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1. The vibe of the group is very welcoming. Kelsey and Lu set the tone of the discussions so well that I felt heard, supported and understood.

2. The range of activities is very wide, we got opportunities to design our learning targets, assessments, GRASPS, and even visit each other classes! The variation of activities helped keep me engaged and refreshed.

3. One constructive feedback is we may cover more aspects of the job. The planned activities are almost solely about instruction. However, at a school like BASE, instruction/teaching/assessment is not the only major part of the job. Aspects such as classroom management, family communication, technical work such as accessing and analyzing the student data, career development, student opportunities, counseling, post-secondary pathways, etc, are also significant.

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What worked: Every piece of advice that I received, I found myself instantly applying it or at least giving a shot. Much of what I have learned during this group was everything that is crucial in my own teaching practices. Some of the examples that stood out to me most, would be classroom management techniques, the use of formative and summative assessments, their importance and how to build one from scratch. One thing I would add that I find extremely important to highlight would be the way this group made me really feel comfortable to 1) try new techniques 2) think deeper about classroom flows from managing the classroom to the curriculum that we teach and 3) sharing our own experiences.

More of:

Continuation: Yes, I would love to continue to be a part of collaborative work with the rest of my first year group. This to support us within our own growth and goals.

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I enjoyed the new teacher group. Kelsey and Lou did a great job leading the group. The best part was having a chance to ask questions and hear the concerns of the other new teachers. I liked seeing some of the action opportunities from other classes.

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I thought that having all of the new teachers as a full group naturally allowed us to discuss the common (or individual) questions and issues that came up - particularly at the start of the year when absolutely everything was new. Carrying the same PL activities from Mondays into this group was often great but sometimes felt a bit redundant. There were moments where scheduling visitations for both the PLs and new teacher group felt a bit more overwhelming than it might have been worth. Having said that, I did not have a classroom visit this year that felt completely unnecessary or that I was unable to learn from. The content that we were focused on (in both the PL and this group) did feel like the right content to think about as a new teacher but there were also moments where I needed more info about more everyday, technical odds and ends

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#1 - I love the energy and commitment this team gave to the group. I have seen growth in every single one of you and you've all done amazing this year. Year one is the hardest and you're almost done. I've learned a lot from the questions and curiosities you bring from your classes.

#2- I wish Lou and I had more time to be in each others spaces. Usually we would be in your class multiple times a month, but that just didn't happen. We tried to model this during beginning of the year but the logistics are tough.

#3- I would love to continue this structure or even consider working with anyone 1:1 who had the will or capacity.

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Worked well: the group felt flexible and adaptive, and there was always a constructive and, more often than not, deep conversation about what we do every day

Worked: intervisitations as a way to study a problem of practice. Feels like a hands on inquiry approach. I wish we had started them sooner. I am no longer an early career teacher, and I learn SO much by being in other folks classrooms.

Wish we had done differently: I wish I was in classrooms more. I think we struggled to close the loop (finish ideas) in that way

Run it back: yes, I think this structure, with adjustments, is supportive

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I think having time to ask questions and hear answers to others' questions was nice. I think looking at our assignments and getting feedback was nice. Learning what's important such as learning targets and how to implement them was good. I think time to look at the following days' lesson could be good. I'm often low on time and still working on the next days' lessons many days, and it would be cool to get feedback on what I already had planned. Planning for something such as summative assessments months in advance is probably the best way to do it but after I start the unit I often change things, so it's easier to focus on tweaking what's in front of me. But overall it was nice and helpful, so thank you.

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Thanks Lou + Kelsey, These NTG meetings helped me understand much more than I would have alone. You are both very empathetic, patient and knowledgeable. There were many times that I was frustrated with something not going well in my class, but during or after the meetings, I gained an insight into where I could make improvements. I like the integration of the Monday Meeting PL into a larger breakout in NTG because we can get further insight into how we can integrate that action item. I don't have any critical feedback- the meetings were very well planned and also allowed from spontaneous Q and A. Thanks again.

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1. When you were placed in this class in the beginning of the school year, did you feel academically ready for this class? If you felt not ready, what alternative math class are you willing to take instead?

2. After taking this class, did you feel your overall math skills grow? Why or why not?

3. Did you think the setting of the class was suitable for you to learn? Why or why not?

4. What activities in the class were most helpful for you to learn?

5. What activities helpful for you to learn do you wish to add to the class?

6. Did you believe your math skills were adequately reflected in the assessments of this class? Why or why not?

7. Did this class prepare you adequately for the standardized tests?

8. Did you know where and when you get help for this class?

9. What is your career goal? Is this class relevant to your career goal?

10. From 1 to 10, how do you rank the difficulty of this class? Also, provide your ranking for another 3 STEM classes as reference.

11. Were your able to get the support in order to succeed in this class? Why or why not?

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April 2026 Copy of 11th Grade Copy of Cogen Organizer

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Thuvia observes Emily New Teacher Group Intervisitation Feedback Note Catcher

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When someone comes to your classroom, what are a few things you want them to keep in mind (about your students, about your pedagogy, about your feedback preferences)?

After listening to each other, generate 3-5 community agreements and type them in the comments

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When someone comes to your classroom, what are a few things you want them to keep in mind (about your students, about your pedagogy, about your feedback preferences)?

After listening to each other, generate 3-5 community agreements and type them in the comments

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GRASPS+AP Language 2025-2026: December Break Reflection and AO

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Thuvia Jones - Simulating Revision Protocol: PD January 2026

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Emily Dufour - Simulating Revision Protocol: PD January 2026

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Emily Dufour - Simulating Revision Protocol: PD January 2026

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Kevin Copy of NTG Copy of LASW Protocol | Succinct Instructions

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Emily of NTG Copy of LASW Protocol | Succinct Instructions

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Barrett Copy of NTG Copy of LASW Protocol | Succinct Instructions

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NTG Copy of LASW Protocol | Succinct Instructions

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1. Can I assign different Action Opportunities to different kidS?

2. Can I assign more Action Opportunities to certain kids?

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New Teacher Group Intervisitation Feedback Note Catcher

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Are the daily learning targets supposed to be general for the year or based on that class or both? For example, which learning target makes more sense for a class: I can use document based evidence and analysis to make claims. Or

I can identify and describe the major beliefs, practices, and sacred texts of Hinduism.

I had been combining them with learning targets such as "I can use document based evidence to understand the impact of Hammurabi's Code"

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2025-26 Professional Learning and Adult Development Syllabus - Google Drive

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Is there a Base school year calendar that includes stuff like pause days?

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I heard about ShopDOE and Teacher's Choice. Are there any other fundings I am missing?

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Supporting students with very low reading level

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Supporting students with very low reading level

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I just don't know what to do. They are completely disengaged.

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Do I need to document modifications? I have some students with very low reading levels who just can't work as fast as other students. How do I change the expectations for these students?

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How do I present scaffolds? Do I have separate worksheets that I give just to students who need them? I know that ICT students are supposed to be fully integrated and worry that this sets them apart.

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Students may need a reminder... lesson perhaps or can be a quick intro info? not sure.. but sometimes students take a while in the bathroom or long bathroom lines...

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Not a challenge per se but I am not sure how to best use the classroom library corner/space. Currently it is unused.

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When there is clean-up at the end of the period (putting away computers, for example), the students won't return to their seats and line up at the door. I try to tell them to go back to their seats and wait for the bell, but it seems to be a losing battle. Should I just have them put things away AFTER the bell rings? Or is it ok for them to line up at the door for the last minute of class?

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How often do you do action opportunities? How often do you do summative assessments? Just curious how others generally handle grading

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I struggle often with setting it up efficiently.

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I'm slowly developing an organization system for papers I hold on to but I could use some help--especially since the amount will only grow

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Pretty much all of my classes have english language learners, and at times I feel like I am not helping them. I do my best to check in and attempt to communicate with them but I don't do it effectively. Any general suggestions to support them?

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What sorts of activities count as a summary? Can it be a discussion of what we did in class? If it is an exit ticket, should there still be more wrap-up after the students finish the exit ticket, or can they do the exit ticket right up to the bell?

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I would like some help setting up and using the overhead projector. There's one in the classroom but I don't know if I have all of the cables

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I have trouble keeping track of 10 minutes passing at the beginning of the period and when there are 10 minutes left.

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What do I do when I find a student playing video games instead of interacting with the science simulation?

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My 11th graders, I think, need assigned seats, and I'm trying to figure out why? The expectations in 11th grade are that students can manage a high level of engagement AND be next to their friends, but the side conversations are starting to destabilize the learning. So, I'm wondering if I should set up a lesson or two about agency or if I should assign seats and tell them why.

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I can't connect my computer to my printer in my classroom.

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When someone comes to your classroom, what are a few things you want them to keep in mind (about your students, about your pedagogy, about your feedback preferences)?

After listening to each other, generate 3-5 community agreements and type them in the comments

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.... will see ... during ... on ...

.... will see ... during ... on ...

You can edit this post (click the 3 dots in the corner of this text box)

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.... will see ... during ... on ...

.... will see ... during ... on ...

You can edit this post (click the 3 dots in the corner of this text box)

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Thuvia will see Emily during 3rd Period on April 27.

Emily will see Thuvia during 2nd period on 4/29.

You can edit this post (click the 3 dots in the corner of this text box)