Assessment Power Point (Latest)

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  • Assessment Power Point (Latest)

    1. 1. Tonight… BE JACK BAUER! Can you take the torture?
    2. 2. Assessment <ul><li>Mark Benthall </li></ul><ul><li>Copyright 2007 </li></ul><ul><li>(Like anyone would actually want to claim this as their own work!) </li></ul>
    3. 3. What is assessment? <ul><li>Assessment is the act of collecting information about students in order to better understand them. </li></ul>
    4. 4. Why assess? <ul><li>Serves as a diagnostic tool for instruction </li></ul><ul><li>Provides feedback </li></ul><ul><li>Sets standards </li></ul><ul><li>Evaluates progress </li></ul><ul><li>Communicates results </li></ul><ul><li>Motivates performance </li></ul>
    5. 5. How are Testing and Assessment Different? Grant Wiggins, Nationally Recognized Assessment Guru
    6. 6. Two Main Types of Assessment <ul><li>Summative - generally carried out at the end of a course or project. Typically used to assign a course grade. </li></ul><ul><li>Formative - generally carried out throughout a course or project. Used to aide learning. </li></ul>
    7. 7. Through assessment we constantly ask these questions: <ul><li>Are we teaching what we think we’re teaching? </li></ul><ul><li>Are the students learning what they are supposed to be learning? </li></ul><ul><li>Is there a better way to teach this subject? </li></ul><ul><li>Has anyone actually listened to anything I’ve said for the past two weeks? </li></ul>
    8. 8. Assessment affects educators decisions about: <ul><li>Grades </li></ul><ul><li>Placement </li></ul><ul><li>Instructional needs </li></ul><ul><li>Lesson design </li></ul><ul><li>Curriculum </li></ul><ul><li>Early retirement </li></ul>
    9. 9. Assessment <ul><li>A good assessment has both validity and reliability . </li></ul>
    10. 10. Assessment <ul><li>A valid instrument measures what it is intended to measure. </li></ul>
    11. 11. Reliability relates to the consistency of an assessment. <ul><li>A reliable assessment is one which consistently achieves the same results with similar groups of students . </li></ul>
    12. 12. Reliability and Validity <ul><li>In practice, an assessment is rarely totally valid or totally reliable. </li></ul>
    13. 13. Reliability and Validity <ul><li>Good assessment often has a trade-off between reliability and validity. </li></ul>
    14. 14. Types of Assessment: <ul><li>Standardized </li></ul><ul><li>Traditional </li></ul><ul><li>Authentic or Alternative </li></ul>
    15. 15. Standardized Assessment <ul><li>A test that is developed using standard procedures and is then administered and scored in a consistent manner for all test takers. </li></ul>
    16. 16. Standardized Assessment <ul><li>Identifies the instructional needs of individual students </li></ul><ul><li>Judges students’ proficiency in essential basic skills and measures their educational growth over time </li></ul><ul><li>Evaluates the effectiveness of educational programs </li></ul><ul><li>Monitors schools for educational accountability- No Child Left Behind Act </li></ul>
    17. 17. Standardized Assessment in Texas (administered by TEA) <ul><li>TAKS (Texas Assessment of Knowledge and Skills) Grades 3-11 </li></ul><ul><li>SDAA (State Developed Alternative Assessment) Grades 3-8 </li></ul><ul><li>RPTE (Reading Proficiency Tests in English) Grades 3-12 </li></ul>
    18. 18. TAKS Controversy: Recent ATPE Study <ul><li>TAKS does not provide accurate assessment of a student’s academic level </li></ul><ul><li>TAKS has resulted in narrowing of the curriculum </li></ul><ul><li>Teachers forced to teach to the test </li></ul><ul><li>TAKS creates undue anxiety and stress on students, especially at elementary level </li></ul>
    19. 19. Standardized Testing: Is There a Better Way?
    20. 20. Traditional Assessment <ul><li>Any type of assessment in which students choose a response from a given list. </li></ul>
    21. 21. Traditional Assessment <ul><li>True/False </li></ul><ul><li>Multiple Choice </li></ul><ul><li>Matching </li></ul><ul><li>Fill-in-the-blank (word banks) </li></ul>
    22. 22. True and False <ul><li>Mark each statement as either true or false: </li></ul><ul><li>T or F The presenter does not really need to explain this concept to me. </li></ul><ul><li>T or F This slide is clearly a transparent attempt to burn minutes in a 6 hour presentation. </li></ul><ul><li>T or F The presenter looks a little bit like Brad Pitt ’s Plumber </li></ul>
    23. 23. Multiple Choice: Choose the answer that does NOT belong. <ul><li>Why on earth is the presenter showing us this ? </li></ul><ul><li>A) Maybe one of us is an alien and has never heard of multiple choice questions </li></ul><ul><li>B) People really care about multiple choice </li></ul><ul><li>C) He thinks the guy in the fourth seat on the third row (in the red sweater) is an idiot </li></ul><ul><li>D) Presenter needed a break as he was writing all the other heavy duty stuff </li></ul>
    24. 24. Matching <ul><li>Match the words on the left with their definitions on the right: </li></ul><ul><li>Presenter- A) Sucker </li></ul><ul><li>Audience- B) Idiot </li></ul><ul><li>Person Who C) Victims </li></ul><ul><li>Hired Presenter- </li></ul>
    25. 25. Fill-in-the-blanks <ul><li>Fill in the blanks with words from this word bank: teacher students similar wasted </li></ul><ul><li>1) Presenter ______ five minutes explaining stuff I already knew. </li></ul><ul><li>2) When I become a _______ I hope I can learn to do _______ things with my own ________ . </li></ul>
    26. 26. Beyond Your TE <ul><li>Identify the TEKS </li></ul><ul><li>Use BACKWARD DESIGN </li></ul><ul><li>What do you want your students to do? </li></ul><ul><li>How will you know they have met the objectives? </li></ul><ul><li>Design the assessment </li></ul><ul><li>Plan the activities </li></ul>
    27. 27. Multiple Intelligences
    28. 28. <ul><li>The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University . </li></ul>What exactly is The Theory of Multiple Intelligences?
    29. 29. Theory of Multiple Intelligences <ul><li>Howard Gardner, Arch Nemesis of Grant Wiggins </li></ul>
    30. 30. “I.Q. tests are far too limited…” <ul><li>Linguistic </li></ul><ul><li>Logical-Math </li></ul><ul><li>Spatial </li></ul><ul><li>Body-Kinesthetic </li></ul><ul><li>Musical </li></ul><ul><li>Interpersonal </li></ul><ul><li>Intrapersonal </li></ul><ul><li>Naturalist </li></ul>Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.
    31. 31. Linguistic Intelligence “Word Smart” <ul><li>Ability to use words and language </li></ul><ul><li>Highly developed auditory skills and generally elegant speakers </li></ul><ul><li>Skills: Listening, speaking, writing, story-telling, explaining, teaching </li></ul>
    32. 32. Logical-Mathematical Intelligence “Number/Reasoning Smart” <ul><li>Ability to use reason, logic, and numbers </li></ul><ul><li>Ask lots of questions and like to do experiments </li></ul><ul><li>Skills: Problem solving, categorizing, working with abstract concepts </li></ul>
    33. 33. Spatial Intelligence “Picture Smart” <ul><li>Ability to perceive the visual </li></ul><ul><li>Enjoy looking at maps, charts, pictures, video, and movies </li></ul><ul><li>Skills: Puzzles, reading, sketching, fixing, constructing, design </li></ul>
    34. 34. Body-Kinesthetic Intelligence “Body Smart” <ul><li>Ability to control body movements and handle objects skillfully </li></ul><ul><li>Good sense of balance and coordination </li></ul><ul><li>Skills: Dancing, sports, crafts, acting, working with hands </li></ul>
    35. 35. Musical Intelligence “Music Smart” <ul><li>Ability to produce and appreciate music </li></ul><ul><li>Respond to music by appreciating or criticizing what they hear </li></ul><ul><li>Skills: Singing, playing musical instruments, composing, melodies </li></ul>
    36. 36. Interpersonal Intelligence “People Smart” <ul><li>Ability to relate and understand others </li></ul><ul><li>Try to see things from a different perspective </li></ul><ul><li>Skills: Listening, empathy, counseling, co-operating in groups, motivation </li></ul>
    37. 37. Intrapersonal Intelligence “Self Smart” <ul><li>Ability to self-reflect and be aware of one’s inner state of being </li></ul><ul><li>Understanding of inner feelings, dreams, and their strengths and weaknesses </li></ul><ul><li>Skills: Reflection, analyzing themselves, desires and dreams, reason </li></ul>
    38. 38. Naturalist Intelligence “Nature Smart” <ul><li>Ability to relate to one’s environment </li></ul><ul><li>Utilizes their surroundings </li></ul><ul><li>Skills: Hunting, gathering, building, farming, resourceful </li></ul>
    39. 39. Additional Intelligence Possibilities… <ul><li>Spiritual </li></ul><ul><li>Existential </li></ul><ul><li>Moral </li></ul>
    40. 40. Multiple Intelligences Which ones best describes you?
    41. 41. The Need for a New Approach to Assessment in Schools <ul><li>Howard Gardner, Brother-in-law of Grant Wiggins </li></ul>
    42. 42. Authentic /Alternative Assessment <ul><li>Alternative assessments includes any assessment in which students create responses to a questions. </li></ul><ul><li>Authentic assessments elicit demonstrations of knowledge and skills in ways that resemble “real life”. </li></ul>
    43. 43. What is authentic assessment and why is it important? Grant Wiggins, International Assessment Mystic
    44. 44. Alternative/Authentic Assessments Observations Running Records
    45. 45. Alternative/Authentic Assessments <ul><li>Interviews - involve observing and questioning students to get a better idea of their attitudes, thinking processes, level of understanding, ability to make connections, or ability to communicate or apply concepts. </li></ul>
    46. 46. Interview Example <ul><li>Discuss your strategy for solving this problem: </li></ul><ul><li>43 </li></ul><ul><li>+49 </li></ul><ul><li>Now solve the problem and then explain how you did it. </li></ul>
    47. 47. Alternative/Authentic Assessments <ul><li>Essays Journals </li></ul>
    48. 48. Essays: Mind Maps
    49. 49. Essay- Mind Map: Housekeeping <ul><li>Assessment criteria and weighting </li></ul><ul><li>Due date </li></ul><ul><li>Timeline </li></ul><ul><li>Any other requirements </li></ul><ul><li>Due date </li></ul><ul><li>Due date </li></ul><ul><li>Due date </li></ul>
    50. 50. Essay-Mind Map: Prior Knowledge <ul><li>Write down on your mind map all that you already know about the essay question </li></ul><ul><li>Knowledge may come from personal experience, lectures, readings, or other sources </li></ul>
    51. 51. Essay-Mind Map: Possible Topics <ul><li>Most essays will involve the possibility of tacking a number of topics within the question. </li></ul><ul><li>Write them all down </li></ul><ul><li>Look for connections, relevance, and priorities </li></ul>
    52. 52. Essay-Mind Map: Areas to Research <ul><li>Suggested by the list of possible topics </li></ul><ul><li>Choose carefully which areas will be the most productive and relevant to research </li></ul>
    53. 53. Essay-Mind Map: Alternative Approaches <ul><li>Mind mapping is a tool which encourages creative thinking and innovative solutions to problems. </li></ul><ul><li>Always look for alternative ways of approaching essay questions and be prepared to go outside normal boundaries. </li></ul>
    54. 54. Using Journals for Assessment <ul><li>Journals are very useful for monitoring student progress and making instructional decisions </li></ul><ul><li>They should provide clear evidence of student learning </li></ul>
    55. 55. Journals <ul><li>Reflect on personal values, goals, and ideas </li></ul><ul><li>Summarize ideas, experiences, and opinions before and after instruction </li></ul><ul><li>Sort out experiences, solve problems, and consider varying perspectives </li></ul><ul><li>Examine relationships with others in the world </li></ul><ul><li>Can show academic and personal growth </li></ul>
    56. 56. Journals: Let you know your students’… <ul><li>Hopes </li></ul><ul><li>Fears or anxieties </li></ul><ul><li>Excitements/joys </li></ul><ul><li>Personal or academic problems </li></ul><ul><li>Plans to do away with evil gym coach </li></ul>
    57. 57. Journal Problems <ul><li>Potential to hurt feelings with criticism </li></ul><ul><li>Solution : Don’t criticize! </li></ul><ul><li>Journal writing takes time away from other course material </li></ul><ul><li>Solution : Limit journal writing to 5-10 minute periods </li></ul>
    58. 58. Alternative/Authentic Assessments <ul><li>Creative Performances and Exhibitions- </li></ul><ul><li>allow many opportunities for students to use kinesthetic, artistic, musical, spatial, media, and other modalities to demonstrate their understanding of concepts and application of skills. </li></ul>
    59. 59. Types of Creative Performances and Exhibitions <ul><li>Drama </li></ul><ul><li>Dance </li></ul><ul><li>Songs </li></ul><ul><li>Oral Presentations </li></ul><ul><li>Art </li></ul>
    60. 60. Alternative/Authentic Assessments: Portfolios <ul><li>A portfolio is a purposeful collection of student work that is continuous and ongoing </li></ul><ul><li>The purpose should be determined prior to collection </li></ul><ul><li>They demonstrate growth, proficiency, or experience </li></ul>
    61. 61. Characteristics of Portfolios <ul><li>Should reflect the curriculum </li></ul><ul><li>Contain samples of work that stretch over an entire marking period </li></ul><ul><li>Contain work that represents a variety of different assessment tools </li></ul><ul><li>Contain evaluations of the student’s work by the student, peers, teachers, and sometimes parents </li></ul>
    62. 62. Traditional vs Portfolio Assessment <ul><li>Traditional: </li></ul><ul><li>Measures student's ability at one time </li></ul><ul><li>Done by teacher alone; student often unaware of criteria </li></ul><ul><li>Conducted outside instruction </li></ul><ul><li>Assigns student a grade </li></ul><ul><li>Portfolio: </li></ul><ul><li>Measures student's ability over time </li></ul><ul><li>Done by teacher and student; student aware of criteria </li></ul><ul><li>Embedded in instruction </li></ul><ul><li>Involves student in own assessment </li></ul>
    63. 63. Alternative/Authentic Assessment: Rubrics <ul><li>A rubric is a set of scoring guidelines for evaluating student work. </li></ul>
    64. 64. Why use rubrics? <ul><li>Rubrics differ from traditional methods of assessment since they examine students in the actual process of learning, clearly showing them how their work is being evaluated. </li></ul>
    65. 65. Rubrics: Assessing Project-Based Work
    66. 66. Kindergarten Rubric No Yes Colored outside lines No Yes Colored inside lines
    67. 67. Kindergarten Rubric No Yes Ate the crayon No Yes Colored outside lines No Yes Colored inside lines
    68. 68. Story Telling Rubric Sample Rubric
    69. 69. Writing Rubric
    70. 70. Alternative/Authentic Assessment: Self and Peer Evaluations <ul><li>Students are asked to reflect on, make a judgment about, and then report on their own or a peer’s performance. </li></ul>
    71. 71. Alternative/Authentic Assessment: Peer Evaluations <ul><li>Model constructive feedback for students </li></ul><ul><li>Make one positive statement and one area of improvement </li></ul>
    72. 72. PDAS and Assessment <ul><li>Domain 1- Assessment is aligned with the stated, implied, or written learning objectives. </li></ul><ul><li>Quality- Assessment criteria are clear and have been communicated to the student. </li></ul><ul><li>Quantity- Focus on the number of students that are assessed and the number of students that are successful. </li></ul>
    73. 73. PDAS and Assessment <ul><li>Domain 3-1 Academic progress of students is monitored and assessed. </li></ul><ul><li>Teacher monitors student work during guided practice </li></ul><ul><li>Teacher provides for formative assessment prior to independent practice </li></ul><ul><li>Teacher assesses student progress toward learning goals </li></ul>
    74. 74. Domain 3-1 Academic progress of students is monitored and assessed. <ul><li>Quality- Teacher’s system for obtaining, interpreting, and acting on information on student progress is focused on student progress in learning. </li></ul><ul><li>Quantity- Focus on the number of students that are monitored and assessed. </li></ul>
    75. 75. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: EXCEEDS EXPECTATIONS </li></ul><ul><li>Teacher’s system for obtaining, interpreting and acting on information on student progress is consistently focused on short-term and long-term student progress in learning. </li></ul>
    76. 76. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: PROFICIENT </li></ul><ul><li>Teacher’s system for obtaining, interpreting, and acting on information on student progress is focused on student progress in learning. </li></ul>
    77. 77. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: BELOW EXPECTATIONS </li></ul><ul><li>Teacher’s system for obtaining, interpreting and acting on information on student progress is frequently mechanical and is only occasionally focused on student progress in learning. </li></ul>
    78. 78. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: UNSATISFACTORY </li></ul><ul><li>Teacher’s system of obtaining, interpreting, and acting on information on student progress is almost always/always mechanical and is rare/never focused on student progress in learning. </li></ul>
    79. 79. Domain 3-1 Academic progress of students is monitored and assessed <ul><ul><li>Quality: EXCEEDS EXPECTATIONS </li></ul></ul><ul><ul><li>Teacher consistently uses a variety of effective, creative, unique, and/or innovative strategies for monitoring, assessing, and/or providing feedback on student progress. </li></ul></ul>
    80. 80. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: PROFICIENT </li></ul><ul><li>Teacher uses effective strategies for monitoring, and assessing, and/or providing feedback on student progress. </li></ul>
    81. 81. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: BELOW EXPECTATIONS </li></ul><ul><li>Teacher occasionally uses effective strategies for monitoring, and assessing, and/or providing feedback on student progress. </li></ul>
    82. 82. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: UNSATISFACTORY </li></ul><ul><li>Teacher rarely/never uses effective strategies for monitoring, and assessing, and/or providing feedback on student progress. </li></ul>
    83. 83. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: EXCEEDS EXPECTATIONS </li></ul><ul><li>The teacher consistently acts on assessment data before moving from one stage of instruction to the next and to plan new instruction. </li></ul>
    84. 84. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: EXCEEDS EXPECTATIONS </li></ul><ul><li>The teacher consistently provides positive, specific, and timely feedback, which result in student progress toward learning goals (e.g., students repeating their successes and correcting their mistakes). </li></ul>
    85. 85. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: EXCEEDS EXPECTATIONS </li></ul><ul><li>The teacher consistently uses monitoring and assessment strategies that reflect and understanding of the unique needs and characteristics of students. </li></ul>
    86. 86. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quality: EXCEEDS EXPECTATIONS </li></ul><ul><li>The teacher consistently conducts formal/informal formative assessments and consistently acts on that information to adjust learning to promote student learning. </li></ul>
    87. 87. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quantity: Almost all the time (90-100%) </li></ul><ul><li>Academic progress of students is monitored and assessed using both formative and summative assessment. </li></ul>
    88. 88. Domain 3-1 Academic progress of students is monitored and assessed <ul><li>Quantity: Almost all the time (90-100%) </li></ul><ul><li>There is consistent alignment among objectives, instruction, and assessment. </li></ul>
    89. 89. Sorry Mark, it’s past my bedtime. GW Grant Wiggins, Exalted Dictator of Educational Assessment
    90. 90. “ Give ‘em the link, Mark.” <ul><li>http://www.esc13.net/statewide/pdas/PDASTeacherManual.pdf </li></ul><ul><li>Hint: </li></ul><ul><li>Just Google Texas PDAS Scoring Guide </li></ul>
    91. 91. Key Words and Phrases on the PDAS fits level and needs learning goals Grant Wiggins focused on progress specific feedback assessment is aligned adjusts learning acts on assessment accommodates learning styles evidence of success positive feedback creative strategies understands needs acts on data monitoring variety
    92. 92. <ul><li>Ways to Know </li></ul><ul><li>Your PDAS is Going Badly </li></ul>Top 10 Mark Benthall, 2007
    93. 93. <ul><li>#10- Principal’s snoring makes it hard for the kids to do their independent practice. </li></ul><ul><li>#9- After explaining the lesson on the board, you turn around to find 4 kids at back table playing high stakes poker. </li></ul><ul><li>#8- Principal stops appraisal to join poker game. </li></ul><ul><li>#7- Principal laughs hysterically every time you say the word “rubric.” </li></ul>
    94. 94. <ul><li>#6- You make a spelling mistake on the board… the word was CAT. </li></ul><ul><li>#5- Your idea of two good math manipulatives are razor blades and broken glass. </li></ul><ul><li>#4- During appraisal principal rifles through your desk and discovers half empty bottle of Jim Beam. </li></ul><ul><li>#3- Principal realizes it’s the same bottle of Jim Beam that was recently stolen from his desk. </li></ul>
    95. 95. <ul><li>#2- Midway through appraisal principal realizes that picture of new boyfriend on your desk is her ex-husband. </li></ul><ul><li>And the NUMBER ONE way to know your PDAS is going badly… </li></ul><ul><li>#1- Principal has massive heart attack in the middle of the appraisal and with one final heroic effort completes the evaluation and recommends your dismissal. </li></ul>
    96. 96. Personal Assessment: The objective is to get a job so you can make a difference in a child’s life. Follow these directions…
    97. 97. Tips on Getting Hired!!! <ul><li>Get all the training you can. Attend workshops and put that on your resume. </li></ul><ul><li>Get certified in more than one area…Special Ed, ESL, etc. </li></ul><ul><li>Principals love any workshop or training that has to do with TAKS. </li></ul><ul><li>Mention all the RECENT training you’ve had in the job interview. </li></ul>
    98. 98. Tips on Getting Hired!!! <ul><li>Focus on what you bring to the table. </li></ul><ul><li>Try and turn any perceived fault into a positive. </li></ul><ul><ul><li>No experience = clean slate ready to learn YOUR way. No bad habits. Eager to learn. </li></ul></ul><ul><ul><li>Older teacher = you get all the life experience and wisdom of a veteran teacher for the cost of a brand new one! </li></ul></ul><ul><ul><li>Drinking problem = you’ll fit in with the other teachers. </li></ul></ul>
    99. 99. Tips on Getting Hired!!! <ul><li>Should I substitute? </li></ul><ul><ul><li>Can be a sure fire way to get hired. </li></ul></ul><ul><ul><li>Can be a HUGE waste of your time if you choose the wrong school! </li></ul></ul><ul><ul><ul><li>Make sure there will be positions available. </li></ul></ul></ul><ul><ul><ul><li>Make sure the district is alternative certified friendly. </li></ul></ul></ul><ul><ul><ul><li>WORK YOUR BUTT OFF. Stay and grade every last paper, clean the room before you go, etc. </li></ul></ul></ul><ul><ul><ul><li>You will get teachers BEGGING to have you sub for them and when the time comes they will recommend you. </li></ul></ul></ul>
    100. 100. Tips on Getting Hired!!! <ul><li>So why NOT sub? </li></ul><ul><ul><li>Subbing eats your time. </li></ul></ul><ul><ul><ul><li>The GOAL is to help kids. </li></ul></ul></ul><ul><ul><ul><li>To help kids you need a job! </li></ul></ul></ul><ul><ul><ul><li>If you can get a job without subbing, do it!!! You’ll be helping kids that much faster. </li></ul></ul></ul><ul><ul><li>My advice is sub only if you can’t get a job any other way, but if you do sub… be the VERY BEST SUB!!! </li></ul></ul>
    101. 101. Tips on Getting Hired!!! <ul><li>Take your resume to the school you are interested and (if possible) meet the principal and give it to her personally. </li></ul><ul><li>Stress to the secretary, receptionist, etc. you are NOT wanting an interview, you simply want 30 SECONDS to shake hands and introduce yourself </li></ul><ul><li>Wait if you have to!!! </li></ul>
    102. 102. Tips on Getting Hired!!! <ul><li>Arrive EARLY for the interview </li></ul><ul><li>Dress professionally (you can wear jeans AFTER you get the job) </li></ul><ul><li>Smile and laugh (not a nervous laugh) so they committee sees you as yourself </li></ul><ul><li>Don’t be a show-off or a smarty-pants (nobody liked it back in third grade and nobody likes it now) </li></ul>
    103. 103. Tips on Getting Hired!!! <ul><li>Most teachers on the hiring committee are more worried about whether you will fit in on their team than whether you can teach. </li></ul><ul><li>Be careful about the question, “What do you prefer to teach, math and science, or language arts and social studies?” </li></ul>
    104. 104. Tips on Getting Hired!!! <ul><li>It’s all about the kids. Make all your comments kid-oriented. </li></ul><ul><li>Don’t broadcast your shortcomings. </li></ul><ul><li>Be honest, but don’t say more than you have to about some things. </li></ul><ul><li>Some statements can instantly kill your chances of getting job!!! </li></ul>
    105. 105. Top 10 Things to NOT Say In an Interview <ul><li>Some of the following statements </li></ul><ul><li>were actually said </li></ul><ul><li>in </li></ul><ul><li>job interviews… </li></ul><ul><li>Can you guess which ones? </li></ul>
    106. 106. Top 10 Things to NOT Say In an Interview <ul><li>10) “I knew it was risky to wear a sleeveless t-shirt to this interview, but I wanted to show off my prison tat!” </li></ul><ul><li>9) “Yes, I am a published author. Have you heard of my Shut Up and Color series?” </li></ul><ul><li>8) “If you call me about the job, I won’t be home this weekend. I’m helping my fiancé move to Florida. He just got a new job.” </li></ul>
    107. 107. Top 10 Things to NOT Say In an Interview <ul><li>7) “I’m just curious, but does your district actually do background checks?” </li></ul><ul><li>6) “If you hire me, ( cough cough ) how soon ( cough cough ) before the insurance kicks in?” </li></ul><ul><li>5) “Is your faculty pretty nice? I’m asking because at my last school nobody liked me.” </li></ul>
    108. 108. Top 10 Things to NOT Say In an Interview <ul><li>4) “So what’s this job pay, anyway?” </li></ul><ul><li>3) “Do the teachers actually have to wait till 3:30 to go home, or can we go home as soon as the kids leave?” </li></ul><ul><li>2) “I’m not much of a disciplinarian.” </li></ul>
    109. 109. Top 10 Things to NOT Say In an Interview <ul><li>The number ONE thing to not say… </li></ul><ul><li>“ My husband and I have been married for 10 years but we don’t have any kids because… I don’t like ‘em.” </li></ul>
    110. 110. Not the End, The BEGINNING <ul><li>“ May you all touch the lives of children in very special ways. May you find the joy in teaching that I have found all these years. May you find a tiny bit of wisdom in my words. May you start off better prepared than I ever was. May you grow and bloom and make this world a better place just for having lived. May you all find a job.” </li></ul><ul><li>Kram Llahtneb , </li></ul><ul><li>“ How’d I Do?” </li></ul>

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