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Assessment: Show me what you know

It's from the moment they walk in the door, seeing what they know

You can use sticky notes or anchor charts to see what they are learning

Go to Assessments: Learning Continuum within "Map"

Small Groups: bring the kids in front of you to really see them work

You need a starting point that is based on your standards

Smarter Not Harder: Collaborate!

We are more powerful together; don't walk alone

Resources: Twitter

Constantly look for new things

"How do you Hug a Porcupine" - Book

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Assessment: Gives an accurate picture of where the students are academically and emotionally

Go to assessment strategies: Uses "My Igds" to know how to alter instruction to best fit the needs of her students

How to work smarter, not harder: Create little systems to take data quickly

Advice to a new teacher: Lean on the support in your community

"Easy to Love Difficult to Discipline" -book

"How to Build an Equitable Classroom" - book

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Guest Mentor #1 Tabatha Rosproy Early Childhood

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Assessment: Getting to know what the kids know and how I am going to use that information

Go to assessments: Exit tickets, tell her what they learned, "The quick assessment is the best assessment."

Smarter not Harder: Make the kids do everything; the more the kids do the less you have to do - let the kids assess themselves

Go slow in the beginning with the procedures that are clear to ensure that your kids know what to do

"Stuff You Should Know" Podcast

"Ender's Game" Book

Started teaching in China!

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Guest Mentor KSU Assessment Natasha Roseberry Part 1

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Assessment: Checklists, social skills, behaviors

Uses both anecdotal and data-driven

Assessments shows a students strengths to encourage the educators to capitalize on their skills

Advice: Being very carful who you surround yourself with

Surround yourself with the good "True North"

Resources: Filter out the stuff and opinions

Have time to reflect on remembering your "Why"

Sped: You get small groups, and get to see them for a few years

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KSU Guest Mentor Series Brandi England (SPED)

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Assessment: When you have a goal, and you have to assess whether or not you've completed that goal

Uses rubrics to help keep you tied to what your standards are - make your own rubrics so they match your expectations of performance

Smarter Not Harder: Rubrics help you (no guessing games)

We don't have to have massive amounts of work - how can we use formative assessment to quickly adjust our instruction

Thumbs up thumbs down, exit slips, etc.

Have procedures and routines from day one

Kids like to have that structure and know what their expectations are when they walk in the classroom

Resources: "Learning By Doing" Book - High high-functioning PLC will increase student learning

Excellence in Every Classroom by John Lee

"The Cult of Pedagogy"

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Assessment: It is a tool to determine what the students know and what they need to know next

Hands-on assessments: look at what your standard is and think what you can do that is hands-on, "show me a stick of 5"

Practice Routines over and over: Allowing them to make mistakes

Smarter Not Harder: Have a good work-life balance - work ahead

Work with your team - master the copier!

Advice: Be extra nice to the secretary and custodian of your school

Take a risk, try something!

Stay off your phone! Don't take yourself too seriously

Resources: "Out of My Mind" Book

Have books that represent everyone all year long

The power of read aloud every day - practice beforehand

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Assessment: Can students apply the knowledge?

Make sure the students apply their knowledge

The knowledge should be transferred to other places and spaces

Go To Assessments: Break down the standards to what they actually mean

Break the standard down to 5 essential questions or thoughts

Advice: Relationships

The parents want to make sure you know and understand their children

Resources: "Culture Code" Book - The culture of your PLC is crucial for your growth

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Assessment: Make observations

What are they mastering and what are they struggling with

Day to day of what you are noticing

Go to Assessments: Small groups

Small groups for all students to build those connections

Challenge all of your kids

Smarter Not Harder: Be a Team

Take on roles and give your teammates compliments

Use leaders in your classroom

Advice: Make relationships with the students, parents, and staff

Go to events outside of school for your students

Resources: "The Gift of Dyslexia" "The Morning Meeting Book"

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Assessment: A procedure for making inferences

I'm going to ask you to do something, observe something, and make inferences on your findings

There is no valid assessment, there is only valid and invalid interpretations

Go to Assessments: Whiteboards, scaffolding - language of an educator

Smarter Not Harder: Design my assessments strategically to get my information more efficiently

Understand that some assessments had a different purpose

Resources: "Teacher Clarity Playbook" - If a child can articulate what you are teaching you are doing good

IES Practice Guides - Can help students who are struggling

John Pegg on Taxonomy - nice approach to assessment

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KSU Guest Mentor Spencer Brown Assessment

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Assessment: An estimation of the quality of something; a snapshot of a kid on that day in that particular state

Dylan William: There are no valid assessments, only valid interpretations

Go to Assessments: MTSS Assessments

Good Screener - having good diagnostics

Exit tickets & quizzes

Smarter Not Harder: You have to have a process

Have a framework for how you are going to utilize assessment and the data

Resources: "Thinking Fast and Slow" by Daniel Kahneman

Jack Fletcher - Great Special Education books

Janusz Korchak - Polish pediatrician

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2. One of the strategies that I heard most often was get to know your team and work together with your other teachers. Another strategy I heard a lot was to use hands-on learning for formative assessments.

4. I really connected with Marsha Reeves because I loved how she explained that students are allowed to make mistakes and we should not get angry at them. I loved hearing her stories, especially wanting to teach Kindergarten one day myself!

7. The first question I would pose to a Mentor Educator is "What are some classroom management strategies you use in your classroom?" The second question would be "How do you handle discipline or misbehavior in your classroom?"

1. I noticed that a lot of their advice included really getting to your students and their families. A few of the mentors also talked about making sure you maintain a work-life balance so that neither goes by the wayside.

5. I was surprised by how long most of the teachers had been teaching! It was amazing to see that their passion for teaching kids has survived throughout the years.