“ I Have My Classroom Keys, Now What?”

Laying the Foundation for a Successful Year

NC TEACH

Kevin L. Hill

July 2009

Personnel–Workers’ Compensation: Teacher’s anxiety disorder arising from stress of classroom not compensable Hassell v. Onslow County Board of Education, No. 172A07 (June 17, 2008).   

The North Carolina Court of Appeals refused a sixth-grade teacher’s workers’ compensation claim that her teaching job placed her at an increased risk of developing an anxiety disorder and therefore, her anxiety disorder was not a compensable occupational disease. 

• You really like children (in a legal sense, of course). • You enjoy making very little money. • You have to practice your Steel Magnolias monologue in front of someone. • You like feeling smarter than others, even if the "others" are only 8 years old.

So, you want to be a teacher?

- soyouwanna.com

Administrative Expectations for New (All) Teachers

• Every school administration is different – if only slightly . . .

• You will be expected to know all policies – regardless of how many there may be . . .

• All principals expect teachers to “know” what is expected of them!

• While it is difficult to document poor instruction, it is easy to document arrival times and failure to communicate with parents, etc.

My New School

Every school has a different culture

Expectations can vary depending on the tone set by the administration (principal).

School Board policies and procedures will not vary – Even though “local” adherance might.

All school employees shall be held responsible for familiarizing themselves with the printed policies of the board and shall be held accountable for compliance. (WCPSS Board Policy 3000)

All school employees shall review, be familiar with and follow the printed policies of the Board. Copies of the policy manual shall be available in the principal's office and media center of each school.

Legal Reference: G.S.115C-36, -295.3; 16 N.C. Admin. Code 6C.0602 (Code of Professional Conduct for North Carolina Educators) Policy 5100 - Durham Public School System

New employees shall be provided appropriate orientation to system, school, and/or department policies and procedures; however, it is the employees’ responsibility to familiarize themselves with such policies and procedures. (WCPSS Board

Policy 3023/4023)

Two Board Policies

Learn the following procedures and policies for your new school

English

World History

Science

Spanish

• Acceptable computer use

• Staff dress code expectations

• Responding to parents’ messages

• Paperwork deadlines

• Accident reports

• Field trip guidelines

• Guidelines for guest speakers

• Recordkeeping expectations

• Meetings and meeting etiquette

•IEP meetings & parent conferences

Johnston County Schools – Board Policy on Employee Dress

http://nt5.scbbs.com/cgi-bin/om_isapi.dll?clientID=194303871&depth=2&infobase=johnston.nfo

&record={EDC}&softpage=PL_frame

Wake County Public School System – Board Policy on Employee Dress

http://www.wcpss.net/policy-files/series/policies/3004-bp.html

Specific Policies and Procedures of Importance

• Code of Ethics for North Carolina Educators

• Emergency procedures

• Sexual Harassment policies

• Conduct of employees towards students

• Monetary transactions – avoid if possible

• Weapons prohibited on school property

• Discipline policies

• Testing guidelines and procedures

• Dangers of Email

Learn the policies and expectations and think!

So, you still want to be a teacher?

“Dealing” With Parents

Or

It Doesn’t Need to be Antagonistic!

ESONC, Inc.

Start early: First impressions can make or break parent-teacher relationships. "One thing I stress," says Montana principal John Moffatt, "is the first seven seconds of an initial meeting. This is how long it takes to make a first impression. If it's positive, research shows that even negative incidents later won't replace the first positive image. Conversely, if that impression is negative, even a great deal of positive follow-up generally won't overcome it."

- June Million, NAESP Director of Public Information

Help!

Working With Parents• You need to partner with parents

• Practice empathy

• Practice effective communication

• Make and keep detailed notes

ESONC, Inc.

Parent

Conferences

Make It PositiveResearch has shown that teachers communicate with parents most often when a student misbehaves. It is important to also let parents know what their child is doing well. This actually helps parents be more responsive to those areas where their child needs work.

Make It PracticalGive parents resources to understand the curriculum. Then be specific about where students are having trouble. Make specific suggestions about what parents can do to help their child overcome the difficulties they are having with schoolwork.

Make It PersonalAlthough there is not a lot of time to write personal messages for every student in your class, collaboration between parents and teachers is raised when parents read something personal about their own child. Try to include personalized messages to parents whenever possible.

Teaching Today – October 2004

Mid-Atlantic Regional Laboratory for Student Success at Temple University

ESONC, Inc.

Parent Conferences

CONSIDER THE CONTEXT: Ask the teacher to be specific about the problem and the context in which the problem occurs. It may be beneficial for teachers to pinpoint both strengths and weaknesses that the student displays.

IDENTIFY WHAT HELPS: Ask the teacher what is being done to help the student overcome the problem. Sometimes small steps, such as moving a student to a different place in the room or shortening an assignment, can make a difference.

MAKE A PLAN: Ask the teacher what you can specifically do to help the student at home. With the teacher, list three or four concrete actions to do every day.

SCHEDULE FOLLOW-UP CONTACT: Before leaving the conference, it is a good idea to agree with the teacher on what is expected of the student, what the teacher will do to help, and what the parent will do. Scheduling another contact after 2 to 3 weeks signals to the student that both parents and teachers are highly interested in taking effective steps to help him or her achieve success in learning.

Author: Clark, Ann-Marie Source: ERIC Clearinghouse on Elementary and Early Childhood Education Champaign IL.

Parent-Teacher Conferences: Suggestions for Parents

ESONC, Inc.

Parent-Teacher Conferences: Thoughts for Teachers

• Prepare, prepare, prepare (Policies, grading, anticipate questions)

• Write it down

• It’s the outcomes or behavior that is not acceptable – not the student. Be cordial and respectful when meeting and greeting parents

• Empathize

• Sincere and warm greeting which includes your thanks for the parent attending the meeting

• Involve the student (If possible)

• If a colleague is attending the conference, let the parent know ahead of time

• Conference summary should include a plan of action with details of responsibility

ESONC, Inc.

Susan

- Help parents to feel comfortable at the meeting. School can stir up unhappy memories for (or be intimidating to) some adults. - Be flexible about the meeting time and tell how long it will last. We all have busy schedules. - Know the student’s strengths and weaknesses. Understand that parents have deep feelings about their

children, even though there are many other students in the class. - Be well prepared and give specific examples of the student's progress. - Listen and ask questions. - Avoid educational buzzwords that parents don't understand. - Suggest practical ways to work with the student at home. - Explain tests and standardized scores. - Let parents know about any special services the school offers. - Realize that conferences with team specialists can overwhelm parents. Knowing in advance what the meeting is about and allowing us to bring someone else along will help. - Establish ways to keep both parents in a divorced family informed. - Respect the confidentiality of any sensitive information parents may share. - Leave parents with a feeling that the student can succeed.

“Working With Your School and Educational Rights” Nancy Parsons / Arthritis Foundation

What Parents Say About Teacher Conferences:

ESONC, Inc.

Welcome

Thank You!

Quick Review

- Proactive with sincerity

- Active listener

- Form partnerships

- Communicate effectively

- Specificity

- Make a plan with detailed notes and follow-up

- Celebrate successes

So, you still want to be a teacher?

EOC Testing

NC End-of-Course Tests

Background

End-of-course tests were designed to measure student performance on curricular goals and objectives for the tested courses with an emphasis on higher-order thinking skills. These multiple-choice tests are administered in: Algebra I; Algebra II; Biology; Chemistry; Civics and Economics ; English I; Geometry; Physical Science; Physics; and U.S. History. The tests are administered within the final two weeks (or the equivalent for the non-traditional schedules) of the school year.

Create Custom Tables End-of-Course Charts

Printed Reports

North Carolina End-of-Course Tests

SAMPLE ITEMS FOR THE NORTH CAROLINA END-OF-COURSE TEST OF CHEMISTRY

These materials and the information contained within must not be used for personal or financial gain. North Carolina LEA school officials and teachers, parents, and students may download and duplicate or quote from these materials without prior written permission from the North Carolina Department of Public Instruction (NCDPI) Division of Accountability Services/North Carolina Testing Program. 

http://www.ncpublicschools.org/accountability/testing/eoc/sampleitems/6

The following items were developed for the North Carolina End-of-Course Tests and are aligned to the 2004 Science Standard Course of Study. The North Carolina Department of Public Instruction (NCDPI) has chosen to release this group of items so that the public may have access to items similar to those that appear on the EOC tests administered during the school year 2007-2008 and beyond.

Preparing for the EOCs•Review EOC materials to be familiar with objectives – incorporate into unit plans

•Link instruction to the standard course of study

•Use instructional “sponges” or bell ringers linked to EOC objectives throughout the semester

•Plan study sessions for your students

• Review disaggregated data and goal summary reports for your discipline and key on areas that show weaknesses

• Your suggestions / ideas ???

A Final Word on End-of-Course Tests

1. Pay very close attention to testing guidelines

2. Do not “wear out” talking about the EOC with students

3. Maintain a healthy respect for the EOCs – They are important and carry more weight than you might expect!