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FOCUS: D1+D2- Setting Clear Expectations and Classroom Management

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FOCUS: D1+D2- Setting Clear Expectations and Classroom Management

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Prompt: Check out the resources linked in this month's New Teacher Newsletter. Respond to any of the questions below that resonate with you for a chance to win a prize!

*For a Bonus Entry: Respond thoughtfully to two of your peers responses!

Questions:

1. Share a management scenario that's got you stumped! Share what you've tried already and possibly things you're considering.

2. Take a look at your Danielson Smart Card. Make connections between what you're currently doing to Danielson Domain 1 and/or Domain 2 to start building your confidence for TPEP! You can pull from conversations with your mentor too if that helps!

3. Share a management strategy that's been working for you so we can all share the love!

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FOCUS: D1 + D4- Lesson Planning and Time Management

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FOCUS: D1 + D4- Lesson Planning and Time Management

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Prompt: Check out the resources linked in this month's New Teacher Newsletter. Respond to any of the questions below that resonate with you for a chance to win a prize!

*For a Bonus Entry: Respond thoughtfully to two of your peer's responses!

Questions:

1. Phases of a New Teacher: Reflect on where you might be in the yearly phases of a new teacher. What phase do you think you're in and why? What is something you can do to care for yourself in this phase?

2. Lesson Planning: Share how lesson planning is REALLY going. Where do you feel you're killing it and where would you honestly like more support?

3. Danielson Connection: Take a look at your Danielson Smart Card. Make connections between what you're currently doing in your class to satisfy Danielson Domain 1 and/or Domain 4 to start building your confidence for TPEP! You can pull from conversations with your mentor too if that helps! Share so we can celebrate with you!

4. Time Management: Share a time management strategy that's been working for you so we can all share the love!

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FOCUS: D2 + D4- Communication and Professionalism

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FOCUS: D2 + D4- Communication and Professionalism

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Prompt: Check out the resources linked in this month's combined New Teacher Newsletter. Respond to any of the questions below that resonate with you for a chance to win a prize!

*For a Bonus Entry: Respond thoughtfully to two of your peer's responses!

Questions:

1. Phases of a New Teacher: Reflect on where you might be in the yearly phases of a new teacher. What phase do you think you're in and why? What is something you can do to care for yourself in this phase?

2. PLT: It takes all of us heading in the same direction to come together as a functional PLT. Reflect on your current understanding of the goal/roles in a PLT, how Rebecca DuFour explains it and the reality of how your team is currently functioning. What's something you think is working well? What's something you'd like to bring to your team to refine about your current PLT reality?

3. Connecting with Students: Detail a 'win' you've had this year connecting with a challenging student or class.

OR

Explain a system you've put in place to help you carve out time to meet with your students individually and the impact it's had on you and your class.

4. Communicating Home: We all know parent communication is a huge part of professionalism and keeping families in the know with their child's learning at any age. What is one win you've had this quarter/trimester and something you'd like to build on regarding using ParentSquare to communicate home?

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Prompt: Check out the resources linked in this month's New Teacher Newsletter.

Respond to any of the questions below that resonate with you for a chance to win a prize!

*For a Bonus Entry: Respond thoughtfully to two of your peers' responses!

Questions:

1.Phases of a New Teacher: Reflect on where you might be in the yearly phases of a new teacher. What phase do you think you're in and why? What is something you can do to care for yourself in this phase?

2.Back from Break: We work hard to establish intentional and consistent routines and procedures- but it's never a bad idea to revisit- especially after winter break. How did you handle this transition back into the classroom? How did students seem to respond?

3.BIG Behaviors: Sometimes students have needs that go beyond the 'norm'. What are some big behaviors you are seeing in your class and have you found a resource, support person or strategy that seems to help?

4.Danielson Connection: Take a look at your Danielson Smart Card. Make connections between what you're currently doing in your class to satisfy Danielson Domain 2 to continue building your confidence for TPEP. You can pull from conversations with your mentor too if that helps. Share so we can celebrate with you!

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From the beginning of the year I have experienced big behaviors. The new behaviors have made me really have to think outside the box and I am grateful for my school psych and admin for the amazing support. I believe the support has made the behaviors easier to engage and deescalate the student. If I need to take a walk after the big behavior my admin will take the classroom over for 10/15 minutes so I can take care of me.

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FOCUS:  D1, D3, D4 - Assessment and Grading

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FOCUS:  D1, D3, D4 - Assessment and Grading

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Prompt: Check out the resources linked in this month's New Teacher Newsletter. Respond to any of the questions below for a chance to win a prize!

Bonus: Respond thoughtfully to two peers' comments.

Questions:

1. Phases of a New Teacher: Reflect on where you might be in the yearly phases of a new teacher. What phase do you think you're in and why? What is something you can do to care for yourself in this phase?

2. How do my assessments align with my learning objectives, and how am I using assessment evidence to plan next steps for instruction and grading?

3. How am I using assessment during instruction to provide timely, specific feedback that helps students understand their progress and take ownership of their learning?

4. How do I reflect on my grading practices to ensure they are fair, transparent, and supportive of student learning, and how do I communicate those practices with students and families?

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FOCUS:  D1 and D3 - Student Engagement and Motivation

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FOCUS:  D1 and D3 - Student Engagement and Motivation

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Prompt: Check out the resources linked in this month's New Teacher Newsletter. Respond to any of the questions below for a chance to win a prize!

Bonus: Respond thoughtfully to two peers' comments.

Questions:

1. Phases of a New Teacher: Reflect on where you might be in the yearly phases of a new teacher. What phase do you think you're in and why? What is something you can do to care for yourself in this phase?

2. How intentionally do my lesson designs anticipate student interests, readiness levels, and potential misconceptions to maximize engagement from the start?

3. During instruction, when are students most cognitively engaged, and what specific strategies or questions contribute to that deeper level of thinking?

4. How effectively do my planned activities translate into authentic student motivation, and what adjustments could increase ownership and active participation in future lessons?

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FOCUS:  D2 and D3- Learning Environments and Learning Experiences

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FOCUS:  D2 and D3- Learning Environments and Learning Experiences

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Prompt: Check out the resources linked in this month's New Teacher Newsletter. Respond to any of the questions below for a chance to win a prize!

Bonus: Respond thoughtfully to two peers' comments.

Questions:

1. Phases of a New Teacher- How does knowing your current phase help you move to the next, and what does it reveal about your growth as a teacher?

2. How do your routines support equitable participation, and how could Total Participation Techniques ensure all students feel safe and accountable to contribute?

3. How do you monitor and respond to student thinking in real time to adjust instruction and deepen understanding?

4. Which Total Participation Technique will you try, and how will you use it to increase engagement and understanding?

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I feel like my routines support equitable participation in class by allowing students to participate in group points. Students become competitive but love that they can all participate and don't feel as it's always the same students participating. This also allows all students to participate. For instance, once a student in a group participates they can no longer earn a point for their group unless its someone new. Students love that they get to take turns as they'd like and when they feel they are ready to participate to help their group win. Students also feel engaged in the learning and want to continue to participate with open response as they feel comfortable.