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This one is critical - modeling how room is built over time-word wall, anchor charts, etc. as instruction grows, not covered with pre-made posters. LFS "preview" with regard to organization of classroom - pods, word wall, purposeful visuals used as working tools in classroom. Also, that students have an understanding of where all materials are housed, their purpose, when to use them, etc. Organization of classroom library should be modeled-teach students in conjunction with first unit of Pearson. ** Classroom Management ** Discuss classroom procedures and classroom routines to support small group instruction - emphasizing modeling these at the beginning of the year. Classroom management stresses small group instruction but we need some time spent on whole group management also. Set CLEAR expectations, explicitly teach, model, practice, and consistently hold students accountable for expected behaviors. What are expectations of students upon entering the classroom? Provide a routine for students to follow such as book bags away, papers out and into teacher bin, lunch count, student activity such as a response to a posted question, journal entry, math problem of day, etc. What are expectations whenever reentering classroom? (Lunch, recess, special, etc.) How will you teach and hold students accountable for the numerous transitions in the day? (song? chime? timed!) Practice and re-practice! Little routines (using the bathroom, getting a drink, sharpening pencils, etc.) Set an expectation that students should practice going to the bathroom at routine times during the day unless it's an emergency. For example, classroom instruction is NOT the time to use the bathroom (unless emergency- and monitor those students that use this time routinely. Share that student sign outs, etc. should be kept as the teacher should ALWAYS know where students are when they are not in the classroom.   What is the teacher role during independent student tasks? (Monitoring the students, up, moving, actively engaged, using the time to work 1-1 with an individual or small group: this is key to management!)    When do we access email or our computer work? (Never during instructional time - this is not best practice for effective classroom management.)    Sharing the wonderful strategies you use to engage students in thoughtful discussion. (Clock partners, Pair Share, etc.)    Discuss management of lessons. The effectiveness, engagement level of a lesson, is key to classroom management- share strategies you use to prepare for, chunk, keep students attention (hands on strategies: white boards, etc.), summarizing (preview Ticket Out Door). With regard to modeling behaviors - remind teachers that this needs to occur throughout the school year- to use strategies such as "we practice on your time, when it's not done on my time." (recess vs. instructional day) An example of this is students RUNNING out to recess from the classroom (particularly in the upper grades) ... and how effective teachers practice walking with the class or particular students in the hallway. This goes back to "the collective classroom reflects back on the teacher" and working with students in a respectful yet consistent manner to meet building and classroom expectations. **Discuss Subject Areas** (focused on best practice): MODEL use of LFS Science – show FOSS Kits Social Studies – Show Units Math - how to integrate calendar math into routine inform teachers that this component requires pre-planning and preparation of "math board" each month- and to anticipate this. LA – Discuss Literacy Work Stations - add centers one at a time, teaching and modeling them thoroughly, creating “Can Do Lists”, pulling class together for sharing and problem solving at end of center time. Share your grade level essentials that new teachers should be accessing (Shared Reading Manual, 6 Traits book, Social Studies manual, etc) Some teachers are coming into rooms where there is SO much stuff to weed through they don't know what is high priority for getting started. Spend significant time on this area and tips that will assist them in planning and prioritizing. It would also be nice to include at each grade level a list of helpful resources the new teachers may want to go to in planning, management, curriculum, LFS, etc. Address assessment and record keeping in this area. ** Forms of Communication ** (Share newsletters/website/typical note home.) ** Professionalism ** – (Their administrator may have already discussed this with them.) One way to start this discussion is to remind the 1st year teachers that the last question of their interview was "What does professionalism mean to you?" We were extremely pleased with their responses to this question... yet would like to clarify further the professional standards of CV and building. General areas are listed below:  •  ** Building Responsibilities ** : Team Player with regard to Building Climate and Control- teacher is responsible for ALL children- not just his/her own class- for example, in assemblies, hallway passage, etc- new teachers may be hesitant to address behaviors of students- yet we are all working together to support appropriate behavior from out students; also at assemblies: we model attentiveness at assemblies- not correcting work, talking...   •   ** Classroom Management ** - Remind teachers that the collective behavior of their class reflects back on them- this is a great responsibility, but strong teachers recognize this and work to support and hold their students accountable for appropriate behaviors. Furthermore, the manner in which they address students and/or other adults in the building reflect on them personally... as such, respect is key.  •  ** Email ** - never check email or work on computer during instruction time. This is SO important and easy for teachers to get into a bad habit of being harnessed to their computers...  •   ** Confidentiality ** - this is a big one. New teachers may get caught up on discussing a student in the lunchroom, hallway, outside of school, etc. .. either because it's modeled by other teachers or they are seeking guidance and open the discussion to others that are not directly related with the student. Hit home the legal and ethical responsibility that accompanies this behavior.  •  ** Communication ** - professional not slangy: particularly with email. Additionally, the professional responsibility of the teacher to seek guidance from school personnel when uncertain of student progress. Sometimes the new teacher is afraid that he/she is not doing their job if they have to ask for help or contact a parent with a concern. Assure them that they should not be afraid to speak to the counselor, assigned mentor, coach, when uncertain- better to seek guidance early than waiting until it's late in the year.  •  ** Dress- ** although each building has its own climate- there are several constants: neat, clean, clothes that set them apart from their students and little things like skirts should fall at or close to knee level.
 * __ Agenda for 1st Year Teachers __**
 * Classroom Environment & Organization **
 * Time for Questions & Sharing

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 * __ Agenda for 2nd Year Teachers __**   - *Follow 1st year agenda but focus on: “//What will you do differently this year?// “


 * Classroom Environment & Organization**


 * Typical Day** (schedule may vary across buildings)


 * Classroom Management** (classroom procedures and classroom routines to support small group instruction - emphasizing modeling these at the beginning of the year)

Math – Discuss Calendar Math Science – Discuss FOSS Kits Social Studies – Discuss Units LA – Discuss Literacy Work Stations
 * Discuss Subject Areas** (focused on best practice):
 * Forms of Communication **  (Share newsletters/website/typical note home.)


 * Professionalism**- Now that you've had one year under your belt- what does professionalism mean to you? Use this as a launching point to key points noted for 1st years.
 * Time for Questions & Sharing **