActivity/Meeting topic:Date:_______Who’s responsible:________________________ OCTOBERActivity/Meeting topic:Date:_______Who’s responsible:________________________NOVEMBERActivity/Meeting topic:Date:_______Who’s responsible:________________________DECEMBERActivity/Meeting topic:Date:_______Who’s responsible:________________________**Summative Evaluation DueJANUARYActivity/Meeting topic:Date:_______Who’s responsible:________________________FEBRUARYActivity/Meeting topic:Date:_______Who’s responsible:________________________MARCHActivity/Meeting topic:Date:_______Who’s responsible:________________________**Formative Evaluation DueAPRILActivity/Meeting topic:Date:_______Who’s responsible:______________ ______MAYCelebration:Date:_______Who’s responsible:________________________Planning next year-Date:______**Summative Evaluation DueJUNEAttend summer workshops/Mentor training Checklist for Mentors SummerReceive your mentor assignment.Talk with your Core Mentor Team about your role as a mentor.Contact your mentee and, if possible, arrange to meet or talk on the phone.Attend summer institute/mentor training.August – Prior to the First DayMake sure your mentee knows where to go for the Knox County New Teacher Orientation and your school’s orientation.Make sure your mentee knows how to register for the New Teacher plete “Make Sure Your Mentee Knows…” handout.Assist your mentee with the “First Days” packet.August- First Days of SchoolWelcome your mentee on the first day with a note/word of encouragement or a small gift.Visit your mentee after school to get feedback on the first day.Check with your mentee everyday for the first two weeks of school.Get together and socialize before or after school or during plan time.Assist your mentee with setting up grade books/ computer applications.Discuss procedures for requesting a substitute.Help your mentee prepare a substitute folder along with emergency plans.Make sure your mentee has established procedures and decide whether or not they need modified.Discuss the culture of the school and community.Make sure your mentee knows what do or whom to see for guidance with curriculum, testing, pacing, etc.Discuss ways to spend BEP money.Ongoing Activities throughout the School YearYou should meet with your mentee at least once a week.Attend mentor/ mentee meetings together.Leave a note of encouragement or small gift for your mentee.Observe each other and leave feedback.Share instructional and management strategies.Discuss professional development opportunities. If possible, attend a training together.Work with your mentee to analyze student data.Assist your mentee with strategies for supporting at-risk students or students who are failing.Discuss resources available through the Core Team and the New Teacher Manual.SeptemberContinue on-going activities.Familiarize your mentee with the PDC website and assist with surveys that are due.Discuss parent conferences and the information provided in the New Teacher Manual.Begin talking about informal observations that your mentee would like to do or that would do of him/her.Discuss grade book/ mid-term procedures.OctoberContinue on-going activities.Help your mentee complete necessary items for the grade book and report cards for the end of the first nine weeks.Offer to help with parent contacts.Discuss pacing and curriculum. Make sure your mentee is preparing for Gateway testing and EOC’s (High).Make sure your mentee has planned professional development to meet the 18 hour requirement for unscheduled inservice hours.Assist your mentee with planning for formal evaluations.NovemberContinue on-going activities.Discuss grade book/ mid-term procedures.Continue to assist your mentee with evaluations and paperwork.DecemberContinue on-going activities.Assist with EOC’s and Gateway testing (High).Make sure Summative Evaluations are completed on-line.Help your mentee complete necessary items for the grade book and report cards for the end of the second nine weeks/ semester.Encourage your mentee to take a well-deserved break! Celebrate or socialize if time permits.JanuaryRefocus: reflect on the first semester and encourage your mentee.Make sure your mentee is consistent with routines and procedures. Decide if new procedures should be added or existing ones modified. Encourage your mentee to re-teach procedures and review expectations.Continue on-going activities.Assist mentee with upcoming Writing Assessment if necessary.FebruaryContinue on-going activities.Discuss grade book/ mid-term procedures.Make sure your mentee knows procedures for Writing Assessment if necessary.Discuss pacing and preparation for TCAP. Make sure your mentee is covering the SPI’s (Elementary/Middle).MarchContinue on-going activities.Discuss pacing and curriculum. Make sure your mentee is preparing for Gateway testing and EOC’s (High).Discuss pacing and preparation for TCAP. Make sure your mentee is covering the SPI’s (Elementary/Middle).Help your mentee complete necessary items for the grade book and report cards for the end of the third nine weeks.Make sure Formative Evaluations are completed on-line.AprilContinue on-going activities.Discuss grade book/ mid-term procedures.Make sure your mentee knows the procedures for administering TCAP tests (Elementary/Middle).Discuss activities appropriate for testing days (Elementary/Middle).Begin preparing mentee for EOY paperwork and checkout procedures.MayContinue on-going activities. Assist with EOC’s and Gateway testing (High).Make sure Summative Evaluations are completed on-line.Help your mentee complete necessary items for the grade book and report cards for the end of the fourth nine weeks/ semester.Discuss checkout procedures and paperwork.Assist mentee with preparing room for summer.Celebrate your mentee with your faculty! School Handbook Included in this list are ideas for your school handbook. WELCOME LETTER FROM PRINCIPALYOUR MENTORSList team members and the structure of your teamProgram Overview:Purpose, Mission Statement, Goals Yearly Activities/ Calendar of Events YOUR SCHOOLSchool Background and Demographics School and Community CharacteristicsWho’s Who/ Whom do I ask about…?Team/ Department ListsPhone NumbersUnwritten RulesList of organizations and their sponsorsSchool Vocabulary ListBuilding/Emergency PlansCumulative RecordsProcedures for:Bookkeeping, Getting a Substitute, Counselors, Supplies, Copiers, Library, Technology, Grading, Testing, End-of-YearForms: (Include blank copies of important forms needed throughout the year.)YOUR CLASSROOMThe First Days of School:Questions to ask your mentor, Checklists for Your Classroom, Establishing Routines and Procedures, Sample Syllabus, Curriculum/ StandardsAssessmentsEmergency lesson plans/ sub notebookParent Conferences PDC Website“Germinating the Seedling”Orienting new teachers to your school“Germinating the Seedling”Orienting New Teachers to Your School “Where do I begin?” A new teacher’s primary concern is getting prepared for the first day. Making a good first impression is imperative to having a successful start. It is important to hold a new teacher orientation before school starts. Key components of an orientation include:Introduce new teachers to their mentors, the support staff, and the schoolProvide new teachers with a helpful handbookProvide new teachers with a “Welcome to…” basketFamiliarize them with school procedures (bookkeeping, emergencies, attendance, the first days of school, etc.)Help new teachers develop their plans for the first days of school with an emphasis on establishing procedures and routines for their classroomsServe lunchThis section is designed to help mentors assist new teachers with preparing for the first days of school. Most of these suggestions are specifically for the novice; however, some are helpful for familiarizing a veteran teacher to a new setting.ContentsWhom to CallOrganizing Your RoomSupplies ChecklistEstablishing RoutinesPreparing for a Parent ConferenceChecklist for Parent-Teacher Conferences Whom to Call? Make sure your mentee knows whom to see if ……Office supplies are neededEquipment/equipment repair is neededTechnology help is neededTextbooks are neededA substitute is neededA student needs counselingA student needs to be tested for special education servicesInformation about special programs for students is neededThere is a question about: the schedule for the school daycafeteria proceduresbathroom and hallway rulesassigned dutiesdiscipline referrals and procedurescopier problemsbookkeeping/ fee waivers/ moneyattendancefield tripsevaluationsother Organizing Your Classroom As you review your options for the arranging of the physical space in your classroom, share with your mentee why you have set up your room the way it is. Ask your beginning teacher to think about the goals to be met and how he/she could set up a classroom to meet those goals.Student DesksHow do you organize students?groups-number in groups, partners, location in roomStudent or teacher choiceRows – number in rowsOther patterns for desksPartners, triads, large horseshoe shape, circleTeacher WorkspaceHow do you organize your workspace?File cabinet (How do you organize your files?)Teacher use onlyExtra worktableTeacher mailboxOtherSupplies and MaterialsWhere do you keep personal supplies vs. supplies for student use?For teacher onlyAvailable for student useBulletin boards/Learning CentersWhere will these be located?Other Areas in theWhat and where?ClassroomComputersStudent materials, classroom library Supplies Checklist After arranging the furniture in your room, you will need to concentrate on the supplies that you will need. Inventory what is already available in your room. Then list the items that you will need based on these suggestions:Lined paperNewsprintCopy paper - plain/colorCraft paperConstruction paperPaper punchScotch tapeMasking tapeBook coversFile cardsStaplerStaplesPaper clipsPost-it notesPens Rulers ScissorsPencilsBlank CDsVideo tapesHanging foldersFile foldersOverhead markersDry erase markers or chalkAttendance bookLesson plan bookGluePencil sharpenersConsult with your mentor about your school’s procedure for acquiring these supplies. Some of them might be available from your school bookkeeper or secretary. Your mentor will also be able to help with specialized materials, ex. science, art, physical education Establishing Routines & Procedures Based on the work of Harry Wong’sFirst Days of SchoolProcedures are nothing more than how you would like for your classroom to function. Basically, you teach your students procedures in the same manner you would teach anything else you would want them to learn. It’s just another lesson you teach. If you do a really good job of teaching the procedures, your class can basically run itself. That’s great for when you have a substitute or are dealing with an unexpected situation. The whole idea is to reduce the amount of time you have to spend dealing with classroom management issues.According to Wong, there are three steps to teaching a procedure:Explain. State, explain, model, and demonstrate the procedure.Rehearse. Rehearse and practice the procedure.Reinforce. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.Also, Wong writes that there are five procedures that must become student routines:Beginning of class.Quieting a class.Students seeking help.Movement of students and papers.End of period.You should post some or all of your procedures. You can add procedures at anytime during the year. In the first days of school, Wong recommends teaching only procedures that are essential to a smooth opening of class. Other procedures can be taught as needed. The important part is to be consistent and follow your procedures. It is also important to involve the students in your daily activities. Classroom managers are the helpers that can manage different daily procedures. You can start with one or two managers and add more as you find tasks that are manageable for them.The following is a checklist of daily activities in the classroom. Students should know the procedures for each activity. Think about how you will establish each of these procedures and how you will teach them. Finally, decide how you can involve the students in these activities. Ask your mentor how these are handled in his/ her classroom. Ask your mentor if you could benefit from other procedures specific to your class.Beginning of class __________________________________Quieting the class ___________________________________Students seeking help ________________________________Movement of paper _________________________________End of period ______________________________________Being prepared for class ______________________________Daily attendance ____________________________________Assignments/agendas ________________________________Heading you paper __________________________________Collecting homework ________________________________Checking homework _________________________________Lunch ____________________________Cleaning up the room _________________________________Bathroom breaks ____________________________________Cooperative learning _________________________________Seasonal activities ___________________________________Student materials ____________________________________Make-up work ______________________________________Hall passes _________________________________________Hallway behavior ____________________________________Tardies ____________________________________________Library/ Computer passes _____________________________Testing ____________________________________________Fire/ Disaster drills __________________________________Behavior expectations outside of classroom (library, field trips, assemblies, etc.) ____________________________________ Preparing for a Parent Conference Teacher Worksheet(Complete before conference)Student’s name: Parent(s)’ name(s): Conference date, time, and place: Purpose of the conference (general progress, specific purpose):Goal for the conference: (To be a successful conference, what will be accomplished?) The child’s strengths (in general or related to this issue):The child’s challenges (in general or related to this issue): Examples of student work/portfolio needed: Additional documentation needed: Questions I need to ask: Materials to share: Other person(s) who should be present: Complete after the conferenceParent or guardian concerns or questions:Actions agreed upon?Needed follow-up (Mark your calendar now.)Next time I would Checklist for Parent-Teacher Conferences (to be reviewed prior to conferences and after interpersonal interactions for reflection)Did I …__ Communicate the purpose of the conference?__ Provide a relaxed atmosphere and establish rapport early?__ Provide opportunities for parents to express their views, opinions, or questions?__ Maintain an appropriate percentage of “teacher talk” vs. parent talk?”__ Begin by communicating something positive about the student?__ Share examples of the student’s work?__ Listen intently and attend with energy?__ Maintain eye contact? Disregard any (minor) distractions?__ Accurately paraphrase and restate what others were saying?__ Ask for clarification and confirmation when necessary?__ Remain alert and respond appropriately to the feelings and emotions of others?__ Read both the verbal and nonverbal behavior accurately?__ Remain calm, if provoked.?__ Avoid confrontations?__ Use nonjudgmental and supportive language?__ Use appropriate and easily understood language?__ Avoid jargon and technical terms?__ Model respect by using names, asking for opinions, acknowledging concerns, answering questions fully?__ Maintain focus on the main objectives/targets of the conference?__ Pace the conference appropriately?__ Use adequate “wait time” to encourage questions or responses?__ Emphasize areas of agreement? Emphasize cooperation, collaboration, and problem-solving? (We’re in this together and we can work this out.)__ Develop simple, reasonable, and focused plans for home reinforcement?__ Avoid offering advice before the parents had opportunities to share their opinions and suggestions?__ Note any needed follow-up or additional conferences ? (Did I mark my calendar?)__ Summarize the main points as a closure to the conference?__ Express appreciation for the family’s efforts?__ Gain insights about how to work better with the student and the parents?__ Feel well prepared and satisfied with the outcomes of the conference?00Personal ReflectionIn the future, what is it about my verbal communication that I will …Keep doing?Start doing?Stop doing?00Personal ReflectionIn the future, what is it about my verbal communication that I will …Keep doing?Start doing?Stop doing?“Grafting for Results”Collaborating with Your Team“Grafting for Results”Collaborating with Your TeamProfessional development and developing new teachers as teacher-leaders should be two objectives of a mentoring program. You should plan meetings that meet the needs of your novice teachers and the unique needs of your school. The more diverse your topics, the more “buy-in” you will have among your faculty. Sessions should be differentiated based on the needs of your new teachers. As you plan your calendar consider topics such as:Bus Tour of the school zone or Community MappingClassroom Management Effective Instructional StrategiesAssessmentEvaluation ProceduresTeaching with TechnologyCommunicating with ParentsDiscipline Problems/Critical IncidentsThis section includes some activities that are ready-made sessions for your cohort. Encourage the entire faculty to attend these sessions. The more diverse your topics, the more “buy-in” you will have among your faculty. Not only will they receive in-service credit, but also, they will add diversity to the team. ContentsAssessment StrategiesEvaluation ProcessCommunity MappingSharing Critical IncidentsPhases of First-Year TeachingGetting Acquainted with Marzano’s Essential NineClassroom Observations1. Evidence vs. Opinion2. Focused Observation Guide Assessment What are my students learning? How effectively am I teaching?Two types of assessment:Formative: Assessment that is ongoing throughout a project or the class, often more than once throughout the time. Summative: Assessment that is at the end of a project or class. Five Keys Provide Guidance in Developing Quality AssessmentsWhat? –WHAT do we want to assess?Why? –WHY are we assessing?How? – HOW will we assess the targeted learning?How Much? – HOW MUCH will we collect?How Accurate? –HOW ACCURATE are the assessments? Pre-Assessment Content Area Pre-AssessmentsContent AreaFocus Areas of Concepts & Skills for Pre-AssessmentWays to Pre-Assess Current Student Knowledge and SkillsEnglish, History, Reading, Foreign Language, other HumanitiesNote skills in communication, attainment of concepts, & levels of critical thinkingJournal entry, dialogue, previous written product, short essay, work completion, oral response, anecdotal records, communication checklistMath & ScienceNote a process, application of processes, understanding of a constant or theoryProcess explanation or utilization, observation of a process, solving a problem, demonstration, short essay, sequencing steps, citing solution method with a rationale or process checklistMusic, art, physical education, other performance-based subjectsObserve a technique & complex application of skillsPerformance observation, demonstration, participation level, techniques checklistComputer science, industrial technology, business applications, other career coursesObserve a complex integration of skills to solve a problem or develop a productPerformance observation, demonstration, skills checklist for a product or problem solution, sequencing steps Pre-Assessment Strategies Ideas from: Chapman, C., and King, R.S. (2004). Differentiated Assessment Strategies: One Tool Doesn’t Fit All. Thousand Oaks, CA: Corwin Press. ISBN #0-7619-8891-2Ponder & PassResponse CardsTriple ResponsesContent Response CardsContent SurveysShow & TellTake a StandGold Goal BandFour CornersBrainstormingK-W-LThe First WordOther Activators Assessment Strategies Ideas from: Alaska Department of Education & Early Development: A Collection of Assessment Strategies. (each topic will link you to the website for further explanation.)Graphic OrganizersHypercard StackFlow ChartWebbingRight Angle ChartVenn DiagramK-W-L ChartInterviews Susitna Elementary Think/Talk ProjectPrimary Math InterviewPrimary Science InterviewProject InterviewQuestioning SuggestionsHigh School Problem Solving InterviewObservation Observation Checklist Problem Solving Observation Checklist Observational Inventory of Scientific Attitudes Detachable Labels 3x5 Card Notes (Exit Tickets)Cooperative Groupwork--Checklist Cooperative Groupwork--Likert Scale Cooperative Performance Indicators--Holistic ScalePerformance TasksFishing Formulas Stop That Bicycle Task Mystery Powders Sink/Float Performance TaskCreative Performances and Exhibitions Use of Drama During Animal Observations Use of Dance in Teaching About Air Presentation Assessment Guide Pictorial Math Problem Solving Musical Concept Task Oral Contributions HYPERLINK "" \l "selfandpeerevaluations" Self- and Peer-EvaluationsProblem Solving Rating Scale Portfolio Reflection Items Questions for Reflective Feedback Student Reflective Focus Questions: Problem Solving Observation Checklist for Peer- and Self- Evaluations Experimental Design Feedback Cooperative Groupwork Self Assessment ChecklistJournals and Learning Logs Reflective Log Fractions Journal Entry Learning Log Math Log Note Taking/Note MakingContracts Elementary Contract Contract Likert Scale Learning Contract Sample Contract for a Project Contract WorksheetFamiliar Assessment Tools: Tests Fill in the Blank Matching Example True/False Short Response EssayScoring Guides Analytical Trait Scale for Multiplication Checklist Habitat Concept Checklist Habitat Concept Likert Scale Habitat Concept Analytical Trait Scale Habitat Concept Holistic ScalePortfolios Science Portfolio Content Guide Math and Science Autobiographies Portfolio Entries for Young Children NCTM Draft Rubric Standards for Evaluating Math Portfolios For Young ChildrenReferences: Chapman, C., and King, R.S. (2004). Differentiated Assessment Strategies: One Tool Doesn’t Fit All. Thousand Oaks, CA: Corwin Press. ISBN #0-7619-8891-2Gregory, G.H., and Kuzmich, L. (2004). Data Driven Differentiation in the Standards-Based Classroom. Thousand Oaks, CA: Corwin Press. ISBN #0-7619-3158-9. Alaska Department of Education & Early Development: A Collection of Assessment Strategies. Summarized from: Stiggins, R.J. (2001). Student Involved Classroom Assessment, 3rd Edition. (Columbus, OH: Merrill, an imprint of Prentice Hall.) Evaluation Process Components, Forms Required, and Sequence of EventsActivityDateSelf-Assessment with Student Performance Data & Previous EvaluationsTeacher does and Evaluator reviewsUnit &Lesson Plan Analysis (Optional)Teacher does and Evaluator reviewsObservations with Planning Record& Reflecting RecordTeacher does and Evaluator reviewsAppraisal RecordEvaluator shares Observation Data.Then, Teacher and Evaluator do togetherEducator Information Record Teacher does and Evaluator reviewsSummative ReportEvaluator does & shares with TeacherFuture Growth PlanTeacher and Evaluator do together-13201658509000 Community Mapping Roles for Community Mapping Scout: Read the directions on a map and lead the group around the area. Needs a map.Mapper: Draws a map as the group moves around in the community, highlighting places or people en route. Needs grid paper, pencil, and clip board.Note-taker: Records where you go and what you see. Records the photographs taken and places and people of interest. Charts the journey of the group. Needs paper, pencil, and clip board.Collector: Collects objects, brochures, community newspapers, biological evidence (leaves, flora, etc.). Tells note-taker what is collected and why. Needs a collection bag.Imprinter: Where appropriate do stone rubbings of historical markers. Needs paper and crayons.Photographer: Take 10 photos of the buildings, historical places and other things of interest (if allowed). Limit yourself to 10 photos. Needs a digital camera or Polaroid camera. Community Mapping Directions Scout:Use directions and map to lead group and to document the experience.Coach the group as you travel. What should we collect? To whom should we talk? What can be documented by photo or imprinting?Consult with team members to determine if the areas being explored are the most appropriate. If not, alter route.Mapper:Construct a map of the path the group followed throughout the exercise.When the exercise is completed, look over the map to determine where the group traveled, what was observed, what was omitted, and what should be considered in the future community mapping exercises.Note-taker:Name the neighborhood area.Mark a slash mark for each item you observe.Describe the types of housing and businesses in the neighborhood or area visited. What kind is most common?List any issues that you observe (trash, graffiti, potholes, parks, community services, etc. and location).List any evidence of construction/reconstruction/ renovation/repair and location.Type of BuildingMark a slash for every exampleApartment buildingChurchBusinessesNon-profit Organization or AgencyDuplex HousingSingle Family DwellingsSchoolsOtherTake notes on what the group observes; who the group encounters and talks to of gets information from or what questions were asked. These notes or quotes can be later transferred to a collage that can be created about the neighborhood. Indicate who, where, and what in the notes.Collector and Imprinter:What artifacts were collected and why?What did they tell you about the community?Photographer:What were the photos collected and why?What do they signify that is critical to understanding the assets and challenges of this community?Portray photographs of the community area.PhotographSubject/ContentLocation1.2.3.4.5.6.7.8.9.10. Summary Possible questions for a predominately business area:What do you notice about retail centers? What can you find out about the history of these locations?Who do you notice is hanging about at these retail centers?What do you notice about the mix of tenants in this area?What services are provided in this neighborhood?Are there any historic plaques in the area? Should there be?Possible questions for a group that mapped a predominantly residential area:What services are available for youth and families in this area?Note the use of the park space. Consider use of open space in this district (safety issues for children and youth).What kinds of retail options are available?What housing has been improved and what housing has not been addressed?Questions for a group focused on recreational and safe places for children to play and get to school:What would you consider as safe ways to get these students to school?What do you notice about the differences in housing?What kind of open spaces are there for physical recreation? Product Share the outcomes of the Community Mapping Exercise with faculty members. Use technology (e.g. PowerPoint) or other means to highlight important outcomes of the experience.Other Suggestions for Community MappingUse information gathered to:implement student service projectsimplement faculty service projectsdevelop geography activities for classroom study Take student addresses with you to identify areas that are pertinent to your classroom. Community Mapping Checklist Identify the number of participants. Divide the number into teams (6-7 is ideal, 9 is about as large as possible). Develop maps. Select sites for each of the teams to map. These could be sites surrounding a particular school or a cross-section of sites across the school system. Create a map for each team that is large enough to read clearly. Highlight the specific blocks the team will “map.”Prepare community mapping bags. One bag per team should include: two clipboards (one with note paper for the “note taker,” one with blank paper for the “mapper); a pencil and/or crayon and tracing paper for the “imprinter;” two markers for additional team needs, and a digital camera for the photographer; a schedule with the time to return from the expedition might also be included.Gather supplies for each group to use in preparing presentations. The following should be available when the teams return:Poster board (at least three per group)Construction paperBoxes with basic supplies (pens, scissors, glue, tape)White paperReserve technology needed for the process. The following should be available as the session begins:One digital camera per teamOne laptop computer per teamOne LCD projectorPrepare the participants. Participants should be reminded that they should wear comfortable shoes for walking throughout the area. They should also dress casually to accommodate weather conditions, but not so casually that they will not be viewed appropriate by those with whom they will come in contact during the mapping experience. Sharing Critical Incidents Critical incidents are used throughout induction and at other appropriate times:to encourage teachers to share their unsettling dilemmas with colleagues in a supportive environment:to identify potential solutions or preventive measures:to probe and reflect on critical issues of professional practiceThe purpose of sharing critical incidents is to provide a structure to guide reflection and collaboration between mentor and novice (or with a group of colleagues) in debriefing personal, authentic, school-classroom related experiences considered by the individual experiencing it as memorable.A Critical Incident is an event that is perplexing, confusing, confounding, uncomfortable, unpredicted, unavoidable, and not easily solved. The incident, however brief, is considered memorable in that it stands out or stays with you for a time after it has occurred. While it is recommended that the incident include student(s), the incident may relate to such areas as student behaviors, academic problems with student(s), student-to-student conflicts, parent and teacher relationships, student and teacher clashes, teacher roles and responsibilities, teacher-teacher conflicts/clashes, systemic problems/issues, student family issues, and outside personal pressures for the teacher.The Time Required for each session is about 45-50 minutes. If possible, a longer time period of 1 to 1 ? hours is recommended. It is advised to schedule 1 session every 1 ? to 2 anize Reflective Practice Groups of about 6 to 8 colleagues. Groups with educators of the same grade or content area work well as do more heterogeneous groups. Encourage the members to commit to participating for a defined period of time, for an example, one semester or the entire school year.Appoint a facilitator who accepts the responsibility of keeping the members on track with the steps of the process and of keeping time in order to pace the group. Process for Sharing Critical Incidents Facilitator asks every participant to select one incident to share (1 – 2 minutes)Facilitator asks the participants to share a brief summary of the chosen incident ( 2-3 minutes)Facilitator guides the group in choosing, by consensus, one episode for an in depth discussion.Facilitator asks everyone to listen and not interrupt as the originator retells the episode in detail. The person tells the objective facts, as well as, the personal emotions which are associated with the episode. Facilitator guides the group into the Problem Understanding phase by engaging the other participants in asking for clarification of anything that was unclear or not understood and for elaboration and further details.Facilitator asks the participants to think and write hypotheses (inferences) for the rationality behind the action the teller took (4 -5 minutes)The hypotheses are concise statements which include psychosocial, pedagogical, and institutional factors. The statements might begin, “A teacher in such a situation might feel frustrated (or overwhelmed, or powerless or anxious, or exhilarated ) because…Facilitator asks the participants (one by one) to share the hypotheses as written. This begins to suggest the teaching theory behind the episode.Facilitator directs the episode teller to respond to the hypotheses and attempt to relate them to the experience which was told. The attempt here is for the teller to begin to uncover some of the internalized knowledge, practice, and self-awareness associated with the episode. Facilitator engages the group in a discussion about how the episode may have affected the students or others – parents, colleagues administrators- involved. The group asks such questions as, “What did the students learn from this?” “How were certain students affected by it?”Facilitator engages the group in the Problem Solving phase by engaging the group in discussing how the episode could have been handled differently. Guide them in identifying several alternative suggestions. Then guide them in identifying the potential benefits and any negatives of several viable alternatives.Facilitator guides the group in summarizing. Ask each participant to write a short reflection about how this incident/discussion may impact their own practice?may be of some benefit to their own students?may shed some insight on the teaching theories which drive the incident?is consistent, or inconsistent, with the way he/she teaches?The reflections may be given to the facilitator. PHASES OF FIRST-YEAR TEACHING First-year teaching is a difficult challenge. Equally challenging is figuring outways to support and assist beginning teachers as they enter the profession. Since 1988 the Santa Cruz New Teacher Project has been working to support the efforts of new teachers. After supporting nearly 1,500 new teachers, a number of developmental phases have been noted. While not every new teacher goes through this exact sequence, these phases are very useful in helping everyone involved -- administrators, other support personnel, and teacher education faculty--in the process of supporting new teachers. These teachers move through several phases from anticipation, to survival, to disillusionment, to rejuvenation, to reflection; then back to anticipation. Here's a look at the stages through which new teachers move during that crucial first year. New teacher quotations are taken from journal entries and end-of-the-year program evaluations.?ANTICIPATION PHASE?The anticipation phase begins during the student teaching portion of pre-servicepreparation. The closer student teachers get to completing their assignment, the more excited and anxious they become about their first teaching position. They tend to romanticize the role of the teacher and the position. New teachers enter with a tremendous commitment to making a difference and a somewhat idealistic view of how to accomplish their goals. "I was elated to get the job but terrified about going from the simulated experience of student teaching to being the person completely in charge." This feeling of excitement carries new teachers through the first few weeks of school.?SURVIVAL PHASE?The first month of school is very overwhelming for new teachers. They are learning a lot and at a very rapid pace. Beginning teachers are instantly bombarded with a variety of problems and situations they had not anticipated. Despite teacher preparation programs, new teachers are caught off guard by the realities of teaching. "I thought I'd be busy, something like student teaching, but this is crazy. I'm feeling like I'm constantly running. It's hard to focus on other aspects of my life." During the survival phase, most new teachers struggle to keep their heads above water. They become very focused and consumed with the day-to-day routine of teaching. There is little time to stop and reflect on their experiences. It is not uncommon for new teachers to spend up to seventy hours a week on schoolwork.?Particularly overwhelming is the constant need to develop curriculum. Veteranteachers routinely reuse excellent lessons and units from the past. New teachers, still uncertain of what will really work, must develop their lessons for the first time. Even depending on unfamiliar prepared curriculum such as textbooks is enormously time consuming. "I thought there would be more time to get everything done. It's like working three jobs: 7:30-2:30, 2:30-6:00, with more time spent in the evening and on weekends."? Although tired and surprised by the amount of work, first-year teachers usually maintain a tremendous amount of energy and commitment during the survival phase, harboring hope that soon the turmoil will subside.?DISILLUSIONMENT PHASE?After six to eight weeks of nonstop work and stress, new teachers enter thedisillusionment phase. The intensity and length of the phase varies among new teachers. The extensive time commitment, the realization that things are probably not going as smoothly as they want, and low morale contribute to this period of disenchantment. New teachers begin questioning both their commitment and their competence. Many new teachers get sick during this phase. Compounding an already difficult situation is the fact that new teachers are confronted with several new events during this time frame. They are faced with back-to-school night, parent conferences, and their first formal evaluation by the site administrator. Each of these important milestones places an already vulnerable individual in a very stressful situation. Back-to-school night means giving a speech to parents about plans for the year that are most likely still unclear in the new teacher's mind. Some parents are uneasy when theyrealize the teacher is just beginning and many times pose questions or make demands that intimidate a new teacher. Parent conferences require new teachers to be highly organized, articulate, tactful and prepared to confer with parents about each student’s progress. This type of communication with parents can be awkward and difficult for a beginning teacher. New teachers generally begin with the idea that parents are partners in the learning process and are not prepared for parents' concerns or criticisms. These criticisms hit new teachers at a time of waning self-esteem. This is also the first time that new teachers are formally evaluated by their principal. They are, for the most part, uncertain about the process itself and anxious about their own competence and ability to perform. Developing and presenting a "showpiece" lesson is time-consuming and stressful.?During the disillusionment phase classroom management is a major source of distress. "I thought I'd be focusing more on curriculum and less on classroom management and discipline. I'm stressed because I have some very problematic students who are low academically, and I think about them every second my eyes are open." At this point, the accumulated stress of the first-year teacher, coupled with months of excessive time allotted to teaching, often brings complaints from family members and friends. This is a very difficult and challenging phase for new entries into the profession. They express self-doubt, have lower self-esteem and question their professional commitment. In fact, getting through this phase may be the toughest challenge they face as a new teacher.?REJUVENATION?The rejuvenation phase is characterized by a slow rise in the new teacher'sattitude toward teaching. It generally begins in January. Having a winter break makes a tremendous difference for new teachers. It allows them to resume a more normal lifestyle, with plenty of rest, food, exercise, and time for family and friends. This vacation is the first opportunity that new teachers have for organizing materials and planning curriculum. It is a time for them to sort through materials that have accumulated and prepare new ones. This breath of fresh air gives novice teachers a broader perspective with renewed hope. They seem ready to put past problems behind them. A better understanding of thesystem, an acceptance of the realities of teaching, and a sense of accomplishment help to rejuvenate new teachers. Through their experiences in the first half of the year, beginning teachers gain new coping strategies and skills to prevent, reduce, or manage many problems they are likely to encounter in the second half of the year. Many feel a great sense of relief that they have made it through the first half of the year. During this phase, new teachers focus on curriculum development, long-term planning and teaching strategies. "I'm really excited about my story writing center, although the organization of it has at times been haphazard. Story writing has definitely revived my journals."? The rejuvenation phase tends to last into spring with many ups and downs along the way. Toward the end of this phase, new teachers begin to raise concerns about whether they can get everything done prior to the end of school. They also wonder how their studentswill do on the tests, questioning once again their own effectiveness as teachers. "I'm fearful of these big tests. Can you be fired if your kids do poorly? I don't know enough about them to know what I haven't taught, and I'm sure it's a lot."?REFLECTION??The reflection phase beginning in May is a particularly invigorating time for first-year teachers. Reflecting back over the year, they highlight events that were successful and those that were not. They think about the various changes that they plan to make the following year in management, curriculum, and teaching strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as to what their second year will look like, which brings them to a new phase of anticipation. "I think that for next year I'd like to start the letter puppets earlier in the year to introduce the kids to more letters."?It is critical that we assist new teachers and ease the transition from student teacher to full-time professional. Recognizing the phases new teachers go through gives us a framework within which we can begin to design support programs to make the first year of teaching a more positive experience for our new colleagues. Phases of First Year Teaching Graphic This article was originally written for publication in the newsletter for the California New Teacher Project, published by the California Department of Education (CDE), 1990. Getting Acquainted with Marzano’s Essential Nine This activity is based upon Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. (Marzano, R., Picketing, D., & Pollock, J. 2001).Purpose: To acquaint new teachers with a variety of teaching strategies and the effects of those strategies on student learning.Time frame: Approx. 30 minutes (depending upon discussion time)Materials: Index cards: 9 per group of 3-4 people. Each card set should have one of each of the BIG Nine strategies written on it. Background: In Marzano’s book, he studies instructional strategies that have the highest probability of enhancing student achievement for all students, in all subject areas, and across all grades. The results were reported in effect size. Effect size is the increase or decrease in achievement of the group of students who were exposed to the specific instructional technique in standard deviation units. Effect size can be translated into percentile gains and interpreted in terms of impact. The effect size relates to the impact on student learning.Procedure: Teachers will be given a set of the BIG Nine strategies. Each group will be asked to order the strategies according to their beliefs about the strategies that have the greatest effect size. Do not show them the chart in advance!! Give each group plenty of time to discuss their rationale for the order they choose. After they finish, present the chart to the groups. (You may wish to make a transparency or presentation to project). This should promote discussion about the different ways to use these strategies and how it differs from the lists that they have made. Finally, use the worksheet to have collaborative groups list ways to apply each strategy and share some that they are already using.You may wish to have a copy of Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. (Marzano, R., Picketing, D., & Pollock, J. 2001) available for questions and further discussion.EFFECT SIZE = IMPACT ON STUDENT LEARNING.20 = SMALL.50 = MEDIUM.80 = LARGE*Notice that these are the TOP Nine strategies. Even though “Cues, Questions and Advanced Organizers” is last, the effect size is still above medium.The BIG NineEffect Size1. Identifying Similarities and Differences: comparing, classifying, creating metaphors and analogies1.612. Summarizing and Note taking: vocabulary, comprehension, reciprocal teaching1.003. Reinforcing Effort and Providing Recognition: rewards and praise.804. Homework and Practice.775. Nonlinguistic Representations: graphic organizers.756. Cooperative Learning.737. Setting Objectives and Providing Feedback: goal setting, corrective feedback, rubrics.618. Generating and Testing Hypotheses: inductive and deductive thinking, problem solving, decision making, investigation, invention, inquiry, analysis.619. Cues, Questions and Advanced Organizers: higher level questions, discussion organizers.59 The BIG Nine With your group, list ways in which you apply or could apply each of these strategies in your classroom.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 Advanced Organizers_____________________________________________________________________________________________ Classroom Observations Evidence vs. OpinionA valuable tool for supporting professional development with teachers is classroom observations with appropriate feedback from the mentor or coach. Mentors or coaches are not in the role of evaluators, but serve as a support for classroom teachers. Their function is to provide support by being specific in giving feedback on classroom conditions that support learning and student achievement; therefore the mentor records evidence as oppose to opinion when giving feedback. Evidence is observable, objective, free of value judgment and is not subject to debate. Examples of evidence would be:Actions that show student engagementActions that show students are on taskTeacher uses questions that promote higher level thinkingActions that indicate the students understand the assignmentOpinions make value judgments, draw conclusions, and make inferences and should be avoided. Examples of an opinion are:The teacher did a great job!I liked ……..Interesting topic.Students looked like they were interested.To guide your thinking and feedback you can use this sentence stem:When the teacher does, or the students do ,it is evidence of .-1320165-39751000 Why Observe? All teachers, from novices to veterans, need opportunities to observe in the classroom. Observations of other teachers, students, schools and administrations can provide insight into different styles of instruction, classroom management, school philosophy and more. It also provides distance from our own classrooms to gain a more objective and better-rounded view of our own teaching style. All professionals, from artists and athletes to corporate executives observe, study, and research their peers. They identify techniques or strategies they believe are useful and relevant to their own professional life and emulate or adopt them. The same is true for teaching. If you lock yourself away in your classroom, you will never develop the talents required to become a master teacher. While you are at South Doyle Middle School, you have an opportunity that is unlikely to happen again during your teaching career. You will be given a chance to observe teachers in a variety of areas. To help you become a better observer, you are being asked to identify effective teaching behaviors. There are four focused observation guides that detail what is to be observed. These include a section where you are asked to analyze and apply what you have seen during your observations. Please read all four Focused Observation Guides. You need to complete at least two out of the four observations.Please become familiar with the items you are being asked to observe. You may or may not see all of these items in every classroom. You may observe things that are not included on any of these four focused observations, but that you feel represent important and effective teaching behaviors. Please describe these in the comments you prepare.It is suggested that you take notes every time you are observing and that you keep reflective notes in case you are asked to teach a mini-lesson or to help out in the classroom in some way. You will need to talk with the teachers you observe to gain a more complete picture of how or why they do something. Focused Observation Guide #1 out of 4 Classroom Learning Environment- Classroom Climate[Links to VI. Learning Environment B of the TN Framework for Evaluation and Professional Development]To Be Observed: What observable teacher and student behaviors contribute to the classroom climate (positive or negative)? Examples discovered through observation could include the use of humor, encouragement, courtesy, supportive teacher-student interaction, sarcasm and constructive criticism.Teacher Name:____________________________Date:_____________________________Grade/Subject:_____________________ Mentor Name:_______________________How does the teacher(s) react as students arrive and leave in the classroom? How do the students behave as they enter and leave the classroom?How did the teacher(s) request or demand that a specific student stop doing something? How did the student react to the request? What types of praise did students receive that was associated with managing his or her behavior? How did the student react?What types of praise or positive statements did the teacher give to the entire class? How did students react? Humor can come in many forms. Below are listed a few types of humor that can be found in the classroom. What examples can you find that is being used in the classroom? How do the students respond?HumorObservationStudentCategory ReactionTeacher-roleplayTeacher makingfun of selfTeacher teasingStudent(s)Student teasingStudent(s)(friendly/unfriendly)______________________________________________________________________________________Student role-playJoke tellingCartoonsExaggerated gesturesor facial reactionsPhysical humorOtherAdditional Notes: Focused Observation Guide #2 out of 4 Classroom Learning Environment- Classroom Management[Links to VI. Learning Environment B of the TN Framework for Evaluation and Professional Development]To Be Observed: Effective teachers use specific management skills and strategies to prevent student misbehavior. They know that it is harder to deal with misbehavior after it occurs. Preventative actions are those that communicate behavioral expectations, such as the use of rule reminders, verbal and nonverbal cues, physical arrangements of classroom furniture and students, teacher movement and structuring techniques of class time are examples of preventative management strategies. Observation notes could also include descriptions of teacher-student interactions, teacher’s efforts to stay on task and teacher attention to student concerns. Preventative action could also include teacher modeling.Teacher Name:____________________________Date:_____________________________Grade/Subject:_____________________ Mentor Name:_______________________Do you notice any behavioral problems in the classroom? If so, please describe.How did the teacher respond to these problems? 3. What was the student’s or students’ immediate response to the teacher’s response to the misbehavior?4. What are some preventative actions taken by the teacher to help manage the classroom and keep students on task? Describe action and observe which appeared to be most effective?Preventative DescriptionHow wellActiondid it work?Rule Reminders:Verbal cues:Nonverbal cues:Physical arrangementof class:Teacher movement:Routines:Positive statements:Other:Additional Notes: Focused Observation Guide #3 out of 4 Classroom Learning Environment- Classroom Rules and Routines[Links to VI. Learning Environment B of the TN Framework for Evaluation and Professional Development]To Be Observed: Which rules and routines appears to be in effect that facilitates the management process? Look for consistent student behaviors that require little or no teacher direction as an indicator of established classroom rules/routines. Classroom management systems must be based on teacher and student needs and take into account students’ level of maturity and socioeconomic needs. Developing rules, routines and consequences for behavior are critical beginning-of-the-year management activities. Effective teachers facilitate independent work behavior and assure the best use of allocated time. Teachers begin by listing their expectations for student behavior so that any rules/routines that are developed will be consistent with their own expectations. Collaborating with students is one way to help promote student ownership of the classroom environment. Teachers generally find that the collaboration results in rules/routines that are similar to the ones they would have developed alone. The added benefit is that the collaborative rules/routines are much more meaningful to the students. Rules/routines should be based on appropriate expectation, have clear purposes and state in positive terms how students are to behave.Teacher Name:____________________________Date:_____________________________Grade/Subject:_____________________ Mentor Name:_______________________What are the rules for this class? How were the rules developed?Are the classroom rules post? Does the teacher refer to the classroom rules?Is there a behavior management system used? Describe. (Could include a reward or consequence system.)Describe some routines or procedures that appear to help the teacher facilitate effective instructional and management processes.Routines/ProceduresDescriptionBeginning/end of class:Homework:Taking Attendance:Going to the bathroom:Handing out/taking uppapers:Transitioning from oneactivity to another:Group work:Asking questions:Other: Focused Observation Guide #4 out of 4 TWS #1 Classroom Learning Environment- Classroom Rules and Routines[Links to VI. Learning Environment B of the TN Framework for Evaluation and Professional Development]To Be Observed: What do teachers do to ensure a positive and orderly start for a new year? You have seen the beginning of the year at a high school. A middle school environment can be very different and the first few days of class can set the tone and environment for the rest of the year. Since you were not in a middle school setting during the first couple of weeks, you will need to talk with teachers as to how they planned for the new school year. As you observe, focus on any socialization of getting started activities that help students feel comfortable in their new environment; know the expectations, rules and procedures, and learn the instructional routines, etc. Focus in on how the room looks and is arranged. What the teacher says and does, the amount of time used for specific activities, any indication of prior planning that make for a smooth beginning. Effectively managed classrooms, free from disruptions and with opportunities for students to meet both academic and social needs, have a positive impact on student achievement.Teacher Name:____________________________Date:_____________________________Grade/Subject:_____________________ Mentor Name:_______________________Initial Socialization ActivitiesDescribeWelcome Students:Opportunities for studentsto get to know each other:Opportunities for studentsTo get to know the teacher:Overview of the year:Other:Getting Started ActivitiesDescribeReviewing assessment dateof student performance:Practice of rule and procedures:Seat assignments:Book distribution:Letter to parents:Phone calls home:Other:Instructional ActivitiesDescribeGreeting students daily:Whole group activities:Small group activities:Supplementary activities:Grading standards:Interaction time withIndividual students:Other:“Developing New Growth”Encouraging reflection within your team“Developing New Growth”Encouraging Reflection within Your TeamA key component of our jobs as teachers is reflection. Teams must consistently reflect upon the decisions that are made throughout the school year. Modeling of reflective procedures must be evident in a mentoring program. Reflection must be done within the following areas:Instruction and Classroom ManagementEffective RelationshipsLogistics and Time framesParticipationExpectationsThis section includes worksheets to encourage your team to reflect upon the best practices occurring at your school.ContentsSelf-Efficacy Quiz3-2-1 ReflectionReflecting on What We DoReflecting on Collaborative DiscussionShaping Your Reflection Self-Efficacy Assessment The purpose of this assessment is to provide an opportunity for reflection to focus on personal efficacy as a teacher.DiBella-McCarthy, H., McDaniel, E.A., & Miller, R. (1995). How Efficacious Are You? Teaching Exceptional Children, pps.68-71.Efficacy is a teacher’s perception of his or her own teaching capabilities and the belief that one can use these capabilities to bring about student learning. These beliefs influence teacher motivation and effort as well as teacher-student interactions and student achievement. Self-assessment instruments can heighten awareness and empower teachers to take more control of and responsibility for their professional lives.This quiz is to be used as a self-reflective tool. To facilitate teacher understanding of the concept of self-efficacy, encourage teachers to apply the concepts to their attitudes about themselves and their students. This quiz was developed in order to focus teacher attention on these elements of their belief system. After you take the quiz and add up your scores, you will learn more about the concept of teacher efficacy and more about yourself. Follow the directions and be as honest as you can.Consider each statement below and indicate the extent to which you agree or disagree with it. (1-Strongly disagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly agree) On the line next to the statement, please write the number that best describes your opinion or self-perception.ABCDI am confident in my abilities as a teacher.___With the right techniques and materials, all students can learn.___ When a colleague boasts about student progress, I feel inadequate.___New research in education is just “old wine in new bottles.”___Some students are beyond my reach.___The socioeconomic status of a student is not a critical variable of effective teaching.___I am adept at behavior management and handling discipline.___Even the worst home situations should not interfere with my ability to teach.___My enthusiasm for teaching makes me an effective teacher.___In a given class, students from low-income backgrounds will probably not do as well academically as students from middle or upper class homes.___There is little I can do to prevent the failure of my low-achieving students.___Students’ disabilities are challenges, not obstacles, that motivates teachers to do a better job.___I am making a difference in the lives of my students.___There is little I can do to influence change in a student from a dysfunctional or broken home.___If students did not act out in class, I could do what I am trained to do-teach.___Sometimes the out-of-school problems of students overwhelm teachers; it is no wonder teachers cannot teach.___I have never met a student I could not teach.___A teacher is only one person; only a miracle can help some kids.___If teachers provide a role model for students, even those experiencing negative influences at home can succeed.___My students’ progress is a reflection of my teaching.___Teachers have little effect on student motivation to learn.___My students know that I care about them, and they try hard to meet my expectations.___Effective teachers are powerful influences in the lives of their students.___Most of my colleagues seem to be more innovative and resourceful than I am.___Powerful teaching can overcome many negative home environmental factors.___There is little I can do to help a studentwho just doesn’t care about learning.___Good teachers continually search for newideas for research and inservice trainingto enhance teaching.___I am confident in my subject matter and can answer students’ questions in depth.___A teacher’s influence on student achievement is limited compared to the influence of the home environment.___In some subjects, I feel I am just a page or two ahead of my students.___Certain disabilities of my students interfere with my ability to teach them.___When my students fail to make the expected progress, I get discouraged and begin to doubt my skills as a teacher.___Add up your responses in each column: A B C DTotal:____________Scoring:If you scored 25 or above in column A, your sense of teaching efficacy is strong and healthy. You believe in your students and their ability to learn despite their backgrounds or disabilities. You are certain that effective teaching and an accepting classroom environment can help students reach their potential. You take responsibility for the success or failure of each student in your classroom. Through frequent assessment, you determine the most effective strategies for your students. Successful student performance maintains and strengthens your sense of teaching efficacy.Although your sense of efficacy is high, the following suggestions can help you increase your sense of efficacy even further:Develop a positive mindset: believe in yourself! Determine where your individual talents lie and which techniques are successful with which students. Expect your students to be successful and work toward that goal. Teachers who believe that they are responsible for the quality of instruction make sure that students learn.Believe in the potential of your students: view disabilities as challenges, not obstacles. Devote energy to getting to know your students and take pride in even the smallest successes. Verbal and nonverbal reinforcement lets students know exactly how they are performing.Establish realistic expectations for your students and yourself: set appropriate instructional objectives. Ongoing data collection allows educators to determine what is working well and what needs to be modified in the instruction. Actively seek support from home and school: develop positive relationships. Positive relationships lead to increased self-esteem and enhanced efficacy. Empowered teachers are efficacious teachers! Take control of your professional life and communicate frequently with staff, administrators, community leaders, and parents.If you scored above 20 in Column B, you probably have low personal teaching efficacy. You appear to lack self-confidence as a teacher and your ability to overcome student disadvantages. Self-evaluation reveals a discrepancy between your current level of performance and your ideal. Since you are not seeing the desired positive outcomes, you are probably wondering why you try so hard , or whether it is worth it.The following suggestions will help you address your sense of low efficacy:Identify and adapt your skills to meet the needs of your students: know what you do well and look for the learning outcomes that justify your effort. Recognize where and when you need to put forth extra effort. Praise yourself and keep at it!Provide more direct instruction to groups of students and maintain high rates of student engagement: maintain high academic standards, convey clear expectations, and concentrate on instruction. Use demonstration, prompting, and practice. Monitor student learning and maintain engagement throughout the lesson. Spend more time on group instruction and elicit correct responses through questioning. Monitor student performance and give frequent feedback.Keep an eye out for trouble spots: consciously seek ways to intervene and correct problems before moving on. Student assessment data can help you reach your instructional goals. By soliciting and responding to student feedback, you can continuously adjust the lessons. Specific instructional goals and feedback keeps students on task and reduces the potential for behavior problems.Initiate and maintain a program of student assessment: collect data and clearly state learning objectives! Data will help you determine whether to reteach the objective, rethink your instructional strategy, or move on to the next objective. Frequent data collection also allows you to assess your performance as a teacher. Without data, teachers and students are contributing time and effort without knowing whether progress is being made. Feedback can reward both teachers and students. Data can be collected formally and informally. Frequent opportunities for student response allow teachers to continually check for understanding.If you scored 20 or higher in Column C, you probably believe that your ability to affect change is limited by external factors. You may feel that contributing variables such as family background or student characteristics are beyond your control and interfere with your ability to teach. These factors decrease your motivation to search for effective teaching strategies for certain students. If your students achieve success, you often attribute it to something other than your teaching. You may be surprised that your score indicates low teaching efficacy because you feel your teaching increases student achievement. Teachers who encourage students to be active in class, ask questions, and demonstrate their knowledge and skills can monitor and adjust lessons to meet student needs. Your professional self-esteem is not lacking. You probably feel that no other teacher would be able to do a better job with your students. Refer to the above suggestions to increase your self-efficacy.If you scored 20 or higher in Column D, you probably have high personal teaching efficacy. This means that you feel confident in your teaching and your ability to make a difference with your students. You feel you know your subject and have positive relationships with your students. You have the necessary skills to teach all of your students, even those who are disabled or disadvantaged. You put forth the effort to overcome negative influences because you feel you make a difference in the lives of students. Your experience and the data prove that your students are high achievers! 3 – 2 – 1 Reflection Mentoring Activity: ______________________________________Activity Leader: _________________________________3 Steps ForwardList three mentoring activities accomplished________________________________________________________________________________________________________________________2 ResultsList two mentoring activities of which you are proudest.________________________________________________________________________________1 Step to TakeWhere would you like for your team to go next?________________________________________Questions? ___________________________________________Concerns ____________________________________________Advice ______________________________________________ Reflecting on What We Do What’s Working?Questions, Issues, Concerns:Insights:Next Steps: Reflecting on Collaborative Discussions As a result of our discussion today:HEAD: 1 thought I will continue to think about is:HEART: 1 feeling that I have now is:HAND: 1 action I will take is: Shaping Your Reflection 199453518224500Squares with your beliefs….188023515938500Points to remember…19945351778000Questions still circling your mind…“Enjoying the Harvest”Celebrating accomplishments“Enjoying the Harvest”Celebrating AccomplishmentsCelebrations validate the hard work everyone puts into mentoring. Part of building morale and encouraging positive relationships is taking time to socialize! Celebrations can be big or small. Think about celebrating often.After a novice completes an evaluationWhen a new strategy is implementedWhenever a teammate steps out of his or her comfort zoneWhen teammates lead meetingsWhen teammates attend meetingsAfter major milestones in the calendar (ex. The end of a semester, after testing, fall break, spring break…)Recognize mentors, novices and pre-service teachers at the end of the yearCelebrations do not have to be formal. This section will assist you in planning celebrations. Included are certificate templates and activities to help boost the morale of your team.ContentsGoodies for New TeachersMaking Certificates Goodies for New Teachers You’re the best in the whole MILKY WAY! (Milky Way)You’re WERTH your weight in gold! (Werther’s Original)What a JOY it is to work with you! (Almond Joy)You may think I’m CORNY, but you are the greatest! (Popcorn)Thanks for going the EXTRA mile. (Extra Gum)Thanks for PUDDIN’ up with all of the extra paperwork! (Pudding)You are MINT to be here. (Peppermints)You deserve an extra PAYDAY! (Payday)You deserve 100 GRAND for all that you do. (100 Grand)We are so JOLLY with you on our staff. (Jolly Rancher)Don’t SNICKER, but we really love you. (Snickers)You are such a LIFESAVER! (Lifesaver)You are a STAR! (star stickers, glow in the dark stars)For Recognition Of Growth (Frog anything)You are the HIGHLIGHT of our year (Highlighter)Get the point….(sharpened pencil)What a WHOPPER of a year! (Whoppers)Our CUP runneth over with thanks to you..(Cup filled with anything)The memories can not be ERASED (Erasers)Thanks for STICKing with it! (Post-it notes, stickers, glue, etc)We could POST our thanks all over the school. (Post-it notes)Blow off some steam…(Bubbles)We don’t make lots of DOUGH, but we know how to PLAY (playdough)We have to HAND it to you for a job well done. (Latex gloves filled with….)You are EGGsellent! (Plastic eggs filled with….)This BUD’s for you! (rosebud)Ready to BURST into a new year! (Starburst)Thanks for being SPOOKTACULAR! (Tootsie Roll Pop Ghosts)KUDOS for all that you do! (Kudos granola bar)HUGS and KISSES for all of your work! (Hugs & Kisses)Thanks for being FLEXIBLE! (Pretzels or Bendables)Thanks for helping us MEASURE up! (ruler)Thanks for helping us GROW! (ivy or any packet of seeds)You are a SWEETART! (Sweetarts)We would be in a CRUNCH without you! (Crunch bars)You were MINT to be here! (Andes mints or peppermints)You compli-MINT our staff! (Any type of mint)Please accept our MINI thanks for your maximum effort! (Hershey’s Miniatures)You have our MOUNDS of appreciation! (Mounds bar)Every school should have a teacher that STIX out in a crowd! (Pixy Stix)ORANGE you glad you’re a part of our staff! (Oranges)We are BEARY glad to have you on staff! (Gummy bears)I can thank you NOW or LATER. (Now and Laters)We have GOOD ‘N PLENTY students and staff! (Good n Plenty candy)You Mean so Much! (M & M’s)CANE we say enough thanks? (Candy canes)We are UDDERLY glad that you are a part of our staff. (Cows candy)Thanks for all your work! You are the KAT’s meow! (Kit Kats)You are one of the RIESENS our school is great! (Riesen)You made a SMART move to our school! (Smarties)We are NUTS about our teachers! (Nuts)Our teachers are FLAKES! Friendly, Loving, Awesome, Kind, Energetic! (flake cereal)Our teachers are special TREASURES! (Treasures candy)This place would be a ZOO without our teachers! (Animal cookies)Thanks for CHIPPING in to help our kids! (Chocolate Chip cookies)Just a WA-FER us to thank you! (Vanilla Wafer Cookies)You are a great catch for our school! (Goldfish crackers)There would be a HOLE in our school without you! (doughnut holes)Our staff is a direct REFLECTION of your success! (mirror)Our teachers are WRITE on! (pens) Making Certificates Certificates can be awarded upon completion of mentoring activities. You may choose to give certificates of attendance after meetings. You may also wish to use certificates to recognize outstanding achievements of mentors or mentees.Certificate templates are available through Microsoft Word or Microsoft Publisher. You may search on-line for templates through Microsoft Word. Here, you will find many templates to choose from. (If you search for "teacher," you will find all types of other helpful resources!)To access these templates from a PC, go to:File ~ New ~ Templates on Office OnlineOnce you select your template, you must download it to your computer.They are located at can be downloaded from here if you are using a Mac.Also, a Google search for "certificate templates" will give you many downloadable templates.Sample HandbookKCMS NEW TEACHER HANDBOOKTABLE OF CONTENTSWELCOME KCMSTHE MENTORING PROGRAMGoalsStructureMentoring TeamKNOX COUNTY MIDDLE SCHOOLBackground and DemographicsSchool CharacteristicsCommunity CharacteristicsWHO’S WHO AT KCMSFriendly FacesWhom Do I AskTeam ListDepartment ChairsIn-house Phone NumbersKCMS Organizations/ProgramsWords to KnowIMPORTANT PROCEDURESBookkeepingClassroom Supplies/Copier ProblemsStudent Office FormsCumulative RecordsSubstitutesEmergency Procedures and Evacuation PlansGrading“To Prevent Embarrassment”End-of-Year CheckoutTHE FIRST DAYS OF SCHOOLChecklists for your classroomEstablishing Routines and ProceduresSample SyllabusSPI’s PROFESSIONAL DEVELOPMENTPDC Website10 Insights into Developing a Productive Career in EducationThe Essential NineParent ConferencesThe following is a list of resources your CMT has available. These topics are included in order to allow you to choose your professional development this year:Parent CommunicationDiscipline/Classroom ManagementCommunity MappingTime ManagementCritical IncidentsTime to browse on-line resourcesLesson StudyPhases of First Year TeachingCurriculum/ Long-term PlanningQuestioning/ Higher-Order thinkingEffective Instructional strategiesCulturally relevant teachingRuby Payne-Culture of PovertyAssessmentsTechnologyWelcomeToKnox CountyMiddle SchoolNew Teachers to Knox County Middle School,Welcome to Knox County Middle School, a large school with a small school atmosphere. Even though there are approximately 1,200 students, the staff at Knox County Middle School has created a school where students and their progress are viewed individually. Every student is important.You will soon learn that the same individual concerns the school has for students are equally observed with all new teachers in our building. You will be assigned mentors to work beside you. You have a Core Mentor Team dedicated to the needs of your first year here. There will also be meetings, where discussions of concern can be addressed. All of this is with the intent to afford you the opportunity to grow professionally here at Knox County Middle School.The principals here maintain an open door policy. You will find we will have an ear to listen to your concerns. You will also find support needed for doing your job.This year you will hold many challenges and rewards as we work together to make it the best year possible. Again we welcome you to Knox County Middle School.Sincerely,Mrs. KnoxvillePrincipalKnox County Middle SchoolMentoring ProgramGoals of the KCMS Mentoring ProgramTo foster professional relationships between mentors and their menteesTo address the needs and issues facing new teachersTo train new teachers to assume leadership rolesTo offer professional development opportunities for our staffStructure of the KCMS Mentoring Program1st Year: Attend mentoring meetings and receive mentoring2nd Year:Attend mentoring meetings, receive mentoring, and begin participating in mentoring others3rd Year: Mentor a novice teacher or intern, participating in planning and implementing of the mentoring program/ joining Core Mentor Team4th Year:Assuming a leadership role at KCMSThe Mentoring Core TeamMrs. KnoxvilleMs. MathMr. LanguageMs. ReadingMs. SocialMr. ScienceMs. MusicMs. ArtMs. SpecialMs. Physical**Meetings are held the first Wednesday of each month!**Check your email and your mailbox for information regarding these sessions.Knox CountyMiddle School:An OverviewBackground and DemographicsKnox County Middle School began in an effort to provide a central middle school for the entire Knoxville area. Knox County Middle School has been lead by several dynamic principals. Beginning in the 2007-2008 school year, Knox County Middle School welcomes Mrs. Knoxville as our principal.Knox County Middle School serves approximately 1200 students in the 6th through 8th grades. Students attend school from 8:30 AM until 3:30 PM for 180 days. Student attendance averages 94%. Our retention rate is less than 1%. Free and reduced lunch rate is approximately 56%. Currently Knox County Middle School maintains a special education population of about 200. These students are served in inclusion classes, CDC, CDC-A, and Satellite classes.In addition, students participate in the English as Second Language program, and students receive speech and language services. Students at Knox County Middle School are approximately 83% white, 16% black and 1% other.KCMS employs about 80 teachers, plus support staff. In addition, Knox County Middle School employs teaching assistants, two librarians, one school psychologist, two counselors, and five secretaries. Knox County Middle School also hosts several full-time interns as well as visiting interns who will spend two to nine weeks at our school. Interns come from University of Tennessee, Johnson Bible College, and Carson Newman.School CharacteristicsKnox County Middle School operates on a seven-period schedule in its seven-hour school day to accommodate a diverse course offering for its students. In addition to fifty-five minute class periods for math, reading, language arts, science, and social studies, our school also offers a yearlong physical education class. Computer, technology, health, and art are offered on nine-week rotations. Students may elect to participate in band, chorus, or elective art for the entire year. Those who don’t choose these electives are placed in a rotation, which includes math lab, general music, and Read 180.In addition to the regular course offerings at Knox County Middle School, many students participate in the twenty-seven extra-curricular activities offered by our staff, many of which are teacher-initiated and non-supplemented. Community CharacteristicsAs discovered by the participants of a community mapping activity, average does not describe any segment of the community where our students live. The participants visited several of the feeder school areas. Knox County Middle School has a growing number of community partners. Our Partners in Education are …Support for education has not only come from our community partners but also from our PTSA. To assist our school in providing resources and programs for our students, the PTSA is committed to two fundraisers each year: the school coupon books and a general sales campaign. At various times during the year, the PTSA hosts a number of breakfasts and lunches for our staff, and hosts the eighth grade dance. The PTSA also provides additional supplies for special projects or activities. Some of the PTSA members serve on the Principal’s Advisory Board.Who’s WhoInKnox CountyMiddle SchoolsWhom Do I AskAnnouncementsComputer LabFirst Class Computer Lab Attendance questionsStudent OfficeBookkeepingMrs. MoneyCooperative LearningMrs. SocialCopier problemsLibrary/ Staff OfficeCoupon BooksMrs. PhysicalEvaluations Your Evaluators (a principal and a downtown representative)Emergency ProceduresMr. SportsFee Waiver FormsMrs. MoneyField TripsMrs. Money and Team MembersFree Lunch FormsMrs. MoneyGraphic OrganizersMrs. Social, Mrs. MathInternsMrs. MathLeaving early/signing outMrs. KnoxvilleLost Books (prices/list)Mrs. OfficeMaintenance Issues Your Custodian, Mr. CleanMaking the Grade/ComputersMr. ComputerMiscellaneous Questions Mentor, Team Members, CMTProfessional LeaveMrs. SubstituteSubstitutesMrs. SubstituteSupplies (basic items)Mrs. Office Special education questions Special Ed Teacher, School PsychologistStudent recordsMrs. Office or Records RoomS-Team FormsAdministrationTeaching Using Technology Mrs. Social, Mrs. Math, Mr. ComputerTextbooks/Teacher EditionsDepartment ChairYearbookMrs. ArtKCMS OrganizationsChorus/ EnsembleBandSchool NewspaperScience OlympiadStudent Government AssociationY-TeensKC-TVArt ClubLanguage!Beta ClubK.P.D. Youth CouncilModel Building ClubMath ClubBoys’ BasketballGirl’s BasketballKCMS CheerleadersBoys’ TrackGirls’ TrackBoys’ VolleyballGirls’ VolleyballKCMS Golf TeamKCMS Vocabulary ListAYPAdequate yearly progress for NCLB ActKC-TVOur student television show that makes the announcementsCDC/CDC-ASelf-contained special education classesChannel OneMorning television news show before C-TVCore Mentor People who support the mentoring programTeam (CMT)CRCumulative Record folder located in the records roomCRTCriterion Referenced Test (test the SPI’s on TCAP)Cross-teamedIsolating a student in another team’s classroom Fee WaiverA form low income students fill out to waive student feesFeeder SchoolElementary schools that send students to SDMSIcedPlacing a student in an isolation place in your classroom for the dayM-TeamMeeting concerning a special education studentThe GradeNCENorm Curve Equivalent (similar to percentiles)NCLBNo Child Left BehindPDC WebsiteWhere you go to register for inservice and complete mentoring forms. (Home of “TeacherU”)PPRPupil Progress Report now called “Math Record” ProficientMeeting the NCLB minimum standard (about the 40th NCE or 32nd Percentile)S-TeamMeeting to determine cause of a problem (behavior or educational)SACSSouthern Association of Colleges and Schools accreditation our schoolSchool This is the school’s plan to meet certain goalsImprovementPlan (a.k.a. SIP)SPIStudent Performance Indicators (what is on TCAP)SROSchool Resource OfficerStaff OfficeUsually, students visit this office when they are in trouble. It’s where the teacher mailboxes are.StudentUsually, students visit this office when they areOffice going home early or are tardy.SubgroupIn NCLB, it means any group of 45 students such as special ed, economically disadvantaged, ELL, racial or ethnic groupsTarget A school that did not meet one of the Schoolrequirements of NCLB for the first timeTEN-NASHEmail address from the state (everyone must have Accountone)TCAP(a.k.a.The state test used to determine adequate yearly Terra Nova)progress for NCLBImportantSchoolProceduresImportant ProceduresCollecting and Receipting Money: Follow the procedures outlined by Mrs. Money. Make sure to record the student names and the amounts of money on the collection log. Turn in all money as soon as possible. Do not leave money in your room unattended.Purchase Orders: If you want to be reimbursed, get a purchase order from Mrs. Money BEFORE you make the purchase.BEP Money: You will get a certain amount of BEP money to spend on classroom supplies. These must be consumable items. Check with Mrs. Money if you aren’t sure what is consumable.Fee Waiver/Free Lunch Forms: Students must turn in this form to receive their fee waivers and free lunch. Hold on to the fee wavier forms until Mrs. Money asks for them. Usually, she has you make a list of these students for her. The free lunch forms need to be turned into the cafeteria as soon as possible. Unscheduled In-service: You will need to complete 18 hours of unscheduled in-service hours. Your involvement in the mentoring program will provide some of these hours. You must get all of your professional development activities approved by the principal. You also will need to complete six hours of parent conferences outside of the normal school day.School Calendar: If you are planning to use any part of the school besides your classroom, you will need to schedule it with Mrs. Money and put it on the school calendar.The following pages have some samples of the forms you will be using.Classroom Supplies/Copier ProblemsClassroom Supplies: For basic classroom supplies, see Mrs. Office. She will put the supplies in your box if she cannot get them right away.Copier: Get your team leader or mentor to show you how to use the copiers. Never leave it jammed without telling Mrs. Library or Mrs. Office. Do not attempt to fix the high-speed copiers unless you have been thoroughly trained. The copier next to the clinic isn’t really to be used by teachers. It will jam very easily, especially on multiple copies. Be courteous.Student Office Forms and ProceduresHomeroom Attendance Card: Attendance is not to be taken before 8:30 a.m. The card is not to be turned in until after 8:40 a.m. If a student arrives between 8:30 a.m. and 8:40 a.m., mark him/her present. Remember this is a legal document that will be used in court in cases of truancy. You may be called to testify. Make sure your records are accurate. Tip: Do not skip any spaces on the attendance card. Just put one school day after another. Emergency Cards: All students must turn in three copies of their emergency cards. Please make sure the cards have been filled out completely, including a schedule on the back. One copy will go to each office and one will stay in the suite. If a student has updated information, please update it on all three copies of the card. Pay close attention to medical problems and custody issues that may be written on the card. Student Schedules: If a student’s schedule is changed, please update the emergency cards. When you get a new student, please send the new schedule to the student office as soon as possible. Cumulative Records (a.k.a. CR’s)Cumulative Records are full of information about your students. These files contain:DemographicsPast grades and test scoresImportant behavioral and psychological informationEligibility for educational services in the past and presentS-Team, M-Team, IEP, Misc. RecordsTHE INFORMATION CONTAINED IN CR’S IS CONFIDENTIAL. DO NOT LEAVE THEM UNATTENDED OR IN YOUR ROOM OVER NIGHT!CR’s are located in the filing cabinets in the small room beside the office. They are arranged in alphabetical order by the homeroom teacher’s last name.It is wise to go through all of your homeroom’s CR’s during the first days of school. Look for health problems, allergies, past issues, etc. Know your students! Bring CR’S to all parent conferences and S-Teams.At the end of the year, you will be required to report all student grades, TCAP scores (if available), and report cards in their CR’s.Tips for Substitute Plans Emergency Lesson PlansThere will be times when you will be absent unexpectedly or will have to leave unexpectedly. Be prepared with an emergency lesson plan. Have something simple that anyone could carry out. For example, you may use something like Science News or a video. Make sure it is educational and that it will take an entire hour.Ideas for putting together a notebookEvacuation Plans- Include copies of school maps with your room and evacuation procedure highlighted. You may also include maps that illustrate movement to special areas.Lesson Plans- Include instruction for each class period’s daily lesson and any special procedures for daily classroom management. You may want to assign one responsible student from each class who can help the sub and include their names with your plans. Keep a three-ring folder here for copies of any extra assignments.Schedule- include a schedule of times for each class period/subjectClass Rolls- include an updated roll for each class. It may be helpful to include notes on students with special needs or behavior concerns.Behavior FormsSurvival Info*If your binder has pockets, you can include reward sheets, personal notes, extra handouts, etc.Additional AdviceHave extra work for those who get done early (word search or brainteasers)Leave a seating chart or class listAsk for a report of each class’s behaviorCall/Tell a teammate to let them know of your plansDon’t leave something that the substitute will have to copy.Don’t allow students to have free time.Leave a list of discipline procedures and helpful teachersIf you have bus duty or any other duty, get it covered by someone.Try not to miss very many days during your first years of teaching. Allow your sick days to build until you really need them. Consider joining the sick leave bank.Grading Procedures: Teachers determine their own grading systems. Try to include a variety of assessments that address different learning styles. Assignments as well as grading scales can be modified for any student.Knox County Grading System:A93 to 100B85 to 92C75 to 84D 70 to 74U 0 to 69Midterms: You should send midterms every 4 1/2 weeks. The computer can create progress reports for students at anytime.Report Cards: You will use the computer to record your grades. Grades will be exported to the server at the end of the nine weeks. Therefore, you probably want to finish your grades about a week before the end of the six weeks. Get help from your teammates and mentors. Do not export your grades later than the due date given by the computer lab. Make sure you enter your grades correctly. Incorrect grades cause a lot of headaches.Consult the KCS Calendar for dates of each grading period.To Prevent Embarrassment: Unwritten School RulesMake copies ofAny S-Team paperwork that you completeAny surveys for the school psychologistInventories- books and furnitureStudent rollsGrade book before resetting the range-at midterms and report cardsDon’t throw away/ Make files for:Anything dealing with money (bookkeeping)Skills tests/diagnostic tests/specific departmental requirementsNotes from parentsCommunication to parentsDiscipline documentationPaperwork related to employment-contract, teacher effect scores, leave forms, receipts for out of pocket expensesNotes from parent conferences Consider keeping students work in folders in your room for parent conferences and in case of a grade discrepancy.Keep all IEP’s given from Special Ed. Teachers, you will have to return the folder at the end of the year.Helpful Tips:Remember to save grades to the server at midterm and report card time. This is your back up in case your computer crashes. Mr. Computer will give you this information.Don’t forget to update your grade-book every Friday and put it online. This is how our students’ parents access their child’s grades. Anything turned into the office, especially at the beginning of the year, needs to be alphabetized and a complete setAV equipment and facilities need to be reserved. Grades must be posted when Mr. Computer says so! If you have issues or changes, please talk to him before dropping grades again. If you have changes after the drop, see Mr. Computer for the “grade change form.”CR’s are kept in the office file cabinets. Look through them at the beginning of the year.KEEP UP WITH YOUR ATTENDANCE! Turn in all notes with your attendance card ASAP with the students name and your name. The intercom button is used only for emergencies. Do not use it for petty issues.Parking in the back parking lot is assigned. Unless you have an assigned space in the back, you can park anywhere in the front lot.Check with your mentor about where to send papers. BEP money is used to purchase classroom supplies. Be sure to talk with your team leader before purchasing anything. You’ll also need to get a purchase order from Mrs. Money. Examples of ProceduresBe on timeEnter the room quietlyGo directly to your seatInstructional materials readyNotice what is on the boardHomeworkAgendaPaperPencilYour BooksFirst and Last NameAssignmentClassTime of the ClassEveryone stays in their seatNo one leaves until dismissedDepart from the room quietlyClassroom ManagersMake-up WorkMake-up work managers keep track of who is absent Managersto assist the teacher with make-up work. They keep track of the assignments for those people who were not in class. They keep a folder that contains copies of anything you may have distributed to your class. Students who were absent see the make-up work manager for make-up work. Door ManagersWhen we are traveling as a group, these students hold the doors for everyone.FacilitiesThese students are responsible for keeping the Managerroom and hallway clean.Line ManagerThese people are at the front and the end of lines when we have to travel to other places.Managers of They substitute for any absent managersThe ManagersMaterialsThese students pass out and collect all Managerassignments. If they are really good, they put assignments in order for you.OfficeThese students run any errands that may require Managerleaving the classroom.ProceduresThese students conduct class if you are not in Manageryour room when it’s time to start class.Time ManagerThese students let you know what time it is. For example, they tell you when it’s two minutes until lunch or time to leave the class.Students can apply for a job. They hold the job for six weeks at a time. At the end of each six weeks, everyone has to apply again. It saves you a lot of time because the students run the show.(INSERTSAMPLE SYLLABUS)Professional Development(INSERT HANDOUTS AS NEEDED)Web Resources&FAQ’s Resources for Knox County Teachers Junior League Mini-Grants- The Mini-Grants program enhances the ongoing classroom curriculum of Knox County public schools by providing teachers with funds to put their creative ideas into practice.? These funds are available for classroom projects to be completed during the academic year, as Mini-Grants are single year grants.? Interested teachers must apply to the committee to be considered for involvement in this program using the application form. An Awards Reception will be held in early December to recognize the winning grants and to distribute the grant money. ()KCEA- The mission of KCEA is to promote quality education in Knox County, the Knox County Education Association will provide a support system that guarantees the opportunity for professional growth, secures and improves benefits and protects the rights of educators of Knox County. () Teacher Depot- The Teacher Supply Depot is a unique way for the community and local businesses to partner with the school system to provide material support to the classroom teacher. The depot, located at 232 Churchwell Avenue in Knoxville, is a cooperative venture of Knox County Schools, the Knox County Council PTA, Knox County Government, the Knox County Education Association, Goodwill Industries and the Chamber Partnership. The Depot is open four times each school year to give teachers an opportunity to replenish supplies they need for the classroom. () Teacher U- These classes are designed for Knox County instructional staff to further skills in the classroom. () NEA Teacher Toolkit- The NEA Teacher Toolkit?is a suite?of web-based classroom tools designed by NEA members for teachers. They are available via internet and will help you manage attendance, grades, lesson plans and tests as well as facilitate tracking student performance. There is a section of basic tools at no cost and advanced tools,?available for a modest annual subscription fee of $72.95. In order to ensure privacy, registration is required. () Resources by Topics Tennessee Department of Education County Schools Email HYPERLINK "" Teaching Classroom ManagementMarzano, R.J., Marzano, J.S., and Pickering, D.J. (2003). Classroom Management that Works:Research-Based Strategies for Every Teacher. Alexandria, VA: ASCD.ISBN#0-87120-793-1. Lesson PlansMarzano, R.J., Pickering, D.J., and Pollock, J.E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. ISBN # 0-87120-504-1. Tools Frequently Asked Questions What should I wear to work?All adults should dress in a manner that reflects professionalism.? All adults are models for the all students in the school; therefore they have a responsibility to model appropriate dress. The image we project as professionals is associated with how we dress; the image of the clothing should be professional attire, not casual weekend s should be ‘smart casual’ or dress shirts with appropriate necklines collars and buttons. Sleeveless shirts must have straps wider than three finger widths. All tops should cover the midriff, even with arms raised above the head. Tops should not be see-through. Trousers should not be too tight or revealing. Tracksuit bottoms should not be worn. Dresses and skirts should have an appropriate neckline, length and style. Dresses and skirts should not be too tight or revealing. Sandals should not be casual beach type sandals. Shoes should reflect professional, yet be safe to travel around the classroom and school Hats should not be worn inside. Jewelry should be discreet, and not a distraction. Hair must be tidy and professional looking. All adults are requested to make a special effort to dress more formally for various parent and public relations events.?References: KCS dress code for students and recommendations from various professional organizations Who gets a fee waiver? Students, whose parents have completed a form asking for a waiver of student fees and who have been approved, that does not pay fees.How is student achievement assessed? In Tennessee, students in grades 3-8 take achievement tests in math, reading and language arts. In grades 5, 8, and 11, they also take a writing assessment test. High school students take Gateway exams. This year for the first time, all student tests for grades 3-8 count toward determining proficiency in K-8 schools for this school year. Performance on these assessments is measured against standards set by the federal government to determine a school’s status. What are the alternative schools in KC? Knoxville Adaptive Education Center, Richard Yoakley, Ridgedale, and Fort Sanders Education Developmental Center.What is the meaning of these terms?Attendance: This refers to the attendance rate, the average number of days students attend school as compared to the average number of days the students are enrolled.Administrators: These are directors of schools, principals, supervisors, assistant principals, etc. Adequate yearly progress (AYP): AYP is a measure of year-over-year student achievement. The goal of No Child Left Behind is for 100% of students to be proficient in reading, language arts and math by 2014. Standards for AYP are set to ensure that schools reach that goal. Benefits: Important information related to employee benefits can be found at Record (CR): A student's permanent education prehensive Development Classroom (CDC):Core Mentoring Team (CMT): A group of teacher leaders, who are responsible for the induction and mentoring of new teachers.Criterion Referenced Test (CRT): Criterion referenced tests measure an individual student’s performance against a predetermined set of standards which are established based on the curriculum.Dropout Rate: The percentage of those students entering the 9th grade that has dropped out by the end of 12th grade.English Language Learner (ELL): A program for all students for whom English is a second language.Educational Talent Search program (ETS): A program for students who could be the first graduate in their family.Expulsion: A student expelled from school is one who is not allowed to attend school for a period of time greater than ten days, and they are removed from school rolls during the period of expulsion.Feeder schools: Elementary schools, middle and high schools that share a school district.Free/Reduced Price Meals: These children are from families who meet certain income criteria making them eligible to receive free or reduced meals at school.Gateway Exams: Students, who entered the 9th grade in 2001-2002, must attain a score indicating “Proficient” or “Advanced” on each of the Gateway examinations in three subject areas - mathematics, science and language arts - in order to earn a high school diploma. Graduation Rate: A federally required benchmark which calculates the percent of on-time graduates with a regular high school diploma. GED and Special Education diplomas are not allowed to count as a regular high school diploma under regulations from the U.S. Department of Education. High Priority School/School System: A high priority school/school system is one that has missed the same federal benchmark for more than one consecutive year. There are five different levels of high priority schools/systems: School Improvement 1, School Improvement 2, Corrective Action, Restructuring 1, and Restructuring 2. Highly Qualified Teacher: Any public elementary or secondary school teacher, who holds at least a Bachelor's Degree, is fully-licensed in Tennessee and submits the required documents to demonstrate competency in the content area(s) being taught. Individual Education Plan (IEP): A tool primarily used in special education that provides a means for the development of an individualized plan for instruction.Junior League of Knoxville Mini Grants: Mini grants program enhances the on-going classroom curriculum by awarding teachers with funds for classroom projects.Knox County Schools: Critical and current information is on the KCS website, . That site should be bookmarked and used for many of the questions that will arise.Knox County Education Association (KCEA): KCEA is a branch of the Tennessee Education Association and the National Education association which provides member teachers with benefits and services.M-Team: Meeting of designated educators concerning the needs and IEP of a special education studentNo Child Left Behind (NCLB): NCLB was implemented during the 2002-2003 school year. It requires schools to have 100 percent proficiency among students in math, reading and language arts by 2014. They must also meet graduation and attendance standards.Normal Curve Equivalent (NCE): Normal Curve Equivalent is the mapping of percentile data into corresponding points in a normal distribution. The purpose is to enable data to be analyzed consistent with the Value-Added Report and the Achievement Report on the Report Card.Norm Referenced Tests (NRT): Gives a comparison of student performance in five content areas against a national norm group of students taking a similar test. The expectation is that the average score for a school or school system will be at the national average.Number of Students: Average daily count of students enrolled, which is generally referred to as the Average Daily Membership or ADM. The ADM is used to determine the amount of state funding each system receives.Per Pupil Expenditure (Local, State and Federal): Total current operating expenditures on a per pupil basis. Some examples are instructional materials, maintenance, and transportation.Proficient: Meeting the NCLB minimum standard (about the 40th NCE or 32nd percentile)Professional Development Center: KCS hub for staff development located in the Simpson Center, 801 Tipton Avenue. The Center provides resources to KCS teachers including facilities for training, a professional library, a resource room, and TeacherU.Project Grad is a program in eleven KCS school to enhance the graduation rate of students in those schools.Promotion: Those students who are promoted to the next grade each year.SACS Accredited: Southern Association of Colleges and Schools accredits elementary, middle and high schools based on rigorous standards for school improvement that focus on student performance.School choice: School districts with Title I schools identified as high priority under NCLB are required to offer school choice. Information regarding school choice is available at .School Resource Officer (SRO)Star Student Software is used to record grades in KCS.S-Team is a support team is composed teachers, parents, and appropriate others that work together to determine cause of a problem (behavioral or educational) and needed action.Southern Association of Colleges and Schools (SACS) is an accreditation program. School Improvement Plan (SIP) The strategic planning process through which each school develops goals and objectives.Subgroup In NCLB, it means any group of 45 students such as Special Education economically disadvantaged, ELL, racial or ethnic groups.Supplemental services: Supplementary services include Health Services, Title I Programs, and Drug Free Education. You can also find information about supplemental services on the Web site at or : A student who is not allowed to attend school for a period of time not greater than ten days and remains on the school rolls.TAG: Talented and gifted program for students in KCSTarget School/School System: A target school/school system is one that missed a federal benchmark in at least one area for the first year. There are no sanctions/penalties for target schools/systems. The Department of Education offers technical assistance to help keep target schools/systems from becoming high priority schools/systems.Teacher Permits: A permit is permission granted to a local school system to employ temporarily a degreed individual who does not hold a valid license when the school system is unable to obtain the services of a qualified teacher for the grade or subject area in which a vacancy exists.Teacher Supply Depot: The Depot, a cooperative venture between KCS and several community organizations located at 232 Churchwell Avenue, is open four times a year to give teachers an opportunity to replenish supplies for their classrooms without cost.Teacher Waivers: The teacher is licensed but teaching out of his or her field because no other certified teacher is available to teach that subject.TEN-NASH account: The e-mail address from the state that everyone in KCS must have and use as their employment e-mail.Tennessee Comprehensive TCAP (a.k.a. Terra Nova):The state test used to determine adequate yearly progress for NCLBTitle I: Title I (Education Consolidation and Improvement Act-ECIA P.L. 97-35) is part of the ESEA Act first passed by Congress in 1965.? Its purpose is to provide and operate programs in high poverty areas, for children who need extra educational assistance to perform at the level for his/her age and grade level.? Funds are distributed to Title I schools for additional personnel, the purchase of materials and supplies, and staff development opportunities. Value-added: Value-added measures student progress within a grade and subject, which demonstrates the influence the school, has on the students’ performance. This reporting provides diagnostic information for improving educational opportunities for students at all achievement levels.Forms &CMT DocumentationForms and CMT DocumentationThis section includes the documentation that is necessary for sustaining your program. These forms are available on the PDC website under New Teacher Induction. Some of these are completed on-line and are included here as examples. Examples of forms in this section are:CMT Commitment FormCMT Mentor and Protégé FormNew Teacher Pre-assessment FormMentor Needs Assessment FormNovice Needs Assessment FormResults of Assessment FormMidyear Evaluation for MentorMidyear Evaluation for NoviceSummative Evaluation for MentorSummative Evaluation for NoviceMentor Documentation for Payment FormMentor Fund Account Balance Sheet Mentor Acceptance of Commitment Timing:Beginning of the Mentor-Novice RelationshipPurpose: To formally commit to the roles and responsibilities of serving as a mentorDate:I,, am willing to commit the time and energy necessary to serve as a mentor to during this school year. I am fully aware of my responsibilities and roles I am to serve. I will do all I can to help this novice teacher develop into a fully functioning professional and effective educator. I will also provide any suggestions that may make our mentoring program even more successful in meeting the needs of our beginning teachers. I am also willing to collaborative with (our lead mentor) in working through any challenges we may encounter. Novice Teacher Acceptance of Commitment Timing:Beginning of the Mentor-Novice RelationshipPurpose: To help the novice appreciate and acknowledge his/her position as a developing professional.Date:I,, accept and commit to work with my mentor, during this school year. I am aware of my role as a developing professional and will expend the effort and energy it takes to become an effective educator. I will eagerly ask questions, listen attentively to responses, clarify confusions, attempt to act positively on appropriate suggestions, and persist in implementing actions. I will also provide any suggestions that may make our mentoring program even more successful in meeting the needs of other beginning teachers. I am willing to collaborative with (our lead mentor) in working through any challenges we may encounter. I also commit to attending and being an active contributor to Induction/Mentor-Sponsored professional development activities.CMT Commitment Form/Form 1Core Mentor TeamMentor/Protégé FormName of School:____________________CMT Administrator:_______________Lead Mentor: _____________________ Email:________________________Please list the names of your mentors - matched with a protégé. Mentors listed on this form must have completed mentor training. Please check the box that most accurately describes the protégé.Mentor/ Email Address Protégé ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern ____________________________________________________________ Novice New to Building 2nd year UT Intern Mentors listed above have completed the training through the Tennessee Model for Teacher Mentoring and Induction. Principal Date Lead Mentor DateReturn this form by . (Duplicate as needed) CMT Mentor and Protégé Form/ Form 6New Teacher Pre-AssessmentTiming: Beginning of the school year or Orientation Purpose: To gather information about novice teachers' experience and needs to use in designing appropriate mentor activities.School:Name:Years of Experience: 0 (Intern) 1 2 3 4 or more (new to school)1. What do you feel most confident about as you begin your teaching career at this school?2. What do you anticipate will be your greatest needs during the first few months of the school year?3. What do you feel you can gain from having a mentor during your induction into the profession or into the culture of this school? 4. What has been most confusing to you during the opening days of the school year? How can the Mentoring Core Team best address points of confusion?5. Which types of support do you think would be most helpful to you?Informal sessions (e.g., before school, during lunch, after school, "Brown Bag Chats")One-on-one mentoringPeriodic workshops at the school on timely issues (e.g., classroom mgt., working with parents, "hands on" learning experiences)Opportunities to learn from colleagues at the school site Department meetingsStudy groups at the school on topics of common interest Informal faculty "get-togethers"System-wide workshopsAccess to research (e.g., articles, studies, websites) 6. What suggestions can you provide your Mentoring Core Team that could facilitate our school-wide mentoring efforts?CMT New Teacher Assessment/ Form 2Mentor Needs Assessment FormTiming:Prior to or at the beginning of the yearPurpose: For the Lead Mentor to gain specific information about the needs of the individuals involved in the mentoring program in order to provide needed assistance and training.Please respond to each item with the one that most nearly indicates your level of need for assistance and/or resources in the area addressed by the item.A. Little or No Need for assistance in this areaB. Some Need for assistance in this areaC. Moderate Need for assistance in this areaD. High Need for assistance in this areaE. Very High Need for assistance in this areaLearning more of what is expected of me as a mentor.Learning more about the induction process for new teachers.Learning more about the needs of novice teachers.Learning more about the needs of educators and students in high-need settings.Modeling "best practices" and research-based teaching strategies when instructing my students.Learning more about the INTASC standards and TN's Framework for Evaluation and Professional Growth (as a means to assess the quality of the novice's teaching).Co-teaching with the novice (if applicable).Orienting the novice to the evaluation process.Conducting observations (collecting adequate, accurate observation data) and sharing the information with the novice.Coaching the novice to become a more reflective, skilled, instructional problem-solver and decision maker.Coaching the novice to become a more effective instructor through diagnosis of needs, meaningful feedback, and collaborative goal setting.Helping the novice develop a thorough, in-depth knowledge of the content.Helping the novice acquire effective planning, teaching, classroom management, and assessment strategies to meet differentiated learning needs of students.Assisting the novice in developing a professional development plan for future growth.Developing interpersonal and relationship building skills. Providing a nonjudgmental listening and emotional support for the novice.Balancing my own work and life responsibilities with mentoring the novice.Learning more about district and school level information that would be helpful to the novice.Socializing the novice into the culture of the school and district.Orienting the novice to the internal and external expectations of teaching professionals.Learning more about my colleagues and other professionals (educators, community leaders, and agency representatives) at our school site and/or within the community who would be important contacts for the novice to know.Acquiring the necessary resources and materials for the novice.(If applicable) Learning more about the specific expectations for novice teachers from their teacher preparation institution.Learning more about what is expected of me as a member of this mentoring/induction team.Learning more about the change process and my role as a change agent.Using my knowledge of high-performing schools and learning communities to facilitate the professional growth of my colleagues.Learning more about collaborative strategies and effective teamwork.Please include any additional assistance that you need at this time.Mentor Needs Assessment/Form 4NOVICE Teacher Needs Assessment Please respond to each item with the one that most nearly indicates your level of need for assistance and/or resources in the area addressed by the item.A. Little or No Need for assistance in this areaB. Some Need for assistance in this areaC. Moderate Need for assistance in this areaD. High Need for assistance in this areaE. Very High Need for assistance in this areaLearning more of what is expected of me as a new teacher (classroom, school, system).Learning more about the organization of the school and improvement priorities. Learning more about the informal knowledge that is part of the school culture. Learning more about the needs of my students. Learning more about the families of my students. Developing a thorough, in-depth knowledge of the content I teach. Learning more about research-based strategies when instructing my students. Learning more about the INTASC standards and TN's Framework for Evaluation and Professional Growth. Observing other teachers on the faculty. Receiving support and possible solutions when I encounter difficulties. Becoming a more reflective, skilled, instructional problem-solver and decision maker. Becoming a more effective instructor through diagnosis of needs, meaningful feedback and collaborative goal-setting. Acquiring effective planning, teaching, classroom management, and assessment strategies to meet the differentiated learning needs of my students. Developing a professional development plan for future growth. Developing interpersonal and relationship building skills. Balancing my own work and life responsibilities as I learn to teach. Learning more about district and school policies that would be helpful to my professional role. Please include any additional needs for assistance or resources you have at this time.Novice Teacher Needs Assessment/ Form 3Results of Needs AssessmentsPurpose: Using the beginning of the year assessments, identify the primary strengths, needs, and next steps of the Core Mentor Team.Name:School:Date:Mentor Strengths and Needs:Novice Teacher Strengths and Needs:Identified needs for Professional Development:Resources and Assistance Needed:Next Steps for the CMT:Please complete and return to Dr. Rodney Russell, Professional Development Center.CMT Results of Needs Assessments/Form 5Mid-Year Formative Evaluation for MentorPurpose: For the lead mentor to gain information about the mentor-novice relationship in a timely manner so that changes and adjustments can be made.Date:Name:School:About the Mentor-Novice Relationship:In your opinion, your mentor-novice relationship is working:very welljust finenot too well very badlyIf it is going well, what do you think are the reasons why?If it is not going well, what is/are the causes of the problems?What suggestions do you have to remedy the situation? (What changes do you feel need to be made?)About the Mentoring Program:What have been the most positive or productive activities or opportunities of the program?What have been any negative or unproductive activities or opportunities of the program?What are your short- or long-term suggestions for improving the mentoring program?Mid-Year Evaluation for Novice TeacherPurpose: For the CMT leader to gain information about the mentor-novice relationship in a timely manner so changes and adjustments can be made.Date: Name:School:About the Mentor-Novice Relationship:In your opinion, your mentor-novice relationship working:Very well Just fineNot very wellBadlyIf it is going well, what do you think are the reasons why?If it is not going well, what is/are the causes of the problems?What suggestions do you have to remedy the situation? (What changes do you feel need to be made?)About the Mentoring Program:What have been the most positive or productive activities or opportunities of the program?What have been any negative or unproductive activities or opportunities of the program?What are your short- or long-term suggestions for improving the mentoring program?Summative Evaluation for MentorPurpose: For the Lead Mentor to gain information about the effectiveness of the mentoring program and suggestions for improvement.Please rate each component using the following scale:1= strongly agree2 = agree3 = disagree4 = strongly disagreeAs a mentor working with the novice teacher, I felt: the relationship we had was positive. 1234the relationship I had with the Lead Mentor was positive. 1234my responsibilities as a mentor were clearly communicated.1234my responsibilities as a mentor were appropriate and realistic. 1234the assistance I was able to provide to the novice was of benefit. 1234the time I had to perform mentoring responsibilities was adequate.1234 the assistance and training I received was helpful. 1234the novice clearly understood his/her responsibilities. 1234the novice responded professionally and positively to my suggestions. 1234the novice showed adequate growth in fulfilling expectations. 1234the novice now has the skills and attitude to an effective teacher. 1234any problems were resolved constructively and professionally. 1234the mentoring program was well organized and ran smoothly.1234What I liked best about being a mentor was:Suggestions I have about making the mentoring experience and program better are:Would you recommend this program/mentoring position to other teachers? If not, why?How do you think we could go about involving other faculty members in mentoring?Summative Evaluation for NovicePurpose: For the Lead Mentor to gain information about the effectiveness of the mentoring program and suggestions for improvement.Please rate each component using the following scale:1= strongly agree2 = agree3 = disagree4 = strongly disagreeAs a novice teacher working with my mentor, I felt: the relationship we had was positive. 1234the relationship I had with the Lead Mentor was positive. 1234my responsibilities as a novice were clearly communicated.1234my responsibilities as a novice were appropriate and realistic. 1234the assistance and support I received from my mentor was of benefit. 1234the assistance and support I received from my principal was of benefit. 1234the assistance and support I received from other faculty was of benefit. 1234the time with my mentor was adequate for planning, conferencing, etc.1234 the professional development opportunities were helpful.1234my mentor clearly understood and fulfilled his/her responsibilities. 1234the mentor was professional and positive in dealing with me.1234I was able to show adequate growth in fulfilling expectations. 1234I now have the skills and attitude to an effective teacher. 1234any problems were resolved constructively and professionally. 1234the mentoring program was well organized and ran smoothly.1234What I liked best about my mentor was:Suggestions I have about making the mentoring experience and program better are:Would you recommend this program/mentoring position to other teachers? If not, why?How do you think more faculty members can be involved in mentoring?Core Mentor TeamDocumentation for Payment---MentorName (as it appears on your payroll check)PRINTSocial Security NumberSchoolBasic Responsibilities:Approved for PaymentComplete Results of Needs Assessment (Form 5)Complete Mentor and Protégé Form (Form 6) Complete formative mid year evaluation (on-line)Complete summative end of year evaluation (on-line)Submit Documentation for Payment (Form 9) at the last CMT meeting of the year.CMT activities (min. 10 hours):Core Team meetingsDescribe Activity (e.g., plan community mapping)Date Length of time Sessions with Protégé (min. 10 hours) Describe Activity (e.g., classroom observation with "name")I have completed the responsibilities indicated above.5143515430500Mentor signatureDateCMT Documentation for Payment Form 9Core Mentor Team Fund AccountBalance SheetSchool Name_____________________________________Beginning balance: (carryover + current allocation)Total amount spent:Remaining balance to be carried over to next year:Amount spent this school year on: substitutes:*materials:food:conferenceor workshop:other (specify)______________*Please list materials purchased:Please sign below and return by . Bookkeeper Date Lead Mentor DateNotes&Agendas ................
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