Mentor Handout
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The document announces a presentation by two mentor coordinators from the Eastern Suffolk BOCES program titled "A Toolbox Full of Essentials Needed for a Successful Mentor Program." The presentation will guide attendees in prioritizing a list of 10 needs for new teachers and staff, including implementing student behavior strategies, maintaining ethics and professionalism, understanding classroom roles, improving communication, and learning policies and procedures.
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This document discusses key aspects of curriculum development, including defining a curriculum and the process of curriculum development. It outlines six areas that should be diagnosed when developing a curriculum: 1) learners, 2) social needs, 3) achievement, 4) values, 5) school facilities and resources, and 6) curriculum problems. Diagnosing these areas helps ensure the curriculum is tailored to the learners and addresses their needs and interests as well as the needs of society. The document also discusses the importance of establishing educational aims, goals, and objectives to guide curriculum development and provide focus and direction for students.
Observe your clasroom teacher conducting a social studies lesson. Ma
Observe your clasroom teacher conducting a social studies lesson. Make note of how the following methods and processes are implemented and nurtured: active learning, integrated subject areas, meaning and relevance, high interest and engagement, social and participatory skills, attitudes and values, critical thinking, and concept formation.
Interview the classroom teacher to learn more about the social studies classroom using the following:
How long have you been teaching and in what grade levels?
What factors did you consider when setting up your classroom environment?
How did you build a sensitive and caring classroom learning community?
What challenges have you encountered when working in your current classroom?
How did you establish and manage daily routines and transitions?
What do you feel are the most important components of social studies lesson?
What instructional strategies do you use and why?
How do you differentiate instruction based on the needs of your students?
What resources and technology do you use and why?
How do you use assessment to drive your instruction?
Include two additional interview questions based on your observation.
Write a 750-1,000-word summary and analysis of the following:
Summary of the lesson observed
Age group
Teacher's instructional approach and practices
Students' responses
Analysis of the lesson observed
Effectiveness of the lesson
What would you change?
What components of the classroom environment are appropriate for the age group? Or are not?
How the following were implemented and nurtured: active learning, integrated subject areas, meaning and relevance, high interest and engagement, social and participatory skills, attitudes and values, critical thinking, and concept formation.
Summary of teacher interview responses
Include all questions and responses
Analysis of teacher interview responses
What did you learn from the responses?
How will what you learned effect your future classroom?
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
...
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Strategic Planning
The document discusses the process of strategic planning for schools. It begins by defining strategic planning and its importance. There are then 7 steps outlined: 1) gathering internal and external information, 2) identifying critical issues, 3) developing a vision statement, 4) reviewing the mission statement, 5) establishing goals, 6) formulating strategies, and 7) setting annual objectives. The purpose is to help schools determine their priorities and allocate resources effectively to achieve desired results over the next few years.
Valerie Stone & Kristen Heiser
The document discusses key considerations for creating an effective mentor program, including involving relevant stakeholders in the program's creation, designating leaders to oversee the program, establishing criteria for selecting mentors, and ensuring mentors receive necessary training and resources. It emphasizes the importance of open communication, trust, and confidentiality. An effective mentor program benefits both new and experienced staff and helps improve student outcomes.
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The document discusses key considerations for creating an effective mentor program, including which stakeholders should be involved in planning, who will provide ongoing leadership, how mentors will be selected and supported, and how staff can access mentor resources. It emphasizes the importance of trust, cooperation, clear policies, and ongoing training to ensure mentor relationships and guidance are confidential and beneficial. The goal of a strong mentor program is to promote professional growth and improved student outcomes.
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This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
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This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
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This document provides guidance for interviewing teachers and observing classrooms to understand teachers' philosophies and approaches to teaching. It includes forms to document interviews with teachers about their goals, values and teaching methods. It also includes a matrix to document observations of classroom management techniques. The student is asked to reflect on their own teaching philosophy and values based on what they learn from the teachers. The purpose is for the student to gain insight into different teaching styles and perspectives in preparation for their own career as a teacher.
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The document discusses several primary factors to consider when integrating course contents and skills: students' strengths and interests, teacher's strengths and weaknesses, nature of the course, assessments and evaluations, course learning outcomes, available college and community resources. It also briefly mentions some secondary factors such as scope and sequence, support services, common knowledge/skills, team planning time, and schedule/length of lessons.
Hui ling 201512-professional competency-self_evaluation
This document contains sections for evaluating a teacher's competencies in various areas of teaching. The first section discusses competencies related to acting as a professional who interprets and critiques the subject being taught. It emphasizes situating benchmarks, adopting a critical approach, establishing links to student culture, and reflecting critically on one's own background.
The second section focuses on oral and written communication skills. It highlights using appropriate language, following grammar rules, taking positions and arguing ideas clearly, and correcting student errors.
The third section examines developing teaching/learning situations. It lists selecting content based on research, interpreting knowledge for the curriculum, planning instruction and evaluation, considering student factors, choosing varied approaches, anticipating obstacles, and planning
Hui ling 201504-professional competency-self_evaluation
This document contains sections from a teacher competency self-evaluation form. It includes descriptions of foundations of being a professional educator and communicating clearly in the language of instruction. It also outlines features and levels of mastery for developing teaching/learning situations, piloting teaching/learning situations, and evaluating student progress. The respondent indicates their level of mastery and how they have developed competencies through their coursework and teaching experiences, such as applying teaching methods and creating opportunities for student interaction.
LEAD5583 Career and Professional Develop
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
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Deepening Understanding of Inquiry 2013: Year 2 PT & SP
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Hui ling 201512-professional competency-self_evaluation
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Session #11 Effective Financial Support to ParaprofessionalsNational Resource Center for Paraprofessionals
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.Session #18: How to create a statewide initiative to support and Enhance Par...
Session #18: How to create a statewide initiative to support and Enhance Par...National Resource Center for Paraprofessionals
This document outlines an agenda and materials for a workshop on developing statewide initiatives to support paraeducator career growth. The workshop will explore five strategic steps: defining the need, developing partnerships, preparing a plan, securing support, and maintaining collaboration. A panel will then discuss lessons from Washington state's paraeducator legislation process. The panel will take questions from attendees.Session #24: Autism 101 Handouts
The document provides an overview of autism spectrum disorder including common signs, causes, prevalence statistics, strengths and challenges associated with ASD. It discusses social, emotional, cognitive, communication, sensory and motor difficulties individuals with ASD may experience. The document also outlines teaching strategies like visual supports, social stories, role playing and video modeling to help students with autism develop social skills.
Session #42: Managing Tantrum, Meltdown Behaviors
This document discusses autism spectrum disorder (ASD) and meltdowns experienced by students with ASD. It defines ASD as a genetic predisposition activated by the environment that affects social and cognitive functioning. Common characteristics include repetitive behaviors, poor eye contact, difficulty socializing, and resistance to change in routines. The document distinguishes meltdowns, which are internal processes to cope with upsets, from acting out behaviors which are outward attempts to manipulate others. Effective strategies for meltdowns include identifying feelings, finding ways to cope, using passionate distractions, and establishing routines and visual cues.
Handout 3 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 3 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
This document discusses learning styles and provides strategies to help students learn based on their dominant learning style. It contains a learning styles assessment quiz to determine if a student is a visual, auditory, or kinesthetic learner. Their scores are tallied to identify their primary learning style. The document then provides general classroom strategies and individual study strategies tailored for each learning style to help visual, auditory, and kinesthetic learners implement approaches aligned with how they learn best.Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016 Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
Teacher X X X
Teacher X
Teacher X X
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Shared X X
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Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Shared X X
This handout provides a role perception activity that asks the participant to identify whether certain classroom tasks are the responsibility of the teacher, teacher assistant, or are shared responsibilities. The participant is asked to place an X inAbove and beyond sound it out
What details helped you know that the house is old and showing its age/looking tired?
Introduction to Data Collection
This document provides guidance on data collection for paraeducators. It explains that data collection is an important part of supporting student achievement and should be implemented under the direction of the teacher. Paraeducators often assist with behavioral data collection to inform student support strategies. The document reviews different data collection methods including frequency, interval, duration, and latency recording and provides examples. It stresses the importance of summarizing and interpreting data to evaluate interventions.
Digging Deeper into the Common Core
This document outlines a presentation on the Common Core State Standards given at the 33rd Annual NRCP Conference on April 1-3, 2016 in Oak Brook. The presentation provides an overview of the CCSS, including what they are and are not, how they are organized, instructional shifts, and how to unwrap standards. It encourages attendees to select a standard and consider different methods for teaching it to reach all learners. Contact information is provided for follow up questions.
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