Welcome to New Teacher Orientation!

June 6, 2012Seattle Pacific

UniversityEDU 6120

Dr. EllisDr. Wicks

Who are we?

O Tanisha Champagne: 4th/5th grade teacher for four years, currently enrolled in the Curriculum/Instruction program at SPU

O Lara Cole: Served as a special ed/general ed teacher and principal, currently the Executive Director of Student Services for the Monroe School District, enrolled in a Ph.D. program at SPU

O Kate Lyle: Othello School District teacher, initially sixth grade, then dual language kindergarten, currently adding a special education endorsement at SPU. She has been a teacher for two years.

Our objectives: Address the “big questions”, then provide ideas to help keep these ideas alive

How do I keep these things in

mind during my first year?

Why teach?

What are the qualities of a

good teacher?

What do students

really need?

What does a good

classroom look and feel

like?What is truly meaningful in student learning?

How does a classroom become a place of

reflective learning?

Why teach?

I love kids!

I want to have

summers off… My mom

was a teacher…

I want to make a

difference…

“The desire to teach, along with a sound knowledge base and experience must be enough to propel a novice teacher to excellence” (Walls, Nardi, Von Mindan, Hoffan, 2002, p. 40).

What are the qualities of a good teacher?

Kleinfield (1975) coined the term “Warm Demander” to describe teachers who convey high expectations for students, while at the same time, conveying high regard and support for them.

Expectations Support

What do students really need?

Effective teachers

Teacher commitmentAdvocacy for studentsAccountabilityHigh Expectations

Research based

strategies for

instruction

Shared decision making

What strategies do highly effective classrooms use?

Identifying similarities and

differences

Summarizing and note

takingReinforcing effort

Homework and practice

Nonlinguistic representatio

nsCooperative learning

Setting objectives

Generating and testing hypotheses

Questions, cues, advance

organizers

What does a good classroom look and feel like?

Positive learning

environments

Participatory environment

Students are valued, active participants

Positive student-teacher

interactions

What is truly meaningful in student learning?

O Student learning should be authentic, "real-life" application rather than regurgitation of facts

O Meaningful student learning happens when connections can be made

O Differentiated instruction O Standards, Big Ideas, and Assessment data

drive instructionO Cultural Literacy O Strong school-family partnerships O Promotion of life-long learning

How does a classroom become a place of reflective learning?

Culture of Trust Self-appreciation Metacognition

So, now what do I do? How do I keep these ideas alive?

1. Post the “big ideas” on an index card where you’ll see them

2. Some things you might stew on may not be that important. Let these things go. If in doubt, ask a respected, veteran teacher.

3. Build relationships, join with others.

ReferencesO Canestrari, A.S. & Marlowe, B.A. (2010). Educational Foundations. Thousand Oaks, CA: Sage

Publications, Inc.O Ellis, A.K. (2001). Teaching, learning, & assessment together: The reflective classroom.

Larchmont, NY: Eye on Education.O Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works:

Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

O Ross, D., Bondy, E., Gallingane, C. & Hambacher, E.  (2008). Promoting academic engagement through insistence: Being a warm demander.  Childhood Education, 84, 142-146. 

O Shipley, J. (2012). Marzano’s high-yield instructional strategies. Retrieved from http://cicswestbelden.org/wp-content/uploads/2011/10/Marzano-High-Yield-Stategies.pdf

O Walker, R.J. (2008).  Twelve characteristics of an effective teacher.  Educational Horizons, 87(1), 61-68. 

O Walls, R.T., Nardi, A.H., Von Minden, A.M, & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29(1), 39-48. 

O Ware, F.  (2006).  Warm demander pedagogy:  Culturally response teaching that supports a culture of achievement for African American students. Urban Education, 41, 427-456.