The QUALITY of the teacher in the classroom
has a GREAT affect on student achievement.

Happy Fall!
We've successfully finished the first session of the Beginning Teacher Network, so now is a good time to do a little follow up and get you prepared for Session 2 coming October 31, November 1, November 2 (depending on your level and location)!
Session 1 Stats
45 First-Year Teachers Engaged in Session 1
26 Elementary Teachers |  19 Secondary Teachers
8 Districts & 24 Schools were represented

Highlighted Topics:
  • Communicating with parents
  • Parent/teacher conferences
  • Managing the classroom for learning
  • Active learning and student engagement


 

Feedback (40 of 45 participants responding):

  • 100% reported what they learned would positively impact their students.
  • 100% reported being able to apply what they have learned into their practice
  • 98% reported an increase in their knowledge
  • 95% reported an increase in their skills
  • 93% reported the presenter as "effective" or "very effective" 
  • 90% or more reported being either "mostly knowledgeable" or "very knowledgeable" regarding each of the three topics above AFTER completing the training session.
Hear from Session 1 Participants
Quotation Icon
  • The practice of Parent Teacher conferences was something I have never thought of and VERY valuable to actually practice giving a conference." (First-Year teacher - Gackle-Streeter)
  • "I enjoyed this session because it provided a lot of good ideas for the classroom environment."  (First-Year teacher - McKinley Elementary, Fargo)
  • "I've been dealing with a few difficult students and this session has given me a few ideas to try in my classroom to help these students." (First-Year Teacher - Discovery Middle School, Fargo)

 
Getting ready for Session 2
WHERE ARE WE GOING? WHERE AM I NOW?
These are two of the most important questions that drive not only PLCs, but also our classroom instruction. The second session of BTN will address these questions.
 
Where are we going?
In a standards-based classroom, our path is outlined by standards. BTN teachers will unpack a standard, digging deeper into what achieving the standard really looks like. Identifying the target type helps in determining the best assessment method.

Why focus on assessment? 
Used with skill, assessment can:
  • Motivate the unmotivated
  • Restore students' desire to learn
  • Encourage students to keep learning
  • Create -not simply measure- increased achievement
--Stiggins, Arter, Chappuis, & Chappuis, 2004

Session 2 will also answer the second question: Where am I now?

Topics will include pre-assessment, formative assessments and giving students feedback that moves them forward in their learning.

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Active Learning and Achievement
The connection between active learning, engagement and student achievement is undeniable.  The following links are short video clips that use things we have done before in very purposeful ways to get the desired results. 
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Items Worth Checking Out
1
To increase engagement and involve students in their own learning, pique their interest before reading a passage or chapter by giving them a
  • scrambled list of events to put in order
  • list of statements for students to agree or disagree with
  • list of people and places to match with information about them
  • cause-and-effect chart
Or, begin a class by asking a group of 3 students to find/fix the errors in a written passage, solved problem, group of spelling words or several measures of musical passage.  These and more ideas are found at
2
Get tips to increase classroom participation. The site gives tips for implementation at different grade levels.
3
Find strategies that allow formative assessment before, during and after the learning. For example: Write a cue word on the board or overhead.
  • Have students brainstorm words or concepts related to that topic. Write down all the ideas.
  • Lead a discussion about whether any words should be eliminated. If so, why?
  • Divide class into groups of 3 or 4. Have groups cluster the words and give each cluster a descriptive term.
  • Have groups share their clusters and give reasons for their choices.
  • Have students read the text. Afterward, have them revisit their clusters and modify, if necessary. 
4
Dealing with Behaviors in a Positive Learning Environment
A comprehensive literature review by Wang, Haertel, and Walberg (1993), produced a list of 228 variables affecting student achievement. Combining this analysis with findings from 134 separate meta-analyses, they determined that of these variables,
classroom management had the largest effect on student achievement.  Classroom management includes everything from creating an organized classroom to dealing with the behaviors of the most challenging students.   

The article " Keys to Classroom Management" by Robert and Jana Marzano shares insight into the finer points of a well-managed classroom.  It contains thought-provoking reading for both new and experienced teachers.  

Several other resources that might be helpful in establishing that positive environment include:
See below for dates and registration links AND visit our  website for more info.

Session Schedules - You don't want to miss this!
If you already registered for Session 1, you are registered for all 3 sessions.

Session 2 : Oct. 31, Nov. 1, or 2
Session 3:  Dec. 12, 13, or 14

Beginning Teacher Sessions provide a face-to-face forum for discussing topics that arise from the teachers' day-to-day practices.

It provides professional growth, collegial dialogue, support and guidance. Key ideas include classroom management, state standards, assessment and responding to student needs.

The Beginning Teacher Network is funded through a grant provided by the North Dakota Teacher Support System (NDTSS).  Click here to learn more about the NDTSS Mentor Program.

See below for individual Session Details.


SESSION 2

Session will focus on:
  • Learning Targets:
    • unpacking them from the state standards
    • using the "Depth of Knowledge" chart to identify success criteria
    • clearly communicating these to students
  • Tracking Student Progress:
    • using formative assessment
    • providing feedback that moves students forward in their learning
  • Goal Setting:
    • involving students in their own learning

SESSION 3

Session will focus on:
  • Identifying learners' needs: 
    • analyzing the information provided by student work, pre-assessments and formative assessments
  • Developing lessons: 
    • incorporating instructional strategies that differentiate the learning for all students
  • Managing the classroom: 
    • creating an atmosphere that promotes learning for all
South East Education Cooperative
Carol Beaton, Beginning Teacher Network Coordinator
  [email protected] | www.ndseec.com