Teaching…. The Start of a New Career

Teaching….
The Start
of a
New Career
Janet Haas, Ed.D.
M.A.T./CTE
Wayne State University
The First Day of Teaching
Charlotte Danielson
A Framework for Teaching
 Planning
and Preparation
 The Classroom Environment
 Professional Responsibilities
 Instruction
Start by knowing your subject
We are CTE teachers and “lived” it
*This is content knowledge
Know your students:
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Survey
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Their age (9th – 12 grade)
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Motivation- Maslow
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How do they learn – lecture, hands on, collaboration,
cooperative learning, multiple intelligence (Gardner)
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Back ground knowledge – work, experience,
previous classes, interests, family
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Levels of performance –
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Special needs –support personnel, reading
specialists
Instructional Outcomes
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Looking at the MCCTE Navigator, organize your class according
to 12 segments
Is it a one year or two year course
Then, decide how/when the segments shall be taught-what are
the outcomes you expect
Make sure that the sequence of segments and standards flow –
there is a flow to instruction – where knowledge is built
Make sure you provide academic support using teaching skills–
reading
What if you students do not have grade level reading?
Challenge academic achievement while continuing to assure
individual student success
Knowledge of Resources
(and use of added-cost)
 For
the classroom-technology, supplies,
texts
 From
the community-field trips, speakers,
advisory board
 All
to expand student knowledge
 Other
CTE teachers
The Lesson - the key is good planning

What is your objective(s) for the day? –what do you expect them to take
from the lesson –and how will you know that they “got it”?
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Think about how you will deliver the lesson – lecture, demonstration,
project based, student driven
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Get constant feedback from the students – monitor for understanding
(most important)
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What activities will you have students perform?
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What materials will you need to assist your demonstration and the
students time on task

Are you going to have students work in teams?
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Flipped classroom
Assessments

The big question…..how do you know that they are
learning?
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Does what they learned meet with your objectives
and outcomes?
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How will you assess them – daily, weekly, each unit,
and reflection from past units (connectivity)
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Critical Thinking –very important – higher order
thinking – giving real world
Types of Assessments
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Cooperative learning; Think, Pair, Share
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Quiz
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Authentic assessment-hands on
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Question and answer
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Real World problem solving in groups
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“I Learned” statements
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Written Reflection-Most important point you learned and
what was not clear
The Classroom Environment
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Respect and Rapport begins with the teacher
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Interaction between students-be aware
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Be positive
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Be Firm, Fair and Consistent
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Plan well – DO NOT “WING IT”
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Most students want someone that will listen to them
Establishing a learning environment
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It is very important to have a well managed classroom:
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Classroom rules
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Organized – seating chart
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Lesson planning
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On time
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The teacher and mentor
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Classroom expectations for learning and work–student pride
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Importance for learning and achievement
Things to consider in a well managed
classroom
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Time for attendance/Time for lesson/ time for student practice
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Supplies
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Transitions – “breaks”
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Furniture arrangement
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Keep students actively engaged- 1 hour, 2 hour, and 2.5 hour
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Supervision of para-pros
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Substitutes-leaving detailed plans
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Assemblies-supervision
Student Behavior
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Expectations –rules /classroom/ school wide
Safety is Important
Monitoring behavior – classroom, lab, throughout the building
– fire drills, lockdowns, tornados
What to do when students misbehave? Without stopping your
instruction - move close to the student, give them eye contact,
call their name, remind the student what they should be doing
Make sure they know you are addressing the behavior, not
about them personally
Refer to the rule that was broken
Student Behavior –what to do
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Talk with other teachers and counselor about the
student
Call the parent at the start of the school year
Talk with an administrator
Consequences -Detention
Referral to administrator (continuous disruption)
Parent conference
EPT meeting – at your request
Other referral to administrator: fighting,
possession/selling of drugs, stealing
Communicating with students

Directions given- written and oral -may need to
repeat
 Use of webpages
 Syllabus/outline
 Agenda on board – monthly calendar
 How to start a new unit/topic – relate to something
they may know –”SET”
 Explain the objective of what they are about to learn
– the why
Engaging our students
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They are in your class, for the most part, because they
have an interest in the subject.
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Pacing your lesson -
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What activities will you use?
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Student interests?
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Group work and engagement in projects
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SPEAKERS and Field trips-Don't forget to use your
advisory committee
Assessment in Instruction
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Assessment criteria – your segments and standards –
National Tests
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What type of assessments – do not have to be paper and
pencil
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Feedback to students-talk with them about what hey need
to work on to improve
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Pre-tests/post tests
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Student self assessment and monitoring
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Students should be held accountable for their work
So they did not understand your well
thought our lesson – what next
teaching always involves reflection –
what you did well and what you can do
differently within your lesson
 Good
 Monitor,
 Build
then adjust
confidence
Professionalism
keeping – attendance, grades,
student assignments and tests
 Student improvement and progress
 Attitude in staff meetings and lunch;
around staff, students
 30 hours of PD each year
 Record
Communicating with parents
 Academic,
 Open
attendance, attitude, behavior
House
 Advisory
 Emails,
meetings
automated phone calls
The Professional Relationship

School wide activities like AdvancED/NCA School Improvement (40
SCECH’s)
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Student activities outside of the classroom
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Chaperones
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Continue to learn about you subject, your former profession;
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Get feedback from your peers
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Get feedback from our administrators
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Join ACTE and the specific organization your field represents
Professionalism each day
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Integrity
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Service to students –
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Be an advocate for students and their learning
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Be part of the decision making of the school
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Follow the rules/regulations of the schools
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Be the role model
And Remember…It IS About The
Students!