The Teacher I can be

1. The Teacher I can be Sarah Schmerber Spanish Teacher Hays CISD

2. Warm-Up • Are you prepared for the 1st day of school when students are entering your room, the bell rings, the classroom door closes and 30 eyes are on you wondering what you are going to teach them? • Think about it and be prepared to talk!

3. Warm-Up • Pick up 1 piece of scrap paper from front book shelf • Walk around the room and observe how things are set up in detail. (1 to 2 minutes) • Note classroom arrangement, etc. • Write 1 comment you want to ask or add to the class discussion. • Return to seat when music stops. • Be prepared to talk!

4. Comments? Questions? Prizes! • Processing for entering & getting handouts?? • How do students know what grade they have in this class? • What things personally connect with students? • What benefits or problems do you see with arrangement or set-up? • Additional comments or questions?

5. 1. Time Management 4. Special Education 2Day's Topics 2. Grades, Grades, Grades OK, so it's hard to spell ! 3. Standards & Assessment 5. Surviving the 1st Year

6. Time Management Your 1st year Lesson Plans Tutorials Faculty Meetings The Beginning Teacher X Parent Meetings Prep Time Progress Reports Record Keeping Teach? Grading

7. Planning is the key “Failing to plan is planning to fail” - Anonymous Which of these eight categories of concern directly relate to effective planning?

8. Grades, Grades, Grades Minor Major Participation 40 % 60 % *** @ least 3 per 6-weeks (various types) ADDITIVE - Everyone begins with 70. 10 total (completion grades)

9. Minor Grades (20%) • Most are completion grades. • Weekly homework collectively. • Daily Warm-ups collected at end of week (graded daily with mark). • Oral and written quizzes. • Games award free homework passes. • Chapter mini-project (cultural) may be done to replace 2 lowest grades (not zeros.)

10. Major Grades (60%) • 2 or 3 per 6-week period. • Chapter exam, 6 week-exam, oral exam or project (group / individual). • Try to vary format to accurately assess all learning styles. • Parents contacted if not successful. • May re-take (different format) for possible 70 after attending 2 tutorial sessions. Assessment Types

11. Participation Points (20%) • Every student starts with 70 & earns 30 points each 6-week period (100 possible). • Earn points by participating (regardless if incorrect). • Homework, warm-ups, reading, volunteering in class answer, responding to questions, explaining to another student, kind behavior. • Most earn more than 100 points!

12. Example 30 pts = 100 pts Each star = 5 pts

13. Assessment Traditional Product Self Peer Students use pen & paper to reproduce information. Students make sometime to demonstrate their knowledge. This can be informal or formal self-assessment Peers editing. Rubrics!

14. Evidence of Performance • Communicate objectives prior to beginning assignment. • Use Rubrics. • Provide timely feedback. • Notice student’s efforts and improvements. • Vary assessment styles.

15. Standards State National Department Your philosophy Campus District

16. Special Education Regular Education Teacher Modification Inclusion IEP ARD What I didn't know!

17. Survival Anticipation Anticipation Rejuvenation Disillusionment Phases of a 1st year Teacher Reflection Lipton, L. & Wellman, B. (2001). Mentoring Matters: A Practical Guide to Learning-Focused Relationships. Sherman, CT: MiraVia, LLC.

18. Anticipation • It is mid-August and Joseph is excited and anxious about the beginning of his first school year. • He is confident of his knowledge and has a passion for making a difference in students’ lives. • He can’t wait to set up his room and organize his materials. Aug-Oct

19. Survival • It is Saturday night, Sept. 28th, and the realities of being a teacher are beginning to sink in. • Joseph is spending at least half of each weekend and most weeknights trying to keep up. • He struggles with managing lesson plans, record-keeping, parent meetings, and progress reports. • He wonders if he can really do it. Sept-Nov

20. Disillusionment • Everything seems to be going wrong. Joseph’s evaluation observations did not go as he had planned. • The experiments did not work, the students did not participate, and he lost the supplemental handout for the integrating activity. • Maybe he should never have taken this job, or even become a teacher. • Maybe it’s not too late to find another career. Oct-Jan

21. Rejuvenation • Wow! The job seems much more doable after two weeks away. • Time away has allowed Joseph to reconnect with friends, family, and himself. • As he reflected on the first half of his year, he was amazed at how much he had accomplished and learned. • Beginning the second semester, routines are in place and his expectations much more realistic. • He has made it through the first half. Dec-Mar

22. Reflection • Three weeks and counting! • Joseph recognized the tremendous amount of growth he’s experienced this year and feels pride in his accomplishments. • As he thinks back, there are things he would never try again or would choose to do very differently. Feb-May

23. Anticipation • Next year will be exciting! • Joseph will not be the newest kid on the block, and he has a workable plan for managing time and tasks. • He also has a greater comfort with content knowledge and setting expectations for students. Apr-July

24. Questions 4 me? schmerbers @ hayscisd.net Handouts ;-) Sarah Schmerber, Spanish Teacher

25. "How far you go in life depends on you being tender with the young, compassionate with the aged, sympathetic with the striving and tolerant of the weak and the strong. Because someday in life you will have been all of these." - George Washington Carver