Great Expectations

A major step in raising expectations involves turning the work and the learning over to the students. One way to do this is through the use of closure activities which encourage students to process the material presented and reflect on their own learning experiences and needs. Here are some ideas to consider …

After the Lesson
• Have students collaborate in pairs or small groups to create nonlinguistic representations summarizing the material presented.

• Have students respond in Learning Logs to reflective questions, such as, “What did I learn? What am I still confused about? How can I eliminate this confusion?

• Have students “Think-Pair-Share” what each believes is the most significant aspect of the material and try to persuade others to consider their point of view.

• Have students journal briefly on how the material presented related to another topic or subject they recently learned.

• Have each student create a three-question quiz about the topic and trade it with another student in the class.

Make-Up Work Board

I have two laminated weekly calendars up in the back of my room. I place a brief description of what was done in class for each period for each day of the week, including any class or home assignments. One calendar is for the current week and the other is for the previous week. Students that are absent no longer have to ask me, "What did I miss?" They just look at the calendar and find their missing assignments. Any worksheets needed are placed in a "Make-up Work Folder" near the calendars. My 7th graders are responsible for getting and submitting their own make-up work. This really makes life less difficult for me.

Source: Laura Becker, 7th Grade Math Teacher

Secrets to successful differentiated instruction unlocked

Developing differentiated instruction strategies takes significant time and effort, but the payoff can be huge, particularly for students with special needs, says Carol Ann Tomlinson of the University of Virginia. According to Tomlinson, teacher leaders should focus on helping educators focus hard on four basic fundamentals to achieve success in their classrooms:

• View students as individuals.
• Be clear about what students should know.
• Master instructional practices that "invite student centeredness and flexibility."
• Develop classroom management skills that facilitate flexible teaching.

Source: ASCD SmartBrief, ascd@smartbrief.com

VALUE-ADDED ASSIGNMENT IMPROVES PERFORMANCE

A new study published in the journal Science (9/1/06) found that black students who wrote a short essay on their values at the start of the school year got a lasting boost in academic performance. The researchers believe the assignment helped the students affirm their self-worth and negate the negative stereotypes that many black students feel in school. "Our performance is really affected by what other people think of us," said Geoffrey Cohen, a psychologist at the University of Colorado, who coauthored the study.

Click to view news item at the Teacher Magazine Web Watch.

In What Ways May Teachers' Beliefs Translate Into Differential Behavior Toward Students?

Either consciously or unconsciously, teachers often behave differently toward students based on the beliefs and assumptions they have about them. For example, studies have found that teachers engage in affirming nonverbal behaviors such as smiling, leaning toward, and making eye contact with students more frequently when they believe they are dealing with high-ability students than when they believe they are interacting with "slow" students (Jerry Bamburg 1994).

Students who are perceived to be low in ability may also be given fewer opportunities to learn new material, asked less stimulating questions, given briefer and less informative feedback, praised less frequently for success, called on less frequently, and given less time to respond than students who are considered high in ability (Kathleen Cotton 1989).

In addition, instructional content is sometimes "dumbed-down" for students considered to be low in ability. Students in low groups and tracks are usually offered "less exciting instruction, less emphasis on meaning and conceptualization, and more rote drill and practice activities" than those in high or heterogeneous groups and classes (Cotton).

When teachers summarily categorize or label students, typically some students end up receiving "a watered-down curriculum and less intense-and less motivating-instruction" (Gonder).

How does the research in the passage above apply to my work as an Instructional Coach? What teacher behaviors would I encourage? What teacher behaviors would I discourage? Share reflections at next NESS Support Group meeting.

Source: http://www.kidsource.com

What Do Students Say About What is Expected of Them?

Although students may appear to accept or even relish teachers with low standards, they ultimately come away with more respect for teachers who believe in them enough to demand more, both academically and behaviorally. In a recent national survey of over 1,300 high school students (Public Agenda 1997), teens were asked on questionnaires and in focus group discussions what they think of and want from their schools.

Teens' responses concerning what they want were clustered in three main areas:
• A Yearning for Order. They complained about lax instructors and unenforced rules. "Many feel insulted at the minimal demands placed upon them. They state unequivocally that they would work harder if more were expected of them."
• A Yearning for Structure. They expressed a desire for "closer monitoring and watchfulness from teachers." In addition, "very significant numbers of respondents wanted after-school classes for youngsters who are failing."
• A Yearning for Moral Authority. Although teens acknowledged cheating was commonplace, they indicated that wanted schools to teach "ethical values such as honesty and hard work."

Similarly, when 200 middle school students in Englewood, Colorado, were surveyed about their most memorable work in school, they repeatedly "equated hard work with success and satisfaction. Moreover, they suggested that challenge is the essence of engagement" (Wasserstein 1995).

How does the research in the passage above apply to my work as an Instructional Coach? What teacher behaviors would I encourage? What teacher behaviors would I discourage? Share reflections at next NESS Support Group meeting.

Source: http://www.kidsource.com

Using the NESS eNewsletter

Thank you for the newsletter. We choose one article from the newsletters to discuss at our Induction Support Group Learning Community. I had the "coaching" portion from a previous newsletter. We talked about this at our last meeting. We all agreed that these are questions we can also ask of ourselves to become a reflective practitioner. The parent communication section will help with November's meeting. Thanks again.

Source: Sharon Rapheal, Fox Trail

High Expectations Activity for support group.

Script: High teacher expectations have a proven positive effect on student performance. You will be reading an article examining the work by Harvard Professor Robert Rosenthal concerning the effect of teacher expectations on the performance of students in the classroom.

1. Before the meeting print the article “PYGMALION IN THE CLASSROOM” and make a copy for everyone at the meeting.
2. During the meeting, ask the Participants to read the article and highlight statements that they think are important. Do a progress check after 5 minutes. When about half the group has completed the article, say STOP.
3. Next have everyone identify the one statement they think is the most important statement in the article and be prepared to share the quote and why they selected it.
4. Then do a round robin share. If someone picks the same quote he/she should still share it, because the reason for selecting the statement may be different.
5. Finally, ask the group to discuss the following question: How can a teacher project positive expectations in the classroom?

Note: A small group of participants can discuss the question together. A large group can discuss the question in small teams and then share. One person from each group can report out to the large group.

Source: Dr. Doug Miller, NESS Program Facilitator/HRD

The Socially Intelligent Leader

New findings on the social nature of the brain reveal the need for principals to fashion a school culture of warmth and trust.

Ms. Smith, a seasoned middle school principal, prided herself on acclimating new teachers to her school's practices. She modeled lessons for teachers and made herself available to answer their questions. She remained frustrated, however, when three of her newly hired teachers were slow to use strategies that she knew would help their students. So Ms. Smith tried something different. One day, she got substitute coverage for the three teachers and took them to another school to watch two master teachers instruct their classes. Afterward, she took them out to lunch as her guests and spent the rest of the day talking over what they had observed. Within two weeks, she was seeing the changes in their classrooms that she had hoped for.

Taking time to forge that human connection gave this leader more leverage than she had thought possible. The new field of social neuroscience suggests why a personable leadership style makes sense. The person-to-person climate created by positive interactions can make principals more effective leaders—which in turn helps both teachers and students learn better. The improvement touches all students, from gifted youth to those most at risk of dropping out. A rising tide, an old saying goes, lifts all boats.

Source: Educational Leadership, September 2006

How Schools Sustain Success

Sustaining increases in student achievement is problematic for schools. Looking at California's Immediate Intervention Underperforming Schools Program, the author points out that only 83 of the 430 schools involved, met their students' test score growth targets for two consecutive years. A comparison of the successful and unsuccessful schools in the program reveals that success seems to depend on the quality of leadership and on the effectiveness of instructional programs and practices.

In successful schools, teacher leadership develops when teachers:
•are given ample opportunities to make decisions about teaching and learning (time to meet as grade/subject level teams),
•collaboratively engage in action research to discover instructional practices that improve student achievement, and
•have structured opportunities to lead, such as, team teaching and mentoring new teachers.

Principal leadership in successful schools often set high expectations for student achievement. Schools with effective district leadership received far more services, such as, onsite support, professional development, and district-provided benchmark assessments, than unsuccessful schools received.

Source: Valerie Chrisman, ASCD Ed. Leadership, February 2005

Teacher Parent Conferences

Here are some tips to help make your parent conferences productive and successful:

1. Make contact early. 
You'll get your relationship with parents off to a good start if you contact them early in the year, perhaps with a memo or newsletter sent home to all pupils. Give parents an outline of what their children will be studying, and let them know you'll be happy to meet with them during the year. (Be sure to say how and when they may contact you for conferences.)

2. Plan ahead. 
Have in mind a general--but flexible--outline of what you're going to say, including a record of student progress, a review of strengths and needs, and a proposed plan of action.

3. Be ready for questions. 
 Prepare yourself to answer specific questions parents may have. They're likely to ask questions such as:

• What is my child's ability level?
• Is my child working up to his/her ability level?
• How is my child doing in specific subjects?
• Does my child cause any trouble?
• Does my child have any specific skills or abilities in schoolwork?

4. Stress collaboration. 
Let the parents know you want to work together in the best interests of the student. A statement such as "You need to see me as soon as possible to discuss John's poor study habits" only arouses hostility. But "I'd like to discuss with you how we might work together to improve John's study habits" gets the relationship off on the right foot.

5. Focus on solutions. 
 Ideally, all parent conferences would concern only positive events. Realistically, many conferences are held because there's a problem somewhere. Things will go more smoothly if you'll focus on solutions rather than on the child's problem. Discuss what you and the parents can do to help improve the situation. Plan together a course of action.

6. Turn the other cheek. 
In routine parent conferences, it's unusual to run into a parent who is abusive and hostile. But it can happen. Try not to be rude, whatever the provocation. Hear out the parents in as pleasant a manner as possible, without getting defensive if you can.

7. Be specific in your comments. 
Parents may flounder if you deal only in generalities. Instead of saying, "She doesn't accept responsibility," pin down the problem by pointing out, "Amanda had a week to finish her book report, but she wrote only two paragraphs."

8. Summarize. 
Before the conference ends, review the discussion and the actions that you and the parents have decided to take.

9. Wind up on a positive note. 
When you can, save at least one encouraging comment or positive statement about the student for the end of the conference.

10. Meet again if you need to. 
If you feel you need more time, arrange another meeting later rather than trying to rush everything before the students get back from art class.

Source: http://www.mea-mft.org

Student-led Conferences

The best thing I've seen in conferences occurred when the school I teach at went to Student-led Conferences! Each student leads their own conference with their parents, explaining grades and achievement as compared to goals written earlier. The students have prepared for the conferences and the parents have been given questions to ask relating to assignments from the term. I don't know who came up with the idea, but EVERY student has a conference and takes ownership of his/her education! Teachers are available if there are questions, grade sheets from each subject are at hand, and the child has to answer for his/her progress. If there is a need for all teachers to be there, conferences can be scheduled on an individual basis."

Source: Judy, Middle School Teacher

Communication About Homework



"Homework can be difficult to obtain from some children in your class. Get the parents involved by sending a homework assignment sheet to be signed each day. Let the child sign the sheet also. The accountability is now on parents and child. At the end of each week, send a certificate of congratulations to parents and child for all homework completed for the week."

Source: Alex, 4th Grade Teacher, teachnology.com

Create Your Own Website

Technology is such a way of life for many people, but especially for the younger generation. For me, the decision to create a web site was an easy one; I wanted to build communication with my students and parents, and allow the students to improve their technology skills at the same time.

As teachers, we have all seen students walk out forgetting their permission slip, homework assignment or instructions for a project. Posting everything on the website eliminates those possibilities.

Some might question how the website benefits students who may not have internet access at home, and the answer is twofold: I work with an extremely supportive administration and staff who provides technology access throughout the day, including in my classroom each day. I also have students who are so excited to work with technology that they go to the library and use the computers there.

Students who are absent are able to check my web site daily for messages and homework, plus online resources to complete their work. For example, I can outline an entire lesson on one page with links to helpful references, and on another page I can provide information about our school-wide book club. They also use these links to submit their work online.

Each day I post notes or instructions for students to reinforce my lessons. This also creates a connection between parents and myself. The parents are able to view weekly outlines of lessons and due dates for the work. I know it's working, because students are bringing notes and work printed off the web site, and the number of hits has jumped dramatically. In the first two weeks of September there have been nearly 2,500 hits to the site. Needless to say, it has been an invaluable tool in creating a channel of communication outside of my 50-minute class period.

Please visit the site at www.christinalambard.com
Source: Christina Lambard, Westglades Middle School

Reflection Process: Coaches can help teachers look back on lessons.

Reflective questions provide a way for a coach to debrief a lesson with a teacher. Share questions with the teacher in advance of the lesson, so that he or she will be more aware of key behaviors, and perhaps allowing him or her to adjust a response during the lesson.

1. What Happened? (Description)
What did I do? What did students do?
What was my affect at the time? What was their affect?
What was going on around us? Where were we? When and where did this occur?

2. Why? (Analysis and Interpretation)
Why do I think things happened this way? What are my hunches?
What was I feeling and thinking? How might this have affected my behavior?
How might the context have influenced the experience? Was there something about the activities? Something about the timing or location of events?
Are there any potential contributing factors? Was there something about what was said or done by students that triggered my response? Are there past experiences-mine or the school’s- that may have contributed to the response?

3. So What? (Overall Meaning and Application)
Why did this seem like a significant lesson to reflect on?
What have I learned? How might I improve?
How might this change my future thinking, behaving, interactions, and lessons?
What questions remain?

4. Now What? (Implications for Action)
Are there others to include in my reflecting on this lesson? If so, who and what would we interact about?
What do I want to remember and think about next time a similar situation arises? How do I want to behave?
How could I set up conditions to increase the likelihood of productive interactions and learning?

Source: Adapted by Randall Deich, from J. York-Barr et al., 2001

Don't Wait for Spring!!

Throughout the year there have been many requests for a “list” of recommended ways for a New Educator to document each of the 15 State Competencies. There was a time when packets were provided that included the following information:
a self assessment checklist of each competency,
different ways to document each competency,
a teaching philosophy,
a resume,
weekly new educator/coach's log,
an individual learning plan (ILP),
and a host of others.

Some schools are suggesting that the New Educators document each competency in the form of a portfolio.

If your principal asks that New Educator(s) document each competency in the form of a portfolio, you may want to bring your New Educators and Instructional Coaches together to brainstorm ways for the New Educator to document each competency? This might develop a stronger sense of ownership and promote clear communication of what is expected of each New Educator and assist with the coaches on areas that need support. Of course, be sure to obtain your principal’s approval for this activity in advance.

Source: Randall Deich

Conferencing with Parents

Scenarios on parent conferencing can be used in a Support Group Meeting or Instructional Coaches can individually discuss with his/her New Educators. The scenarios simulate parent conferences to stimulate discussions among participants in anticipating situations and issues that may arise during conferences with parents.

Suggestion: At a Support Group Meeting, ask for volunteers. One person will receive only one description of a teacher role and another person will receive the paired description of the parent role. Each person silently reads the role and prepares to play the role to the group. Neither the teacher nor the parent will know the other's description. They face each other to role-play the conference.

Discussion follows. Some questions to discuss are:
1. What strengths/positives occurred in the role-play?
2. How could it have happened differently?
3. How could the teacher have prepared for the conference?
4. What could the teacher do after the conference?
5. What are the implications for your parent teacher conferences?

Examples of the Role Descriptions:
Role-play Teacher #1 (New Educator): You are calling home to inform Billy’s parents that his behavior in class is unacceptable. He leaves his seat without permission, calls out across the classroom, and refuses to stay on task. Efforts such as private conferring with Billy have been met with rudeness and disrespect. Seek their intervention and support so that the situation will not result in an administrative referral.

Role-play Parent #1 (Coach): Billy’s teacher is calling to inform you of his poor behavior. He has been rude and disrespectful and often off task. Be unsupportive, try to put the teacher on the defensive: “Your class must be boring!” “What do you expect me to do? You’re the teacher!”

If you would like more examples of parent and teacher roles, view them on the Induction CAB conference.

Source: Renee Wallack, former NESS School Liaison, Plantation High School

Lifesaving 101

I want to share a very exciting activity we did at Sawgrass Springs Middle School (SSMS) during our Learning Community. The topic is Lifesaving 101 - Sharing Tips from Veteran Teachers.
All coaches asked teachers on the faculty to give them one or more "tips" they would like to share with New Educators. The coaches will bring these, along with their own ideas to our NESS Support Group meeting. Each New Educator will receive a large paper life preserver. The coaches will go around to a different NE and fill in a "tip". This will be fun to share and fun to hang in their room as a remembrance. Administrators were also invited to give one.

Source: Elyse Rush, Sawgrass Springs Middle School

Dozens of Ideas

In Education World's Principal Files, principals shared dozens of great ideas. Here are twenty ideas from principals Yolanda Z. Ramirez, Marie Kostick, and Mary Ellen Imbo.

1. We hold a R.I.S.E. (Reading Is Surely Enjoyable) in the Morning program. Parents sit in the hallway and read to a child or groups of children.

2. Parents remind other parents of meeting times or special events. Those reminders can help motivate parents who are reluctant to participate.

3. We have a Parent Center. Parents can spend an hour or a day. Our parent involvement specialist plans workshops for parents on topics of interest.

4. Parents serve as tour guides to parents who are new to the school and the area; they welcome new students to our campus.

5. Teachers send students to my office and ask me to call the parents at home or work to celebrate a specific success.

6. Parents act as classroom monitors when students take standardized tests.

7. We hold a Grandperson's Day on the Friday before Mother's Day. A "grandperson" in a child's life (not necessarily a grandparent) attends a special performance and goes to the student's classroom to work on a project. Then the grandperson accompanies the child to lunch and recess. One year, our fifth graders presented a USO show -- as a culminating activity related to their study of WWII -- for Grandperson's Day.

8. Parents are invited to our media center Monday through Thursday to watch our in-house broadcast of morning exercises.

9. We hold a Technology Showcase night for parents. Students demonstrate the technology they've learned to use and show off projects they've completed.

10. Parents help at book fairs, field days, school-picture days, car washes, bake sales, rummage sales, and other school events.

11. Our school nurse organizes a health screening for all students each year. Parents help at each of the screening stations.

12. Parents remind other parents of the importance of student attendance.

13. Our science teacher sends "thumbs up" or "thumbs down" progress reports to parents every two weeks.

14. The state of Alabama has implemented a statewide Discover Your Schools Day to build ongoing, productive relationships among community leaders, PTAs, businesses, churches, and government and to promote parental involvement in education.

15. Parents can help schools acquire needed supplies, equipment, and services, such as landscaping, carpeting, painting, and more.

16. Our teachers call on parents whenever special help is needed. For example, a teacher might want help with activities that involve sewing Colonial costumes, dissecting frogs, or making gingerbread houses.

17. Parents assist with our school breakfast program. They deliver the food chests to classrooms and pick them up.

18. A group of parents sewed Christmas stockings for every single child on our campus! They made 376 stockings and handed them out to students at an assembly.

19. We have a district chess tournament that involves parents and students.

20. Teachers send home postcards to share good news with parents.

Lighter Side: 1923 Elementary School Teacher Requirements

Contract for female teachers teaching in Payson City, Utah.

1. Teacher is not to get married. This contract becomes null and void if teacher marries.
2. Teacher is not to keep the company of men.
3. Teacher must be home between the hours of 8 P.M. and 6 A.M. unless in attendance at a school function.
4. Teacher may not loiter downtown in ice cream parlors.
5. Teacher may not leave town at any time without permission of the Chairman of the Board of Trustees.
6. Teacher is not to smoke cigarettes or drink wine, beer or whiskey.
7. Teacher may not ride in a carriage with any man except her brother or father.
8. Teacher is not to dress in bright colors.
9. Teacher may not dye her hair.
10. Teacher will not wear dresses more than two inches above the ankle.
11. Teacher is to wear at least two petticoats.
12. Teacher is to bring a bucket to school to clean and scrub the building every week.

Source: Utah Newspaper

From Boss to Leader

One consequence of the Standards Driven System (FCAT) is that principals are being asked to become the instructional leader of their schools. Effective principals recognize they are more than just the boss; they are the leader of the school. Being the boss has short-lived and limited impact. Effective leaders have a long-term impact on the lives of everyone around them.

The American Management Association conducted in-depth interviews with 41 executives and uncovered seven common traits that most often lead leaders to failure:
1. Insensitivity to co-workers.
2. Aloofness and arrogance.
3. Tendency to misuse information conveyed in confidence.
4. Inability to control ambition.
5. Inability to delegate assignments or promote teamwork.
6. Inability to staff effectively.
7. Inability to think strategically.

So how can principals who lead, maintain the difficult balance of managing the affairs of the school while maintaining the loyalty of their staff? What truly sets apart the mediocre, overbearing boss from a highly respected and effective leader?

The answer is a leader is someone others consistently follow. It stands to reason that people follow because they have a belief in the direction, integrity, and competence of the person in the lead.

Here are five checkpoints to help today's leaders avoid becoming yesterday's news:
1. Sometimes leadership is merely letting people do their jobs. 


2. 

Leaders must constantly show that they care. 


3. 

A good leader keeps the entire team tuned to the fundamentals of success. 


4. 

Leadership is getting your employees to compromise for the good of all. 


5. Leaders must learn to sacrifice for others. 



Source: adapted from http://www.garfinkleexecutivecoaching.com/articles/boss-or-leader.html

Pre-Preplanning Orientation at William Dandy Middle

William Dandy Middle School had a wonderful two-day orientation with their New Educators. This year we had 24 new teachers to the school. Our principal, Casandra D. Robinson, provided all of the teachers a binder with important information. She also provided us lunch both days. The new teachers were introduced to the various key personnel in the school as a part of our two day workshop.

One segment was to watch Harry Wong tape #3 and then pair up and make a set of class rules. They then presented them to the group and we were able to critique each set. It helped the New Educators, nine of which are Level 1, to understand how important it is to set the tone in the class the first day. Another activity we were able to provide was a power point slide show of classroom setups. Last year I had our technology specialist photograph various classrooms of veteran teachers. New Educators were then able to see the prominence of classroom rules, what a word wall looks like in different subject areas, how to arrange seating and just get a general feel of how to make the classroom print rich and a positive learning environment.

Source: Claire Noonan, NESS Liaison William Dandy Middle

The Florida Department of Education Definition for a Learning Community

Learning communities are small groups of faculty who meet regularly to study more effective learning and teaching practices. Schools may have grade level or subject-area planning groups that meet regularly through joint planning time. If the content of these meetings is primarily the logistics of planning for instruction and discussing student needs, they do not constitute a learning community.

These groups are considered learning communities only if they:
• identify new programs or topics to investigate,
• gather research and studies on new approaches,
• share their findings,
• implement and study the effectiveness of new practice,
• share these results with other faculty in the school.

THEREFORE, BECAUSE THE STATE HAS ADOPTED A VERY SPECIFIC DEFINITION FOR LEARNING COMMUNITIES, THE DECISION HAS BEEN MADE THAT NESS MEETINGS THAT DO NOT MEET THE STATES STANDARD FOR A LEARNING COMMUNITY WILL BE REFERED TO AS SUPPORT GROUPS.

Source: Dr. Amy Tsukuda

NESS Support Group Meeting

Prior to the next NESS Support Group Meeting, download two or three grade level appropriate lesson plans from BEEP and a brief description of the top three Nine High Yield Strategies (9HYS): Similarities and Differences, Summarizing and Note Taking, and Reinforcing Effort & Providing Recognition.
Make copies of the lesson plans and the top 3HYS and bring them to the meeting.

Procedures for activity:
1. Brainstorm with the whole group, the components of an effective standard-based lesson plan.
2. Next, if you have a large-group divide them in to small mixed teams of four to five ICs and NEs.
3. Next distribute the lesson plans and a copy of the 3HYS.
4. Direct the teams to examine the lesson plans to identify the components of an effective lesson they identified earlier and to identify any of the top 3HYS that were incorporated in the lesson plan.
5. If there is no evidence of the 3HYS, where could one be added to increase the effectiveness of the lesson plan?
6. Share out team discussion.

Source: Dr. Doug Miller

Observation Protocol

The Instructional Coach together with the New Educator set a clear focus of what they want to look at and pay attention to during the observation (Identify Desired State). This protocol is designed to help deepen the New Educator’s understanding of his or her practice. The Instructional Coach’s role is to note those events that relate to a particular aspect of the New Educator’s practice and to then act as an active listener as the New Educator works to make sense of those events.

In the Clinical Educator approach this takes place during Goldhammer’s process of:
• Pre-conference
• Observation
• Analysis of data
• Post-conference
• Analysis of conference

If you are coaching and are unfamiliar with the Continuous Improvement Process and how Goldhammer’s protocol fits in the process meet with your NESS School Liaison and/or complete the Clinical Educator Training offered by HRD.

Opportunity to Learn and Student Time on Task

The First Generation: In the effective school, teachers allocate a significant amount of classroom time to instruction in the essential skills. For a high percentage of this time students are engaged in whole class or large group, teacher-directed, planned learning activities.

The Second Generation: In the second generation, time will continue to be a difficult problem for the teacher. In all likelihood, the problems that arise from too much to teach and not enough time to teach it will intensify. In the past, when the teachers were oriented toward “covering curricular content” and more content was added, they knew their response should be to “speed-up.” Now teachers are being asked to stress the mission that assures that the students master the content that is covered. How are they to respond?

In the next generation, teachers will have to understand the concepts of “teaching and learning” and “less is more.” In the “covering the content” system teachers were evaluated on their performance. The focus of “covering the content” system was teaching. In the new standards based system teachers are and will be evaluated on how their students perform. The focus of the standards system is student learning.

As a result, teachers will have to become more skilled at selecting student centered learning activities, prioritizing content, and integrating the curriculum. They will have to be able to ask the questions, “What are the most effective student learning strategies?” - “What goes and what stays?” - “How can I integrate curriculum content to make best use of my limited time?”

Source: One Voice - Broward Effective Schools

Phases of Direction Giving: Planning Directions and Giving Directions

Planning Directions
1. Determine the goal. (Be sure students are aware of goal.)

2. Identify steps involved in reaching the goal.

3. Determine best sequence of the steps involved:
a. Directions are usually given in the order to be performed,
b. When several steps are involved, number the steps,
c. Preface a series of directions with a comment to delay movement.

4. Consider how many directions should be given at one time.
a. Familiar, practiced tasks are easier than new ones.
b. No more than three directions should be given at once, if possible.
c. Less than three directions should be given if the task is unfamiliar.
d. If there are more than three, write on the board, over- head, or break into smaller parts.


5. Decide if directions should be written, verbal, or both.
a. Consider the needs and skills of students.
b. Think about if the material is familiar or unfamiliar.
c. Written directions can be posted.
d. A combination of verbal and written directions is usually most effective.

Phases of Direction Giving: Giving Directions is a 4 Step Process

Giving Directions is a 4 Step Process
1. Get everyone's attention.
2. Give directions to reflect planning.
3. Check for understanding.
4. Monitor and redirect.

Step 1: Get Everyone's Attention
1. Common cause of failure in following directions is that only some of the students are listening.
2. Have everyone's attention. (Can be done by a signal.)
3. Hold students accountable for signal or for responding.
4. Do not give directions until all students are ready.

Step 2: Giving Directions
1. Consider the best time for giving directions: -most likely to be followed if given just before they are to be executed.
2. If movement is involved, give all directions before allowing movement or finish the directions after movement.

Step 3: Check for Understanding
1. Omission of this step frequently results in classroom management problems.
2. Checking for understanding does three things:
a. makes students accountable for listening,
b. provides repetition of steps involved,
c. lets the teacher know if directions were understood or if they need to be taught.
3. It is not enough to say "Do you have any questions?" You must ask questions or promote actions that will make sure students know what they are to do.

Ways to check for understanding. . .
1. Model or have a student model.
2. Ask, "What is the next step?" Let someone answer and have others signal.
3. Ask questions such as "Is this the first thing we do?"
4. Say, "If you know what to do get started. If you are unsure, stay here with me and we'll go over it again."

Step 4: Monitor and Redirect
1. Monitor and Redirect if necessary.
2. This last step is frequently forgotten and it can lead to management problems.
3. Monitor to see who is following directions and who is not.
4. Reinforce those who are following directions and redirect those who need help.
5. This step helps make students accountable and lets them know you expect directions to be followed.

Source: Richardson Independent School District

A Good Pun is its Own Reward

1. Energizer Bunny arrested - charged with battery.
2. Shotgun wedding: A case of wife or death.
3. I used to work in a blanket factory, but it folded.
4. A successful diet is the triumph of mind over platter.
5. A gossip is someone with a great sense of rumor.
6. When you dream in color, it's a pigment of your imagination.

Teaching Routines Versus Announcing Rules

Research has repeatedly shown that highly effective teachers spend most of the first two weeks of a semester teaching classroom routines. And yet, the older the students are, the less investment we make in teaching routines. Typically, by high school, teaching routines has become rather perfunctory -- often consisting of just a few announcements on the first day of school.

Teachers who do not make the investment in teaching their procedures and rules on the first day of school and over the first two weeks -- will spend a huge amount of time and energy bringing order out of chaos day after day for the rest of the school year.

Source: Education World

Creating a Climate for Learning

Howard Miller, Associate Professor of Education at Lincoln University (Jefferson City, Missouri) suggests 12 steps teachers can take at the beginning of the year to promote effective classroom management.

1. Develop a set of written expectations you can live with and enforce.


2. Be consistent. Be consistent. Be consistent.


3. Be patient with yourself and with your students.


4. Make parents your allies. Call early and often. Use the word "concerned." When communicating a concern, be specific and descriptive.


5. Don't talk too much. Use the first 15 minutes of class for lectures or presentations, and then get the kids working.


6. Break the class period into two or three different activities. Be sure each activity segues smoothly into the next.


7. Begin at the very beginning of each class period and end at the very end.


8. Don't roll call. Take the roll with your seating chart while students are working.


9. Keep all students actively involved. For example, while a student does a presentation, involve the other students in evaluating it.


10. Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room.


11. Keep your sense of perspective and your sense of humor.Know when to ask for help.

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Techniques that Backfire

Teacher behaviors that backfire include:

• Raising my voice
• Yelling
• Saying “I’m the boss here”
• Insisting on having the last word
• Using tense body language, such as rigid posture or clenched hands
• Using degrading, insulting, humiliating, or embarrassing put-downs
• Using sarcasm
• Attacking the student’s character
• Acting superior
• Using physical force
• Drawing unrelated persons into the conflict
• Having a double standard — making students do what I say, not what I do
• Insisting that I am right
• Preaching
• Making assumptions
• Backing the student into a corner
• Pleading or bribing
• Bringing up unrelated events
• Generalizing about students by making remarks such as “All you kids are the same”
• Making unsubstantiated accusations
• Holding a grudge
• Nagging
• Throwing a temper tantrum
• Mimicking the student
• Making comparisons with siblings or other students
• Commanding, demanding, dominating
  

Source: Randall Deich

Start Right

One question all coaches ask is “Where do I begin?” Our profession maintains an impossible expectation that new teachers are as effective as a veteran teacher after four days of pre-planning. Everyone knows this is not true but we still maintain systems that are contrary to what we know.

Broward County Public School has done more to address this problem than any other school district in the country. We have NTA, NTO, and many schools now have their own site-based pre-preplanning orientation programs. However, these events alone do not meet the needs of the New Educator. That brings us back to, “Where does a coach begin?”

In 1994, Educational Leadership published an article called “What helps students learn?” The article listed 28 indicators that affect student learning. It would be impossible for a coach to address all 28 indicators in the research. However, the top four should be addressed during a New Educator’s first year:

1. Classroom Management: In the first few weeks of school, the new teacher should focus on developing procedures that create a safe and orderly environment for students. (Safe and orderly environment is one of the Correlates of Effective Schools.)
2. Learning Processes: The New Educators should not just focus on content but should help the students develop learning skills they can use beyond the classroom. (Marzano’s “Nine High Yield Strategies” is recommended as source of high impact instructional strategies.)
3. Parents as Allies: Encourage New Educators to contact students’ parents early to share something positive about their child and to explain course content and expectations in the classroom. This will make it easier if later a student has difficulty behaviorally or academically. (Home and School is another Correlate of Effective Schools.)
4. High Expectations: The research strongly suggests that a teacher’s expectations have a significant impact on student performance. The attitude of a teacher should be that all the students in his/her class can and will achieve the State Standards. (Climate of High Expectations is a Correlate of Effective Schools.)
   

The next question is, “Which of the four should I do first?” After analyzing the data you collected during your observations to determine your New Educator’s “Current Reality", you should have no difficulty answering this question.

Source: Dr. Doug Miller

NESS Support Groups

Effective Liaisons recognize the importance of using activities that are energizing and create intense discussion. Here is a suggestion for your next Support Group meeting.

1. The whole group brainstorms and charts student behaviors that tend to disrupt the academic flow of a classroom. (The following are some ideas to get the group started. Students: chewing gum, tardy, out of seats, turning in sloppy work, and threatening each other with physical harm.)
2. Then divide the group into teams the New Educators vs. the Instructional Coaches. (If you have large groups make multiple groups of New Educators and Instructional Coaches.)
3. The teams will then discuss what they would do if the student exhibited each behavior on the brainstorm list. (You may want to time this section.)
4. Finally, let the New Educators share first and then the Instructional Coaches share their responses.
5. Debrief: How were the responses of the New Educators and the Instructional Coaches alike? How were they different? How do these types of discussions help New Educators? How do these discussions help Instructional Coaches?

Warning: On rare occasions ICs get carried away trying to impress the NEs with how tough they are, so prior to the meeting encourage ICs to recommend consequences they really use.

Source: Doug Miller

The Leadership Imperative - Coaching

NESS School Liaisons are coach of coaches. How does a Liaison transfer this statement to action?

• Ask questions and don’t give the answers.
• Focus on what great performance is, what it looks like and feels like.
• Focus on what great performance is from the Instructional Coach’s point of view.
• Raise expectations and look to where they can be.
• Clarify the linkage between the current assignment and personal long-term goals.
• Focus on self-determination of how performance will be measured.
• Identify the skills that need to be learned or strengthened.
• Identify the work and learning experiences that need to occur to achieve the goals.
• Focus on developing the person, not the scoreboard.
• Get good coaching yourself so you know what it feels like.

The Effective Coaching Context
Your role as coach of coaches is to create a structure within which the Instructional Coach can focus his or her energy. The experience is person-centered and appropriate to the person being 'coached.' The guidance and ‘interventions’ of the Liaison respond to the developmental level of the Instructional Coach. Focus on what great performance would look and feel like, including your coaching.

Consider:
Liaisons may wish to consider using the Continuous Improvement Plan for increasing the effectiveness of their Instructional Coaches. The Continuous Improvement Cycle includes:

1. Identifying the desired state, what great performance looks and feels like.
2. Selecting appropriate assessment tools
3. Ascertaining the ICs current reality
4. Setting a goal
5. Selecting an intervention
6. Measuring the impact of the intervention
7. Deciding on next steps.

Source: Rick Sidorowicz

Classroom Management: Principals Help Teachers Develop Essential Skills

Almost everybody agrees that strong classroom management skills are essential for successful teaching, but many teacher education programs don't provide courses to help future teachers develop those skills. So what is a principal to do with a new teacher who has great potential but needs help with classroom management?

Reflection is key. “Teachers need to be more introspective about their teaching style -- what works, what doesn't, and what needs to be tweaked,” said Laurence Anderson. Principal Mary L. Russo agreed. Teachers need to hold a mirror up to their practice in three areas -- classroom organization, lesson preparation, and classroom routines. Russo offered the following questions a principal might ask after a tour of a teacher’s classroom:

Classroom organization. Is the setup of the room easy to manage? Are materials easily accessible? Are desk arrangements and seating plan conducive to strong classroom management? Are areas set aside for group and individual work creating problems?

Lesson preparation. Are all materials required for the lesson ready for use? Do the students understand the learning objectives? Does the lesson include a plan for students who finish the assigned work early? Has the teacher thought about how she/he will transition students from one activity to the next?

Classroom routines. Are there clear expectations for student behavior posted and visible to all students? Has the teacher explicitly taught students routines, such as how to sit on the rug, when to transition to a center, how to ask questions?

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NEA-UAW/Saturn Award

In collaboration with the Broward Teachers Union, the School Board of Broward County, the nation’s sixth largest school district, received national recognition for its New Educator Support System (NESS) a site-based induction program that provides new educators support and services that retain new educators at a much higher rate than the state average. Although it is voluntary, virtually 100 percent of all new educators choose to participate. NESS includes a jointly-sponsored and funded New Teacher Orientation; a five-day New Teacher Academy; intense site-based coaching and mentoring support; and ongoing staff development opportunities.

HRD wishes to thank all the Principals, NESS School Liaisons, and Instructional Coaches for their efforts in making NESS a nationally recognized success.
(Left to right are: UAW Region 8 representative Ray Curry, NEA President Reg Weaver, HRD Director of Teacher Development Linda Whitehead, Pat Santeramo and Manager Regional Sales & Marketing, Saturn Southeast Region Jim Craner)

Brainwriting

Brainwriting is a process where all ideas are recorded by the individual who thought of them. They are then passed on to the next person who uses them as a trigger for their own ideas. Teachers in Broward County, Florida utilize this process to organize the role and responsibilities of an Instructional Coach.

Brainwriting Video

Keys to Good Classroom Management

What’s in it for me as a teacher? The suggestions are proven methods for creating a safe and effective learning environment. Implementing these tips can increase positive on-task behaviors by the students leading to greater learning gains for all of your students. Sweat the small stuff and you and your students will benefit.

• Avoid unnecessary congestion in group work areas, classroom entrance and exit, pencil sharpener, trash can, lavatory, sink and water fountain, bookshelves, storage and supply stations, special displays, teacher’s desk, and computer stations.
• Always have a clear view of students.
• Verify that all students can see instructional displays.
• Place learning areas so students can move from one to another with little or no disruption.
• Place storage space and necessary materials so they are easily accessible.

Tips for Arranging Furniture:

• Make sure all students can see you, the chalkboard(s) and other instructional displays.
• Consider potential distractions: windows, doors, etc.
• Leave walking space around students' desks.
• Position yourself so you can see all students at all times.
• Avoid placing learning centers and work areas in "blind corners."
• Seat students who need extra help near you.
• Arrange students' desks in rows facing instructional areas until you've learned their names, work habits and personal traits.

Tips for Storage Place:

• Place instructional materials where they are easily accessible to instructional areas.
• If you must use tables or desks with inadequate storage, consider storing student materials in "tote trays" where they will be easily accessible but out of the way.
• Provide adequate, conveniently located space for students’ belongings.
• Provide easily accessible bookcase shelves for everyday books and materials not kept in students' desks.
• Keep long-term, seldom used or special-occasion items in a location outside of the classroom.

Other Things to Consider:

• Choose a particular spot, easily seen by all students, for posting daily assignments (weekly, if possible).
• Display rules, procedures, assigned duties, a calendar, schedule, student-work and extra-credit activities on walls and bulletin boards.
• Check all electrical equipment to be sure it works and practice with the equipment before using it in class.
• Have a sturdy extension cord available if an electrical outlet is not within easy reach.

Classroom Procedures:

• Procedures tell students how to perform routine instructional and housekeeping tasks.
• Routines and procedures allow classrooms to function smoothly.
• Self-management procedures build student autonomy and reduce the need for your constant attention.
• Clear procedures manage smooth transitions and minimize downtime.

First Day Procedures:

1. Students find their seat (Use 3x5 card to place number on each desk, greet students at the door and direct them to look at the class list posted in the front of the room, check the number by their name, and then find their seat).
2. Students store their belongings in designated area.
3. Students complete the activity following the directions on the front chalkboard.

Systematically Teach Procedures:

• Present procedures in a clear and orderly manner as the need arises.
• Model expected behavior for your students.
• Provide students with opportunities to practice.
• Review and re-teach procedures as necessary.
• Reinforce the procedure and provide feedback.
• Apply positive and negative consequences consistently.
• After three weeks, only reminders should be needed.
• Teach procedures as part of the instructional activity.
• Examples: Demonstrate how to head their papers the first time a paper is assigned, explain clearly how to write down an assignments, note where and when assignments are posted.
• Review procedures over several weeks until they become routines.

Source: http://www.aft.org/teachers/jft/management.htm

First Steps in Mentoring

Mentoring new teachers is very demanding at the beginning of the year, because the students are coming August 14th and the New Educator must be prepared to carry out all the duties that a veteran teacher routinely performs. The following are some possible talking points for those first meetings with the New Educator during preplanning:
• Build personal connections by asking questions like “Where did you attend college?”, “Where are you from?”, and “What’s your sign?” just kidding but you get the idea. You are the New Educator’s big brother or big sister.

• Explain your role as an Instructional Coach – friend, observer, provider of feedback, information resource, advocate, etc.

• Discuss the characteristics of an ideal teacher and write them down. (This will reduce possible conflict later, if you both share the same vision of effective teaching).

• Help the New Educator prepare his/her classroom or if she/he are roving prepare their cart.

• Encourage the New Educator to have written procedures for the following:

1. Students entering the room
2. Starting the period or the day
3. Ending the period or the day
4. Getting students attention
5. Restroom, water breaks, and hall passes
6. Assigning seating
7. Distributing and collecting materials

• Develop classroom rules
• Encourage the New Educator to have at least two weeks of lesson plans based on your school’s instructional focus calendar.

Warning: Encourage New Educators to focus on classroom procedures. During the first week of school many new teachers will feel they are falling behind with academics but effective teachers know if you don’t develop effective procedures in the beginning, you lose a considerable amount of academic time later handling behavioral problems.

Source: Dr. Doug Miller

Teacher Mentoring as Professional Development

What’s in it for the Instructional Coach?

Since the early 1980’s teacher mentoring programs have dramatically increased as a vehicle to support and retain new teachers. As a result researchers have come to recognize that mentors also derive substantial benefits from the mentoring experience. Instructional Coach benefits include:

Professional competency: As mentor teachers assist their protégées in improving their teaching, they also improve their own professional competency.
Reflective Practice: Mentors report that mentoring has forced them to be reflective about their own beliefs about teaching, students, learning, and teaching as a career.
Renewal: A number of researchers have reported that mentors experience professional renewal, are re-energized, and often strengthen their commitment to the teaching profession.
Collaboration: Mentors report that continued contact with mentees provides some of their richest collegial interactions.

Contributions to Teacher Leadership. Mentor training and experiences can build mentors' capacity for leadership through structured professional development including training and experience in classroom observation and coaching skills.

Source: www.principals.org ERIC Digest (ED460125), Nov 2001, Leslie Huling, Virginia Resta

A Life-Cycle Model for Career Teachers

It’s a new year and your students’ success depends on the quality of your teachers. Teachers make the difference for students, and teachers need support for their continued growth and satisfaction in their profession. If we expect excellence, we must support it. The Life Cycle of the Career Teacher model is based on the premise that, given the appropriate learning environment, teachers will continue to grow and develop throughout their professional lifetime.

The model identifies four distinct phases of development:

• The apprentice phase begins with the orientation period and extends into the second or third year of teaching. The teacher is the primary learner in the classroom.
• The professional phase emerges as teachers grow in their self-confidence as educators. Student feedback plays a critical role in this process.
• The expert phase symbolizes achievement of the high standards. Even if these teachers do not formally seek it, they meet the expectations required for national certification.
• The distinguished phase is reserved for teachers truly gifted in their field. They exceed current expectations for what teachers are expected to know and do. Distinguished teachers impact education-related decisions at district, state, and national levels.

The critical factor that enables teachers to propel themselves through the career life-cycle is the opportunity to reflect on professional practice colleagues. Reflective practices like Peer coaching, collaborating, study teams and learning communities are especially helpful to teachers. The primary benefit of reflective practice is a deeper understanding of one's teaching style and, ultimately, greater competence as a teacher.

If the opportunity for reflecting on one’s practices is missing, teachers are likely to begin to withdraw. Withdrawal is a form of disengagement. Without help, an educator who begins the downward slide can become a detriment to students, schools, and the profession.

The Life Cycle of the Career Teacher model challenges the administrators to take action. It addresses teacher needs at different phases along the continuum of practice. Administrators can implement systems of professional development to assist teachers, regardless of career stage. The life cycle model can help put change into motion for teachers and their students. Administrators can advocate the need to link professional development with a structured career ladder.

Source: Kappa Delta Pi Record, Fall 2001, Betty E. Steffy and Michael P. Wolfe