Enrichment from a New Educator

The most rewarding aspect of my New Educator Support System experience has been the enrichment I received from my New Educator, Mr. Jayamon Jacob. He has an amazing way of showing the students graphically how algebraic formulas can be practiced. As a math-a-phobic, I am especially impressed by the logical mini-steps he uses to teach a process. Every time I observe him in action, I learn a new math concept!

Charisse, Whiddon-Rogers Education Center

I Can Make a Difference

There were many rewarding experiences throughout this year. However, my most rewarding would be seeing the new educators’ progress. Starting from scratch and watching them attain the skills, strategies, and management necessary for survival as an educator. Being there for them to answer any questions, model for them and guide them has been unbelievable. In addition, knowing that I can make a difference in their first year is an amazing feeling.

Vanessa, Lake Forest Elementary

Collegiality and Sharing

My most rewarding experience as a NESS Liaison has been the ability to provide a monthly special time of collegiality and sharing of knowledge with our NESS ICs and NEs. I believe that making these "learning communities" a priority has provided support and inspiration to, our NEs, our ICs and me as well.
Lorilee, Stirling Elementary

Relief on a Teachers Face

My most rewarding experience this year as school liaison is the look of relief on a teacher's face who may or may not be a first year teacher, but new to the school, when they see that someone is there to help them, to answer any questions, and to guide them where guidance may be needed. It is a lot of work, but it is also rewarding to see these individuals stop relying on me so much and be successful on their own, finding supportive people around them. That makes me feel like I've done my job in guiding them to the right places, but not doing the work for them!
Jodi, Bair Middle

Aligning Learning Communities with Real Work

With new guidelines for learning communities, one way to meet criteria is to have a "follow-up" time at each monthly meeting to chat about how suggestions from the prior meeting were implemented in the NE's classroom. Also, coaches can keep an informal log and follow up as well with how new ideas are being implemented in the NE's room. This also helps with aligning learning communities with the teacher real work in the classroom and it helps with accountability, encouraging regular on-going contact between coaches and new educators.

Source: Laura, Blanche Foreman Elementary

Mastery Learning

The idea of mastery learning amounts to a radical shift in responsibility for teachers; the blame for a student's failure rests with the instruction, not a lack of ability on the part of the student. In a mastery-learning environment, the challenge becomes providing enough time and employing the correct instructional strategies so that all students can meet or exceed standards. (Levine, 1985; Bloom, 1981)

Support Binder

To help the new educator in day-to-day activities, we have created an 8 x 5 spiral notebook for each new teacher that contains:
1) HELP-- who to call for assistance from discipline in the classroom to the location of erase markers
2) WHERE IS IT- locations of all the restrooms, classrooms, offices, gym, lunch room etc.
3)WHAT FORM- how to fill out the basic forms
4) GENERAL CLASS RULES THAT WORK
5) PROCEDURESWHEN YOU (the teacher) ARE ABSENT
6) LIAISON AND INSTRUCTIONAL COACH names, extension numbers, planning time, home phone number etc.

Source: Kate, Seagull School

Support Meetings

Start each Support Meeting with a few minutes for people to share "success stories". It will get the group talking and provide a positive start to the meeting. Try it - it works.

Source: Jim, Park Lakes Elementary

Adding Value, Increase the School Day?

American teachers work more hours with their students than do teachers in any other developed country. That would be 1,139 hours a year in elementary schools and a few hours less in secondary, according to a recent survey. The average number of student contact hours in other advanced nations was 803 in elementary, less in secondary.
Japan, notably, was at the bottom with 617 hours in elementary, 513 in "lower secondary," and 449 in "upper secondary." Japanese teachers spend time outside their classes collaborating to develop and improve their lessons. This may explain why Japanese students consistently score at or near the top in international competitions.
If the school day is extended school districts, rather than extending student contact time, may benefit more if teachers plan together and demonstrate their lesson to their peers before presenting the lesson to their students.

Recruiting Instructional Coaches

A report in the Journal of Staff Development (Fall 2002) showed experienced teachers benefited in a number of ways from serving as coaches: through greater appreciation for reflective practice, a greater capacity for leadership, a new perspective on their own practice, and a renewed commitment to teaching.

Coaches offered testimony of the positive effects on their own practices: “I have had to re-examine my teaching practices,” said one. “I have found the remarkable enthusiasm of beginning teachers to be contagious.” One teacher spoke of the choice between being negative and a complainer . . . or being solution-oriented. What are your site’s criteria for selecting Instructional Coaches.
Source: Randall, Broward County Public Schools

SITE-BASED INDUCTION/STAFF DEVELOPMENT

The most willing and able teachers should be trained first, because they can help sell and support the training to the rest of the faculty. The decision to train the most needy teachers first reduces faculty buy-in because it stigmatizes training as remedial. Rather than mandating that teachers participate, it is more effective to create a atmosphere of success with strong teachers who volunteer.

One of the hardest things for an administrator to do is permit a program to gain strength gradually as people discover its value. There is not training that will fix a faculty in one year. Professional development is a career-long process and administrators need to develop systems that support the continual growth of everyone on their faculty.

Interviewing A Teacher

A teacher new to your school should find no surprises. Be honest in the first interview describe the student population, its challenges, and your expectations of the teachers. Every school has its own culture and the primary goal for interviewing candidates is to find teachers that complement that culture. A suggestion explain to the new teacher that although you are hiring them to teach a specific grade or subject that they work for the school and are expected to help every student be successful not just the students in their classroom. Finally, what are you looking for in your first interview?

Knowledge

• Student centered
• State Standards
• Multiple instructional techniques
• Strong subject matter knowledge

Skills

• Effective classroom management
• Communicate learning processes
• Proficient technologically
• Treats students with respect

Attitude

• Likes kids
• Positive
• Flexible

Aspiration

• Reflective thinker
• Desire to continue to learn and improve
• Comfortable with risks

Behavior

• Can work with others
• Communicates high expectations
• Accepts constructive criticism

The Good Teacher

305 Broward County Elementary School students were ask to list five characteristics of a “Good Teacher”. The students identified 48 attributes, behaviors, and attitudes they like to see a teacher demonstrate. The chart represents the top 8 characteristics that the students identified most often in their responses. The percentages are a comparison of the 8 characteristics identified by the students. The survey results are not scientific but could be used by your faculty for developing a common language and understanding of “Good Teaching” and what it means to your staff and the students at their school.

The following is an agenda you could use for a faculty or a department/grade level meeting.

1. Ask the group to brainstorm, What are the characteristics of an “Effective Teacher”?
2. Next, share what the State and District have identified as the characteristics of an “Effective Teacher” and the responses by the students above or your own students.
3. Then have the group reexamine their list and discuss any possible additions or revisions.
4. Finally, have the group identify the top five characteristics of an “Effective Teacher”.
5. A possible follow-up could be using future meetings to discuss those characteristics and what they look like in real practice.