build a trusting rela-tionship early on with beginning teachers. He does this in a number of ways—learning about their families, asking about their journey to teaching, and even finding out their favorite hot beverage.
It is ALL about RELATIONSHIPS!!
“Coaching with an equity lens means that we pay attention to the social and historic forces which create and maintain systems in which children are treated differently based on who they are.”
Elena Aguilar has so many great resources! We focused on her work as an academics team last year. It is so important to "pay attention" to our biases.
Learning that is developmentally grounded and personalized. Learning experiences build on prior knowledge and experience, and account for learners’ active construction of new knowledge. Learning connects to who students are as well as to what they already know, attending to both cognitive and socioemotional realms, and school tasks are designed to be scaffolded according to students’ needs, intrinsically interesting based on their experiences, and appropriate to their level of development.
In early childhood this is so important. the students have all had limited and very differnt exposure to learning and experiences. We work hard to deliver developmentally appropraite and interesting lessons
ts of direct feat good teaching The teacher should be available to give short answers to students’ questions, and students should be : eas : in . . ; ‘rect and indirect behaviors are necessary permitted to help each other. Flanders believes that both direc such as lecture and sopeneunton to clan & Scutcuricfum to f. Even! n this situation however, the 6. Weekly and monthly reviews. At the beginning of each week, the teacher should review the previ- ic i ifficult curriculum topic.
the combination of both direct and indirect teaching give an appropriate balance for learners
Give Ss students respe ct, i s pati e . teachers whose students make small gains are considered less effective. demonstrations. : . er . . d smiles a lot—good sense of humor. The meaning of teacher effectiveness in this type of research obviously depends on + Tells jokes and smile . akes changes in class to help students
I agree with these qualities especially the sense of humor!
Expert teachers are able to operate both in the moment and over time with clear outcomes in mind; skillfully managing students, content, equipment, materials, the clock and the calendar.
Teachers have so much to manage!
At first, beginning teachers may find it difficult to fit into the broader school community, especially if the faculty is primarily composed of experienced teachers. Because of this, the mentor should strive to make sure that staff members generally include and accept the beginning teacher.
This is especially challening for the Early Childhood teachers beacuase we are typically in a seperate part of the building and often don't interact with the whole school as much.
However, a mentor should also offer extra information to a begin- ning teacher that gives the mentee an insider’s perspective on school operations. If a school memo states that after-school meetings end at 4:30 p.m., but in reality, meetings usually run until 4:45 p.m., share this information with the beginning teacher. Likewise, help the beginning teacher understand the school’s philosophy on classroom management. This can include sharing the school and district discipline guidelines, policies, and procedures, as well as informing him or her about unwritten expecta- tions, such as which discipline concerns a teacher should handle and which concerns the administration should handle. Information regarding parental support and involvement can also be important to relate to a beginning teacher. Talk to the beginning teacher about how to communicate with parents appro- priately, which can include sharing stories of interactions with both supportive and difficult parents.
This is so important to help the new teacher have in "insiders" perspecitve. I do not work in the building my mentee is teachering at so I have met with her principal and another lead teacher to help support her with some of these things.
Toward the end of the year, beginning teachers usually need institutional support again during the reflection phase of first-year teaching. Institutional support can help beginning teachers reflect on the school culture from the previous year and anticipate what it might look like in the next year and beyond. As the beginning teacher establishes new networks with colleagues and reaches out to the broader school community, the mentor can assist in facilitating a professional vision. 61
This is a good reminder to revisit needs at the end of the year too! Reflection and planning for the next year.
A 2015 curve an rns m by a faculty member found that more than wo eee tentan nver alums to be “very well” or “well” prepared Scare pae” NS to use technology and assessments to support focus on Ieewning en neo eae with respectful relationships and . a re naan ane percent of employers found alums to be Be vcens! aderenal pared to support critical thinking and to d nding of concepts, to use performance-based assess. ments, and to su i pport social, emotion , al, an iti is, to enable deeper learning.”
These are impressive survey results and so important to know what teachers feel prepared and ready to support students.