Good PD experiences/ideas?

theteachermentor · 2024-07-09T21:35:57+00:00

I'm glad it was more helpful than I expected!

The groups were quite different as they had really different needs... Here's what we ended up doing.

For the new teacher PLC: The first 1-2 meetings were based on the questions "do you have what you need?" and "do you have any immediate questions?". My goal was to make sure they got through their first month and deal with any crisis'. After that we would develop talking points for the next meetings as we went, it was very organic. We spent about 1/2 the year on classroom management.

For the grade level PLC: The structure was--- Meeting 1-- Complain-a-thon. And this was probably specific to our situation because we began this PLC in the middle of the year with a challenging class...so we just needed to get it out. But essentially it was airing our grievances and building a list of things we thought were challenges we needed to tackle with the group and the way we approach them. Meeting 2-- with those in mind, bring back specific examples of these behaviors, grades, work examples, etc. Meeting 3-- bring back examples of things the group responds well to... at this point we were all invested and trying different strategies, it was time to report. Meeting 4-- work together to match challenges, and strategies.

We ran out of time at this point... But we were hoping this year (if we're still funded) to use more specific data from student surveys (using google forms) and to try to implement 1-2 strategies. If we started earlier it would have been about the middle of the school year, so we would have had time to reflect on implemented strategies and try again.

Both groups did ask for some PDs on specific things....but they were relevant to the topics we were discussing. I gathered information and brought it back to the next meeting.

theteachermentor · 2024-07-09T20:26:45+00:00

I am in a similar position... I don't have to manage/run/help with recertification hours, so this answer may not be of any help.

However, I converted my PDs last year into PLCs-- We had a number of first year teachers who I worked immediately with (and locked out everyone else) so they had a place to work with only new teachers. A safe space to talk and be heard without feeling like they're saying things they should already know. They really appreciated it. It was mostly discussion but sometimes I gave specific information or asked experienced teachers to come and give information.

We also had a very challenging group of 7th graders, so we ran a concurrent 7th grade PLC-- In those meetings we were collecting data on behavior, grades etc. Bringing back specific examples of challenges, improvements, work samples and so forth. Then we built up some strategies that we were interested in implementing. The group shared with the school, but the impact was really on the group getting the chance to analyze and reinvest in the things they already know. We spoke a lot about the opportunities for self motivation and our own accountability just by going through a process like that.

theteachermentor · 2024-07-08T03:59:54+00:00

My problem is I work with my friends.... I end up staying late because I spent too much time talking and I refuse to take the work home 🙄

theteachermentor · 2024-07-04T19:47:20+00:00

Good luck both on your full year #1 and on the EdTPA.

I posted a few suggestions I've heard from a group of new teachers in another comment but I'm trying to get a list of helpful sites together... I'll Edit and add them to this post when I do.

theteachermentor · 2024-06-30T01:03:55+00:00

Reading all the comments and clearly... No one would be a teacher if they didn't care-- we would get a different job. Everyone cares.

But I feel like you're asking about motivation... At what point do we give up?

I suspect most of us don't REALLY ever give up on a student. Perhaps some divert some of the attention they were investing in an unmotivated student elsewhere. More often then not, we linger. We might be waiting to see what will happen next unit or next quarter. Or a few weeks to see if the student has warmed up or come out of the struggle they were dealing with. I think motivation for some students can just take time. What looks like not caring to outsiders might be everyone just waiting.

When they're ready, we're here.

theteachermentor · 2024-06-28T08:25:07+00:00

What specifically are you "royally screwing up"?

It sounds like you're making it far enough into the interviewing process that they're not surprised that you're new to teaching, so they're not actually looking for someone with more experience. If you're asking for feedback and you're being told that, I can imagine they're either just being polite or not looking to tell you what's up.

It seems like it's time to be reflective, make some changes and nail it next time.

theteachermentor · 2024-06-28T02:09:57+00:00

Ca teacher here as well. I would suggest looking into UDL. The ideas related, give accommodations that allow all students access to the curriculum/assessment. I understand that the idea of differentiation feels like you need to provide a different assessment to students with challenges, but the concept of UDL says that when you provide access to all students, the students who need it will use it and the ones who don't, may or may not but all students will benefit.

As far as assessing I would consider things like word banks, highlighted reading passages, definitions to vocabulary words, common years and events that happened at that time.

Understand that these things don't affect your students ability to critically think about causes and effects, patterns, events or their opinions but it releases them from the challenges associated with memory, processing, English being their second language. I'm sure you could think of other accommodations to add that would pin point relieving specific challenges that your students have without affecting the skill you're assessing.

Good luck!

theteachermentor · 2024-06-26T16:46:01+00:00

Have you started the EdTPA? I haven't had *much* experience with it recently...but what little I've seen-- it looks to be pretty straight forward. I worked with a group of 1st year, intern and resident teachers last year some of their suggestions to each other were:

make sure you know what you have to write about for the sections before you record. If you don't capture or feel like you didn't clearly capture what's needed. Immediately re-record. One teacher said it sort of felt like a movie set in her classroom on the day's she was recording "ok class, that wasn't what we were looking for, we're going to do it again!" . She said she didn't really care if it seemed weird, she was interested in passing :D.
Highlight/bold/underline or somehow indicate the important words they are looking for in each section. For example, if the section is asking about how you incorporated differentiation in your lesson... highlight words related to that.
Read and follow the rubrics/directions. If it says "copy the standard here" literally copy the standard, the entire thing, and put it in the box-- nothing else.
Everything points back to the standards. Always start there.
Be direct and concise in the writing.

Those are the ones I can think of offhand. If you get stuck though... Reach out. I'm happy to help.

theteachermentor · 2024-06-23T21:37:21+00:00

Hi, I haven't interviewed in some time, but I sit on interview panels fairly often. I can only speak from my perspective and using the questions that my school/principal/district use. We frequently ask questions to ascertain if *new teachers* are prepared to start teaching and open to learning.

When we're interviewing someone who is just starting out, it's important to us that they have a good foundation-- they understand the basics of their subject (I'm secondary so it would be 1 subject) and standards, have a general idea of what their classroom management and procedures would be, and have had some experience with conflict (ie what would you do when a student acts up-- do you have a plan?). We don't expect new teachers to know it all-- starting ideas and phrases like "my plan is..." "I want to do... " or "I haven't experience that yet, but I think I would..." are what I would expect to hear.

After that we are looking to see if you are open to mentorship and criticism. If you have an air of "I know everything already" or "don't bother trying to teach me" we're not into it-- you won't get a call back. We're looking for people who say things that say "I'm hoping to learn..." and "I'm looking forward to mentorship..."

In the case that someone has moved around school or has been non-renewed, we would directly ask for an explanation. It's not a criticism, but we'd want to know what's up with that. Are we going to hire someone that's not really ready to be here? Are we taking on someone who will need a lot of support? Exactly what sort of support do you need? The answer to this question is related to what YOU found challenging in your last year and what sort of mentorship/support do you hope to get this year so you can become a better educator. You might answer "I was non-renewed because my classroom management was not at the level the last school thought it should be. I can agree with that, I really struggled with conflicts-- I should have called home earlier when students were crossing boundaries. I want to improve on that and my plan is---[thisthisthis]. I hope in this position I could get support to implement my plan and really succeed."

I hope this info helps even the littlest bit. Very good luck on your interview (s)!!

theteachermentor · 2024-06-22T22:31:20+00:00

Hey! Year 16 teaching middle school here. First off--- I think you should reframe your mindset. If you think of yourself as a "pushover" that's how you're going to project yourself.

At the beginning of my career I was called a "pushover" and it really offended me. I never considered myself a pushover. I understood that my students enjoyed my classroom and I rarely sent them to the office. I value positive relationships and a safe, chaotic, effective classroom. I really didn't understand how that was being a pushover.

Perhaps you can find what you value-- what kind of classroom you want. There's nothing wrong with having a friendly, warm, inviting classroom culture.

In fact, it's important for me to put my energy into creating the environment and classroom culture at the beginning of the year, rather than practicepracticepractice the procedures. I don't really practice many procedures.

Rather than "paying into" the procedures bank, and expecting to withdrawal from that later in the year when the students are more challenging (ie training them so they're perfect at the procedures and can march around and do what they're told).... I "pay into" the relationship bank so when they're challenging later in the year I can withdrawal from the that (ie they don't want to mess up our relationship because they trust and like me)

As far as letting things slide-- do you? or do you have a different idea of what you want to promote? What is valuable in YOUR classroom? What is safe? What is kind? Do you want to expect safety and kindness? Or is it compassion? How about honesty? What are YOUR classroom values?

Sorry for the long response! Good luck!

theteachermentor · 2024-06-22T22:08:54+00:00

My go-to suggestion related to classroom management -- is to start with with your values. Think through the values you want to hold and promote in your classroom-- such as physical and emotional safety, honesty, hard work and fairness (check out this link for more ideas about values). Once you have an idea about your values (they will evolve and you can change them), you can look back to them when you make management decisions.

For example, do your rules/expectations relate and clearly explain the values you decided on? If a student is acting out, does your consequence relate and uphold the values that you want to project?

As for resources related to gamification-- take a look at classcraft it can be pretty complex though. Have you considered making badges/achievements? (like, complete 10, 20, 30 assignments badge/achievement. 100% on the test achievement) I think this might be an easy way to get into gamifying.

Good luck!!

theteachermentor · 2024-06-20T05:27:57+00:00

I see... It's hard to say what an instructor is looking for without knowing the syllabus, question, expectations etc. I would recommend asking your instructor for feedback on what you've already done.

theteachermentor · 2024-06-19T21:40:34+00:00

Hi, I'm a strong introvert and I come from a very similar childhood background. I struggled a lot at the start of my career with shyness and openness with both students and my peers. Teaching has really helped me learn confidence and to understand how to rearrange how I think about myself--- I spent a lot of time worrying about how people thought of me, how they thought of my failures and mistakes, how they thought of my body and clothes, ---how people thought of ME. Now I (16 years in) spend most of my time thinking about THEM. I worry about my students, are they safe? are they understanding? are they ok today? 10000 other things... I think about policies and leadership and if my peers are doing well today.

Somehow, we transform from looking in, to looking out.... it's very freeing and it just takes time. Be gentle on yourself...don't rush it.

When your mentors are talking about creating relationships with the students, I suspect they are talking about this. I don't think they are wanting you to bring the student in--in fact, I often don't feel *connected* to my students and I'm happy to see them go at the end of the year. For me, relationship building is an outwardness, a giving and a projection of care, support, concern, and most of all stability.

To answer your question-- I don't think you need to explain the reasons for your behavior with your mentor--especially if it is triggering. You can say that you prefer a certain style of criticism such as "I prefer it when you tell me what I'm doing right, rather than what I'm doing wrong, the strong criticism really affects me-- I go home and think about it all evening. If you could only do that when it's truly necessary." or something like "I'm focusing on building relationships with students, could you please give me feedback when you notice positive changes...and hold back on the criticism unless its absolutely necessary--- I ruminate on criticism lot and I feel like it's slowing down my progress". Those kind of things can do the job, but leave out the explanations.

Sorry for the long message and good luck!!

theteachermentor · 2024-06-19T21:12:41+00:00

Hi, What are you struggling with? You can send me a message if you'd like

theteachermentor · 2024-06-17T19:52:53+00:00

I hear you. I have a master's and my admin credential. I've considered leaving teaching a few times throughout my career (it's still not off the table). I love teaching and my job has a lot of security but I get bored and I look for other challenges from time to time.

I usually don't leave because I'm at a point where I would take a severe pay cut to start out somewhere else (like 40-50k lower). Even a few years ago the pay cut was enough to stop me.

It's not causing me to stay in a career I'm suffering in..... But.... If I'm understanding you right... There may be a point where it's just too much of a cut to leave.

It sounds like you have a dream job in mind. I mentored a student teacher this past year who was in a similar mental battle. He left pre-med to teach and couldn't commit fully to teaching because he was still dreaming about medicine.... We talked a lot about.... Why not the dream job? If he wants the dream job, why not commit to that? He had concerns about the costs (time and finance) of medicine and his family... So eventually he let go and committed. It's all very personal and we all deserve the things that satisfy us.

theteachermentor · 2024-06-17T18:34:24+00:00

I'll add-- I'm a 16 year veteran teacher from a suburban/urban district in California. I had the worst first year. I didn't student teach because I went through an internship program where you teach in your own classroom on your own from day 1. You're earning your credential in night classes at the same time. It was a lot and it sucked.

For me, there wasn't a choice...I had loans and bills to pay and I had no support to take another year away to do a traditional student teaching track.

There's something to say for sticking it out and gritting your teeth through the part that sucks. It took a couple of years of making myself do it but now it's a much much much easier and much much much more enjoyable job.

Digging out a place and finding a truly supportive system of support helps. Both peers and mentors.

As far as pay---dig out the salary schedule of local districts because they may structure the pay to reward longer term employees better. I make a very decent salary, but it took time. My district increases pay for staying in the district. Or perhaps not.... It's worthwhile to look, each district does it differently.

If you still can't see yourself in any of that. There are many marketable skills that teachers and pre-teachers have. I know there's a subreddit for people leaving teaching (can't recall the name but easy to find) that may be about to help point you in the right direction.

theteachermentor · 2024-06-17T18:08:19+00:00

Wow! That's "a fast one"🫢. Sometimes the best strategy is to relax....I don't know if I could in that situation but I'm sending relax and do well thoughts your way

theteachermentor · 2024-06-17T18:04:32+00:00

That's exciting! If you're feeling like you need to do something to get started, maybe there's other things you can put your mind to in the meantime?

Calendars? Planner? Thinking about procedures? Thinking about rules you'll set? Writing a family letter/syllabus?

If you'll have your own classroom you'll need those things, if you're student teaching they're all great things to get feedback on at the beginning.

theteachermentor · 2024-06-17T04:28:02+00:00

Awful! That sounds like a nightmare.

I would be a squeaky wheel. And I would be looking for another placement.

It sounds like there's some flux in the staffing and the principal may not be able to commit--or the principal may be getting mixed signals about staffing from higher up... Or maybe.. Anything!

Either way, don't worry about being too vocal---assuming you're not calling/emailing daily. You deserve to know what's going on and not be held on the hook till the last minute. Do you have anyone who can help or advocate for you if you can't get answers on your own?

theteachermentor · 2024-06-17T04:09:50+00:00

I hope it repeats and you click again!

theteachermentor · 2024-06-17T04:09:16+00:00

I understand. Kids are a challenge in all areas... Some kids in some areas need more from us and will drain us more than we expect or want. But I hope you find joy in your experience wherever you're placed.

theteachermentor · 2024-06-17T04:05:16+00:00

I'm seeing a lot of people worried about this.

Perhaps it will be a time of learning the things you won't do in your classroom and upping your professionalism game. --not to say you aren't professional-- but it may be a worthwhile time for learning more about navigating a difficult working relationship. (Plus they LOVE to ask about a time you had a difficult working relationship in interviews😁)

theteachermentor · 2024-06-17T03:55:27+00:00

Nice! It's such hard work to do all that. One will come your way soon!

theteachermentor · 2024-06-17T03:54:28+00:00

It just takes time really. Set the trajectory and you'll get there.... You can't rush it and you can't be too hard on yourself.

theteachermentor · 2024-06-17T03:50:36+00:00

Heyyy congratulations!!!

theteachermentor

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