Helpful Hints for Mentoring New Teachers
Peggy Yelverton
Brevard County Induction Program
321-633-1000 ext 242
321-223-4010
CHECKLIST FOR A NEW SCHOOL YEAR
1.Prior to opening, secure a list of students and write each student a letter (elementary).
2.Call the parents of your students. Introduce yourself and ask if there are any specifics you should know about their child (elementary).
3.During your first year in a new school, find out:
- the school’s belief about classroom management
- the roles of the principal, guidance counselor, and teacher in discipline situations
- where you go to get help
- what consequences are available
- how to handle crisis situations
- procedures for transitions to other parts of the building; i.e. lunch, assemblies, fire drills, recess, bus dismissal…
- what other responsibilities you have; i.e. hall bulletin boards, detention, bus supervision…
- about school procedures; i.e. lesson plans, office referrals, special education, parent conferences, grading, mid-marking period reports, report cards…
4.Greet students at the door of your classroom (daily).
5.Welcome students. Introduce yourself.
6.Have each student fill out an information sheet; i.e. name, address, parents, phone number, interests, and what it took for them to be successful in previous classes.
7.Let each student introduce himself/herself.
8.Project positive expectations for the students’ success.
9.Discuss “Why are we in school?” (So the students can learn and the teachers can teach.)
10.Develop an environment of mutual respect.
- How do you want me to treat you? How should we treat one another? How should you treat me?
- Use an “I” chart to clarify principles by which to conduct yourself.
11.Activities:
- “My Job/Your Job”
- “This Doesn’t/This Does Work On Me” – This lets the students know what you expect from them.
12.Develop class rules. Assume nothing. Teach everything.
- Provide for student input.
- Teach, practice, reteach, evaluate, and provide feedback.
- Show the reasons for rules. Use an analogy of playing a game or driving a car without rules.
13.Develop a list of logical consequences.
- Consequences should be related, reasonable, done respectfully, teach responsibility (problem solving), mild, and enforceable.
14.Develop procedures (transitions).
- Teach, review, and provide feedback.
15.Know what intervention strategies you are going to use when students
misbehave…and they will misbehave and try you.
16.Meet the student’s basic needs.
- Safety, security, connection, capable, contributing, power and fun.
- Assign jobs, allow students to develop bulletin boards, and do team building activities.
17.Contact the parents by phone or written note within the first month of
school with the rules that were developed and your procedures.
18.Contact the parents throughout the year with positive comments, even for
your most challenging student.
19.Have a behavioral objective as well as an academic objective for each
lesson. This is the way you teach behavior – while you are teaching your
academic subjects.
20.Introduce Class Meetings, a way to provide for students to be heard and
solve problems.
21.Be excited about teaching if you want the students to be excited about
what you are teaching.
Coach/Coachee Time Line
Coach / Beginning Teacher (Coachee)August /
- Meet your new teacher
- Begin completing activities
- Meet with mentor to prepare for the start of a successful school year
- Attend New Teacher Orientation (NTO)
First Semester /
- Discuss Open House
- Discuss how to have Parent Conferences
- Observe your new teacher using data collection tool of choice
- Provide feedback and coaching
- Go over the PGP development
- Remind mentee to sign up for classroom management training, B.E.S.T.
- Ask about Open House
- Ask about Parent Conferences
- Complete 1 observation on “Highly Effective Teacher”
- Continue to meet with mentor
- Work toward PGP plan goals
- Be observed by coach
- Attend Classroom Management trainings, NTO, NTA, or B.E.S.T.
Second Semester /
- Observe 2nd time your new teacher using data collection tool of choice
- Provide feedback and coaching
- Go over the PGP implementation
- Remind mentee to sign up for classroom management training, B.E.S.T.
- Complete for 2nd time 1 observation on “Highly Effective Teacher”
- Continue to meet with mentor
- Work toward PGP plan goals
- Be observed by coach
- Attend Classroom Management trainings, NTO, NTA, or B.E.S.T.
August/September
ACTIVITIES & IDEAS
Meet/welcome new teacher:
____ Welcome new teacher with a telephone call prior to school
____ Have coffee or lunch away from the building
____ Take new teacher on tour of building
____ Introduce new teacher to other staff
____ Attend social gatherings together
____ Provide orientation to the community as needed
Introduce new teacher to the building:
____ Discuss school norms, social traditions
____ Introduce to other staff
____ Show where to find supplies, materials etc.
____ Review standard operating procedures
____ Explain parking procedure
____ Building & District discipline procedures
____ Clerical procedures - securing materials and supplies
____ Leave requests - authorized, emergency, sick
____ Preparing for a substitute teacher
____ Copying procedures
____ AV/Computer locations and checkout/lab use
Beginning of the year checklist:
____ Complete checklist of new teacher activities
____ Keeping grade books/ED Line
____ Maintaining student discipline
____ Managing classroom instruction
____ Obtaining supplies
____ Identifying school policies, procedures
____ Discuss homework, make-up work policies
____ Maximizing academic learning time
Suggested topics for regularly scheduled conferences:
____ Preparing for parent conferences
____ Sharing one discipline technique that worked
____ Conferring regarding Professional Growth Plan
____ Discuss curriculum content, pacing, and sample lesson
____ Other
Discuss district workshops available to the beginning teacher:
____ New teacher meetings
____ Refer to the current New Teacher Workshops Schedule
Provide for a lesson observation by the new teacher:
____ Schedule demonstration lesson to be observed
____ Hold a follow-up conference
Maintain informal contact:
____ "Drop in" to touch base
____ Share a funny or interesting event that happened during the day
____ Write an occasional note acknowledging or supporting activities and successes
Use this checklist to identify procedures you follow in your classroom. Put a check mark in the space to the left of each item for which you do have a set procedure. Place an asterisk next to those items you do not have procedures for but feel you should. Circle items you feel should be taught on the first day of school.
I. Beginning Class
____ Roll call, absentees
____Tardy students
____ Academic warm-ups or getting ready routines
____ Distributing materials
____ Behavior during class opening (elementary)
____ Bell Ringer
____Turning in homework
II. Room/School Areas
____ Shared materials
____ Teacher’s desk
____ Water fountain, bathroom, pencil sharpener
____ Student storage/lockers
____ Student desks
____ Learning centers, stations
____ Playground
____ Lunchroom
III. Setting up Independent Work
____Defining working alone
____ Identifying problems
____ Identifying resources
____ Identifying solutions
____ Scheduling
____ Interim checkpoints
IV. Instructional Activities
____Teacher/student contacts
____Student movement in the room
____ Signals for students' attention
____ Signals for teacher's attention
____ Student talk during seat work
____ Activities to do when work is done
____ Student participation
____ Laboratory procedures
____ Student movement in and out of small group
____ Bringing materials to group
____ Expected behavior in group
____ Expected behavior of students not in group
V.Ending Class
____ Putting away supplies, equipment
____ Cleaning up
____ Organizing materials class
____ Dismissing class
VI. Interruptions
____ Rules (3 to 5) Students involved with developing
____ Talk among students
____ Conduct during interruptions or delays
____ Passing out books, supplies
____ Turning in work
____ Handing back assignments
____ Getting back assignments
____ Out-of-seat policies
VII. Work Requirements
____ Heading papers
____ Use of pen or pencil
____ Writing on back of paper
____ Neatness, legibility
____ Incomplete work (late slips)
____ Work missed
____ Work due dates
____ Make-up work
____ Supplies
____ Coloring or drawing on paper
____ Use of manuscript or cursive
VIII. Communicating Assignments
____Posting assignments
____ Orally giving assignments
____ Provision for absentees ____ Requirements for long term assignments
____ Returning assignments
____ Homework assignments
IX. Monitoring Student Work
____ In-class oral participation
____ Completion of in-class assignments
____ Completion of homework
____ Completion of stages of long-term assignments
____ Monitoring all students
X. Checking Assignments in Class
____Students exchanging papers
____ Marking and grading assignments
____ Turning in assignments
____ Students correcting errors
XI. Grading Procedures
____ Determining report card grades
____ Recording grades
____ Grading stages of long term assignments
____ Extra credit work
____ Keeping records of papers/grades/assignments
____ Grading criteria
____ Contracting with students for grades
XII. Academic Feedback
____Rewards and incentives
____ Posting student work
____ Communicating with parents
____ Students' record of grades
____ Written comments of assignments
XIII. Other Procedures
____ Fire drills
____ Lunch procedures
____ Student helpers
____ Safety procedures
August to October
ACTIVITIES & IDEAS
Suggested topics for regularly scheduled conferences:
____Parent conferencing, contacts
____ Report cards/progress reports
____ Classroom management
____ Discipline
____ Managing instructional tasks, time management
____ Audio-visual equipment, department
____ Share a discipline technique that worked
____ Student motivation and feedback
____ Confer regarding Professional Development Plan
____ Individual building issues
____ Grade level-departmental activities for the year
____ Discuss curriculum content, pacing, and sample lesson
____School assemblies
____ Special school programs
____ Other
Guide for observation of new teacher in preparation for formal evaluation:
____ Schedule observation with pre- and post-conference time
____ Use district peer coaching guidelines
____ Be sure to use positive feedback (describe rather than judge)
____ Identify focus for next observation
Discuss district workshops available to the beginning teacher:
____ Refer to current New Teacher Workshops Schedule
Maintain informal contact:
____ Continue to share events and happenings of the day
____ Write an occasional note acknowledging or supporting activities and successes
November
ACTIVITIES & IDEAS
Suggested topics for regularly scheduled conferences:
____ Parent conferences, communications
____ Providing feedback to students
____ Curriculum resources, materials
____ Confer regarding Professional Development Plan
____ Arranging for substitute teachers
____ New teacher questions
____ Share a discipline technique that worked
____School traditions
____ Other
Discuss district workshops available to the beginning teacher:
____ Refer to New Teachers Workshops Schedule
Maintain informal contact:
____ Continue to share events and happenings of the day
____ Write an occasional note acknowledging or supporting activities and successes
December
ACTIVITIES & IDEAS
Suggested topic for regularly scheduled conferences:
____ School traditions, district policies regarding holiday events
and activities
____ Share a discipline technique that worked
____ Confer regarding Professional Development Plan
____ Discuss curriculum content, pacing, and sample lesson
____School traditions
____ Other
Maintain informal contact:
____ Continue to share events and happenings of the day
____ Write an occasional note of encouragement and support
January
ACTIVITIES & IDEAS
Suggested topics for regularly scheduled conferences:
____ School, classroom procedures for ending/beginning the semester
____ Report cards and grading
____ Curriculum resources
____ Promoting positive relationships among students and teachers
____Confer regarding Professional Development Plan
____New teacher questions
____ Share a discipline technique that worked
____ Discuss curriculum content, pacing, and sample lesson
____ School traditions
____ Incentive grants
Discuss district workshops available to the beginning teacher:
____ Refer to the New Teacher Workshops Schedule
Maintain informal contact:
____ Continue to share events and happenings of the day
____ Write an occasional note of encouragement or support
Review first terms experiences:
____ Discuss highlights
____ Evaluate growth experiences
Celebrate completion of first term:
____ Plan visible recognition
February
ACTIVITIES & IDEAS
Suggested topics for regularly scheduled conferences:
____ Plan activities for second semester
____ Review and discuss district office staff roles, departments,
and support services
____ Share literature, research readings, professional journals
____ Confer regarding Professional Development Plan
____ Use of community resources, e.g. guest speakers, field trips
____ Share a discipline technique that worked
____ Discuss curriculum content, pacing, and sample lesson
____School traditions
____ Other
Discuss district workshops available to the beginning teacher:
____ Refer to current New Teacher Workshops Schedule
Maintain informal contact:
____ Continue to share events and happenings of the day
____ Write an occasional note of encouragement and support
March
ACTIVITIES & IDEAS
Suggested topics for regularly scheduled conferences:
____ Professional organizations
____ Confer regarding Professional Development Plan
____ New teacher's concerns or needs
____ Share a discipline technique that worked
____ Discuss curriculum content, pacing, and sample lesson
____ School tradition
Discuss district workshops available to the beginning teacher:
____ Refer to current New Teacher Workshops Schedule
New teacher observation of other teachers:
____ Additional opportunity as arranged by mentor
Maintain informal contact:
____ Continue to share events and happenings of the day
____ Write an occasional note of encouragement and support
April
ACTIVITIES & IDEAS
Suggested topics for regularly scheduled conferences:
____ Career planning and development
____ Testing and evaluation services
____ District testing
____ Begin discussion of bringing the year to a close
____ Confer regarding Professional Development Plan
____ Share a discipline technique that worked
____ Discuss curriculum content, pacing, and sample lesson
____ School traditions
____ Other
Discuss district workshops available to the beginning teacher:
____ Refer to current New Teacher Workshops Schedule
Maintain informal contact:
____Continue to share events and happenings of the day
____ Write an occasional note of encouragement and support
May
ACTIVITIES & IDEAS
Suggested topics for regularly scheduled conferences:
_____Procedures for ending/beginning the year
____ Awards or certificates signed by superintendent/principal
____ Concerns of new teacher
____ Review of year's events
____ Share a discipline technique that worked
____ Celebration of mentoring
____ School traditions
____ Graduation activities
____ Other
Discuss district workshops available to the beginning teacher:
____ Refer to current New Teacher Workshops Schedule
Maintain informal contact:
____Continue to share events and happenings of the day
____ Write an occasional note of encouragement and support
CONCEPTS FOR USING PREVENTION STRATEGIES
- Discipline is like other disciplines; i.e. language arts, science, math, social studies. It needs to be taught, practiced, evaluated, retaught, and reinforced.
- Assume nothing. Teach everything.
- Pro-acting is far more effective than reacting.
- Rewards – Punishment. Use rewards and punishment only in special or extreme situations when you want to change behavior fast, but it will not be a lasting change that develops responsibility.
- Enforceable rules and transitional procedures are clearly defined, taught, and retaught.
- Public rules – Private consequences.
- Rules and interventions without relationships lead to rebellion, resentment, or revenge.
- Rules and procedures are not the same thing. Procedures tell you how to do something. Rules tell you how to behave.
- Kids love action; therefore, if there is no action in your classroom, kids will create it. Learning is not a spectator sport. Students need the opportunity to talk and move. If you don’t give them these opportunities, they will take them.
- If low ability students fall behind, they become frustrated, then angry, then a discipline problem.
- All behavior is a cry for love or an expression of it.
- If control is too loose or too tight, students move in one of two directions: retreat (withdraw) or rebel (act out).
- If you can’t enforce it, don’t require it. If you can’t model it, don’t expect it. Teachers should model the behavior they want.
- Don’t give choices that you are not willing to follow through on.
- Consequences that are mild, enforceable, related, reasonable, done respectfully, and teach responsibility should be used instead of punishment.
- There is no punishment severe enough that we can use that some students have not already experienced. They’ve been physically, emotionally, and psychologically abused.
- Students don’t care how much you know until they know how much you care.
- People do things for people they love. Low ability students do not love themselves; therefore, they first must do it for you. Once they see they can do it and have some self-worth, they will do it for themselves.
- All individuals have the basic needs to belong and feel significant. When students come to school they are part of the “in” group or the “out” group. If they are part of the “in” group, their basic needs to belong and feel significant are being met. If they are part of the “out” group, they will do one of two things: retreat (withdraw) or rebel (act out).
- Basic needs of individuals are safety and security, connecting, feeling capable, being able to contribute, to have some control, and to have fun.
- Encouragement, meeting the basic needs of our students, and positivereinforcement are used to change behavior.
- Fair but not equal. When disciplining students, treat all students fairly, which means there is a consequence – but you do not have to treat them equally, which means you use the same consequence.
- Firm on intent – Flexible on solutions. When working with a parent or student on changing behavior, stay firm on intent (student will learn and behave) and flexible on solutions (how this will occur).
- Consistency is doing something, not doing the same thing.
- Persevere longer than they resist. Any time you try something new or anything adults do, kids usually think it is stupid. To make a change, you must persevere longer than they resist.
EFFECTIVE INSTRUCTION