Week of Student Orientation Set the tone for your urgent, organized, and responsive Get to know your students Maintain engaging and appropriate tone, pace, volume, and strong stance Indicators: Use of a timer that is clearly visible to students and teacher and counts down for: Transitions Work time Create and reference an agenda board each period Use Excel systems effectively (i.e. greeting, item storage, lunch transitions, HR procedures for getting ready for day/getting ready to leave; systems for retrieving and returning – paper flow; Hold students to 100% for necessary desk items and in what arrangement) Stand still when giving directions Give directions in the form of commands, not questions Use 5,4,3,2,1 with wait time for 100% compliance Learn how to auto-highlight in Excel Print Student Orientation Schedule and identify planning time Identify the basic principles of time management: Identify tasks Break down into smaller chunks Identify time available Identify when you will complete Week 1 Continue to set a tone that is both purposeful and emphasizes accountability Design weekly that: Contain precise, student-friendly objectives that are measurable and able to be accomplished in 50 minute lesson to the unit and long-term plans Explain how you will check for understanding of the taught objectives (i.e. exit tickets, rumbles, unit assessment, graded classwork, etc.) Include activities and content that are aligned Maintain engaging and appropriate tone, pace, volume, and strong stance Indicators: Use of a timer that is clearly visible to students and you and counts down for: Transitions Work time Throughout the instructional hour time you move from one component to another Class started, objective stated, and do now completed within first 10 minutes of class Scan for 100% --stand still, You want students to see that you are looking, and you are going in a linear fashion, looking up and down the rows, looking specifically at where kids are complying For posture Use of Excel specific “posture check” Use of whole class redirect Use of positive narration “John is demonstrating professional posture, showing he’s ready to go for the next activity” For tracking Use of Excel language “track me” “track John” “track the white board” “what’s the Week 2 Continue to set a tone that is both purposeful and emphasizes accountability Develop a system for managing tasks and time at weekly level (Flexie, planner, electronic) Have homework printed and ready to hand out when you go to class Practice breaking down a week’s worth of tasks into manageable chunks
Have all parts of your lesson sequence align to the objective and are named, numbered, and formatted accordingly Reflect on weekly and/or daily planning With at least 1 colleague on your GLC and 1 colleague at your school, at least 3 times within the first 4 weeks– be able to name 1 positive and 1 key area for improvement Engage in at least two peer observations Follow the lesson plan, giving the planned amount of time to directions, direct instruction, student work, wrap-up Circulate the room strategically with an eye on all students (emphasizing management) Strategic stopping Strategic observation Strategic interjection Use Excel procedures (responding to hand signals, emergency bathroom, paper flow, etc.) to maximize instructional time Reflect on instructional delivery with colleagues at least 1x/week, debrief class time with a colleague (not necessarily one who observed you), sharing 1 thing that went well and 1 thing that you want to improve Lead AM homeroom on already formulated plans; debrief at least twice By the end of week 4, have had at least 1 individual check in with each advisee, and have made at least 1 phone call home to every advisee’s family assignments will be graded for the following week. Ensure you understand how to accurately input and weight grades in Veracross Week 4 Continue with the themes from weeks Identify different ways to use a planning morning and broadly articulate those choices on your weekly worksheet/calendar Plan A: Wake up at your normal time, come to school and plan curriculum Plan B: Sleep an extra 30 minutes. Exercise. Work from home until arriving to cover transition Plan C: Sleep until you feel rested. Plan into your week when you will do the extra planning Plan D: Any combination of the above or other permutation Identify on your weekly plan when during the week you will hand back papers
Week 6 Week 7 Week 8 Successfully execute a 50 min. within the time frame that is responsive to both behavior and checks for understanding and that supports all students to be accountable for their own learning and the learning of others Begin refining your system of organization Design weekly plans that: align to the unit and plans, but deviate when necessary to reteach or review /spiral in content not initially mastered articulate rationale behind instructional strategies and methods included Design daily lessons that: include an opening with a deliberate hook to grab student attention/prompt student thinking that is anchored in the essential understanding(s) of the unit Include direct instruction that plans for students to meaningfully interact with/create meaning from content Include guided practice activities that incorporate cooperative learning strategies Include a closing that provides teacher with a reasonable snap-shot of student mastery Include pre-planned checks for understanding (formal and informal) Use a variety of participation techniques to increase engagement and accountability including, but not necessarily limited to turn and talk cold call then share volunteer hands Use tone, pace, volume, and presence to create a sense of excitement and joy around content Implement right is right Hold students accountable for format in oral responses(grammar; complete sentences) Students will respond to all questions with a complete sentence and in correct grammar You will correct students and have them do it again if not Hold students accountable for college voice Hold students accountable for work in shoulder partners (turn and talk; written work, etc.) emphasizing mutual accountability and building knowledge toward the objective Use a group work structure effectively including: Transitioning into and out of groups Holding students accountable for equal participation Holding students accountable for being on task HOMEROOM-RELATED co-plan and lead AM homeroom; debrief at least twice Set a goal with your manager for how long it will take to create materials for a lesson Reflect on whether you met the goal or not and why Keep a fully stocked desk to cut down on time spent looking for materials Use available tools in Microsoft Outlook (particularly e-mail sorting and calendar functions) Week 9 Use a group work structure effectively including: Transitioning into and out of groups Holding students accountable for equal participation Holding students accountable for being on task Identify two strengths in your systems of organization and time management Identify one area for further growth Share with your manager Week 10 Push student learning through questioning Employ a wide variety of questioning types and levels to check for understanding in a way that drives student understanding of the most important content in a lesson Type (open vs. closed)
Maximize student independent practice time within one 50 minute class or across two 50 minutes classes (minimum of 10 minutes of practice time for 50 minutes; 25 minutes in a 100 minute block) plan how to access the needs of diverse learners include scripted questions to guide student discussion/push student mastery of the objective Reflect on weekly and/or daily planning With at least 1 colleague on your GLC and 1 colleague at your school, at least 3 times within weeks 5-10– be able to name 1 positive and 1 key area for improvement Engage in at least two peer observations within weeks 5-10 Building a shared understanding of the content HOMEROOM-RELATED Independently plan and lead homeroom Make a plan for how to address it and varied checks for understanding Proactively address the needs of multiple learners during the planning process Level (mix of Bloom’s) Respond to student misunderstandings and misconceptions in a way that redirects meaningfully Circulate the room strategically with an eye on all students (emphasizing real time data collection and feedback to students) Strategic stopping to clarify directions or misunderstandings Strategic observation to collect data to inform whole class interjection/lesson direction Reflect on instructional delivery with colleagues at least 1x/week, debrief class time with a colleague (not necessarily one who observed you), sharing 1 thing that went well and 1 thing that you want to improve Week 11 OVERALL ASSESSMENT OF WEEKS 1-10; NOVEMBER EVALUATION