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Welcome to New Teacher Orientation!

Welcome to New Teacher Orientation!. June 6, 2012 Seattle Pacific University EDU 6120 Dr. Ellis Dr. Wicks. Who are we? . Tanisha Champagne: 4 th /5 th grade teacher for four years, currently enrolled in the Curriculum/Instruction program at SPU

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Welcome to New Teacher Orientation!

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  1. Welcome to New Teacher Orientation! June 6, 2012 Seattle Pacific University EDU 6120 Dr. Ellis Dr. Wicks

  2. Who are we? • Tanisha Champagne: 4th/5th grade teacher for four years, currently enrolled in the Curriculum/Instruction program at SPU • Lara Cole: Served as a special ed/general ed teacher and principal, currently the Executive Director of Student Services for the Monroe School District,enrolled in a Ph.D. program at SPU • Kate Lyle: Othello School District teacher, initially sixth grade, then dual language kindergarten, currently adding a special education endorsement at SPU. She has been a teacher for two years.

  3. Our objectives: Address the “big questions”, then provide ideas to help keep these ideas alive

  4. Why teach? “The desire to teach, along with a sound knowledge base and experience must be enough to propel a novice teacher to excellence” (Walls, Nardi, Von Mindan, Hoffan, 2002, p. 40).

  5. What are the qualities of a good teacher? Kleinfield (1975) coined the term “Warm Demander” to describe teachers who convey high expectations for students, while at the same time, conveying high regard and support for them.

  6. What do students really need?

  7. What strategies do highly effective classrooms use?

  8. What does a good classroom look and feel like? Positive student-teacher interactions Positive learning environments Students are valued, active participants Participatory environment

  9. What is truly meaningful in student learning? • Student learning should be authentic, "real-life" applicationrather than regurgitation of facts • Meaningful student learning happens when connections can be made • Differentiated instruction • Standards, Big Ideas, and Assessment data drive instruction • Cultural Literacy • Strong school-family partnerships • Promotion of life-long learning

  10. How does a classroom become a place of reflective learning?

  11. So, now what do I do? How do I keep these ideas alive? • Post the “big ideas” on an index card where you’ll see them • Some things you might stew on may not be that important. Let these things go. If in doubt, ask a respected, veteran teacher. • Build relationships, join with others.

  12. References • Canestrari, A.S. & Marlowe, B.A. (2010). Educational Foundations. Thousand Oaks, CA: Sage Publications, Inc. • Ellis, A.K. (2001). Teaching, learning, & assessment together: The reflective classroom. Larchmont, NY: Eye on Education. • Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. • Ross, D., Bondy, E., Gallingane, C. & Hambacher, E.  (2008). Promoting academic engagement through insistence:Being a warm demander.  Childhood Education, 84,142-146.  • Shipley, J. (2012). Marzano’s high-yield instructional strategies. Retrieved from http://cicswestbelden.org/wp-content/uploads/2011/10/Marzano-High-Yield-Stategies.pdf • Walker, R.J. (2008).  Twelve characteristics of an effective teacher.  Educational Horizons, 87(1), 61-68. • Walls, R.T., Nardi, A.H., Von Minden, A.M, & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29(1), 39-48. • Ware, F.  (2006).  Warm demander pedagogy:  Culturally response teaching that supports a culture of achievement for African American students. Urban Education, 41, 427-456.

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