Ribas Associates Publications

TABLE OF CONTENTS

	Introduction	I-1
	Induction Today	I-3
	Objectives of the Book	I-3

1	Information About the District and the School That Is Important to a Newly Hired Teacher’s Success	1
	Orientation and Follow-up Seminars	1
	References	6

2	Important Dates and Times to Address Throughout the Year	7
	Year-at-a-Glance Checklist for the Beginning of the Year	9
	Mastery-Based (Standards-Based) Planning for the First Day of School	12
	Year-at-a-Glance Checklist for September Activities	17
	September Activities	18
	Mentor's Summary Notes for September	20
	October to December	22
	Year-at-a-Glance Checklist for October, November and December Activities	23
	October, November and December Activities	26
	Mentor's Summary Notes for October, November and December	28
	Year-at-a-Glance Checklist for January, February and March Activities	30
	January, February and March Activities	31
	Mentor's Summary Notes for January, February and March	33
	Year-at-a-Glance Checklist for April, May and June Activities	36
	April, May and June Activities	37
	Mentor's Summary Notes for April, May and June	39

3	Classroom Management: With a Section on the Effective Use of Homework	41
	Variables to Consider When Constructing a Classroom Management Plan	42
	Section 1: Belief Systems That Impact Classroom Management	43
	Section 2: Establishing Classroom Rules/Standards, Routines and Expectations	46
	Teaching Routines and Expectations	53
	Sample Plan for Teaching the Homework Routine to Upper Elementary Students	55
	Sample Letter Explaining Homework for the First Two Weeks of School	57
	Sample Letter Explaining Homework Policies and Procedures	58
	Homework Expectations	59
	Helpful Homework Hints	59
	Plan for Teaching Homework Routine to High School Students	60
	Sample Plan for Teaching Classroom Routines to Middle School Students	64
	Sample Plan for Teaching Classroom Routines to High School Students	65
	Student Self-Assessment of the Expectations for Routines Using Rubrics and Criteria Sheets	66
	Checklist for Success in a High School Classroom	67
	Mid-Quarter 1: Self-Assessment top School Science	68
	Section 3: Obtaining, Maintaining and Regaining Student Attention	72
	Figure 3-1	75
	Section 4: Reinforcement of Appropriate Behavior, Consequences for Inappropriate Behavior and the Impact of Relationships on Changing Student Behavior	76
	Figure 3-2	77
	Reinforcements and Consequences for Students Who Do Not Respond to Our Classroom Management Plan	77
	The Impact of Teacher–Student Relationships on Causing Students to Behave Appropriately	79
	Section 5: Developing Your Classroom Management Plan	81
	Sample Elementary Classroom Management Plan	82
	Sample High School Classroom Management Plan	86
	Robert Condon Individual Contingency Plan	88
	Conclusion	90
	References	90

4	Mentor Training	91
	Topics for Mentor Training	92
	Sample Confidentiality Statement	93
	Figure 4-1	94
	Figure 4-2	97
	References	99

5	Standards-Based (Mastery-Based) Lesson and Unit Planning That Maximizes the Level of Student Learning	101
	A Definition of Standards-Based (Mastery-Based) Teaching	102
	Figure 5-1	103
	Standards-Based (Mastery-Based) Lesson and Unit Planning	105
	The Four Basic Steps	106
	Sample Mastery Objectives	110
	Three Lesson Plans That Illustrate the Transformation From Activity-Based Planning to Mastery-Based Planning	112
	Lesson Plan 1	113
	Lesson Plan 2	113
	Lesson Plan 3	114
	Pre-Modern World History, Mr. Grande Unit VII: The Renaissance and Reformation	116
	Unit Planning	118
	Figure 5-2	119
	Unit Plan 1	119
	Mastery-Based Unit Plan 2	120
	Waterwheels: Lab Book Criteria	122
	Activity for Mastery-Based Lesson Plans	123
	Conclusion	124
	Additional Sample Lesson Plans	124
	Sample of a Second Grade Lesson Plan	124
	Sample of a Fifth Grade Lesson Plan	125
	References	126

6	Working Effectively With Parents	129
	Involving the Uninvolved Parent	137
	Strategies for Difficult Parent Conferences	142
	Activity Sheet 1: Strategies for Difficult Parent Conferences	144
	Activity Sheet 2: Strategies for Difficult Parent Conferences	145
	Activity Sheet 3: Strategies for Difficult Parent Conferences	147
	Tips for Successful Curriculum-Night Presentations for Parents	149
	Newsletter—October 26, 2001	154
	The "Write" Stuff	157
	Welcome to SHS Biology!	162
	Student Portfolios as a Means for Communicating to Parents	167
	Effectively Using E-mail for Parent Communication	168
	References	169

7	Skills for Effectively Teaching Sample Lessons and Observing Our Mentees	171
	Mentors Teaching Sample Lessons	172
	Effectively Observing a Teacher New to the District	173
	Rubric to Assess the Development of Your Note-Taking Skills	178
	Training Mentors to Be Effective Two-Column Note-Takers	190
	References	191

8	Conferencing to Create Change	193
	What a Mentor Asks a Mentee and Hears From a Mentee Is Often More Important Than What the Mentor Tells the Mentee	193
	Post-Conference Preparation Sheet	195
	Conducting the Conference	196
	Pre-Conference Form	200
	Post-Conference Preparation Sheet	202
	Conference Reflection Sheet	203
	References	204

9	A Building Plan for the Induction of Teachers New to the Building	205
	The Principal’s Dilemma	206
	Principal’s Role in Developing an Effective Building Induction Program	208
	References	210

10	A District Plan for the Recruitment and Induction of Teachers New to the District	211
	Figure 10-1	213
	Sample Hiring and Non-Renewal Timeline	214
	A Closer Look at Induction in the Context of Professional Development	216
	Figure 10-2	217
	The Sample Public Schools Memorandum from the Director of Human Resources	218
	New Teacher Orientation	220
	Job Descriptions for Induction Personnel	222
	Sample Job Description	223
	Sample Job Description	224
	New Teacher’s Assessment of the District-Wide and Building New-Teacher Orientation	225
	Survey of Newly Hired Teachers on Their Assessment of the Induction Program for the School Year 200- to 200-	229
	Part A: Monthly Meetings With My Mentor	229
	Part B: My Building Team Induction Meetings	235
	Part C: Your Principal's Role in Your Induction	239
	References	244

Appendix A	Massachusetts Department of Education Guidelines for Induction Programs	247
	Orientation Program	252
	Beginning Teacher Support Structures	254
	Beginning Teacher Development and Training	257
	Beginning Teacher Evaluation	257
	Induction Program Evaluation	258
	Supervisor/Director	263
	Special Education Administrator	263
	School Business Administrator	264
	Acknowledgements	272

Appendix B	Performance Standards	273
	Teacher Performance Standards	273
	School Nurse Performance Standards	277
	Special Education Teacher Performance Standards	280
	Language Arts/Reading Specialist Performance Standards	283
	Psychologist Performance Standards	287
	Speech and Language Pathologist Performance Standards	290
	Library Media Specialist Performance Standards	294
	Counselor/Social Worker Performance Standards	298
	Occupational Therapist Performance Standards	301
	Elementary Consulting Specialist	304
	Curriculum Leader Performance Standards	306

	Index	311