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New Teacher Orientation

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marlee
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New Teacher Orientation. Talladega County Schools 2011-2012. Dr. Suzanne Lacey Superintendent. Welcome to Talladega County Schools. Talladega County Schools’ Instructional Initiatives. Integrating Technology and 21 st Century Skills Engaging Students through Project Based Learning

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New Teacher Orientation
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  1. New Teacher Orientation

    Talladega County Schools 2011-2012
  2. Dr. Suzanne LaceySuperintendent Welcome to Talladega County Schools
  3. Talladega County Schools’Instructional Initiatives Integrating Technology and 21st Century Skills Engaging Students through Project Based Learning Assessing Progress Using Formative Strategies Teaching Strategically Using ARI/AMSTI/Active Engagement Strategies Implementing Response to Instruction Effectively
  4. Dr. Brooke MorganAssistant PrincipalMunford Elementary School Integrating Technology and 21st Century Skills
  5. Our world is rapidly changing…
  6. Percentage of 8-18 year olds who own each item: Source: Kaiser Family Foundation, 2010
  7. Percentage of 8-18 year olds who have home Internet access: Source: Kaiser Family Foundation, 2010
  8. Proportion of recreational computer time spent in various activities: Source: Kaiser Family Foundation, 2010
  9. Implications for Education Students live in a world of digital, audio, and text. They expect a similar approach in the classroom.
  10. Talladega County Schools21st Century Initiative Goals Increase student engagement Integrate technology tools to support instruction Train teachers to support a new way of learning Showcase our work
  11. The 21st Century Framework
  12. Framework for 21st Century Learning Core Subjects 21st Century Content Learning and Thinking Skills Information, Media, and Technology Skills Life Skills 21st Century Assessments
  13. Talladega County Schools 21st Century Initiative In 2008, 60 teachers from across the school system participated in three sessions to learn about emerging technology tools. In 2009, the initiative shifted focus to key 21st century skills (communication, collaboration, creativity, and global awareness.) Over 75 teachers participated in lab school experiences where they learned how to integrate technology tools with 21st century skills effectively.
  14. Talladega County Schools 21st Century Initiative In 2010, we divided our training sessions into two groups: mentors and novice teachers. We conducted our first Virtual Lab School by utilizing Skype to visit classrooms around our school system. Under the guidance of our teacher leaders, every teacher in our county has had the opportunity to develop exemplary lessons for integrating 21st century skills. Our annual 21st Century Technology Showcase gets bigger and better every year!
  15. What we have learned: We can no longer be the dispensers offacts and theories. We must: participate in the learning process facilitate peer-to-peer learning learn to communicate in the language and style of the students (faster, more parallel, random access) Facilitate more collaborative learning approaches Integrate the appropriate technology tools effectively
  16. Technology in the Classroom
  17. Talladega County Schools 21st Century Showcase
  18. For more information: http://tcboe21.wikispaces.com/ http://k5elementarytech.wikispaces.com/
  19. Abbie FreemanAssistant PrincipalWinterboro School Engaging Students through Project Based Learning
  20. What is PBL anyway? http://www.youtube.com/watch?v=LMCZvGesRz8&feature=youtube_gdata_player
  21. 8 essential elements of PBL Open-ended Driving Question or Challenge. These focus students’ work and deepen their learning by centering on significant issues, debates, questions and/or problems in clear language. When is war justified? Creates a need to know essential content and skills. Typical projects (and most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them.
  22. 8 essential elements of PBL Requires inquiry to learn and innovation. Students need to generate questions throughout the project. Inquiry should lead students to construct something new – an idea, an interpretation, a new way of displaying what they have learned. Requires critical thinking, problem solving, collaboration, and various forms of communication. These skills, competencies and habits of mind are often known as "21st Century Skills.”
  23. 8 essential elements of PBL Allows some degree of student voice and choice. Students learn to work independently, take responsibility, and are more engaged when they are asked to make choices. Incorporates feedback and revision. Students use peer critique.
  24. 8 essential elements of PBL Publicly presented product or performance Significant Content
  25. Resources for additional information Talladega County Schools www.tcboe.org Buck Institute for Education www.bie.org Intel www.intel.com Alabama Learning Exchange http://alex.state.al.us/index.php NEA http://www.nea.org/tools/16963.htm Edutopia http://www.edutopia.org/project-based-learning
  26. Donna HudsonPrincipalLincoln Elementary School Assessing Progress Using Formative Strategies
  27. Formative Assessment Formative assessment is an active and intentional process that partners the teacher and the student to continuously and systematically gather evidence of learning with the goal of improving student achievement. Summative Assessment comes at the end of a unit of learning and is used to measure or audit attainment of learning.
  28. Elements of Formative Assessment Clear learning targets that are shared Criteria for success Feedback that feeds forward Student goal setting Student self assessment Ongoing data analysis Strategic teacher questioning Student engagement in asking effective questions
  29. Learning Targets Where am I going? Essential first step! Must be tied directly to standards Must be ‘just right’ – achievable and challenging Teacher must be clear about what they want students to learn Students must be clear about the learning objective
  30. Intentional Formative Assessments Where am I now? Before Instruction Strategies Entrance slips KWL strategies During Instruction Strategies Individual marker boards Thumbs up, thumbs down Electronic response systems
  31. Strategies Questioning Ask students to put learning goals in their own words Think-pair-share what they will be learning, why it’s important and how it relates to previous learning Planning Students list what they know and what they want to know Students make planning charts Examples/Rubrics Students look at good examples and decide what makes them good Students use rubrics to assess their own work
  32. Effective Feedback Should be descriptive and specific Linked to criteria that students understand Usable amount Timely Involves students Carefully worded; helpful, positive tone Includes advice on how to improve
  33. Resources
  34. Judson WarlickPrincipalFayetteville School Strategic Teaching Making Students Part of the Process
  35. What it is not… Sage on the Stage Chalk and talk Test to assess From my mouth to your ears My way or the highway Alpha Male (or Female)
  36. So what is it? By definition, Strategic Teaching is an instructional process that fosters student thinking in relation to the content being taught. Engages the student on more levels Allows for multiple teaching strategies and differentiated instruction Allows for student self-evaluation of work and products
  37. So what is it? Strategic teaching can be broken down into 4 major components. 1 - Purposeful Planning 2 – Multiple Instructional Practices 3 – Explicit Instruction 4 – T.W.I.R.L.
  38. #1 -PurposefulPlanning Plan for EVERYTHING! How to start the class, how to end the class, and everything in between How will your objective open and close the lesson? Choosing Before, During, and After strategies that serve a purpose ReadingQuest.org Plan for formative assessments – how do you know if the students really met the objective for the day? Plan for when students show mastery and when they don’t How was today’s lesson related to yesterday’s lesson and how will it lead in to tomorrow’s lesson?
  39. # 2 - Multiple Instructional Practices Allows for all types of learners Visual, auditory, tactile/kinesthetic Sample day – refer to handout
  40. # 3 -Explicit Instruction I do (modeling) We do (teacher-lead practice) Y’all do (student-lead practice) You do (individual practice, homework)
  41. #4 -T.W.I.R.L. Students should TWIRL in every class. T – Talk W– Write I – Investigate R – Read L – Listen Again, this method reaches all types of learners and actively engages the students in the learning process. It also requires much planning in order to be successful.
  42. In Summary… Lessons should be like a river, in that each part should flow from the previous section and into the next section.
  43. In Summary … Poorly planned lessons or lessons without a connection can leave students lost, unable to grasp all the pieces that are seemingly being thrown at them.
  44. Amber PressleyAssistant PrincipalMunford Middle School Actively Engaging Students throughARI and AMSTI
  45. Alabama Reading Initiative (ARI) K-12 support for high quality literacy instruction Instruction focuses on: System of Print System of Language System of Meaning Every content area includes literacy instruction GOOD NEWS: There are resources in your school to help you with this!
  46. Alabama Math, Science and Technology Initiative (AMSTI) K-12 support for high quality math and science instruction Instruction focuses on providing students with the knowledge and skills they need to be college and career ready Involves hands-on investigation of math and science concepts GOOD NEWS: There are resources in your school to help you with this!
  47. Both ARI and AMSTI emphasize actively engaging students in their own learning!
  48. WHAT is student engagement? Student Engagement … consistently engages the minds of alllearners with that which is to be learned. occupies attention AND efforts
  49. WHY is student engagement important? 1. Contributes to the rate of learning and the degree of learning. 2. Requires more involvement of the brain. 3. Provides teachers the opportunity to assess learning throughout ALL stages of a lesson.
  50. Remember, students learn: Johnson, Johnson & Taylor, 1993 10% of what they read
  51. What does it mean to make learning VISIBLE? “When we see students talking about the subject, writing about the subject, listening to others, and becoming involved in reading text or discussion, we are in a better position to assess the learning that is taking place.” ARI Content Literacy 2011
  52. FIVE Components of Active Learning TWIRL ARI Content Literacy 2010
  53. WHAT does monitoringlook like? Drop and listen Correct errors Firm up
  54. Grouping Strategies Research consistently shows: Cooperative learning groups offer greater opportunities for active participation. Students who actively participate in a lesson tend to be more accountable, responsible, and successful than students who are merely bystanders.
  55. Ideas for Grouping: Providing opportunities for students to work in groups to discuss and document their learning is essential for retention of new information. Deck of Cards Famous Pairs Paint Samples Count-Off Dance Partners Clock Partners Cross-Ability Partners
  56. Cross-Ability Partners 1- Highest 11 2 12 3 13 4 14 5 15 6 16 7 17 8 18 9 19 10 20- Lowest
  57. Classroom Practices that Promote Student Engagement 1. Room arrangement Walking loop partner proximity 2. Effective partnering Boy/boy, girl/girl, A/B Assign 1st speaking partner 3. Varied responses Equity cards Wait Time Using signals Unison/choral responses Partner responses
  58. Effective Use ofIndividual Turns Do NOT use INDIVIDUALTURNS when the answer is a product of instruction or reading. Expect that all students could answer your question.
  59. Steps for . . .Unison/Choral Responses Use when answers are short and the same Provide the focus Ask the question (once) Allow think time (silent) Give response signal Verify response
  60. Provide the focus Ask the question (once) Allow think time Give the stem Name first speaking partner Drop and Listen Steps for . . . Partner Responses Use when answers are long or different
  61. Steps for . . .Individual Turns Ask the question once Allow think time, then... call name of student (Use equity sticks to ensure random turns.) Verify response
  62. RECAP: WHAT can we do to promote student engagement ? Use school ARI & AMSTI resources /personnel Arrange room to allow for collaboration and monitoring Create a risk-free environment Maintain a perky pace Limit teacher talk/ increase student discussion Give more opportunities to demonstrate learning (That’s what it’s all about!)
  63. Anita WattsAssistant PrincipalLincoln High School RTI: Response to Instruction
  64. Alabama’s Three-Tier Model
  65. Tier 1: All Students
  66. Tier 1 Behavior: Why Won’t My Students Just Behave? The number one problem in the classroom is not discipline; it is the lack of procedures and routines. A rule is a DARE to be broken…a procedure is a DO, a step to be learned. Every time you want something done in your classroom, there must be a procedure or a set of procedures to tell the students how to do it
  67. TIPP Teach it Imprint it by modeling Practice it Praise it
  68. Procedures & Routines What you want: How You Get There: 3-2-1 countdown Bellringer; KWL Traffic Light Triangle; C3B4ME Posted Instructions; WILF Across aisles 2 hall passes per grading pd. Teacher dismisses not the bell Get their attention Have them working when the bell rings Asking for help What to do when they finish Pass in their work Get permission to leave the room Dismiss the class
  69. Discipline or Procedure? Discipline Concerns how students BEHAVE HAS penalties and rewards Procedures Concern how things are DONE Have NO penalties or rewards
  70. Effective Discipline Plans Basic Structure for a Discipline Plan Rules: What the expected behaviors are Consequences: What the student chooses to accept if a rule is broken Rewards: What the student receives for appropriate behavior In Real Estate the motto is “Location, Location, Location!” In Behavior the motto is “Consistency, Consistency, Consistency!”
  71. Consequences & Rewards You must have a system in place which provides both. First Days of School—Harry Wong (Ch. 18 & 19) www.behaviordoctor.org www.interventioncentral.org Discipline Plan (ex.) My Action Plan (ex.) awatts@tcboe.org
  72. Angie RobinsonTechnology Integration SpecialistB. B. Comer Elementary School Effective Parent Contact and Communication
  73. Our Most Valuable Stake-Holders: PARENTS. It pays to be positive. Assume that… ALL parents have aspirations for their children and want the best for them. Parents have the capacity to support their children’s learning if they are provided the right tools. Therefore… Every school/teacher should have a system in place to inform parents weekly and offer strategies to use at home. Parents need to be updated regularly about their child’s behavior, schoolwork, homework, and attendance. Parents should feel welcome in the school and in the classroom and understand the school’s goals for the students.
  74. Parent Communication: System Efforts System Parental Involvement Plan Local School Parental Involvement Plan District Website with updated information Opportunity for each teacher to have his/her own teacher/class page on the school website INOW Home Portal (grades and assignments) Parent Advisory Committee and CIP Team System and School Notifications (absences, dates, early release) Talladega County Rights and Responsibilities Local School Handbooks Local School Workshops Parent/School Compact
  75. What Parents Want… “The only thing you can do to earn parents’ support is to educate their children.” (No Excuses: Lessons from 21 High-Performing, High-Poverty Schools) Our school system’s core purpose is to provide a high quality education to ALL students. Let parents know this is your mission as well. Parent surveys show that parents desire to hear from the teachers more than from the principal or other school staff. Reinforce your specific learning expectations from the beginning. Developing a relationship with your students and knowing their strengths and weaknesses is a very powerful way to reach parents.
  76. What Parents Want… Parents want specific information about how to help. Parents want to know about types of assessments and the grading scale. Parents want to see graded/assessed student work. Don’t wait until progress report time to send home assessments and graded work. Have a system in place for ensuring that the parents have seen the work.
  77. Parent Communication Keep your communication specific, simple, and to the point. Many parents don’t understand education jargon, so use vocabulary that is easily understood. During Open House/Orientation, set the stage for your expectations for what the students will learn in your class and what your expectations are for classroom behavior. Keep the focus on the expected learning outcomes and the standards that are required for grade level mastery.
  78. Recruiting Volunteers Have parents complete forms to let you know what they are comfortable doing through volunteering. Let parents know specific ways they can help, so they aren’t uncertain what will be asked of them when they show up to volunteer. Always be welcoming when a parent visits your classroom. Be careful of what you say regarding school policies, other students, etc. Parents are listening to your side conversations, lunch-room talk, etc.
  79. Communicate Your Procedures to Parents Provide a copy of your class rules, grading scale, and behavior expectations (Have these posted in your class as well) Let parents know how you will stay connected and keep them informed (Homework sheets, Syllabus, INOW, Moodle, etc.) Set up email groups, so you can quickly send a message to parents if an assignment or project changes.
  80. Always Be Positive, Go the Extra Mile Stay positive and assume that all parents want to know what you are teaching and how they can help at home. Reach out to parents at the beginning of the year with some form of positive communication. The more specific information you can send such as study guides, websites, and what kind of assessments students will have on a weekly basis, the better. Be consistent with your communication methods and parents will know what to look for on specific days. (This helps tremendously with unorganized students or those with behavior issues).
  81. Homework Says a Lot Parents often judge teachers by the type and amount of homework that is sent home. Research doesn’t show that practice makes perfect, instead practice makes “permanent.” Homework should focus on essential standards and reinforce what has been taught in class.
  82. Homework Kids are busier than ever with extra-curricular activities, so busy work should be avoided. Keep your homework focused on your main, target standards. Parents look to see if homework is checked, so let parents know you go over homework and provide feedback.
  83. Parent Conferences Invite parents to conference with you on a regular basis. (Offer incentives if necessary such as a “free homework pass.”) Many parents will work with their child on a specific skill if they connect with a teacher as a person to see that the teacher really cares. Conferences help develop that partnership between the school and home. Let parents know your available times and remind them of the school procedures for conferences and/or visits.
  84. Doable, Next Steps If a student is not progressing, have a parent conference right away. This could be for a student who is below grade level or an advanced student who is declining or not making progress. Provide parents with simple, next steps to work on at home such as easy comprehension strategies that will help regardless of the content area. Ask for parent input during the conference. “You are your child’s first teacher; tell me about your child.” Parents must be informed if a student has an RTI Plan and should be informed of the goals.
  85. Parent Conferences Check a child’s permanent records before a first conference to learn about previous grades, retentions, placements, etc. Don’t assume parents always know their child is behind or lacking certain skills. Every teacher grades differently, and parents might not know especially in lower grades that there is a problem. Keep copies of student work (not just grades) especially for students who are going to need extra interventions or an RTI plan. When meeting with parents, have multiple sources of data and student work to discuss so you can provide strategies to help at home.
  86. Always be the Professional Take the “high road.” Parents sometimes get defensive and blame the school or the teacher if their child isn’t making progress. Don’t take it personal. You will have the student for one year or one nine weeks. That parent will have the child for a lifetime. If you need support, involve your administrator and schedule a separate conference.
  87. Al BarnettSocial Studies TeacherChildersburg High School Coach Barnett’s “Nuts and Bolts Survival Kit”
  88. Building Self-Esteem and Improving School Climate Be happy to be here. Teach the students to like themselves. Know your students. Recognize the students each day. Be willing to evaluate yourself. Be PROFESSIONAL. Dress, attitude, social awareness.
  89. School Climate Do not be a faculty vampire. Stay away from negative attitudes. Be a team player. Mind your business. Realize what a great job you have.
  90. Discipline Create a safe environment. Don’t have too many rules. Reward system: Give rewards and take them away. The ransom write-up. Set the tone early. Choose your battles. Don’t sell wolf tickets. Build an atmosphere of unity. Preventive discipline: Nip it in the bud. “If you argue, they win.”
  91. Time Management in the Classroom Tell the students what they will be doing each day. Make sure you have different strategies. Never have too much of one thing planned. Don’t give large amounts of non-essential busy work. The students see right through this. Know your school schedule and plan accordingly.
  92. When I am not at school Give an amount of work that can be completed within the class period. Make sure you grade it and give it back quickly. Try to avoid giving a test when you are not at school. Give the substitute leverage.