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Survival Orientation for Success

SOS

Gu ide for Mentoring Teachers

Jenn Stokes

Peggy Yelverton

Professional Learning and Development

Survival Orientation for Success ‘SOS’ Guide for Mentoring Teachers

Table of Contents

Dear Mentor Teacher .......................................................................................... 1

Do you know who or what to do? ....................................................................... 2

Helpful Hints for Mentoring New Teachers ......................................................... 5

Procedures Checklist Follow-Up ..........................................................................34

New Teacher Academy .......................................................................................37

Welcome New Teachers to Brevard Public Schools .............................................39

Coaching Kicks! ...................................................................................................40

How can I be a Better Coach or Peer Coach? ......................................................42

SURVEY for Survival Orientation for Success .......................................................46

Dear Mentor Teacher,

In collaboration with Brevard Federation of Teachers and the Office of

Professional Learning and Development, the Survival Orientation for

Success (SOS) opportunity is made possible by a grant from the NEA.

Please use this information in support of working with your new teachers

before they start teaching. The checklist is there for you to go over

information that your new teacher(s) may not know.

The other information is to support you throughout the year, and guide you

on coaching and mentoring your new teachers. Please share and call on

us if you have any questions or concerns.

We hope that the Survival Orientation for Success (SOS) will be a

wonderful opportunity for both the school mentor and the new teachers as

they get a jump start to the new school year.

Jenn Stokes

Peggy Yelverton


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Welcome to the New School Year Do you know who or what to do?

Use your school mentor to help you with many of these tasks. Every school is different, so

ask your mentor who is the “Go To” person for the tasks below. Remember you will have

Jennifer Stokes from the district visiting new teachers, contact her at 321-591-5568 or call

Peggy Yelverton 633-1000 ext 242.

Utilize your secretary, technology assistant, grade level chairperson, mentor or

administration for support. Help is available, however you need to know who that person is

who can support and encourage you. Find that person and fill in the columns below and you

will be set “To GO.” If your school has a different person, change it on this sheet, it is for you

to have the correct person responsible to help you.

Focus Person Responsible Completed Where to sign in? School Secretary, school mentor What are the hours of work?

School secretary, school mentor

What do I wear to work?

School Mentor or team

Where do I get my books from? Curriculum resources?

Administration or literacy coach

Who will tell me what I need to know about Open House?

Grade level, subject lead, chair, literacy coach or mentor

Where do I park each day at school?

Mentor

Who will teach me about Edline/Gradequick?


Procedures and routines for my classroom/school

Grade level or subject lead or chair or mentor

School supply list Grade level or subject lead or chair or mentor Look into how to organize your room with student assistants/secretary


Who answers equipment vs software questions?

Technology Associate in your school

Need Technology Technology Associate Bell schedule Grade level or subject lead or chair or mentor

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Agenda/bell ringer/standards common headings


Attendance/ Crosspoint


A3/Performance Matters- Student Data


ProGOE/ Professional Development


District required assessments

Content lead, literacy coach, mentor or district resource teacher for the content area

Planning a field trip? Who can answer your questions?


Do you need name tents or name tags?


Elementary: How do students get to school and home

Get class list and call parents or talk with office clerk

Students make index cards with phone numbers and important information and correct names for parents

Classroom Teacher and students

Find out procedure for free/reduced lunch status

Office Clerk or person responsible for free/reduced lunch at your school site

Securing a substitute?

1. Check with your school secretary to explain the school’spolicy for obtaining a substitute.

2. SmartFind Expresshttp://www.edline.net/pages/Brevard_County_Schools/Departments/Departments__K-Z/HumanResources/DIV_-_Employment_Services

Contact your secretary for substitute procedures

3

http://www.edline.net/pages/Brevard_County_Schools/Departments/Departments__K-Z/HumanResources/DIV_-_Employment_Services



Substitute plans Grade level or subject lead or chair or mentor 1st week plans Grade level or subject lead or chair or mentor Student Progress reports- interim and report cards

Grade level or subject lead or chair, mentor or technology

How to use copier/paper or clicker policy

Secretary, office clerk, mentor, grade level chairperson

Student Information/ Cum information or Procedures/ IEP/ 504?


Medicine or health issues

Nurse or Guidance Counselor in schools

Student behavior expectations/ discipline Referrals


Duty schedules Grade level, subject lead, chair, literacy coach or mentor Fire drill procedures/ Emergency “codes”


Orientation information


Benefits Sandra Rodriguez 633-1000 ext 216 Help Desk for computer concerns

633-1000 ext 735

Use technology as support

Teaching Channel; Florida Standards, http://www.cpalms.org

Set up your teacher website for classes

Tech integrator, assistant or specialist

Enough furniture/chairs/ desks

Custodian

School Dismissal Procedures


4

Helpful Hints for Mentoring New Teachers

Peggy Yelverton Brevard County Induction Program

[email protected] 321-633-1000 ext 242

321-223-4010

5

mailto:[email protected]

CHECKLIST FOR A NEW SCHOOL YEAR

1. Prior to opening, secure a list of students and write each student a letter (elementary).

2. Call the parents of your students. Introduce yourself and ask if there are any specifics you should know about their child (elementary).

3. During your first year in a new school, find out:

A. the school’s belief about classroom management

B. the roles of the principal, guidance counselor, and teacher in discipline situations

C. where you go to get help

D. what consequences are available

E. how to handle crisis situations

F. procedures for transitions to other parts of the building; i.e. lunch, assemblies, fire drills, recess, bus dismissal…

G. what other responsibilities you have; i.e. hall bulletin boards, detention, bus supervision…

H. about school procedures; i.e. lesson plans, office referrals, special education, parent conferences, grading, mid-marking period reports, report cards…

4. Greet students at the door of your classroom (daily).

5. Welcome students. Introduce yourself.

6. Have each student fill out an information sheet; i.e. name, address, parents, phone number, interests, and what it took for them to be successful in previous classes.

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7. Let each student introduce himself/herself.

8. Project positive expectations for the students’ success.

9. Discuss “Why are we in school?” (So the students can learn and the teachers can teach.)

10. Develop an environment of mutual respect.

A. How do you want me to treat you? How should we treat one another? How should you treat me?

B. Use an “I” chart to clarify principles by which to conduct yourself.

11. Activities:

A. “My Job/Your Job”

B. “This Doesn’t/This Does Work On Me” – This lets the students know what you expect from them.

12. Develop class rules. Assume nothing. Teach everything.

A. Provide for student input.

B. Teach, practice, reteach, evaluate, and provide feedback.

C. Show the reasons for rules. Use an analogy of playing a game or driving a car without rules.

13. Develop a list of logical consequences.

A. Consequences should be related, reasonable, done respectfully, teach responsibility (problem solving), mild, and enforceable.

14. Develop procedures (transitions).

A. Teach, review, and provide feedback.

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15. Know what intervention strategies you are going to use when students misbehave…and they will misbehave and try you.

16. Meet the student’s basic needs.

A. Safety, security, connection, capable, contributing, power and fun.

B. Assign jobs, allow students to develop bulletin boards, and do team building activities.

17. Contact the parents by phone or written note within the first month of school with the rules that were developed and your procedures.

18. Contact the parents throughout the year with positive comments, even for your most challenging student.

19. Have a behavioral objective as well as an academic objective for each lesson. This is the way you teach behavior – while you are teaching your academic subjects.

20. Introduce Class Meetings, a way to provide for students to be heard and solve problems.

21. Be excited about teaching if you want the students to be excited about what you are teaching.

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Coach/Coachee Time Line SummaryCoach Beginning Teacher

(Coachee)

July, August or before school starts

• Meet your new teacher• Begin completing activities• Remind new teacher to

complete and follow up onverification of experienceforms

• Meet with mentor toprepare for the start of asuccessful school year

• Attend New TeacherOrientation (NTO)(held monthly)

• Find out about newteacher trainings andwhen they are offered

First Semester • Discuss Open House• Discuss how to have

Parent Conferences• Observe your new teacher

using data collection toolof choice

• Provide feedback andcoaching

• Go over the PGPdevelopment

• Remind mentee to sign upfor classroom managementtraining, B.E.S.T.

• Ask about Open House• Ask about Parent

Conferences• Complete 1 observation

on “Highly or Effective Teacher”

• Continue to meet withmentor

• Work toward PGP plangoals

• Be observed by coach• Attend Classroom

Management trainings,NTO, NTA, or B.E.S.T.

Second Semester • Observe 2nd time your new

teacher using datacollection tool of choice

• Provide feedback andcoaching

• Go over the PGPimplementation

• Remind mentee to sign upfor classroom managementtraining, B.E.S.T.

• Complete for 2nd time 1 observation on “Highly or Effective Teacher”

• Continue to meet withmentor

• Work toward PGP plangoals

• Be observed by coach• Attend Classroom• Management trainings,

NTO, NTA, or B.E.S.T.

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August/September ACTIVITIES & IDEAS

Meet/welcome new teacher:

____ Welcome new teacher with a telephone call prior to school

____ Have coffee or lunch away from the building

____ Take new teacher on tour of building

____ Introduce new teacher to other staff

____ Attend social gatherings together

____ Provide orientation to the community as needed

____ Be a role model

____ Share lesson plans, newsletters, syllabus

Introduce new teacher to the building:

____ Discuss school norms, culture of school

____ Introduce to other staff

____ Show where to find supplies, materials etc.

____ Review standard operating procedures

____ Explain parking procedure

____ Building & District discipline procedures

____ Clerical procedures - securing materials and supplies

____ Leave requests - authorized, emergency, sick

____ Prepare for a substitute teacher

Calendar Suggestions

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____ Copy procedures

____ AV/Computer locations and checkout/lab use

____ Find out if keys are given out

Beginning of the year checklist:

____ Find out what trainings are available for new teacher,

____ Explain about the ERO,

____ Discuss grading and EdLine

____ Maintain student discipline

____ Manage classroom instruction

____ Obtain supplies

____ Identify school policies, procedures

____ Discuss homework, make-up work policies

____ Remind to complete all paper work for district, insurance, references, etc

____ Explain the induction program and what they need to complete

____ Discuss professional dress

____ Discuss demographics of school

____ Discuss about discussing students or parents with others

Suggested topics for regularly scheduled conferences:

____ Prepare for parent conferences

____ Share one discipline technique that worked

____ Confer regarding Professional Growth Plan

____ Discuss curriculum content, pacing, and sample lesson

____ Other

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Discuss district workshops available to the beginning teacher:

____ Classroom Management, New Teacher Orientation, New Teacher Academy

____ Refer to the current New Teacher Workshops Schedule or on ProGOE2 under Induction

Provide for a lesson observation by the new teacher:

____ Schedule demonstration lesson to be observed

____ Hold a follow-up conference

Maintain informal contact:

____ "Drop in" to touch base

____ Share a funny or interesting event that happened during the day

____ Write an occasional note acknowledging or supporting activities and successes

District Initiatives:

____ Review procedures for any screenings, assessments for students

____ Discuss how to plan for your Open House

____ Discuss what PDD (Professional Development Day) is and what and how to sign up on the ProGOE2

____ Review Edline and Interim information for preparation

Use this checklist to identify procedures you follow in your classroom. Put a check mark in the space to the left of each item for which you do have a set procedure. Place an asterisk next to those items you do not have procedures for but feel you should. Circle items you feel should be taught on the first day of school.

I. Beginning Class

____ Roll call, absentees

____Tardy students

Beginning of the School Year Checklist

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____ Academic warm-ups or getting ready routines

____ Distributing materials

____ Behavior during class opening (elementary)

____ Bell Ringer

____Turning in homework

____ Agenda or objective posted on the board

____ Rules posted

II. Room/School Areas (How do you arrange, set up or have a procedure in place for)

____ Shared materials

____ Teacher’s desk

____ Water fountain, bathroom, pencil sharpener

____ Student storage/lockers

____ Student desks

____ Learning centers, stations

____ Playground

____ Lunchroom

III. Setting up Independent Work

____Define working alone

____ Identify problems

____ Identify resources

____ Identify solutions

____ Scheduling

____ Interim checkpoints

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IV. Instructional Activities

____Teacher/student contacts

____ Student movement in the room

____ Signals for students' attention

____ Signals for teacher's attention

____ Student talk during seat work

____ Activities to do when work is done

____ Student participation

____ Laboratory procedures

____ Student movement in and out of small group

____ Bring materials to group

____ Expected behavior in group

____ Expected behavior of students not in group

V. Ending Class

____ Put away supplies, equipment

____ Clean up

____ Organize materials class

____ Dismiss class

VI. Interruptions

____Rules (3 to 5) Students involved with developing

____ Talk among students

____ Conduct during interruptions or delays

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____ Pass out books, supplies

____ Turn in work

____ Hand back assignments

____ Get back assignments

____ Out-of-seat policies

____ Sharpening pencils

VII. Work Requirements

____ Heading papers

____ Use of pen or pencil

____ Writing on back of paper

____ Neatness, legibility

____ Incomplete work (late slips)

____ Work missed

____ Work due dates

____ Make-up work

____ Supplies

____ Coloring or drawing on paper

____ Use of manuscript or cursive

VIII. Communicating Assignments

____Post assignments

____ Orally giving assignments

____ Provision for absentees

____ Requirements for long term assignments

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____ Returning assignments

____ Homework assignments

____ Edline

IX. Monitoring Student Work

____ In-class oral participation

____ Completion of in-class assignments

____ Completion of homework

____ Completion of stages of long-term assignments

____ Monitor all students

X. Checking Assignments in Class

____Students exchanging papers

____ Marking and grading assignments

____ Turn in assignments

____ Students correcting errors

XI. Grading Procedures

____ Determining report card grades

____ Recording grades

____ Grading stages of long term assignments

____ Extra credit work

____ Keep records of papers/grades/assignments

____ Grade criteria

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____ Contract with students for grades

____ Understand district grading policy (no zeros)

XII. Academic Feedback

____Rewards and incentives

____ Post student work

____ Communicate with parents

____ Students' record of grades

____ Written comments of assignments

XIII. Other Procedures

____ Fire drills

____ Lunch procedures

____ Student helpers

____ Safety procedures

August to October ACTIVITIES & IDEAS


____ Parent conferencing, contacts

____ Report cards/progress reports

____ Classroom management/Discipline

____ Manage instructional tasks, time management

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____ Audio-visual equipment, department

____ Share a discipline technique that worked

____ Student motivation and feedback

____ Confer regarding Professional Development Plan

____ Individual building issues

____ Grade level-departmental activities for the year


____ School assemblies

____ Special school programs

____ Technology assistance

Guide for observation of new teacher in preparation for formal evaluation:

____ Schedule observation with pre- and post-conference time

____ Use district peer coaching if needed

____ Be sure to use positive feedback

(Describe rather than judge- help with reflection)

____ Identify focus for next observation


____ Continue to share events and happenings of the day




____ Review for your Open House

____ Review for your Parent Conferences (Discuss what is needed)

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____ Review what PDD (Professional Development Day) is and what and how to sign up on the ERO

____ Review Edline and Report Card information

____ Review PGP (Professional Growth Plan) planning and implementing procedures

____ Review Rubrics on IPPAS and PGP

____ Discuss Summative Evaluation Conference

____ Refer to current New Teacher Schedule on ERO under Induction

November

ACTIVITIES & IDEAS


____ Parent conferences, communications

____ Provide feedback to students

____ Curriculum resources, materials


____ Arrange for substitute teachers

____ New teacher questions


____ School traditions

____ Discuss mid-term exams




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____ Review for students’ interims

____ Review for IPPAS interim evaluation by administrator

____ Discuss mentor/mentee observation and reflection forms


____ Review PGP (Professional Growth Plan) implementing procedures

____ Review new teacher trainings on ERO


December ACTIVITIES & IDEAS

Suggested topic for regularly scheduled conferences:

____ School traditions, district policies regarding holiday events and activities





____ Other



____ Write an occasional note of encouragement and support



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____ Review for students’ interims

____ Review for IPPAS interim evaluation by administrator/mid-year conferences



____ Review PGP (Professional Growth Plan) implementing procedures

____ Discuss requirements for Art Shows and Science Fairs


JanuaryACTIVITIES & IDEAS


____ School, classroom procedures for ending/beginning the semester

____ Report cards and grading

____ Curriculum resources

____ Promoting positive relationships among students and teachers


____ New teacher questions




____ Incentive grants

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____ Write an occasional note of encouragement or support

Review first terms experiences:

____ Discuss highlights

____ Evaluate growth experiences

Celebrate completion of first term:

____ Plan visible recognition



____ Review for students’ report cards

____ Review for IPPAS final evaluation by administrator



February ACTIVITIES & IDEAS


____ Plan activities for second semester

____ Review and discuss district office staff roles, departments, and support services

____ Share literature, research readings, professional journals


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____ Use of community resources, e.g. guest speakers, field trips




____ Review conferencing with parents






____ Review the district new teacher trainings on ERO




March ACTIVITIES & IDEAS


____ Professional organizations

____ New teacher's concerns or needs



____ School tradition

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New teacher observation of other teachers:

____ Additional opportunity as arranged by mentor






____ Review the district new teacher trainings on ERO




AprilACTIVITIES & IDEAS


____ Career planning and development

____ Testing and evaluation services

____ Begin discussion of bringing the year to a close



____ Discuss curriculum content, pacing in a lesson


____ Other

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____ Review procedures for any screenings, assessments, EOC for students

____ Discuss completing of PGP



____ Discuss end of the year procedures to finish the year, paperwork, closing

out, movement

May

ACTIVITIES & IDEAS


____ Procedures for ending/beginning the year

____ Awards or certificates signed by superintendent/principal

____ Concerns of new teacher

____ Review of year's events


____ Celebration of mentoring


____ Graduation activities

____ Other

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____Continue to share events and happenings of the day



____ Complete screenings, assessments, EOC for students

____ Complete of PGP



____ Complete end of the year procedures to finish the year, paperwork, closing out movement

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DEVELOPING A POSITIVE RELATIONSHIP WITH STUDENTS HELPING KIDS BELONG AND FEEL SIGNIFICANT

Below are suggestions for building a positive relationship with students and helping them to belong and feel significant in your classroom:

1. Greet students at the door with a friendly smile. Make eye contact, give ahandshake or hug, use their name, and mention something about them.

2. Acknowledge their feelings.

3. Give the students jobs.

4. Assign students to decorate the bulletin board.

5. Use the “Language of Encouragement.”

6. Recognize effort.

7. Give lots of positive reinforcement.

8. Use the one sentence, “I noticed…” routine.

9. Send positive notes home.

10. Set aside regular class time to discuss class problems.

11. Give students the opportunity to have a say in decisions that affect them.

12. Listen to their ideas and act on them if possible.

13. Give students choices of tasks that need to be done.

14. Acknowledge the difficulty of the task.

15. Mingle with students prior to or after class.

16. Ask students about their life outside of school.

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17. Recognize birthdays or other events.

18. Write encouraging comments on the students’ papers.

19. Celebrate successes.

20. Remind students of past successes.

21. Let students lead or teach an activity.

22. Have a suggestion box.

23. Develop an environment where mistakes are okay.

24. Understand their culture.

KIDS DON’T CARE HOW MUCH YOU KNOW UNTIL THEY KNOW HOW MUCH YOU CARE.

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FIVE STEPS IN USING ENCOURAGEMENT

1. Look for someone who is doing something well, making an effort, or showing improvement. Be aware of what’s going on. Reinforce significant behavior – not just everybody and everything.

2. Describe what you saw.

A. Use the student’s name. B. Be specific by naming the behavior. C. Be consistent with verbal and non-verbal actions.

3. Tell how you feel. 4. Express expectations.

A. They must be positive. B. In future tense C. Desirable to the person D. Something that they want or can relate to E. Something that’s inspiring, not too high that can be obtainable, not too

specific…and believable

5. Touch them in an appropriate way.

“PEOPLE WHO ARE OUT TO FIND FAULT SELDOM FIND ANYTHING ELSE.”

ENCOURAGEMENT IS THE OXYGEN OF THE SOUL.

WORDS THAT MEAN NOTHING ALONE… NEAT – GOOD – FINE – GREAT

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DIFFERENCE BETWEEN ENCOURAGEMENT AND PRAISE:

PRAISE CAN ONLY BE GIVEN WHEN SOMEONE DOES SOMETHING RIGHT. ENCOURAGEMENT CAN BE GIVEN AT ANY TIME.

THE CHILD WHO NEEDS LOVE THE MOST IS OFTEN THE CHILD WHO IS THE MOST UNLOVABLE.

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PREVENTION

Creating a Cooperative Environment

At the beginning of each school year, one of your first goals should be to create a cooperative environment. Students need to feel a sense of safety and security. William Glasser says you should take at least the first three days to build this environment. Prior to school, there are certain things you can do to help build this environment. In this section, there is a check sheet to help you plan for the beginning of the school year.

Motivation

There are eight things that you can do to help motivate students. In this section you will find dozens of ideas from successful teachers on how to motivate students.

Basic Needs

All students have basic needs. They need to feel like they belong and are significant in the eyes of others. If these needs are not met in a positive way, they will be met in a negative way. Students need to feel like they are capable, connected, contribute, and are empowered. A teacher must have specific strategies to use to meet these needs. What strategies do you have to meet your students’ basic needs?

Encouragement

Behavior is not changed through punishment. If you want to change behavior, you need to reinforce positive behavior. This is done through encouragement. Kids don’t care how much you know until they know how much you care. How do you show you care? How do you use encouragement? This section will help you focus on how to give encouragement.

Effective Instruction

Adapting lessons, varying your teaching style, and using cooperative learning activities are a few of the things we can do to prevent discipline problems and motivate students.

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Rules Rules are not just developed by the teacher and posted. Students must see the need for rules and be involved in their development. Rules can be introduced by discussing with the students the reason they are in school. What should come out of that discussion is the students are there to learn and the teachers to teach. To accomplish this, jobs must be clarified – students’ jobs and teachers’ jobs. The “My Job/Your Job” activity will help clarify responsibility. Next, principles like responsibility, respect, following directions, and active listening are clarified by using an “I” chart. After these activities are done, classroom rules can be developed. Then they must be taught, practiced, processed, feedback given, and retaught. If you really want to see improvement in behavior, you must teach expected behavior the entire year. Each time you have a lesson, you should have a behavioral objective as well as an academic objective. These objectives must be emphasized, processed, and feedback given if you want to make a difference. “This Doesn’t Work On Me!” At the beginning of the year, there are certain things that need to be clarified with the students…things that don’t work with you. Some of these things may be words like, “That s_ _ _s!” “That’s not fair!” “Everyone is doing it.” and “I don’t know.” If these things are discussed and your expectations are clarified, it is less likely that they will occur during the school year. Procedures Procedures are not rules. Procedures tell you how you do an activity. Rules tell you how you behave. Without procedures that are taught and practiced, I guarantee you will be yelling and screaming at students to get them to do what you want. The greatest possible time for misbehavior is after transition. Why? Because when you change activities, the expectation and rules change; therefore, prior to each transition, the expected behavior should be reviewed. This section will help you identify the procedures and transitional procedures and expected behavior for each.

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Giving Directions Giving academic directions is an art. There are certain things you can do to help ensure compliance. Logical Consequences: Behavior Changes from Within – Not from Without Logical consequences – not punishment – allow the students to focus on the behavior and how they can change. You need to know what options you have available when students misbehave. Logical consequences should be related to the misbehavior, reasonable, not excessive, teach responsibility, and done in a respectful way. For consequences to be beneficial, they need to be mild, enforceable, and meaningful to the student. If you don’t have any idea as to the consequences you will use, that is when you get upset, angry, and use ineffective methods which become punishment.

THE TEACHER’S ATTITUDE DETERMINES THE ATMOSPHERE IN THE CLASSROOM

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STARTING CLASS MY PROCEDURE ● Taking attendance● Marking absences● Tardy students● Giving makeup work for absentees● Enrolling new students● Un-enrolling students● Students who have to leave school early● Warm-up activity (that students begin as

soon as they walk into the classroom)

INSTRUCTIONAL TIME MY PROCEDURE ● Student movement within classroom/

centers*● Use of cellphones and headphones● Student movement in and out of classroom● Going to restroom● Getting students’ attention● Students talking during class● What students do when their work is

completed● Working together as group(s)● Handing in papers/homework● Appropriate headings for papers● Bringing/ distributing/ using textbooks &

other materials● Leaving room for special class● Students who don’t have paper and/or

pencils● Signal(s) for getting student attention● Touching other students in classroom● Eating food in classroom● Laboratory procedures N/A ● Students who get sick during class● Using pencil sharpener● Listing assignments/ homework/ due dates● Systematically monitoring student learning

during instruction

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ENDING CLASS MY PROCEDURE ● Putting things away● Dismissing class● Collecting papers and assignments

OTHER MY PROCEDURE ● Lining up for lunch/ recess/ special events● Walking to lunch/ recess/ specials● Putting away coats and backpacks● Cleaning out lockers/ desks● Preparing for fire drills and / or bomb threats● Going to gym for assemblies/ pep rallies● Respecting teacher’s desk and storage

areas● Appropriately handling/ using computers/

equipment

STUDENT ACCOUNTABILITY MY PROCEDURE ● Late work● Missing work● Extra credit● Redoing work and/ or retaking tests● Incomplete work● Neatness● Papers with no names● Using pens, pencils, colored markers● Using computer-generated products● Internet access on computers● Setting and assigning due dates● Writing on back of paper● Makeup work and amount of time for

makeup work● Use of cellphones, headphones, iPods, etc.,

during class● Letting students know assignments missed

during absence● Percentage of grade for major tests,

homework, participation, rubrics, etc.● Explaining your grading policy● Letting new students know your procedures● Having with all students at least once during

week● Exchanging of papers● Using Internet for posting assignments and

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sending them in ● Classroom Expectations/ ConsequencesHOW WILL YOU… MY PROCEDURE ● Determine grades on report cards

(components and weight of thosecomponents)?

● Document and keep up with studentportfolios? Grade 3*

● Grade daily assignments?● Record grades so that assignments and

dates are included?● Have students keep records of their own

grades?● Make sure assignments and grading reflect

progress against standards?● Notify parents when students are not

passing or having other academic problems?● Contact parents if problem arises regarding

student behavior?● Contact parents with positive feedback

about their child?● Keep records and documentation of student

behavior?● Document adherence to IEP?● Return graded papers in a timely manner?● Monitor students who have serious health

issues (peanut allergies, diabetes, epilepsy,etc.)?

● Monitor grades on Edline?*

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NEW TEACHER ACADEMY

TIME MANAGEMENT: KEY TO SUCCESS

1. PAPER ORGANIZING IDEAS

☐ Use colored folders for each subject or class

o Use color paper clips

☐ Make a notebook for each subject taught

o Include district information

o Include test dates, tests and any practice sheets

☐ Use a step file on top of your desk for current projects

☐ Process each piece of paper as you receive it, don’t let it pile up

2. DESK ORGANIZING IDEAS

☐ Find a space where you can spread out your materials

☐ Position yourself so that you can see everyone in the room, do not have your back to anyone

☐ It is worth it to have a comfortable chair in your room

☐ Lighting is important- both artificial and natural light

☐ Keep clutter to a minimum- Use small containers to keep you organized

☐ Keep projects in separate containers

3. COMPUTER ORGANIZING IDEAS

☐ Be kind to your tech person, they can make you or break you!!

☐ Use your program tools to create message rules that will cut down on the spam you receive as wellas direct incoming mail to the appropriate folders

☐ Back everything up on flash drives or servers

☐ Make folders for each topic with titles that explain the information so you are not wasting timelooking for materials

4. EMAIL

☐ Set up folders to move emails after reading

☐ Address each email and move it or delete it

☐ Don’t send emails out when you are frustrated or mad

☐ Don’t check personal emails on work time

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☐ If receiving emails at work that do not pertain to work, either send a friendly email stating please do not send to my email address or simply delete

5. SOCIAL MEDIA

☐ Great information shared however do not participate in Tweeting, Facebook, Insta-Gram at work, gaming, purchasing personal items, contests, blogs

☐ Once you hit post button, even if you delete, it can still be found

☐ Use common sense, if you think it is wrong – don’t post it, play it, etc

☐ Remember that one innocent posting of any type can cause you to lose your job or can causeconsiderable heart ache

☐ Newspaper comments should be thought out before sharing, don’t share with your students

☐ Keep your opinion to yourself when dealing with students

☐ Students are not your friends…DO NOT FRIEND ANY STUDENT ON ANY SOCIAL MEDIA EVER

☐ No TEXTING TO STUDENTS’ PHONES

☐ When in doubt….don’t….

6. ROOM ARRANGEMENT

☐ Make sure your desk isn’t in the traffic pattern

☐ Designate certain areas of the room for items that are consistently used

☐ Use hidden space (behind the door, hanging storage units)

☐ Check out other classrooms to help you with designing yours

☐ Make sure you have a clear traffic pattern so that you can walk around without running into tables,chairs, etc

☐ Store materials that are not used regularly

☐ Set up a poster at the front of the room to display materials and items that parents can send in

7. OTHER HELPFUL HINTS

☐ Identify and eliminate time wasters

o Don’t allow for interruptions (The ones you have control over)

☐ Focus on your job to teach students

☐ Put bell ringers or board work on the computer and project

☐ Give each student a number and collect papers in the numerical order for grading

and collecting

☐ Set up a telephone log, by your phone to log every phone message with date

and comment

☐ Don’t check your email every few minutes, have designated times for responding

☐ Same for the phone calls, periodically check and respond

☐ Design templates to be used

☐ Set up rules and follow, model and practice using them

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WELCOME To Brevard Public Schools

Vision: Brevard Public Schools will serve our community and enhance students’ lives by delivering the highest quality

education in a culture of dedication, collaboration, and learning.

Mission: To Serve Every Student with Excellence as the Standard.

Welcome New Teachers to Brevard Public Schools,

I hope your first few days or weeks have been great and that you are receiving the support to help you learn the culture of your schools. Please read over my information as it will help guide you toward certification. If you have any questions please feel free to contact me and I will be glad to answer any questions or hear your concerns. I will also attach a copy of my trainings.

According to Senate Bill 736, Student Success Act, Race to the Top and the Induction Program, Brevard has a 2 year new hire program for all teachers, no matter if they have experience or not. Therefore, all teachers who have had a break in continuous work with Brevard will be considered a new hire. October 1st is our deadline to consider you a new hire if you were not rehired the year before.

Also if you are new to Brevard and have experience you will still need to go through our induction program which also mirrors our appraisal (IPPAS) requirements for new hires. Your administrators will work with you on meeting the requirements to complete your Professional Education Competency Program (PEC).

New Teachers Induction Program (2 years)

• 2 evaluations & 2 informal observations by administrator (each year for 2 years)• 2 observations each year for by mentor (2 years)• Pre-self-assessment & self-assessment (appraisal) (each for 2 years)• Attendance and completion of professional development (6 hours)• New Teacher observed in a highly effective or highly effective teachers classroom• End of 2nd year Florida Education Accomplished Practices (FEAPs)

and Documentation of Completion checked off by Administrator

Certification All requirements for your professional certificate must be completed by May 1st of the year your temporary certificate expires.

• Website for signing up for tests: www.fl.nesinc.com• Website DOE for application: www.fldoe.org/edcert/apply.asp• Letter of Eligibility from DOE- If you need 12 or more hours of education classes

contact me about Alternative Certification Program (ACP)• General Knowledge (GK) test must be taken and passed by May 1st of the year

hired (Recommend you take it by Jan 1st)• Passing score on the subject area (If haven’t taken already) and professional

education test by May 1sr of temporary certificate expiring• Completion of 2 year induction program• 1 full year of teaching experience

Professional Development Certification Program

(BPS Alternative Certification Program)

• Need education classes to complete requirements for certification (select 1 way)• Contact: 4 year college/university to complete education classes• ABCTE: American Board for Certification of Teacher Excellence contact:

o www.abcte.org or 1-877-669-2228• BPS PDCP-ACP: Brevard Public Schools Alternative Certification Program contact:

o Peggy Yelverton [email protected] ext 242 cell: 321-223-4010

Contact for more information

Office of Professional Learning and Development Peggy Yelverton, District Resource Teacher for Induction and Alternative Certification

Program

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http://www.fl.nesinc.com/

http://www.fldoe.org/edcert/apply.asp

http://www.abcte.org/


Coaching Kicks!Helpful hints for coaching teachers and giving feedback.

1. Plan• Plan what you are going to do.• Effective teachers facilitate teaching as they engage their students.• Ineffective teacher talk at students, but aren’t teaching.

2. Procedures• Write down, model, rehearse and practice again.• Find out what bothers you and it probably is because you do not have a

procedure in place.

3. Consistency• Stick to your plan.• Stick to your rules.• Place agenda, bell ringer, objective,

etc. in the same place every day.• Use seating charts.

4. Questioning• Use high order thinking when asking question.• Have one “Essential Question” for each lesson where students have to

answer by the end of the class period.• Questions should be intentional and about what the teacher wants.

5. Learning Cycle• Jump into the lesson with enthusiasm; hook the students’ attention and

answer “why” we need to know this information. Activate their learning and thinking by making connections to the

outside world.• Talk the students through the lesson by modeling and teaching for short

periods of time. Check for understanding.

Share these tips when coaching and giving feedback on ways to help teachers teach so students learn.

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Use formative assessments. Limit the teacher lectures. Use the 10-2 rule of teaching for 10

minutes and having students reflect or teach one another for 2. Teach, talk, walk through the lesson.

• Walk the students through the learning with guided practice. Practice, Practice, Practice.

• Put the students in the driver’s seat and have the students drive theirlearning through the practice.

Let students show you they understand.

6. Vocabulary• Students need to learn vocabulary and use it intentionally.• Vocabulary needs to be relevant.• Use graphic organizers for visual cues.• Helps students visually categorize new information or review old

information.

7. Movement• Allow for movement.• Students need to be mobile.

8. Summarize• Bring your lesson to a close with summarizing.

Use “gist” statements. Use one sentence summaries. Have students do “WIIFM” “What is in it for me!” to summarize why

the learned information is important and relevant to them.

9. Standards• Use Common Core Standards to plan lessons.• Make lessons that are challenging and exciting.• Differentiate your instruction to meet the needs of your students by the

process, product and/or content.

10. Student-Centered• Plan lessons to be student-centered and student-friendly.• Plan for the whole child and involve all modalities.

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http://pinterest.com/pin/63402307226854480/�

How can I be a Better Coach or Peer Coach?

Coaching Communication Skills #2

Peggy Yelverton

District Induction Resource Teacher

321-633-1000 ext 242

321-223-4010

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We should never underestimate the power of understanding how others view the world and the lens though which they process.

1. Use your listening skills:• Do not interrupt, stop talking and listen.• Concentrate on what is being said.• Do not plan on your response while the other person is still talking, listen to what they

say.• React to the ideas not to the person.• Listen for what is not being said.• Listen to how something is being said.

2. How do you show you are listening:• Have all calls held and cell phones off.• Have related papers and materials where you can access them immediately.• Put away all other papers that might distract you.• Make eye contact.• Nod with affirmation and make minimal encouraging responses like, “I see,” “Hmmm,”

and “Interesting”.• Paraphrase what is said.• Ask clarifying questions.• Avoid communication stoppers like “If I were you. I would have tried…”, “Based on my

experience, I feel that the best thing to do is…” “I told you that wouldn’t work.”• In conference situations, be prepared with notes analyzed, connections to past

experiences clarified, and questions and discussion points ready.

3. How do you show that you want to work collaboratively:• Sit side-by-side rather than on the other side of a table or desk.• Prepare copies of any materials you are going to refer to during the meeting or

conference.• Ask for the other teacher’s opinion.• Try other peoples’ ideas and share the success.• Allow others to share their successes.

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4. How to let others know when the conversation is over: • Digress to personal topics. • Look at your watch occasionally. • Begin to check your calendar. • Stand up and walk toward the door. • If only have a short time to talk, say it up front. • Thank the person for coming and talking with you. • Ask them to try a few of the suggestions and get back with you on how well they work.

5. Use helpful statements:

• How is that working for you? • That is interesting, tell me more. • Let me make sure I understand what you are saying.

6. Do not use this statements:

• Don’t you believe… ? • Wouldn’t you agree…? • Where did you get that idea? • Everyone knows that… . • Everyone ought to… . • People should… . • That will not work… . • The best solution is… .

7. What are some expectations that teachers need to know about:

• What is best for students should be your first thoughts. • Treat children, other teachers, all personnel at school with respect. • Have high expectations for yourself and for your students. • Be willing to take risks in order to become a better teacher. • Keep grounded to the values you have. • Appreciate the wonder of children and their ability to learn. • Share what is important to you with others. • Listen with an open heart to what others have to say. • Value and model professionalism. • Believe that everyone working collaboratively is better than any one of us alone. • Reflect on our practices and their effectiveness. • Respect and value your expertise and that of others. • Model good work ethic… be on time, put your cell phone away, and give attention to

the people you are talking with. • Have open communication with home, parents and community.

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• Attend all meetings on time

8. Strategies to use for coaching:• Use wait time before and after talking with teachers• Give acknowledging responses when addressing teachers: I see, that’s interesting….• Paraphrase and summarize what was the essence of the conversation• Reflect on the meaning and the feeling of the conversation• Ask questions that promote teacher thinking

9. Questions to help with conversations:• Can you think of another way you could do this?• How does that compare with..?• Can you tell me more?• How is ________different or like___________?• How did you come to that conclusion?• How would you feel if….?• What sort of impact do you think …?• What would happen if…?• Based on what you know, what would you predict will happen now?• Tell me what you mean, when you say?• What do you think makes this happen?

10. What do you think you need to work on to become a more distinguished teacher?• Lesson Planning• Content• Classroom Management• Differentiated instruction• Lesson Delivery• Student Relationships• Parent Relationships• Engaging activities and strategies• Cooperative Learning Structures• Professional Development in what areas__________• Peer Relationships• Paper work• Technology

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Please return your SOS survey (for NEA Grant reporting) no later than August 12th.

1. What worked well for your new teachers on July 29th ?

2. What did you spend most of your time discussing with yournew teachers?

3. What trainings do you feel would benefit your new teachers?

4. Do you feel your new teachers will feel more comfortable nowthat they had the Survival Orientation for Success?

5. How can we help? What can we do? Tell us and we will help youprepare your new teachers for the wonderful profession inteaching!

6. What information/materials would you have liked included in the SOSO packet?

*Please scan/email or send this form via courier to: Jennifer Stokes


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