Day Two - with teachers

Meetings this afternoon focused on Teacher Evaluation.  The district is beginning to use a new evaluation system based on Charlotte Danielson's Framework for Teaching.  I'm impressed by the empahsis on Teaching Practice as part of the framework.  In particular portions of each domain (especially 1, 2, 3) of the framework seem relevant for working with future teachers.  (Rubrics to evaluate teachers have the potential to be adapted to evaluating peer teaching in a methods course.)  I think this would fit well with mathematics-specific frameworks for teaching developed by QUASAR and others.  The bottom line for the classroom environment seems to be to encouraging students to be independent and engaged learners.  Preparation, discussion, reflection, and feedback all seem part of the evaluation process as well.

Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments

Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space

Domain 3: Instruction 3a Communicating With Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities 4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism

First Day - with teachers

Today was the first day with all of the teachers present - lots of greetings and meetings!  Below is a list of topics/issues that came up through today's meetings.  Is a first year teacher prepared for these?

• Common Core State Standards - What should be taught/learned?  How should it be taught?  How will it be assessed?
• Teacher Evaluations - What counts as a "good job" of teaching?  What are the components of teacher evaluation?  Who will be doing the evaluation and when will it be done?  How will the evaluation help a teacher grow professionally?
• Students with Special Needs - IEP, 504, Special Education, etc.  How will instruction need to be modified/adapted for the various needs of students?
• Materials - What is available?  How do teachers get what they need?  Who pays for it?  (Incidently, I get very little - including white board markers - and must purchase what I need.  I do get a small stipend to reimburse for classroom materials.)
• Grading - What should be graded?  How much time will it take?  How are grades communicated to students and parents? 
• Teaching a New Subject - How can a teacher do to prepare for teaching a subject they are not "qualified" to teach?  What resources are available?  What are the expectations of the teachers/school/etc.  (I will be teaching writing - something for which I have no preparation.  Wish me luck!)

Second Day - no kids

Today was another "flex" day so most teachers were not present.  A few more did show up and I met several of them.  I worked on various small tasks and printed off some materials on common core.

I also discovered this poster hanging near a 4th grade classroom:



I thought it looked like a great opportunity for developing some notions of multiplication!  Cathy Fosnot and her crew have lessons with similar pictures.  For example, the meaning of multiplication is highlighted with the 3 ice cream sundaes (3x1) compared to the plate of 3 mini-cakes (1x3).  Many of the plates show arrays of items which has strong potential as a model for multiplication.  They can support an understanding of the commutative property of multiplication.  For example, with the red cakes on the bottom, students can verify that 4x2=2x4 (four groups of two is the same as two groups of four).  The three-tiered plate of candies can develop the associative property of multiplication:  3x(3x2)=(3x3)x2. 

Sadly, the teacher had no intention of using the poster for math. 

First Day - no kids

Not much going on today... most of the teachers are not in school today or tomorrow as these are both "flex" days.  In exchange for these days teachers could work two days during the summer.  I did a small, but tedius, project for the principal and also completed some new hire paperwork.

I walked around the school.  The building is two stories with an old (ca. 1920) wing and a new (ca. 2006) wing.  Many of the lower grades are in the newer wing; the upper grades are in the old wing.  There is an auditorium and small gymnasium in the old wing.

In the process of working on the principal's project, I learned that my classes will begin with 32-35 students.  I will have 4 math classes and 1 language arts class.  (I am waiting until Wednesday to find out what I will have to do with language arts!)  About 40% of the students prefer information sent home in English, 40% prefer information in Spanish, and 10% prefer Polish.

Some of the students' last names:  Flores, Hernandez, Kowalkowski, Martinez, Solisperez, Szczech, Chavez, Chodorowicz, Hajduk, Lesnicki, Lopez, Marusarz, Tomaszewski, Wojtasik, Diaz, Estrada, Ruentes, Garcia...  It is definitely a mix of Latino and Polish names!

I had lunch at the grocery store at the end of the street.  I heard people - young and old - speaking English, Spanish, and Polish.  The products were typical of any American grocery store; however, there was a huge display of sausages with Polish sounding names.  The bakery cases and shelves also had additional selections that appeared like Mexican goodies and Polish treats.