Company

LOGO The Teacher I can be

Sarah SchmerberSpanish Teacher

Hays CISD

Warm-Up

• Are you prepared for the 1st day of school when students are entering your room, the bell rings, the classroom door closes and 30 eyes are on you wondering what you are going to teach them?

• Think about it and be prepared to talk!

Warm-Up

• Pick up 1 piece of scrap paper from front book shelf

• Walk around the room and observe how things are set up in detail. (1 to 2 minutes)

• Note classroom arrangement, etc.

• Write 1 comment you want to ask or add to the class discussion.

• Return to seat when music stops.

• Be prepared to talk!

Comments? Questions?

1. Processing for entering & getting handouts??

2. How do students know what grade they have in this class?

3. What things personally connect with students?

4. What benefits or problems do you see with arrangement or set-up?

5. Additional comments or questions?

2. Grades, Grades, Grades2. Grades, Grades, Grades

3. Standards & Assessment 3. Standards & Assessment

1. Time Management 1. Time Management

4. Special Education 4. Special Education

5. Surviving the 1st Year5. Surviving the 1st Year

Time Management

X

TutorialsFacultyMeetings

PrepTime

Grading

Your 1st year

The Beginning Teacher

Lesson Plans

ParentMeetings

Record Keeping

Progress Reports

Planning is the key

“Failing to plan is planning to fail”- Anonymous

Which of these eight categories of concern directly relate to effective planning?

8 Categories of Concern:

Curriculum

Instruction

Lesson Planning

Student Assessment

Class Management

School Policy

Parents & Community

Emotions

Grades, Grades, Grades

MinorMinor MajorMajor ParticipationParticipation

40 %

10 total (completion grades)

***60 %

@ least 3 per 6-weeks (various types)

ADDITIVE - Everyone begins with 70.

Minor Grades (20%)

• Most are completion grades.• Weekly homework collectively. • Daily Warm-ups collected at end of week (graded

daily with mark). • Oral and written quizzes.• Games award free homework passes.• Chapter mini-project (cultural) may be done to

replace 2 lowest grades (not zeros.)

Major Grades (60%)

• 2 or 3 per 6-week period.• Chapter exam, 6 week-exam, oral exam or project

(group / individual). • Try to vary format to accurately assess all

learning styles. • Parents contacted if not successful.• May re-take (different format) for possible 70 after

attending 2 tutorial sessions.

Participation Points (20%)

• Every student starts with 70 & earns 30 points each 6-week period (100 possible).

• Earn points by participating (regardless if incorrect).

• Homework, warm-ups, reading, volunteering in class answer, responding to questions, explaining to another student, kind behavior.

• Most earn more than 100 points!

Example

Assessment

Traditional Product Self Peer

Students use pen & paper to reproduce information.

Students make sometime to demonstrate their knowledge.

This can be informal or formal self-assessment

Peers editing.

Evidence of Performance

• Communicate objectives prior to beginning assignment.

• Use Rubrics.

• Provide timely feedback.

• Notice student’s efforts and improvements.

• Vary assessment styles.

Standards

National

State

Department

CampusDistrict

Yourphilosophy

Special Education

Regular Education Teacher

IEP ModificationARD Inclusion

Phases of a 1st year Teacher

SurvivalSurvival

AnticipationAnticipation AnticipationAnticipation

ReflectionReflection

RejuvenationRejuvenation

DisillusionmentDisillusionment

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun July

Lipton, L. & Wellman, B. (2001). Mentoring Matters: A Practical Guide to Learning-Focused Relationships.

Sherman, CT: MiraVia, LLC.

Anticipation

• It is mid-August and Joseph is excited and anxious about the beginning of his first school year.

• He is confident of his knowledge and has a passion for making a difference in students’ lives.

• He can’t wait to set up his room and organize his materials.

Survival

• It is Saturday night, Sept. 28th, and the realities of being a teacher are beginning to sink in.

• Joseph is spending at least half of each weekend and most weeknights trying to keep up.

• He struggles with managing lesson plans, record-keeping, parent meetings, and progress reports.

• He wonders if he can really do it.

Disillusionment

• Everything seems to be going wrong. Joseph’s evaluation observations did not go as he had planned.

• The experiments did not work, the students did not participate, and he lost the supplemental handout for the integrating activity.

• Maybe he should never have taken this job, or even become a teacher.

• Maybe it’s not too late to find another career.

Rejuvenation

• Wow! The job seems much more doable after two weeks away.

• Time away has allowed Joseph to reconnect with friends, family, and himself.

• As he reflected on the first half of his year, he was amazed at how much he had accomplished and learned.

• Beginning the second semester, routines are in place and his expectations much more realistic.

• He has made it through the first half.

Reflection

• Three weeks and counting!

• Joseph recognized the tremendous amount of growth he’s experienced this year and feels pride in his accomplishments.

• As he thinks back, there are things he would never try again or would choose to do very differently.

Anticipation

• Next year will be exciting!

• Joseph will not be the newest kid on the block, and he has a workable plan for managing time and tasks.

• He also has a greater comfort with content knowledge and setting expectations for students.

Questions 4 me?