A very warm welcome to the teaching profession! Ours is a noble
calling and a wonderful career for all of us who care about kids.
We want to offer you our congratulations for choosing teaching,
and our very best wishes as you begin your career. What job
could be more important than helping students learn, grow, and become active
citizens in our democratic society? In today’s rapidly changing world, schools and
teachers play an increasingly crucial role in the lives of our young people.
On behalf of Jefferson County Schools we want to welcome you for to our family.
Whether you are a new teacher or just new to our district, we will work together
to assure our students have the very best educational opportunities and will work
toward the Jefferson County Schools’ mission of…Challenging Individuals to
Rationale for Induction Program: Teaching presents a particular challenge as
a profession because so much of its success is based on human interaction.
Every school district puts its own face on that interaction, and only through some
immersion into school cultures can educators grasp its overt as well as
underlying dynamics and rhythms. The new teacher program hopes to help
teachers more effortlessly acculturate so that they may accomplish the overall
goal of educating Jefferson County Schools’ students.
The Jefferson County School Board has established the induction program as a
tenure requirement. Novice teachers are required to attend all meetings in order
to be granted tenure. A novice teacher is a teacher who has not yet earned
tenure and is new to the district. Newly hired veteran teachers will receive
induction training sessions assigned by their building principals. A newly hired
veteran teacher is any teacher who has previously earned tenure but is new to
our district. Attendance at induction sessions will be documented.
We assume that all of our teachers want to have a positive and fruitful
experience in their first year at the school. We also assume that teachers wish to
create bonds and form relationships in order to meet high professional standards
as well as join the community of the school in its mission. These meetings hope
to provide practical information needed by teachers but also to provide
education, from a variety of voices in the community, regarding the mission and
philosophy of the school.
Induction Program Goals: (For teachers new to the field of education and for
teachers new to the Jefferson County School district.)
To acclimate new employees to the school district, procedures and policies;
To provide resources, a time and place to ask questions, solve problems, and voice
To provide proper support and training in relation to the Jefferson County Schools district;
To problem solve regarding stressors experienced by new teachers;
To enhance and expand teacher strategies inside the classroom.
Schedule & Syllabus – New Teacher Induction
You will need to bring the New Teacher Induction notebook to
every meeting. This notebook will be given to you at the
Mark your calendar! The following new teacher induction meetings are
required of all teachers new to our system. All meetings will be held at Jefferson
County High School, 4:00 – 6:00 p.m. unless otherwise noted. Please be prompt.
Keep a log of the hours accumulated as they will serve as the required 12 hours of
self-selected in-service credit and as SACS accreditation hours.
July 31, 2009 Learning the Ropes Orientation, 8:30‐3:30 at Dandridge Elementary
Human Resources Intake
Teacher Induction Program (TIP) Handbook Overview
Introduction of Sponsors
Lunch (Provided by Jefferson County Education Association)
Meet the Director, Connie Campbell
The New Standards and the Tennessee Diploma Project
August 3, 2009 Balanced Literacy at the Jefferson County Health Department
12:30‐3:30 6‐12 Teachers
August 18, 2009 The 2 C's: Curriculum and Classroom Management
September 15, 2009 TN Evaluation Model at Jefferson County High School
Walk Through Snapshot
October 13, 2009 Literacy Strategies PreK‐12
November 17, 2009 Classroom Management II
January 19, 2010 Diversity & Differentiated Instruction
February 23, 2010 Assessment & Data Driven Instruction
March 30, 2010 The Professional Educator
April 20, 2010 Evaluate & Celebrate at Carson‐Newman College
Jefferson County Schools 20092010 Calendar
August 4, 2009 Administrative Day # 1 (Students Off)
August 5, 2009 Teacher In‐service # 1 (Principal Directed) Students Off
August 6, 2009 STUDENT REGISTRATION DAY (Abbreviated Day for Students)
August 7 , 2009 Professional Development Day # 1(System‐wide)Students Off
August 10, 2009 Professional Development Day # 2 (System‐wide) Students Off
August 11 , 2009 Administrative Day #2 ‐Students Off Freshman Orientation and Parent meeting
August 12, 2009 First Full Day of School for Students
September 7, 2009 LABOR DAY HOLIDAY
September 8, 2009 Mid‐term Progress Reports to Parents
October 8, 2009 1st 9 Wks Ends (Day # 45)
October 15, 2009 Report Cards Go Home (1st 9 wks Report)
October 16, 2009 Professional Development Day # 3 (System‐wide) Students Off
October 19‐20, 2009 FALL BREAK (Students & Staff)
November 12, 2009 Mid‐Term Progress Reports to Parents
November 13, 2009 Professional Development Day #4 (System‐wide) Students Off
November 25, 26,27 THANKSGIVING HOLIDAYS
December 16‐17, Exam Days (Full Days)
December 18, 2009 (1/2 Day ‐‐ Students) End of 2nd 9 weeks
December 21‐31 CHRISTMAS HOLIDAYS
January 1, 2010 New Year Holiday (Students & Staff)
January 4, 2010 Administrative Day #3 for Teachers & Administrators‐Students Off
January 5, 2010 2nd Semester Begins – Full Day for all students
January 14, 2010 2nd 9 wks Report Cards go home
January 15, 2010 Inservice Day # 2 (Principal‐Directed) (Students Off)
January 18, 2010 MLK HOLIDAY (Students and Staff)
February 2, 2010 Writing Assessments 5th, 8th, and 11th
February 4, 2010 Mid‐term Progress Reports for 3rd Nine Weeks
February 12‐15 Winter Break –Presidents’ Day (Staff & Students Off)
February 16, 2010 Inservice Day #3 (Principal‐Directed)Students Off
March 12, 2010 3rd 9 wks ends
March 15‐19, 2010 SPRING BREAK
April 1 , 2010 3rd 9 wks Report Cards go home
April 2, 2010 GOOD FRIDAY HOLIDAY
April 5‐9, 2010 TCAP Testing Grades 3‐8
April 21, 2010 Mid‐term Progress Reports for 4th Nine Weeks
April 23, 2010 Professional Development Day #5 (Students Off) (System‐wide)
April 23, 2010 KINDERGARTEN REGISTRATION
May 4 , 2010 Election Day (No School for Students and Staff)
May 24‐25, 2010 Exam Days (Full Days)
May 26, 2010 (1/2 Day –Students) –STUDENT LAST DAY
May 27, 2010 Administrative Day #4 for Teachers & Administrators (Teacher Last Day)
180 Student Days/5 Professional Development Days
3 Scheduled In‐Service Days/ 2 Self‐Selected In‐Service Days
10 Paid Holidays Stockpiled days earned from extended day =13
4 Administrative Days Days are allocated as: 5 Professional Development
1 P‐T Conference Day (TBA at Local Schools) 8‐ Snow Days
20092010 Testing Schedule
TCAP Testing Grades 3-8
4 Tests: Reading/Language Arts, Math, Science Social Studies
Testing Window: April 5-9, 2010 (Make-Up Date: April 9)
Writing Assessment Grades 5, 8, 11
February 2, 2010 (February 3 – Make-Up Date)
Gateway and End of Course Exams (EOC) Grades 9-12
Fall EOC & Gateway 2009
December 8-10 (Make-up Date:
December 10, 2009)
Spring EOC & Gateway 2010
May 5-7 (Make-up Date: May 7, 2010)
ACT 11th Graders 2010
March 9, 2010 (No make-up date)
To be scheduled:
1st Semester :
• ACT Explore Grade 8
• ACT Plan Grade 10
Get to Know Jefferson County Schools Facilities
Number of Schools 10
SACS Accreditation 100%
After-School Centers 4
Director of Schools………………………………………….Connie Campbell
Deputy Director of Finance…………………………………Sharon Winstead
Director of Accountability & Curriculum Pre K-5 ….…...... Sherry Finchum
Special Education Director.…………………………………Debbie Berry
Director of Student Support Services………………….…..Mandy Schneitman
Director of Federal Programs & School Facilities…………Bill Nolen
Director of Assessment & Curriculum Grades 6-12 …..….
Director of Student Information & Technology…………….Faye Humbard
Director of Student Nutrition………………………...…..…..Norma Huff
Transportation Supervisor...……………...………….….…..Ken Thornhill
Central Office Clerical Staff (865-397-3194)
Executive Secretary …….…………..................................Treva Seals
Human Resource Manager………………........................ Carol Baker
Personnel Specialist………………..…………..……..……Connie Lemons
Special Education………………………………..………… Pam Pack, Nancy Whittaker
Curriculum & Instruction……………………………………Evelyn Long, Lisa Spearman
Receptionist………………………….…………….……….. Penny James
Payroll………………………………………………………. Virginia Phillips
Student Nutrition..……….………………………….….……Rhonda Henderson, Jamie
Federal Programs Assistant and
Federal Programs and Grant Funds…..………….…….. .Joan McCoig
Workman’s Comp……………………………………………Ronnie Phipps
Administrative Assistant Curriculum & Testing…………...Evelyn Long
Visit us online at http://jc-schools.net and
discover the wealth of educational resources for
the community, educators, parents, and students.
Our website can be translated into 8 languages
by simply clicking the appropriate flag on the
right side of the screen.
Did you know that Jefferson County High School is the second largest high school in the state?
Dandridge Elementary (856) 397-3127 Sandra Austin, Principal
Tommy Arnold, Assistant Principal
Jefferson Co. High School (856) 397-3182 Dale Schneitman, Principal
Dr. Monty Sharp, Assistant Principal
John Cagle, Assistant Principal
Rusty James, Assistant Principal
Nancy France, Assistant Principal
Judy Hickman, Assistant Principal
Jefferson Elementary (856) 475-4712 Lynn Husen, Principal
Steve Burns, Assistant Principal
Jefferson Middle (856) 475-6133 Joel Sanford, Principal
John Henry, Assistant Principal
Maury Middle (856) 397-3424 Dr. Amie Lambert, Principal
Craig Day, Assistant Principal
New Market Elementary (865) 475-3551 Vickie Forgety, Principal
Piedmont Elementary (865) 397-2939 Michael Horner, Principal
Rush Strong School (865) 933-5313 Ruth Pohlman, Principal
Earl Stroup, Assistant Principal
Talbott Elementary (865) 475-2988 Dr. Judy Walters, Principal
White Pine School (865) 674-2596 William Walker, Principal
Sam Hollingshead, Assistant Principal
Adult High School & Basic Education
(865) 397-9385 Carol Clamon, Supervisor
Family Resource Center (865) 475-4596 Karen Blomdahl, Coordinator
Mentoring Coordinator (865) 680-5709 Bertie Jean French
PreK-12 Literacy Specialist Susan Roberts
ESL Laura Dabry, Coordinator
Tech Center (865) 397-6235 Jan Coley, Instructional Technology
Technology Office (865) 397-6398 Faye Humbard, Director of Technology
Transportation (865) 397-2139 KenThornhill
Email Directory http://jc-schools.net/emaildir.html
Board Policies http://policy.tsba.net/TOP/JeffersonCo_Online/index.html
Insurance Benefits http://classroom.jc-schools.net/insurance/
TN Dept. of Education http://www.state.tn.us/education
Literacy Lane http://classroom.jc-schools.net/read/
PowerPoint Collection http://jc-schools.net/ppt.html
Teacher Tools http://jc-schools.net/tutorials/tools
Did you know that the Jefferson County Schools website averages over 10,000 visitors daily?
Ask Your Mentor
Ask your mentor about school policies and procedures:
Enrollment & parent information forms
Sick leave and personal leave forms TIP: Always present a
positive image to the public.
Meet the teacher/open house evening Realize that negative
Hospitality/flower fund comments made about
school and students when
School-wide rules dining out or in a public
School keys and security schedules and timetables arena reflect badly on the
entire school system.
Student fees and Money handling procedures
Student supervision responsibilities hall & bus duties
School arrival and dismissal times
Paper and other supplies
Student assessment and evaluation
Staff and grade/subject meetings
Library resources for students/teachers
School handbook (policy, procedures)
Grade book computer program
12-hour self selected in-service requirements
Professional development schedule
Technology orientation training for new personnel
Before the First Day
Prepare bulletin-board areas for display
• calendar and current events
• different subjects
• student work
Prepare your classroom Explore the variety of
• plan the first day in detail resources available at
• duplicate materials needed for the first few days Back2School website
• prepare an outline for the first week (http://jc-
• prepare the classroom arrangements and seating schools.net/back2school)
plan and at Education World
• make signs for the room (http://www.education-
• put your name outside the classroom door with a world.com/tools_templates/in
class list dex.shtml#backToSchool).
• prepare class list and post copy
• make a checklist for forms that need to be returned
• organize your daily plan book to include learning outcomes
• plan a textbook-distribution record
• set up learning centers
• locate the emergency kit for your classroom
Find out about your students
• find out which students are receiving special help
• mail a postcard to parents before school begins
• prepare an inventory to find out student interests
• review your resources to meet individual needs
• meet a counselor to discuss students with individual or modified learning plans
• prepare activities to find out different students interests
• check out your resources to meet individual needs
• classroom supplies
• attendance materials
• textbooks and accompanying
• supplementary teaching materials
• appropriate books for reading or
Sample of Welcome to Students
Before School Starts
school street address
city, state zip
Tuesday, July 21, 2009
In less than number weeks, school will begin. As you probably know by
now, I will be your grade or content area teacher. This will be my number year of
teaching at school name. I love teaching and very much enjoy the students at
school name. I always look forward to meeting my new class each year.
I hope you have had an enjoyable summer and look forward to hearing
about what you did. My family describe a summer activity.
School registration begins at 8:00 on August 2. The first full day of school
is Tuesday, August 8. I expect students to be on time for school every day.
Most of my students find my classes to be fun, although we do some hard work.
We do several projects. Most nights you can expect 15 minutes of homework.
Below is a list of supplies you will need. The only ones you will definitely
need the first day are the pencil and notebook paper. The rest of the items you
should have by date. If you or your parents have any questions, I can be
reached by email at your email address.
Best wishes for a successful year!
Sincerely, $15.00 School Fee
Box or packet of manila file folders
signature Colored pencils
Glue sticks (pkg. of 2 or 4)
Pencils and pencil pouch (No lead or
Flat, plastic protractor (for Math)
If you want to have Ruler (for Math)
your classroom Loose leaf paper - wide rule
supply list posted Four 3-prong folders with pockets (different
online, please colors)
contact your One composition notebook
school webmaster. Scissors
Two boxes of Kleenex
One pack of red ink pens for grading
Two yellow highlighters
One of the following:
Dry erase markers or Clorox Wipes
Sample of Welcome Letter from Education World
Dear Students and Families,
Welcome to [grade/class]! I’m excited about the opportunity to get to know you,
and I’m looking forward to a happy and productive school year.
Curriculum areas we will focus on this year include [curriculum areas].
Students are asked to bring the following supplies to school before [date]:
My homework policy is [homework policy].
My grading policy is [grading policy].
[Include additional classroom policies, procedures, etc., as necessary.]
Special classroom events planned for the year include [international day,
medieval night, poetry readings, etc.]
Upcoming school events you should be aware of include [dates of open house,
conferences, book sale, welcome luncheon, etc.].
Please mark those dates on your calendar. Studies show that parental
involvement in a child’s education is one of the strongest indicators of student
achievement. We hope you will make it a priority this year to attend as many
school-sponsored events as possible.
If you have any questions or concerns or if you would like to visit our classroom,
schedule a conference, or volunteer to help out, you can contact me at [contact
info]. The best times to reach me are [available hours].
Please return the enclosed [list enclosures] by [date].
Once again, welcome to [grade/class]. Let’s work together to make this the best
TIP: On the first day of school, have an assignment
The First Day on the board for upper grade level students.
A well-planned first day is crucial. It sets the tone for the remainder of your year.
• Before starting your first day, review your lesson plans, so that you know your
materials and how they support the learner expectations.
• Welcome your students at the door.
Begin your first day with a friendly businesslike manner. Classroom management
works well when you provide the framework and then form rules co-operatively
with the students. Expectations worded in a positive sense have greater impact
than does a list of things not to do.
• Review the school’s code of conduct.
• Form rules with the students governing classroom behavior.
Plan for a memorable and interesting day. Suggested activities for the first day
are available at Back2School found at our district website (http://jc-
Make your first day a meaningful one for you and the students by being
prepared, organized, and welcoming. One of the most powerful tools you have
for learning is self-reflection.
Self-reflection means looking at and thinking about what you do and how you
Self-reflection includes asking yourself why you make certain choices over
others, what you observe the results to be, and what else you might do.
Self-reflection means asking yourself how you’re feeling about your work and
Consider starting a journal or meeting with other new teachers on a regular
basis. Write brief notes to yourself each day, and reread them on a regular basis.
Take time to talk informally with both new and experienced colleagues.
The more grounded you are, the greater will be your successes in the classroom.
With thoughtful planning in place, you will be confident in providing quality
learning opportunities for your students.
• Get acquainted with the physical layout of your school.
• Familiarize yourself with school/school board policies and handbooks
• Systematically prepare short- and long-term objectives.
• Share information and resources with other staff members.
• Become familiar with your curriculum (http://jc-schools.net/curr/index.htm) and
the TPIs or the TN performance indicators
TIP: Never underestimate the importance of your appearance.
Always dress professionally, if you want to be considered a
To carry out your teaching responsibilities, you will need to do long-term
planning, following the guidelines established by the:
state curriculum standards
BluePrint for Learning (http://jc-schools.net/curr/blueprint.html)
TN performance indicators
Your long-term planning should include:
• the objectives and learning outcomes for the course
• the strategies you will use to reach those objectives
• the overall strategies for including learning outcomes
• the time to be allocated
• assessment and evaluation strategies to evaluate student progress
• what resources you will need
Initially, your planning will be very detailed. Design individual lessons as part of
the whole unit to increase knowledge, abilities, and skills based on previously
learned concepts. This way, you will give your students the learning opportunities
they need and avoid gaps and needless repetition.
Organize and carefully prepare daily lesson plans. They should include the
• student learning outcomes
• subject matter
• learning strategies
• assessment and evaluation processes
• materials needed
The Effective Teacher by Harry K. Wong
1. The three characteristics of an effective teacher are:
1. has good classroom management skills
2. teaches for mastery
3. has positive expectations for student success.
2. Your expectations of your students will greatly influence their achievement in
your class and in their lives.
3. Treat students as though they already are what they can be, and you help
them to be capable of becoming what they will be.
4. Call (or write) each home before school begins and again within two weeks.
Teachers + Parents = Good Students
5. What you do on the first day of school will determine your success for the rest
of the year.
6. Have the room ready for instruction, and make it invitational.
7. Stand at the door and greet the students.
8. Give each student a seating assignment and a seating chart.
9. There must be an assignment posted, and in a consistent location, when the
students enter the room.
10. Start each class with an assignment - immediately. Do not take roll when
11. Position yourself in the room near the students: problems are proportional to
12. Credibility: Display your diploma and credentials with pride.
13. Dress in a professional manner to model success and expect achievement.
14. The three most important things that must be taught the first week of school
are discipline, procedures and routines.
15. Discipline: Set rules, consequences, and rewards immediately.
16. State your procedures and rehearse them until they become routines.
17. The family as a support group is the guardian and disseminator of culture.
The school and the church help the family to disseminate culture.
18. Learning is most effective when it takes place in a supportive community of
19. The greater the time students work together and the greater the responsibility
students take for their work, the greater the learning.
20. Cooperate with each other, compete only against yourself.
21. Cooperative learning will prepare students for the competitive, global world
22. Academic Learning time (ALT): The greater the time students spend working
successfully on task, the greater the student's achievement.
23. The greater the structure of a lesson and the more precise the directions on
task procedures, the lower the error rate and the higher the achievement rate.
24. To increase assignment completion, state your assignments as a set of
criteria or objectives.
25. Use criterion-referenced tests to evaluate the performance of the students.
26. The more frequent the tests, the higher the achievement.
27. Grade on percentage attained, not on the curve. The curve has done more
harm to education than any other technique.
28. Mastery learning plus tutorial instruction results in higher achievement than
students taught in a conventional manner.
29. If a student masters a criterion, give the student enrichment work. If the
student does not master a criterion, give the student remediation and
30. The shorter the assignment, the higher the achievement rate.
31. Intersperse questions throughout a lesson. Ask a question after 10
sentences rather than after 50 sentences and you increase the retention rate
by 40 percent.
32. Wait Time: Wait five or more seconds after asking a question.
33. Reading: Use short lines and paragraphs. Note how periodicals and junk mail
34. Determine the learning style of your students. Student achievement is
greater when the teaching style matches the learning style.
35. Students score higher on a test measuring attitude towards school and
attitude towards a subject when they learn from an activity-question approach
than from a textbook-lecture approach.
36. Most teachers teach as they were taught in college, a non-validated model of
teaching (book, lecture, activity, test).
37. Learn to make CHOICES to enhance your life. Stop DECIDING what to do
because others are doing it.
38. When you see in a given situation what everyone else sees, you become so
much a part of that situation that you may become a victim of that situation.
39. 80/20 Principle: 80 percent of the teachers are complainers or survivors; 20
percent of the teachers are happy and successful. 80 percent of the teachers
expect the teachers' organization to bring them rewards; 20 percent of the
teachers create and strive for their own rewards.
40. Workers are concerned with time and money. They sit at the back of
meetings and put in time. Leaders are concerned with enhancement and
cooperation. They have a career, are talented and are professionals. Some
teachers are workers, others are leaders.
41. The four stages of teaching: Fantasy, Survival, Mastery, and Impact.
42. There is no nobility in being better than someone else. The only nobility is
being better than who you were the day before.
43. Self-esteem results from school achievement. You cannot give someone a
better self-esteem. The role of a teacher is to engineer student success.
44. Teachers can only give what and who they are themselves.
45. You may be the only stable adult your students will ever see in their lifetime.
You may be their only hope and dream for a brighter tomorrow.
46. Each person has unlimited potential. Humans are the only species able to
improve the quality of their lives.
47. You can have your achievements or you can have your excuses.
48. You are the only person on the face of the earth who can use your ability. It
is an awesome responsibility.
49. The most important factor to a professional is the quality of the work and the
commitment to the craft.
50. A professional is someone who does not need supervision and regulation to:
have a continuing growth plan to achieve competence and
continually strive to raise the level of each new group of students.
51. I believe that every teacher can be effective.
52. Inside every great teacher there is an even better one waiting to come out.
53. Those who dare to teach must never cease to learn.
54. The teacher enhances the life and spirit of people.
55. It is the teacher who makes the difference in what happens in the classroom.
56. By far the most important factor to school learning is the ability of the
teacher. The more capable the teacher, the more successful the student.
57. Stop asking, "What am I supposed to do?" Start asking, "What must I know
that will help me to accomplish what I need to do?"
58. There is an existing body of knowledge about teaching that must be know by
the teacher. Power comes to those with the knowledge.
59. Since there is no one best way to teach effectively, the teacher must be a
decision maker able to translate the body of knowledge about teaching into
increased student learning.
60. There is no accomplishment without RISK.
Source: Summary of Major Concepts Covered by Harry K. Wong
TIP: Don’t be shy about asking for help.
Communicate with fellow teachers. Ask questions
to clarify expectations and follow through on the
information given. There are many people willing to
The importance of a good start to the
school year is well documented, and
the role of a solid class management
approach is a key to that good start.
Beginning the year with a class
management plan IN PLACE
communicates clear expectations
and helps beginning staff to be more
consistent in enforcing their behavior
standards and that leads to less
student misconduct and stronger
PLANNING THE MANAGEMENT
SYSTEM Know school-wide
expectations for behavior, in class, in
halls, at lunch, at recess, or on
Develop classroom rules consistent with school rules and which
administrators will support.
- rules need to be within student control to accomplish
- limited in number, clear and specific about observable behaviors
Establish routines and procedures to handle daily classroom business
- use of restrooms (time of day is important here)
- beginning and ending of class expectations for attendance, noise, seating,
- distributing and collecting materials, papers, and equipment
- setting up and running audio-visual equipment
- lining up or group movement to assemblies, PE., specials such as music or art
Accompanying the rules should be a
set of consequences including
rewards & punishments TIP: Seating charts are an
- rewards can include praise & excellent proactive classroom
encouragement, management tool. Samples can be
participation choices and recognition. found online (http://jc-
Pros and Cons of Punishments:
- Punishments can be overused which
- Punishments can actually reinforce some
behaviors (i.e. ditched class=suspension?)
- Punishments can lead to behavior changes
Help plan the layout of the room to reduce traffic flow problems, keep all areas
visible to the teacher and the teacher visible to the students, make displays,
instructions, & clocks visible to all work areas. Plan an area near the teacher for
students who need closer supervision, for materials or samples displays, and for
collecting papers and projects.
Classroom conflict is more likely to be reduced if you:
• are in the classroom when your students arrive.
• are organized and prepared.
• insist that everyone be treated with respect.
• seek student opinions.
• consider student feelings.
• listen to your students.
• maintain your sense of humor.
• assist students to make appropriate choices.
• teach students decision-making skills.
• encourage students to learn from their mistakes.
• use a quiet, friendly tone of voice.
• build on individual student’s strengths.
• provide tasks that enhance the self-esteem of all students.
• have a low-key, consistent, and matter-of-fact manner.
• enforce consistently the consequences adopted by the class.
• move around the classroom.
Source: The Practice of Teaching: A Handbook for New Teachers
Implementing the Management System
• Rules need to be written,
posted, and enforceable by the
teacher. A copy of the rules
should be sent home and
signed by parents.
• Teach the students the rules
and routines. Explain your
• Teachers who routinely refer
misbehavior to "the office" can
also create the impression that
the teacher can't handle
problems. Try to solve your own
problems but ask for specialists
or principal help.
• Consistency in enforcement is
critical. Uneven application
(random?) decreases impact &
• New teachers often want kids to
"like them" but that will often
conflict with getting kids to learn.
Source: Barry Sweeny, Resources
for Staff & Organization Development
26 W 413 Grand Ave. Wheaton, IL 60187 (630) 668-2605, E-mail
Three Basics to Remember:
Monitor student behavior.
Use an “active eye.” See what is going on. Don’t become preoccupied with
someone or something and ignore the rest of the class. In terms of discipline and
effective teaching, one teacher on her or his feet is worth two in the seat.
Simply looking the student directly in the eye for prolonged contact while you
continue your lesson sends a non-verbal message that says “I saw what you did,
and I want it stopped.”
Have the same expectations of all students for appropriate behavior. Your
students should know that you will enforce rules consistently and apply an
appropriate consequence. Your goal is to be fair, but that might mean not
applying the identical consequence to all students. If one student frequently fails
to return homework, you may apply a different consequence than you would to
the student who forgets her/his home work for the first time. Knowing that you’ll
be fair, but not equal, your students should under stand that being equal is not
always fair. To be consistent, be certain that the consequences you apply are
reasonable and appropriate.
Promptly manage inappropriate behavior.
For effective classroom management know that misbehavior must be handled
immediately or there is risk of a snowballing effect. To provide maximum time for
learning and to reduce minor behavior problems, you can employ strategies
that deal with behavior in the least amount of time, with the least disruption and
the least negative feeling.
Classroom Management Strategies
While teaching, move about the room, pausing near potential “trouble spots.”
Remaining behind your desk or seated in the front of the class encourages
misbehavior in the less visible areas of the room.
Continuous teacher talk may give students a noise screen for their own
conversations. An occasional pause—just a few seconds of silence
—brings an off-task student back in focus.
• Asking for a response
Hearing one’s name can be an attention-getter, even if one is not paying
attention. Working an off-task student’s name into a question can often bring the
student back into the lesson. Remembering the student’s dignity, say the
student’s name first in order to allow her/him to hear the question to be
answered. The purpose is to get the student back into the lesson, not to
• Active participation
Sometimes having the student respond to a question or become involved in an
activity can eliminate the undesired behavior. Asking for a show of hands, having
students perform a physical activity, or having each student write a
quick answer to a question can make all students accountable for an immediate
• Avoid lengthy teacher talk
Plan your lesson with a sequence of instruction, practice, and sharing.
Source: The Practice of Teaching: A Handbook for New Teachers
Don’t try to be your
students’ buddy and
pal. They have pals
and buddies their own
age. What they really
need is a TEACHER.
Must Have Resources TIP: Daily write the
lesson objective on the
Planner Templates (click‐and‐type): board so everyone is
focused on the instructional
• Grades K‐8 Six Period Day Weekly Planner
• Grades K‐8 Eight Period Day Weekly Planner
• Grades 6‐12 Weekly Planner
Teacher Shortcuts (many are click‐and‐type)
• Calendars http://jc‐schools.net/shortcuts/calendar.html
• Student Planners http://jc‐schools.net/shortcuts/studentplanners.html
• Teacher Planners http://jc‐schools.net/shortcuts/teacherplanners.html
• Seating Charts http://jc‐schools.net/shortcuts/seating‐charts.html
• Behavior Contracts http://jc‐schools.net/shortcuts/behavior.html
• Certificates http://jc‐schools.net/shortcuts/certificates.html
• Record Keeping http://jc‐schools.net/shortcuts/records.html
• Substitutes http://jc‐schools.net/shortcuts/substitutes.html
• Teacher Comments http://jc‐schools.net/shortcuts/comments.html
• Student Passes http://jc‐schools.net/shortcuts/passes.html
Must Have Downloads
• Free Avery Templates http://www.avery.com
• Free Virus Software http://www.grisoft.com/us/us_dwnl_free.php
• Free Ad Aware (Protect yourself against spyware)
• Free Shockwave needed to use many interactive websites
• Free JAVA (This download is necessary for Windows XP users in order to use
many interactive websites.)
• Free PrimoPDF is a utility that creates pdf documents
• Free Give Away of the Day (Free full version software, free of Adware and
When Classroom Rules Aren’t Enough: 20
Suggestions for More Effective Classroom
Frank J. Cutolo is a member of the faculty at Kingston High
School, Kingston, NY, and the Educational Studies
Department at SUNY New Paltz, NY.
Source: Frank Cutolo, Perceptions, Volume 31, Number 4,
Many educators share the view that classroom management is a series of written
rules and predictable consequences that will result in making the classroom
conducive to learning. However, from my many years of teaching and
administrative experiences, I can clearly see that this is not the case in many
The problem with this approach it is that artificial and ultimately not the way the
world responds. In many situations, an inordinate amount of time is spent on
behavior management resulting in a compromise to the actual ongoing
Another assumption that we tend to make is that students act inappropriately
because "they have not learned to act appropriately". Students need to be guided
into appropriate classroom behavior. Allowing most non-critical situations to
occur, and then guiding students into appropriate behavior, can ameliorate
unnecessary confrontations between the teacher and the student.
Any response to inappropriate student behavior that is used more than three
times unsuccessfully probably doesn't work! If your response to a student getting
out of their seat is a verbal reprimand, and the student continues to get out of
their seat, the verbal reprimand is unsuccessful. Don't fall into the pattern of
continuing to use a response that doesn't work.
Traditional management techniques have focused on targeting specific behaviors
of individual students and formulating a process to change the behavior. This
approach assumes that the interaction is solely between the teacher and the
student. I would suggest that in the classroom setting, all interactions are
between the teacher and the entire class. Even though a teacher may be
interacting with a particular student, the entire class is involved observing the
interaction that is taking place. My approach is to first utilize techniques that are
"entire class" oriented instead solely dealing with the individual student that is
acting inappropriately. The following are my suggestions:
Non-Verbal First: Whenever a teacher makes a verbal response to a student,
the possibility of retaliation is strengthened. Therefore, I initially suggest a non-
verbal clue to the student to prompt the appropriate response.
Giving Directions: Many students have become accustomed to having
directions repeated several times by their teachers. As a result, students learn
that it is not necessary to listen the first time because they know that the
directions will be repeated. I suggest that a teacher only verbally give directions
one time. If students have difficulty with this a first, a non-verbal indicator such as
writing a page number on the blackboard, can be utilized in conjunction with the
verbal command. After a period of time, students will become accustomed to the
need to listen the first time. Teachers should not spend an inordinate amount of
time giving the directions for an assignment. Many times students are ready to
begin but the prolonged instructions result in diminished student interest.
Use Of A Student Name: Most students, as well as people in general, enjoy
hearing their name. When a student is behaving inappropriately, in most cases,
the teacher using the student name gives undue attention to the student. I
suggest only using a student's name when the student is acting appropriately. In
other instances, clearly tell the student what is expected without using the name.
Location Patterning: For groups of students that have difficulty attending, I
suggest that the teacher select a specific location to initially give directions.
Subsequently, the teacher should move to that area whenever a direction needs
to be given. Students will become used to focusing when the teacher moves
toward that location.
Initial And Ending Activity: When students enter a classroom, there needs to
be a clear pattern of movement that culminates in an activity that will prepare the
group to begin working immediately. If there are no initial expectations upon
entering a classroom, the time becomes a "transition time" and management
problems are more likely to occur. This also applies to the end of the instructional
period. The teacher should structure the last five minutes of the instructional time
to facilitate a smooth exit.
Distribution of Print Materials: I suggest that teachers personally walk around
a classroom and distribute individually to each student any print materials that
will be used during an instructional period. Although this takes a brief amount of
time, it allows personal interaction with each student, as well as a legitimate
vehicle for the teacher to monitor what is happening at each student location.
Clear Traffic Patterns: Many classroom interruptions occur when the traffic
patterns in a classroom are not clear. Have student keep the aisles and
peripheral areas of the classroom clear of obstructions. When your classroom is
empty, walk around the room using the patterns that students need to use, and
be sure each area is designed to facilitate easy access.
Interruptions: Good classroom management is demonstrated by a teacher
being allowed to teach without interruption. Therefore, it is important to eliminate
as many potential interruptions as possible. For instance, if a student's pencil
breaks, pencil sharpening is a potential distracter. Have additional writing
instruments and paper easily available to lessen the distractibility.
Calling On Students: In general, I believe that it is a management mistake to
call on a student that you know is not following the lesson. I realize that this is a
common technique used by teachers, but the odds against it being an effective
means to have students become more attentive is dubious. In addition, such a
response becomes an interruption in the lesson for all of the students in the
classroom. Call on students who appear to be ready to respond. If you notice that
a student is not following, go over to the student and as unobtrusively as
possible, point to the appropriate place, and then call on the student next.
Monitoring From the Back of the Room: In many instances, standing in back
of the classroom behind the students, can be an effective way of monitoring
behavior and having students focus on a task. When the teacher is in the back,
personal distraction is kept at a minimum, and students will need to listen
carefully. To monitor the behavior of a group that is unfamiliar to the teacher,
observing from the back of the room is often an effective technique.
Prioritizing Interventions: Teachers need to prioritize interventions based upon
the relative seriousness of the behavior to the instructional process. Often
educators should not react to a behavior that is not preventing the instructional
process. When all behaviors are handled equally, student view the level of
infraction as equal . This will make it difficult for the teacher to immediately gain
control in an emergency situation, if this occurrence is view as "just another
typical behavior problem."
Use of a "Tentative Tone": The use of a tentative tone in addressing students
helps to prevent an immediate escalation to a confrontation. When questioning a
student, open-ended sentences help to set a tentative tone. For example, instead
of saying "Where is your homework?" a teacher might better say "Your
homework is …". This puts the responsibility of the response on the student and,
in many cases, negating the need for the teacher to have to unnecessarily
interrogate the student.
Behavior Monitoring Checklist: For a student that is having a difficult time
attending classes and completing tasks I suggest a simple behavior monitoring
checklist. This checklist should include a space for a teacher response for each
instructional period. For this technique to work most effectively, it should be
presented to a student by a teacher and an administrator, for a specific period of
time. After that time period is over, a follow-up meeting should be held. I believe
that all behavioral intervention like this should only be used for a specific period
of time and then faded out for optimal success.
Administrative Interventions: When student behavior becomes serious enough
for an administrative intervention, I suggest that the most effective response is a
three-way meeting. An appointment should be made by the teacher with the
administrator, with the teacher taking the predominant role during the meeting. In
this way, the student will not view the situation as the teacher not being able to
deal with the problem. Instead, it will point out that when behavior gets to this
level, its impact goes beyond the classroom and therefore intervention beyond
the classroom is necessary. I also suggest that in most situations, student be
present with you when you call a parent. In this way, the same approach is
utilized and there will be less of a change for unclear communication.
Assisting Students: In many instances, students will request assistance from a
teacher (even when it is not necessary) in order to gain attention. Many times this
results in other students becoming jealous and subsequently using the initial
technique to gain attention. When assisting a student, the teacher should be very
brief and to the point, and then leave the student as soon as possible. If
additional assistance is needed, a time should be set aside solely for this
Potential Conflict with Other Adults: In a classroom situation where there is
more than one adult [teacher or assistant], the potential for conflict often arises.
Initially, it should be made clear that all requests to leave the room or other types
of potential conflict areas, are only granted by the designated adult. In this way,
the students cannot play the adults against each other.
Classroom Discussions: In order to minimize inappropriate behavior and
difficulty in responding in classroom discussions, I suggest that each student be
given a piece of paper to write their response on. The teacher can then pose a
question, and ask each student to respond on the piece of paper, requesting that
they put their writing implement down when they are ready. The teacher can walk
around and give assistance to any student who is in need of responding. Then,
the teacher will be able to call on each student, knowing that there will be a
response on the paper. This eliminates the anxiety of being called upon and not
having a response--which is the cause of many management problems.
Independent Seatwork: Teachers often become concerned with the problem of
individual students completing work before others and what to do in this situation.
From a management point of view, I suggest that the teacher structure the time
for independent seatwork. For example, a class period could start with a group
presentation with the seatwork following. In this way, an inordinate amount of
extra time will not be present. This situation can be adjusted by having the group
paced so that there is a certain amount of questions completed during a five or
ten-minute time period. The teacher also must circulate around the student area
continually monitoring the performance of the students.
Adult Interruptions: Just as young children tend to interrupt parents while they
are on the phone or speaking with other adults, the classroom situation is not
different! First, if another adult comes into the room, your conversation should be
as brief as possible so that the students do not feel that the attention is being
shifted from them. From a professional point of view, you should make it clear to
other adults in the setting that you would like to keep interruptions at a minimum.
Physical Setup of the Classroom: Student behavior is shaped by the physical
arrangement of the classroom. If you have had a disastrous management
situation and would like to change the climate, try changing the physical
arrangement of the classroom. Experience indicates when students return to a
newly configured classroom, they sense that it will be a new start.
Teaching is a dynamic process and needs to be viewed in that way. Every day
we must look at the situations that are occurring and then decide how we need to
act or react to deal best with the particular circumstances. Adhering to
management techniques that do not work will not resolve the problems.
Source: Frank Cutolo, Perceptions, Volume 31, Number 4, (Summer 1997).
Looking for help with specific behavior problems? Check out You Can
Handle Them All
Dealing with Power Struggles
Power struggles can be difficult for beginning teachers. When this happens to
you, try to:
• ignore the student’s attempt to engage you in a power struggle. Describe to
the student, in objective and explicit terms, the unacceptable behavior
• give a warning, emphasize the consequence, and then follow through
• arrange for time out from the classroom
• consult appropriate school personnel for advice
• communicate with the parents to discuss a behavior management plan
Source: The Practice of Teaching: A Handbook for New Teachers
Effective teachers spend most of the first two weeks of the school year
teaching students to follow classroom procedures.
There must be procedures in the classroom. Every time the teacher wants
something done, there must be a procedure or a set of procedures to accomplish
the task. Some procedures that nearly every teacher must teach include the
• entering the classroom
• roll call, absentees, early dismissals
• dismissing at the end of the period or day
• returning to class after an absence
• arriving to class tardy
• quieting a class
• beginning of the period or day
• asking for help
• moving of students and papers
• listening to/responding to questions
• working cooperatively
• changing groups
• keeping a student notebook
• finding directions for each assignment
• collecting/returning student work
• getting materials without disturbing others
• handing out equipment at recess
• moving about the room
• going to the library/tech center
• heading of papers
• damage to school property
• putting away supplies and equipment
• make-up work
• washroom routines
• lining up
• playground, halls
• lunch and lunch time activities
• lock down
• field trips
The Three-Step Approach to Teaching Classroom Procedures
1. Explain: State, explain, model, and demonstrate the procedure.
2. Rehearse: Rehearse and practice the procedure under your supervision.
3. Reinforce: Reteach, rehearse, practice, and reinforce the classroom
procedure until it becomes a student habit or routine.
Source: Effective Teaching by Harry and Rosemary Wong
TIP: Want to
The Substitute Survival Packet impress your
http://jc-schools.net/tutorials/substitute.htm everything prepared
for your substitute.
Possible items to include:
1. List of students in class(es). Star students who could be trusted as
helpers for the sub. The class roll can be printed through Gradebook
Plus and seating chart(s).
2. Description of Class Routines Beginning of the day routines, how
attendance is taken or collected, how students line up or when it is
appropriate to let students go to the bathroom, hall pass info, where or
how student work is collected, dismissal routines, Copy Machine
Information stating where the copy machine is, and any code they may
need to know in order to use it.
3. Teacher's schedule Provide a class period schedule of each class
taught and any extra duty assignments. Give directions so subs can
locate any necessary rooms. Provide information as to what is expected
during extra duty assignment.
4. Class Rules If students were provided with a handout at the beginning of
the year, put this in the substitute folder.
5. Classroom Management Ideas:
In the packet include copies of the Behavior Form. Inform substitute to
complete the form and put on any disruptive student's desk stating that the
form will be disposed of at the end of the class (or day) if the student's
Write Recess or Break on the board and erase one letter each time the
class is disorderly.
6. Organization Provide a places for subs to write in absences, discipline
problems, and comments.
7. School Policies Include a copy of student/ teacher handbook. This
would provide information like the school discipline policy, lunch room
rules, playground rules, fire drills, other drills, early dismissal, tardy
procedure, student computer and Internet usage policies, and extra duty
8. Emergency Lesson Plans Choose and print a grade level/subject area
appropriate lesson plan for the substitute's folder. Suggested Onilne
Sites: The Lesson Plans Page, AskERIC Lesson Plans, The Lesson Plan
Library, Teachers.Net - LESSON PLANS, The Gateway to Educational
Materials, The Academy, Core Knowledge, LessonPlanZ.com
9. Extra Time Fillers can be found online (http://jc-schools.net/tutorials/sub-
10. Substitute Teacher Tips Select a few tips from our online resource
SUBSTITUTE INFORMATION FOR ____________________ CLASSROOM
Teachers who can help you are ______________________________________
Recess/lunch time procedures
Students who need extra attention
Students with medical needs
Classroom Rules Procedures for Substitute
Bells and class times
Homeroom and opening procedures
Washroom and drink procedures
Duty days, times and responsibilities
Emergency evacuation procedures
How to assist ill students
Pets and plants
Students with health or behaviors concerns
Classroom Rules Procedures for Substitute
Signal for getting student attention is
All students should STOP, LOOK, and LISTEN.
Collecting completed assignments
Correspondence from home
Distributing books, supplies
Entering the classroom
Failure to bring materials
What to do when finished with work
Student Behavior Form
Jefferson County Schools
Date and Time
Substitute Teacher's Name
Area where incident occurred
Being Disrespectful to others, self, or teacher.
Not following directions.
Not being safe in class.
Not respecting environment. (Supplies, equipment)
Description of Incident
Signature of Student
Signature of Substitute Teacher
Signature of Administrator
There is a difference between
homework and home study. Even
though a student may not always
have homework, she or he should
be encouraged to do home study
and to develop study habits.
Organize a study schedule for the
students so that they study for a
given time each night. The subject
and time schedule can be
communicated to the
parents/guardians to establish a
study partnership. Some schools
have homework policies. Consider
these purposes for homework.
Homework can provide:
• an opportunity to practice a skill or concept that has been taught
• an opportunity to tie in school learning with real-world experiences
• different ways to monitor student learning other than tests
• a means of communicating with the home on student progress
• open-ended activities that allow for success
• student preparation for in-school activities
• ways to involve the family in the student’s education
Homework Do’s and Don’ts
• Do be aware of the resources that are, or are not, available in students’ homes
in order to complete the assignment.
• Do give feedback and acknowledgment on completion of homework.
• Do have a homework policy, and communicate it to students and parents or
• Do hold students responsible for completion of homework, but be sensitive to
• Do make sure students know objectives of the assignments.
• Don’t assign homework every night. Check your school policy.
• Don’t assign homework just because a parent requests it.
• Don’t give 25 problems if 5 will accomplish the objective (more is not always
• Don’t give homework as punishment.
• Don’t make unrealistic demands on students’ time.
• Don’t use homework as busy work.
Source: The Practice of Teaching: A Handbook for New Teachers
Goals for Parent Conferences:
1. To create a parent-teacher team with a
shared agreement about the role of each
partner in helping the student to succeed in
school and in life.
2. To provide a two-way communication
opportunity that updates each partner on
the "team" about the student's learning and
behavior characteristics and history.
3. To establish a relationship that makes it
easier for teacher or parents to initiate
contact later on.
What parents perceive about their child at home may or may not correspond with
teacher perceptions. If there are inconsistencies these can be important clues for
teachers as we try to diagnose student problems and to seek ways to increase
student motivation to learn.
You May Want to Ask the Parents:
What are the student's spare time activities? Reading? Music? Socializing?
What examples the parents see at home of the student using math, art, info
on other cultures, or asking about nature. Regardless of grade level, these
clues can help you help the student.
What does the student say about school? The Teacher? Other students?
What chores or responsibilities does the student have at home?
Who does the student spend time with at home? In the neighborhood?
Are there recent or past events in the student's family which may impact
readiness to learn?
What do you find to be the most effective discipline for the student at home?
What are the child's strengths? Weaknesses? How do the parents hope the
child can grow?
What rumors have you heard about school?
You May Want to Tell the Parents:
The ways that the student participates in class and in which kinds of
The degree of self-control the student exhibits and ways all can encourage
How the child is accepted by and interacts with other students and other
The ability of the student to handle grade level expectations, materials and
The subjects or topics in which the student has shown interest.
The ability of the child to express thoughts orally, in written or aesthetic
The student's emotional "position" at school. Usually happy? Serious and
What should the teacher know to be effective in helping the student? What
can parents do?
Source: Barry Sweeny, Resources for Staff & Organization Development
26 W 413 Grand Ave. Wheaton, IL 60187 (630) 668-2605, E-mail
Communication Checklist for Conferences
Ensure privacy. Hold the conference in a private area.
Arrange informal seating around a table displaying the student’s work.
Post appointments outside the door, and keep to the schedule; invite
parents/guardians needing additional conference time to come at a later date.
Have chairs available outside the classroom.
If the conference is part of the regular reporting period, send home a
newsletter describing your programs and some of the topics being studied.
If the students are not included in the conference, meet with them beforehand
so that they are aware of what will be discussed.
Prepare a conference form for record keeping to keep the discussion focused
and to be an aid for future conferences and for follow-up.
Successful conferences deal with only a few issues because of time
constraints; make sure to cover your points but allow equal time to cover
During the conference
Greet the parents/guardians at the door.
Introduce yourself with a friendly voice; keep opening comments to a
minimum to allow for more discussion time.
Be clear and concise in your comments; be an attentive listener.
Keep the parents/guardians involved by encouraging them to share pertinent
information with you.
Use the following to keep the conversation positive and focused on the
How might I at the school and you at home work together to help (student) be
successful in (subject area)?
When thinking about (student)’s behavior, what are the things that we most
want to focus on?
Here are some examples of (student)’s behavior in class. Can you tell me if
some of these things are also noticeable outside of school?
Here are some things that I have noticed about (student)’s interaction with
How might we use these examples of behavior that we have observed to set
up a program to help (student) change the unacceptable behavior?
As (student)’s parent, what would you like to see in place to help her/him
modify her/his behavior?
What are some of the reasons that would lead (student) to act this way?
No matter how many problems a student has, find some positive things to
report. Mention some at the beginning of the conference and some at the
With the parents/guardians’ help, develop some goals or an action plan for
the next grading period.
Concluding the Conference
Check that the parents/guardians have a clear understanding of what was
Highlight the conclusions and the agreed-upon actions.
Set another date for another interview if one is needed.
End as you began—on a positive note.
Thank the parents/guardians, and walk them to the door.
Summarize the points covered, and document them for your files.
The following will help you close the conference:
How would you like to be kept informed of (student)’s progress in (subject)?
How would you like to be kept informed of (student)’s progress with the
behavior management program that we have discussed?
Looking at what we have worked out together to help (student), the chances
for success are very high. We will keep in touch by a weekly call and a note
in the agenda.
If agreed to, phone the parents/guardians with a progress report.
Keep a brief record of all communications with parents.
Keep your principal informed.
Problem-Solving Conference Format
1. Introduction State the purpose of the conference. Update the situation.
2. Description of the problem Describe the problem and supporting
documentation. Describe what has been done to date. Allow parent time to
react to the problem.
3. Problem solving Seek parent input and suggestions. Discuss possible
solutions. Develop an action plan for improvement. Identify specific actions.
4. Closure Plan for follow-up. Close on a positive note.
Source: The Practice of Teaching: A Handbook for New Teachers
Preparing for the Conference:
(Complete before the conference)
Parent’s Name (s)
Parent Contact Information (phone, email)
Conference date, time, place:
Purpose of conference:
Goal of conference (What is to be accomplished?)
The child’s strengths:
The child’s challenges:
Examples of student work/portfolio
Questions I need to ask:
Materials to share:
Other persons who should be present:
Complete After the Conference
Parent or Guardian concerns or questions:
Actions agreed upon:
Next time I would
Vary your teaching strategies. The process of learning TIP: Explore online
is as important as what is being learned. Teacher talk resources at Planning for
or lecture has its place in instructional strategies, but Instruction
there are other effective strategies that engage (http://edtech.tennessee.ed
html) and Teacher Tools
Remember the principles of learning: (http://jc-
Learning requires the active participation of the schools.net/tutorials/tools).
People learn in a variety of ways and at different rates.
Learning is both an individual and a group process.
Teaching strategies can be grouped into five broad categories:
Direct instruction—The teacher imparts knowledge or demonstrates a
Experiential learning—The students experience and feel; they are actively
Independent study—The students interact more with the content than with
the teacher or other classmates.
Learning together promotes co-operation, interaction, individual and group
accountability, and development of group skills. There are various approaches to
grouping students for learning activities:
Group inquiry—Have groups of two to six students’ work together using inquiry,
discussion, co-operative planning, and execution.
Jigsaw—Have individuals within the group learn parts of the material, discuss it
with like members from other groups, and then teach their own group.
Teams, games—Have team members assist one another to master materials or
skills in order for the team to compete against other teams. Through technology,
several games are available online:
Academic Vocabulary Games (http://jc-schools.net/tutorials/vocab)
PowerPoint Games Templates (http://jc-schools.net/tutorials/PPT-games)
Word Game Boards (http://jc-schools.net/tutorials/gameboard.htm)
Experiment with a variety of teaching strategies. Select these while recognizing
the different learning styles and multiple intelligences of your students.
Remember that a strategy may work well with one group and be less successful
with another. Reflect on your teaching. Ask yourself the following questions:
• If I did this again, what things would I change?
• What made it work well or not?
• What connections were made to other learning or real life?
• Were all the intended outcomes met?
TIP: Plan your
Assessment Strategies lesson with the end
Student assessment and evaluation is part of the ongoing co-operative process
among teachers, students, and parents/guardians. Teachers daily gather
information and data on student achievement (assessment) and then make
judgments about student growth (evaluation) to:
• gain information about future instructional needs.
• gather information on student progress to report to parents/guardians.
• make students aware of their strengths and weaknesses.
Student assessment and evaluation includes teacher-designed tests, projects,
assignments, and observations, as well as state standardized and commercially
Teaching plans must include well-designed methods of student assessment and
evaluation. Effective assessment/evaluation must serve a specific purpose. You
will use the results of assessment/evaluation to:
determine the achievement in one learning sequence and the readiness
for the next.
determine the degree of success you are having with students.
give students the feedback necessary to make study plans.
improve your instructional strategies.
test student knowledge.
Remember to keep accurate records of student achievement and to keep
parents/guardians informed of student progress. Parents/guardians should not be
surprised with a student achievement problem cited on a report card or at parent-
Standardized Testing Schedule can be found on page 6.
Test Taking Strategies for Standardized tests are available online
Accurate record keeping is the responsibility of the teacher. When you report to
parents/guardians, you will want to relate student achievement to the learning
outcomes. Devise a simple method of keeping your student records current.
They should be immediately available should parents/guardians wish to discuss
the progress of their child. Keep an anecdotal file where you can note pertinent
information on work habits or behavioral problems (useful when preparing report
card comments). Have students keep portfolios of their work so that they can
demonstrate their learning and progress to parents. Some records can be kept
by the students using graphs or comments to show weekly progress.
Consider the number of items on a test. If there are only 4 questions, a
student who misses one will score a C.
If the majority of students perform poorly on a test or assignment, reteach
and retest using a revised test.
Don’t use bonus point assignments to cover up for a poorly designed
Students with Special Needs
TIPs For Successful Integration of Special Needs Children In the
1. Meet with the special education teachers and therapists in your school to
identify students who will be receiving special education services from
your classroom during the week prior to school starting. Possible services
may include resource pullout for academic or behavioral needs, speech
and language therapy, occupational or physical therapy, inclusion services
in your classroom, medical or other.
2. Help the special education teacher plan a schedule of when those
services will be provided during your daily schedule.
3. Read the IEP folder of each special needs student in your classroom.
These confidential records are located in the special education teacher or
therapist’s classroom. You will want a copy of the general classroom
accommodations and modifications, testing accommodations, goals and
objectives related to your classroom and any medical needs or behavioral
interventions. You will also want to read the current eligibility report that
states the disability and may provide recommendations for the teachers.
The current IEP will include:
student strengths and parent concerns
current levels of performance
behavioral and academic goals and objectives
assistive technology and communication needs
general classroom accommodations and modifications
testing accommodations and modifications
special education services and time required for each service
a transition plan for students age 14 and older
Be aware the IEP is a legal document between the school and the parent. It
is the general education teacher’s responsibility to provide the
accommodations and modifications which are specified in the IEP. If you
have concerns about the student’s plan or determine changes may be
needed, notify the special education case manager of the child. Please
schedule a time to meet with them privately, avoiding such areas as the
teacher lounge. Remember it is a violation of confidentiality to discuss
children in public.
4. Learn the S-team process in your school with your mentor teacher to help
with other student academic or behavioral concerns. Ask for ideas from
other teachers and special education staff regarding strategies which work
for academics and behavior management.
5. Continue to meet with the special education staff in your school for help
and support of these students. Do not be hesitant to ask questions, share
your concerns, let them know if the plan needs adapting etc.
6. The Exceptional Children Services located at Central Office has many
resources available for teachers. In addition staff will be glad to consult
and help teachers with concerns.
Special Education Director, Debbie Berry (email@example.com)
A teacher is like a candle,
It consumes itself
Lighting the way
Suggested Academic Interventions
Check all strategies attempted:
Check all strategies attempted:
Reduce the reading level of regular assignment
Supplemental materials (rework, edit)
Individual homework assignments
Underline/outline the major points in the regular
Extra drill and practice assignment
Direct teaching of skill concept
Change the format of instructional materials
Change instructional pace (fewer problems)
Change instructional methods
Use different format materials to teach the
Change instructional materials
same content (*puzzles, games, tapes, etc)
Increase replacement classes
Use art projects in lieu of written assignments
Increase resource room time/support
Use high interest/motivation materials along
Reduce number of tests to ____ with drill and practice
Reduce number of assignments by ____
Share remedial or reinforcing materials from
Open book tests (books, notes, etc) other teachers
Reduce length of regular text Use adaptive equipment/facilities (jigs, ramps,
Use of more objective items (fewer essay etc)
responses) on tests/assignments Provide study aids (hints, cue cards, spelling
Give tests orally list, guides, calculators
Student gives answers on tape, not written Use of story maps to outline information
Reduce reading level of test (paraphrase) Oral presentations, reports, projects, role-
Give take-home test playing
Test taken in resource room Use of outline presented before lecture
Substitute assignment for test Make cassette recording of lecture for
Brief student on key points before starting individual playback
an assignment Use of handouts, transparencies, maps, charts
Reversals and transpositions of letters and to emphasize major points in lecture
number not marked wrong, only pointed out Use of computer generated materials
for correction Allow teacher assistant/volunteer to take notes
Allow student to print for student
Require fewer correct responses in order to
Allow classroom peer to make copies of notes
achieve a specific grade
Allow more time for regular assignments
Student is on modified grading system
Collect work completed in class and grade Provide cross-grade tutoring
according to amount accomplished Grade on work completed
Suggested Behavioral Interventions
Check all strategies attempted:
Peer tutoring Pass/fail grading system
Model desired behavior Pass/fail attendance system
Positive reinforcement (rewards) Receive credit if work is commensurate
Consequences with ability if effort not present
Class-wide discipline plan Changed seating
Parent contact Changed instructor
Graded only on work completed Computer-assisted instruction
Mark correct and acceptable work, not Counseled with student
mistakes Conferred with parents
Repeat instructions/provide more detailed Implemented home program- follow-
directions through with reinforcement system
Student repeats directions Referred for counseling
Individual learning packages with clearly stated Receiving counseling
objectives Use of art projects a means of expressing
Student monitoring system - daily knowledge (pictures, collages, murals, paper
Student monitoring system - weekly mache, comic strips)
Student monitoring system - monthly Ability for student to work in area where they
Progress charts, informal individual feedback are physically comfortable
interviews Ability to move around room without being
Give instructions through several channels disruptive
(visual verbal) Mentoring system that tracks positive
Break assignments into series of smaller attributes of student
assignments Monitoring of behavioral interventions,
Interest checklists, informal interview to restraints, detentions, suspensions (OSS and
determine student interests ISS) citations
Student reinforcement/reward system Record of community problems
Performance/hands on activities/physical documentation of effectiveness of behavioral
assignments intervention (which have worked, which
Use of audio materials (tapes, records)
Documentation of effectiveness of behavioral
Speak more slowly individualized learning
intervention (which have worked, which
center, contracts or learning packages
laboratory hands on learning discovery
Documentation of medications taken,
frequency, duration, and effectiveness
programmed learning/self checking materials
List of reinforcing activities
Use of independent study experiences/projects
List of effective non-reinforcing activities
End of the Year Issues
Student Teacher Effect Data Entry
TN Professional Development Survey
Year end procedures
Supply order forms
Grade book and key turn in procedures
Textbook/Library book collection and fines
Clearing classroom and summer storage
HQ Documentation that should be on file with supporting documents at
Evaluation Documents on file in Central Office Summative and Future Growth
SACS hours filed at building level
Cumulative Records (no unsupported comments)
Copy of Report Card in Cumulative Record
Instructional Materials – organized and in place
Textbook Inventory and Textbook orders submitted
Student Placement K-8
Computers Broken down/Technology/Hardware Storage
Special Education teachers: Your end of the year procedures will come in a
memo from Debbie Berry.
Medical reimbursement plan from this academic year ends May 31st. You
then have 90 days to file claims on this year 2009-2010.
Summer Address given to Treva Seals at Central Office for summer
Self-selected in-service for next year can be earned for workshops attended after
July 1, 2009 if approved or offered by system.
Leaving the system?
Please complete the online Exit Questionnaire.
20092010 Benefits for FullTime Certified
Health Insurance Option
The individual health insurance is provided by the School System to all full-time employees at no
cost to the employee. The employer also contributes a portion to the family health insurance.
Dental and Dental/Vision Options
Employer contributes $200 annually toward premium.
Employer provides $20,000 of term life/AD&D insurance coverage on all full-time employees.
Early Retirement Incentive Program
1. Employees participating in the Early Retirement Incentive Program shall receive:
a. $9,000 in two equal payments, or
b. $10,500 in three equal payments.
2. Benefits shall be paid each June following retirement until the above balance is paid.
3. Participation in the program is voluntary.
4. Applicants must apply by April 1 of the school year in which they intend to retire. Failure
to apply by the April 1 deadline will forfeit the right to retire under this program.
Professional Growth Incentive
To encourage beginning or experienced teachers toward professional growth the Board will offer
a professional growth financial incentive for up to fifty (50) teachers per year who take graduate
level academic course work targeting any of the qualified growth areas. The incentive would
reimburse teachers on a cost basis up to an amount equal to $600 per year. If teachers elect to
take PRAXIS Exams to meet the NCLB “highly qualified” requirements, the system would
reimburse the cost of study materials and testing fees. To qualify for the incentive, the teacher
must have 2 or more years experience in the Jefferson County School System.
At the beginning of each school year, each teacher shall be credited with three (3) days leave to
be used for personal business. Teachers with fifteen (15) or more years of creditable teaching
service will earn an additional one (1) day of personal leave (2 days are state funded, 2 days are
Sick Leave Exit Option
As an incentive for teachers to maintain consistent and regular attendance and thereby improve
the quality and consistency of instruction, the Board shall offer a financial incentive for
accumulated sick leave.
This incentive becomes an option only after ten (10) consecutive years of service in the Jefferson
County School System. If a teacher retires, transfers to another system or otherwise leaves the
school system in good standing, the individual may apply for an incentive of twenty-five ($25) for
each accumulated day of sick leave. The incentive payment would be made in one lump sum
payment and subject to standard payroll procedures for any state or federal income tax, social
security, and Medicare. The teacher must file the “Application for Sick Leave Incentive” with the
Director of Schools by April 1st of the year he intends to retire or leave the system. Failure to file
the above form by the April 1st deadline will cause forfeiture of the sick leave incentive.
You are a teacher. Remember what it was like to be young and
trying hard to learn new things every day, and you will be a good
teacher. Patience, a smile, and a sense of humor will go a long
Always bear in mind that everyday you work with the most
prized commodity…someone’s precious child.
I dreamed I stood in a studio
And watched two sculptors there.
The clay they used was a young child’s mind
And they fashioned it with care.
One was a teacher ~ the tools he used
Were books, music, and art.
The other a parent, worked with a guiding hand,
And a gentle, loving heart.
Day after day, the teacher toiled with touch
That was careful, deft and sure,
While the parent labored by his side
And polished and smoothed it o’er.
And when at last their task was done
They were proud of what they had wrought
For the things they had molded into the child
Could neither be sold nor bought
And each agreed they would have failed
If each had worked alone,
For behind the parent stood the school
And, behind the teacher, the home.