I remember an Area Director telling me that “if it’s planned well, it will go well”. She is right! Regardless if the situation is in your professional or personal life, planning is the key to success. My world maintains several planning modes. I use a palm pilot for my calendar which accounts for every appointment and task to keep me on track. Creating “to do” lists is a favorite activity and I seem to get much pleasure in checking an item as complete. When watching TV, I seem to view those shows that involve some sort of planning – either for a wedding, house project, or cooking a meal in 30 minutes. I recognize that I perform as a concrete sequential worker. Planning is a part of my life, and find it ironic that the following saying is posted next to my desk: “Nothing makes a person more productive than the last minute.” Either way, “if it’s planned well, it will go well.”
Source: Linda S. Whitehead
Director, Teacher Development/HRD
Monday, April 09, 2007
What Keeps New Teachers in the Swim?
Problem: Critical teacher shortage due to cost of living in Broward, high turnover and the waves of retirement.
Fact: New teachers commit to teaching when they feel supported and valued.
What can leaders and educators do to retain new teachers?
1. Grant new teachers novice status in order to provide extra support during their first years in the classroom and encouragement for continuous improvement.
2. Create a supportive professional culture (e.g. provide time for structured and expected interaction among new and veteran teachers).
3. Provide curricular guidance and resources (e.g. comprehensive curriculum materials as well as suggestions and guidelines for several different approaches).
4. Create school-wide conditions that support student learning (e.g. principals, teachers, and parents share responsibility for student learning and communicate their vision consistently to students).
More examples of teacher benefits are located at CAB > Instructional Resources >Induction > Admin
Source: What Keeps Teachers in the Swim,
Sarah Birkeland and Susan Moore Johnson (JSD Fall 2002). Submitted by Amy Tsukuda, NESS Program Facilitator
Fact: New teachers commit to teaching when they feel supported and valued.
What can leaders and educators do to retain new teachers?
1. Grant new teachers novice status in order to provide extra support during their first years in the classroom and encouragement for continuous improvement.
2. Create a supportive professional culture (e.g. provide time for structured and expected interaction among new and veteran teachers).
3. Provide curricular guidance and resources (e.g. comprehensive curriculum materials as well as suggestions and guidelines for several different approaches).
4. Create school-wide conditions that support student learning (e.g. principals, teachers, and parents share responsibility for student learning and communicate their vision consistently to students).
More examples of teacher benefits are located at CAB > Instructional Resources >Induction > Admin
Source: What Keeps Teachers in the Swim,
Sarah Birkeland and Susan Moore Johnson (JSD Fall 2002). Submitted by Amy Tsukuda, NESS Program Facilitator
Planning your 2007-2008 Site-Based Induction System
Phil Schlecty (2005) defines Induction System as all social processes associated with ensuring that members are aware of and embrace the norms and values of the group or organization and that they possess the skills, attitudes and habits of mind necessary to fulfill the roles they are assigned to in the group or organization. Many districts provide mentors, however; mentors and induction are not synonymous; the terms are often misused (Wong 2002). According to the Southern Regional Board, teachers are twice as likely to remain in the classroom after the first year if they receive formal mentoring support, professional development, assessments, and interaction with veteran teachers.
As School Liaisons begin to plan their site-based Induction Programs for new teachers, the Goals of an Induction System should be taken into consideration.
Submitted by: Dr. Sheila Lewis, NESS Program Facilitator
As School Liaisons begin to plan their site-based Induction Programs for new teachers, the Goals of an Induction System should be taken into consideration.
Submitted by: Dr. Sheila Lewis, NESS Program Facilitator
The Components of an Effective Induction System
An effective school Induction System incorporates five components:
Orientation: Procedures to ensure district and school expectations are communicated to all stakeholders. The process should familiarize new members to the personnel, facilities, procedures and policies, instructional practices, and student demographics.
Site Support Selection: The process of selecting Support Staff who have effectively demonstrated skills in leadership, instructional delivery, curriculum, assessment, communication, organization, mentoring, and are committed to the schools vision. The pairing of a beginning teacher with a veteran teacher (instructional coach) is a hallmark of most teacher induction programs. Clarification of veteran teachers’ responsibilities is important.
Collaboration/Support: A system that provides appropriate time, expertise and resources to address the needs of all stakeholders. Administrators can provide release time for the new educators to work with instructional coaches (mentors) to analyze student work, attend staff development or to observe other teachers for a specific purpose.
Assessment/Accountability: A collaborative process that requires stakeholders to continually improve by collecting and analyzing data, implementing changes, and re-evaluating changes to ensure effectiveness.
Realistic Expectations for Novice Teachers: Can Induction programs really make a difference? You bet! And, although it takes time for practitioners to learn their craft, effective Induction programs can accelerate beginning teacher growth when the focus is on improving practice.
Submitted by: Dr. Sheila Lewis, NESS Program Facilitator
Orientation: Procedures to ensure district and school expectations are communicated to all stakeholders. The process should familiarize new members to the personnel, facilities, procedures and policies, instructional practices, and student demographics.
Site Support Selection: The process of selecting Support Staff who have effectively demonstrated skills in leadership, instructional delivery, curriculum, assessment, communication, organization, mentoring, and are committed to the schools vision. The pairing of a beginning teacher with a veteran teacher (instructional coach) is a hallmark of most teacher induction programs. Clarification of veteran teachers’ responsibilities is important.
Collaboration/Support: A system that provides appropriate time, expertise and resources to address the needs of all stakeholders. Administrators can provide release time for the new educators to work with instructional coaches (mentors) to analyze student work, attend staff development or to observe other teachers for a specific purpose.
Assessment/Accountability: A collaborative process that requires stakeholders to continually improve by collecting and analyzing data, implementing changes, and re-evaluating changes to ensure effectiveness.
Realistic Expectations for Novice Teachers: Can Induction programs really make a difference? You bet! And, although it takes time for practitioners to learn their craft, effective Induction programs can accelerate beginning teacher growth when the focus is on improving practice.
Submitted by: Dr. Sheila Lewis, NESS Program Facilitator
Reflections of a First-Year teacher on Collaboration
At the K-12 online conference, in their presentation titled “Toward a System of Online Curriculum-Sharing”, Rob Lucas and Kevin Driscoll discuss and show many examples of websites that allow teachers to share lesson plans and curriculum. As a young teacher, I have explored these websites on my own and these resources are important. However, it is much more important to me to have live collaboration, meaning my colleagues. I take time during my lunch or my conference period to talk to others about my teaching and curriculum. Here are my thoughts about what even 30 extra minutes could mean with my colleagues…
1. A stronger sense of self within the identity of the school. I would be able to feel out where I stand as far as discipline, curriculum, and presentation.
2. ALL students would more likely have a strong grasp of each department and their policies. For instance, maybe if the mathematics department used the same homework policy in each class, it would benefit the entire school because all students would know what to expect.
3. I would get to know my colleagues even more, including their positives and negatives. I would be able to bounce ideas off all of them to get feedback from people with different opinions.
Source: http://mrhiggins.net Submitted by Randall Deich, NESS Program Facilitator
1. A stronger sense of self within the identity of the school. I would be able to feel out where I stand as far as discipline, curriculum, and presentation.
2. ALL students would more likely have a strong grasp of each department and their policies. For instance, maybe if the mathematics department used the same homework policy in each class, it would benefit the entire school because all students would know what to expect.
3. I would get to know my colleagues even more, including their positives and negatives. I would be able to bounce ideas off all of them to get feedback from people with different opinions.
Source: http://mrhiggins.net Submitted by Randall Deich, NESS Program Facilitator
Voice of the New Educators
Thirty New Educators were interviewed. The questions and the New Educators’ unedited responses are listed below.How would you change the NESS program?
• More information about subject area.
• More frequency in visits.
• More observation and even classroom demonstration of instruction from Instructional Coach (IC).
• Support from others throughout the entire program
• I would not include after-school meetings. I would have more people who are familiar with our student population.
• Change meeting time to before school. Be consistent.
What advice would you give to a new teacher?
• Stay prayed up!
• Be organized.
• Be extremely organized and well prepared. Never procrastinate about anything.
• Trust yourself and be consistent!
• To ask questions and reflect on information needed. Think through situation first. Follow advice of other educators.
• Use all available resources.
• Get an experienced teacher (not your NESS Coach) to be your guide and lean on her.
• Be yourself! Be confident! Be a teacher!
• Hang in there!
• One Day at a time.
• Teachers are not superheroes – don’t go on overload.
• Always believe in your students.
• Get classroom management in order & take CHAMPs I and II.
• Be patient, observant, flexible, real and just enjoy the ride.
• You must have good classroom management skills.
Reflection: Did our site meet the needs of all our New Educators? What can our site do to improve the support we already provide our New Educators? Are there other questions we could ask our New Educators that would help us determine the effectiveness of our program?
Source: Randall Deich, NESS Program Facilitator
Planning for Next Year
Now is the time to get your ideas, written plan, files, notes, etc., to plan for your site’s Induction plan for the 2007-2008 school year. Think about what worked, what did not work this year, and what will we do next year? After Spring break plan a meeting with your Induction Team or who you wish were on your Induction Team. Determine how many new educators will be needed next year, what areas, who will be their instructional coach, where will they be scheduled, (subject, grade level, team, room, etc) and determine the interview questions.Source: Kathleen Chapman, NESS Program Facilitator
Bringing in the New Educators Early is a Valuable Asset
Allowing the New Educators an early start is very beneficial in easing the transition into the school as well as learning the "culture of the school". This process of one-on-one eases the stress level as well. At this time, as the NESS Liaison, I have the unique responsibility of getting the "New Educators" acclimated to their roles as new teachers, informing them about classroom rules, procedures, lesson plans, etc.
Bringing the new teachers in early (before pre-planning) has been a big plus. Prior to Pre-planning, the new educators take a tour of the school, get keys to their classroom, receive laptops and have an opportunity to prepare their classrooms. During the 2-Day workshop, the APs share information about a teacher’s roles and responsibilities, support staff, shares their roles and responsibilities with the new teachers and the principal share his/her vision of success for the school year. This really helps to ease and minimize the stress level on the new educators in preparation for their school year.
Email your NESS Program Facilitator for assistance in developing an effective pre-preplanning orientation for new hires.
Source: Ms. Charlie M. Eruchalu, NESS Liaison/New Teacher Support, Lauderhill Middle School
Bringing the new teachers in early (before pre-planning) has been a big plus. Prior to Pre-planning, the new educators take a tour of the school, get keys to their classroom, receive laptops and have an opportunity to prepare their classrooms. During the 2-Day workshop, the APs share information about a teacher’s roles and responsibilities, support staff, shares their roles and responsibilities with the new teachers and the principal share his/her vision of success for the school year. This really helps to ease and minimize the stress level on the new educators in preparation for their school year.
Email your NESS Program Facilitator for assistance in developing an effective pre-preplanning orientation for new hires.
Source: Ms. Charlie M. Eruchalu, NESS Liaison/New Teacher Support, Lauderhill Middle School
Peer Observations: The Fabric of School Cultures
Peer observation is coming into its own. One of the primary reasons is the increase in the number of induction and mentoring programs that require, or at least recommend, peer observations as a format for mentoring interactions. Another reason for the wide spread use of this professional development approach is that many colleges and universities include classroom visitations in their teacher preparation programs and require pre-service teachers to both observe and be observed with more focus and frequency. A third reason is that we are re-defining peer observation to better match the realities of the work life of teachers. Finally, the Gen Xers and Millenials, who have grown up receiving information and instant feedback through technology, want and expect instant feedback at work. Two or three observations a year culminating in a formal appraisal in the spring is not their idea of instant feedback. In fact, most young teachers are more than eager to not only be observed but to be given the opportunity to observe other teachers in their practice.
Source: Paula Rutherford, Contributed by Kathleen Chapman, NESS Program Facilitator
Source: Paula Rutherford, Contributed by Kathleen Chapman, NESS Program Facilitator
Google Docs & Collaboration
Collaboration is now available without meeting!With transition of support members each year and teacher turnover, site-based support has the potential to always start at “Ground Zero”- always reinventing the work. Google Docs & Spreadsheets has the capacity to assist support teams to move from reactive to proactive by providing a way to collaborate with peers on written documents without the barriers of scheduling meeting times for every stage in the collaborative process.
A school that collaborates on being plan-centered can have:
*written criteria for the selection of the support staff
*specific responsibilities of each support team member
*developed a written list of expectations for every staff member
*scheduled time, opportunity, and resources to support staff members
*developed written induction protocols
Google Docs can be used to collaborate on a document online in real time without the need to download additional software or pay for a license fee. The Google Docs interface is similar to Word and supports tables, images, and the ability to revert to older versions.
If you have a Google Account, you are ready to begin. At Google.com select MORE (found above the search window) and then select EVEN MORE. In the Communicate, Show, and Share section click on the Docs & Spreadsheets.
By utilizing Google Docs & Spreadsheets as a collaboration tool, what possibilities exist with your support team that was not available before?
A tour of the service is available at the following address: http://www.google.com/google-d-s/tour1.html
User information can be found at the following address:
http://docs.google.com/support/?hl=en_US
Source: Randall Deich, NESS Program Facilitator
Designing Lessons based on the Sunshine State Standards
The goal of the standards movement is to improve the learning opportunities for all students. In today’s standards-driven system, student learning is the measure of success. The following is a three-step process for designing standards-based lessons.
Step 1. Identify the Standard – Standards are developed by the state of Florida and are intended to identify what all students need to know and be able to do. When designing a lesson write specific, measurable objectives that focus on the standard. Construct the lesson around verbs that describe the actions students must perform to demonstrate mastery of the standard.
An example of a Florida Sunshine State Standard is
SS.D.2.4.1 understand how wages and prices are determined in market, command traditional-based, an mixed economic systems and how economic systems can be evaluated by their ability to achieve broad social goals such as freedom, efficiency, equity, security, and growth.
The following are two student objectives related to the standard: Students will:
a. List five factors that influence an individual’s income
b. Write an essay comparing any two of the three economic systems
Note: Although these objectives were designed to focus on standard SS.D.2.4.1, the objectives also address other standards, for example LA.A.2.4.4/LA.A.2.4.6 synthesis, inference and conclusion/gathering, analyzing, and evaluation information.
Step 2. Select or create an assessment – Students need to know up front how their performance will be measured. It is recommended that only two or three questions be asked for each objective. This will avoid the creation of trick questions, and it will help students develop confidence in their study and test taking skills because the assessment addresses the objectives.
Step 3. Select or create instructional strategies – Selected learning activities should directly address the objectives identified in step one. The following are some of the issues that should be considered when developing leaning activities:
a. Learning styles and readiness levels of your students
b. Logical sequencing
c. Depth vs. Breath
d. Learning vs. Teaching
e. Student as worker vs. Teacher as worker
Important note: When creating a lesson plan always complete the steps in sequence. This creates continuity, consistency, and a strong connection between the Standards, objectives, the assessment, and the learning activities.
Source: Dr. Doug Miller, NESS Program Facilitator
Step 1. Identify the Standard – Standards are developed by the state of Florida and are intended to identify what all students need to know and be able to do. When designing a lesson write specific, measurable objectives that focus on the standard. Construct the lesson around verbs that describe the actions students must perform to demonstrate mastery of the standard.
An example of a Florida Sunshine State Standard is
SS.D.2.4.1 understand how wages and prices are determined in market, command traditional-based, an mixed economic systems and how economic systems can be evaluated by their ability to achieve broad social goals such as freedom, efficiency, equity, security, and growth.
The following are two student objectives related to the standard: Students will:
a. List five factors that influence an individual’s income
b. Write an essay comparing any two of the three economic systems
Note: Although these objectives were designed to focus on standard SS.D.2.4.1, the objectives also address other standards, for example LA.A.2.4.4/LA.A.2.4.6 synthesis, inference and conclusion/gathering, analyzing, and evaluation information.
Step 2. Select or create an assessment – Students need to know up front how their performance will be measured. It is recommended that only two or three questions be asked for each objective. This will avoid the creation of trick questions, and it will help students develop confidence in their study and test taking skills because the assessment addresses the objectives.
Step 3. Select or create instructional strategies – Selected learning activities should directly address the objectives identified in step one. The following are some of the issues that should be considered when developing leaning activities:
a. Learning styles and readiness levels of your students
b. Logical sequencing
c. Depth vs. Breath
d. Learning vs. Teaching
e. Student as worker vs. Teacher as worker
Important note: When creating a lesson plan always complete the steps in sequence. This creates continuity, consistency, and a strong connection between the Standards, objectives, the assessment, and the learning activities.
Source: Dr. Doug Miller, NESS Program Facilitator
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