TEALS District Contact (often CTE Director) IT Coordinator Facilities Staff Secretary/Main Office Guidance Counselor Others…? Goals and Roles Take a deep breath. TEALS is going to be a big commitment for everyone on the team, but hopefully a meaningful and impactful one. Goals Name Goals Strengths Worries Mr. Example Be able to support and excite my students. See the real-world impacts of CS. 10 years of teaching experience. Dedication. Staying organized as a team. Classroom Roles The Classroom Enrichment model is flexible depending on the needs of the teacher and classroom. Note that some Classroom Enrichment teams have volunteer Teaching Assistants assigned, some have Consultants, and some have both. Below, we’ve listed some typical roles for this model. Read through this table together, and then, the classroom teacher should describe the ways in which they envision volunteers participating in this class. CONSULTANTS Ask volunteers content-related questions Assist the classroom teacher with curriculum questions Assist the classroom teacher with curriculum questions Create a course syllabus Help create the syllabus N/A Prepare and teach class lessons Give feedback to volunteers on their teaching and student interactions Monitor students for understanding and support the lesson. Step in as asked for difficult topics, and with relevant personal anecdotes. Give feedback to classroom teacher on student understanding level Occasionally visit class to talk about real-world and/or career connections N/A
Build authentic relationships. They are the on-ramp to engagement and learning. Use the brain’s memory systems for deeper learning. Connecting new content through music, movement, and visuals strengthens the neural pathways for comprehension. Acknowledge diverse students’ stress response from everyday micro-aggressions and help calm the brain. Use ritual, recitation, repetition, and rhythm as content processing power tools. Create a community of learners by building on students’ values of collaboration and connection. It creates intellectual safety, reducing stereotype threat. Record existing procedures or develop new procedures for the following common scenarios. Then add additional procedures for other scenarios that you think will be common in your class. Throughout the year, add to this list when you encounter a situation that could be improved with a procedure. Remember that classroom procedures need to be taught and rehearsed by your students in order to actually save time and focus. Entering the Classroom start when: entering the classroom before class starts action steps: Example: Volunteer Rachel will students at the door with a smile and a welcoming comment. Mr. Sample will have a “Do Now” section of the whiteboard to use for instructions for entry assignments. Example 2: Students will collect and power on their computers when first entering the classroom [useful if the computers take a long time to boot up]. Transitioning from Lesson to Lab start when: action steps: Example: We will have monitors closed/turned off during instruction to avoid distraction and help to separate lab and instructional time. Because many students shared that they are interested in Lil Wayne’s music, we’ve created a ritual using one of his song lyrics. When instructors call out “Hello, students call back “How you do?” and may open their computer and/or turn on their monitor. We will use music during lab to help students focus and further the distinction. Example 2: Students will line up at the door and walk as a class to the computer lab. Once in lab, instructions will be reviewed. Submitting Assignments start when: action steps: Example: We have imported our class materials into Google Classroom and plan to have students submit assignments through Google Classroom. Example 2: Volunteers David and Desiree will create custom forms students can use to submit their work.