New Educator Welcome Guide

Transcription

New Educator
Welcome Guide
Great Teaching Matters
Revised: August 2015
Table of Contents
Introduction
1
Your First Month
____ 3
Checklist for New Educators
Your Building Contact Information
Information as you get started
Marcus Johnson Fund
Printing
Discounts
UW Swap
Setting up Your Classroom or
Workspace________________________9
Routines
Space
Medical information
Strategies We Like_________________10
Icebreakers
Behavior Management
Other Helpful Tips
Beyond Your First Month
_____
14
Parent / Teacher Conferences
Infinite Campus
Testing
Quarter Dates
Mandatory Reporting
Student Programming
After School Programs
Madison Community Centers
Attendance Areas
Alternative Programs
| New Educator Welcome Guide
15
District Information
19
District Contacts
Collective Bargaining Agreement
Extended Long-Term Substitute (formerly
Temporary Contract)
Surplus
Professional Advancement Credits
Salary Schedule
MMSD Acronym
Your Personal and Professional Growth__24
Personal Growth
Professional Development Course Portal
Mentoring
New Educator Support Seminars
Dane County New Teacher Project
Building-based coaching and support
License Renewal: Professional
Development Plan
Special Education
27
Information for General Educators
Information for Case Managers
Introduction
Now that you’re here, we wish you the best, we hope you’ll
be at your best, and we’d like you to stay! MMSD has
identified the following outcomes, based on the support you
receive this year:
Short-term outcomes for new educators in
MMSD:




Experience a warm welcome to the district
Understand the overall district mission
Understand tools, expectations, and strategies available
Establish key professional relationships
Long-term outcomes for new educators in
MMSD:




Become an engaged and reflective learner
Develop effectiveness
Experience a supportive work environment
Establish a lasting, meaningful career in MMSD
The purpose of this booklet is to welcome you to MMSD and
to offer you the information we think you’ll want to refer to
often. Just one year ago we were in your shoes, newly hired.
1|Page
Advice from the First Year
Kelsey Beach: “My advice to new educators
is to be as flexible as you can, things will
change throughout your first year and things
will happen that you never expected, try to just
“go with it” as much as you can!”
Janelle Jeter: “My advice is to not let the little
things stress you out. The 1st year goes by
super quick so enjoy it. Make sure that you
make time for you. And again don’t sweat the
small stuff.”
Maria Oliveras: “Everyone says you learn a ton your first
year teaching, but what they don’t tell you are
about the times you want to cry or eat your
weight in chocolate. To get through my first
year I wrote down nice things students or
colleagues said about me or my work. Then,
on bad days, I would look back at these
compliments and it would make me smile.”
A sincere thank you to Kelsey, Janelle, and Maria in their
work and contribution to the New Educator Welcome Guide.
2|Page
Your First Month
If you look at anything in this handbook, LOOK AT THIS
SECTION. In this section you will find information and tools to help
you get through your first month of teaching.
In this section you will find a space to record information about
your school, important contacts, important questions to ask,
setting the right tone, and classroom strategies
Checklist for New Educators
This checklist was created to provide you with the essential
information that you will need for the first year at your school. If
anything was not discussed at the professional development
training please be sure to follow up with your principal.
Building
Information
Notes:
Access to the
building
Cost of lunch
Daily schedule
Keys
Mailboxes
Organization of
Teams and/or
Committees
Parking
3|Page
Staff lounge &
lunchrooms
Staff restrooms
Procedures
Notes:
Great Teaching Cycle
Behavior Education
Plan/PBS Structure
School Master Schedule
and Calendar
Communicating with the
principal
Electronic devices for
students (Students’ cell
phones, MP3, tablets)
Electronic devices for
employees
Email & Voice mail (public
record, etiquette)
Emergency contact
information & procedures
Educator Effectiveness
Evaluation System
Field trips
Hall pass procedures
Library operations
4|Page
Making copies
Subs and sub folders
Supervision (lunchroom,
hallways, recess, busses)
Use of Infinite Campus
(attendance, grading,
communicating w/families)
Building Contacts
Names, phone numbers, email, or
best way to contact
Principal/Assistant
Principal
Clerical staff
New Educator Mentor
Department chair and/or
team leader
Instructional Coach
Counselor
Social Worker
Library Media Specialist
Tech Support
PBS Coach
5|Page
Psychologist
Nurse
Custodian
Security
Union representatives
Materials
Teacher Team Toolkit
Notes:
mmsd.org/tttoolkit
Location and allocation
of office and school
supplies
Location of textbooks
and teaching materials
Map of the building
Staff roster
6|Page
Your Additional Questions
1.
2.
3.
Information As You Get Started
Marcus Johnson Fund
The Marcus Johnson Fund was established to assist employees
who are experiencing temporary financial difficulty. A loan from
this fund is available to any employee who is actively working for
the MMSD and who has the ability to repay the loan through
payroll deduction.
CONDITIONS
In order to receive a Marcus Johnson Fund loan, an
employee must:
1. Be actively at work
2. Currently have no other active loan outstanding (with
the district)
3. Currently have no payroll advance outstanding
RULES
1. The maximum loan amount is $200.00.
2. Repayment will normally be $41.00 per month for five
(5) months ($205.00 total).
7|Page
3. Accelerated repayment may be requested. The decision
to grant an accelerated repayment rests exclusively with
the Payroll Supervisor whose decision is final.
4. A maximum of two (2) loans will be allowed per school
year (July 1 through June 30).
Discounts
Many merchants provide a discount for educators. (Ann Taylor
Loft, J.Crew, NY & Co, Barnes & Noble, JoAnn Fabric & Crafts,
ShoeBox, etc.) Please ask when you make purchases.
UW SWAP
UW-Madison's Surplus With A Purpose is a multi-faceted
operation designated by Wisconsin's Department of Administration
as a delegated authority for disposing of the State's surplus
property. In an effort to restrict the amount of waste sent to
landfills, the items they receive are typically reused, recycled, or
sold. The items that they do not reuse or recycle are available for
purchase.
Check
out
their
website
at
http://www.bussvc.wisc.edu/swap/ for more information.
Printing
If you have bulk things to print that you don’t need right away you
can send it electronically to the district print shop and it will be
mailed back to your school. This is available on the “staff only”
web page.
8|Page
Setting up your Classroom or
Workspace
Routines
●
●
●
Ask your school administrator if there is a school wide
system for greeting students in the morning and sending
students home at the end of the day.
Be sure to know your daily schedule including lunch times,
specials, and recess so you can best organize your day
and set solid routines for your students right away.
Be mindful that some students arrive to school late or
hungry. It is important to understand that the home lives of
our students vary. Check in with your principal and school
social worker to better understand the challenges that your
students may be faced with on a daily basis.
Space
When setting up your space consider the following:
● Does the arrangement support instructional goals?
● Do you need your desk located by the phone?
● Do you have a view of the whole room from your desk?
● Do you have enough tables and chairs for everyone?
● Do you share your room/work space?
● Did you confer with your roommate about room
supplies and separate work spaces?
● Do you have a space for students to take a timeout
(Take a Break)?
● Can all the students see the board?
● Do you and your students have easy access to the
supplies needed?
Medical information
Be aware of allergies and medical conditions your students
may have. Keep this information confidential but easily
accessible. Always know which students have lifethreatening allergies.
9|Page
Strategies To Start the Year:
Icebreakers
Younger Students:
Silly Name Game
On the first day, gather the children in a circle. Go around the
circle and have each child pick a word to go with his or her
name (either rhyming or beginning with the same letter as the
name). Each child must say his or her name and repeat the
names that came before ("I am Marshmallow Megan and that
was Willowy Wendy and Soccer Sally and Jumping Jimmy...").
It's a fun way for young children to get to know one another
and learn everybody's name.
Getting to know you
Children stand in a circle. The teacher starts off the game by
throwing a ball at someone in the circle and asking at the
same time "What's your name?” The person who catches the
ball must answer the question and then throw it to the next
person and ask a new question. The game works best if you
keep it moving quite quickly, so you may have to step in to
prod very young children.
I like to...
Sit the class in a circle. Ask everyone to think of something
that they like to do, to eat or to play. Then pick someone to
start by telling the group for example “I like to swim”. The
person to their right will then tell the group what the first
person liked and adding what they like to do, for example “Ann
likes to swim; I like to eat ice-cream”. This continues right
around the circle until the last person has to say what
everyone likes to do.
Untying Knots
Take a long rope and tie one knot about every three
feet. There should be one knot for each person. If you have
more than six in the group, you might want to have two ropes.
Lay the rope on the ground or a table in a straight line. Have
| New Educator Welcome Guide 10 | P a g e
each child stand by a knot on the rope. Have the children pick
up the rope making sure each player has one hand on either
side of the rope. They have to untie the knots without letting go
of the rope. Usually it will take some time to figure out how to
untie the knots. Some groups end up with more knots before
they figure it out! Give them time to solve the challenge. Be
aware that the players may end up in close physical contact
with each other during the game.
Older Students:
True or False?
This activity is always fun, and everyone learns something
interesting about one another! The teacher starts. Write out
four
facts
about
yourself
on
an
overhead
transparency/document camera. Three of the facts are true,
and one is false. Students take the little true-false test. Then
survey students to learn the results. Go back over each
question to see what they thought about each statement. That
gives you a chance to tell a little about yourself. Then, on a
sheet of paper, students write three interesting facts about
themselves that are true and one that is false. Throughout the
day, ask a few students to try to stump the rest of the group.
Alphabetical Roll!
After introducing yourself, create some chaos. Tell students
they have three minutes to complete their first assignment:
"Sort yourselves in alphabetical order by last name." After the
initial shock and after they succeed, remind them how capable
they are to handle their first day, and every day, by asking
questions, getting help from others, working together, trying
and evaluating strategies to "just do it"! Whatever "it" might be,
they can do it!
Autobiography Poem
The first day of school tell your students that their first
assignment will be to write a poem about themselves. The first
line is their first name, the second line is three words that
describe themselves, the third line is three things they like, the
fourth line is three things they do not like, the fifth line is three
movies they have seen (could do books they have read, but
movies usually get a better response), the sixth line is three
fears they have, the seventh line is three things they like about
school, the eighth line is two goals they have, the ninth line is
a place they would like to visit, and the tenth line is their last
name. You could adjust any of these lines to suit your classes.
Read the poems aloud and have the students guess which
poem goes with which person omitting the first and last lines.
Behavior Management Techniques
SLANT*- Keeping students engaged and listening will help with
behavior issues in class
 Sit-up
 Listen
 Ask Questions
 Nod your head
 Track the Speaker
100 Percent*: “There’s one acceptable percentage of students
following a direction: 100. Less, and your authority is subject to
interpretation, situation, and motivation”.
Strong Voice*: There are five principles of Strong Voice:
 Economy of Language
 Few words are strong than more words
 Do Not Talk Over
 Every student has the right and the responsibility to
hear what you are saying
 Do Not Engage
o Avoid other topics until you have finished the topic
you started
 Square Up/Stand Still
o

Make sure your body language is expressing the
seriousness in your words
Quiet Power
o Louder does not always mean the students hear
you. Try dropping your voice and make the
students strain to hear you.
Consistency

Make sure that when you put a rule in place that it is
followed all of the time, not some of the time.
*From Teach Like a Champion, Copyright 2010
Other Helpful Tips

Take the time to smell the roses! Listen, really listen to the
kids and enjoy the moments of the first few days. There will
be plenty of time to catch up after the first few days. Get to
know the kids, the staff, and parents. We can't turn back
time no matter how hard we try.
●
Students love to know about their
teachers, but also love to tell about
themselves. The quicker you KNOW
them as individuals, the better. Take
photos of them the first day to learn names as quickly as
you can.
●
Learn from the past, but don't dwell on what has been,
always keep looking forward and never regret anything, life
goes on and on :)
●
Have students fill out a "getting to know you" questionnaire
that includes their hobbies, interests, activities, favorites,
etc. It gives you a way to get to know your students and
make connections with things outside the classroom.
●
Begin with a poem such as George Ella Lyon's, "Where I'm
From" to invite students to begin creating a community of
readers and writers. Write your own "Where I'm From"
poem, and ask students to write theirs as well. This idea
comes from Penny Kittle's Write Beside Them.
www.georgeellalyon.com/where.html
●
Get enough sleep so you can laugh with your students
●
Find out what makes each student tick by asking them.
Find out what they want to learn. Assess their desires,
learning styles, interests, and share the same about
yourself. Do team building games. Discuss the standards
for each subject and let students vote on what they want to
learn first.
●
Have high expectations for the new year, but remember
that flexibility is essential. Oh, and lots of chocolate in your
drawer for yourself and your colleagues.
Beyond your First Month
This section includes some helpful information that you will need
as the school year progresses. It may not include everything you
need to know, but may be good to look through when questions
arise.
Parent/Teacher Conferences
In November, parent conferences occur. For the 2015-16 school
year, parent/teacher conferences will be held in the evenings on
October 9, February 25 (Lafollette High School)
November 11 (Memorial, East and West High Schools)
November 13, January 29 (Middle Schools)
November 17, March 8 (Elementary Schools)
Infinite Campus (IC)
Infinite Campus is essential to know and learn during your first
year. It will include students’ contact information, attendance,
enrollment status, special education documents, grades,
standardized test scores, credits, behavior write-ups, class rosters
and more. Take time to explore this application. This is the
application you will use to report progress, quarter, and semester
grades. Enter your grades ASAP! There are often professional
development classes offered through the district that teach IC,
check them out in the PD Portal on the MMSD website.
Testing
Every year students participate in district and state standardized
testing. Depending on your position and the level at which you are
working, you may be required to proctor these tests, or provide
accommodations for students. These days in the school usually
have an unusual schedule so beware of when they occur and plan
accordingly. English Language Learners also take the ACCESS
test at various times throughout the year.
Quarter Dates
End of first quarter: November 3
End of second quarter: January 26
End of third quarter: April 7
End of fourth quarter: June 10
Mandatory Reporting
If you suspect a student is being abused or neglected you are
mandated, through WI state law Act 81, to report it to CPS. If you
have any questions about how to report or who to report to contact
your school social worker.
Student Programming
Parents, students and other teachers will expect that you know
about the programs students may attend after school and
community services available. It is also helpful to know the
neighborhoods that feed into your school so you have a better
understanding of your students’ backgrounds and can provide
culturally appropriate practices.
After School Programs
After school programs are vital options for families that need child
supervision after school hours. They are also great resources for
continued education, recreation, and socialization for MMSD
students of all ages. Here are just a couple common organizations
that provide after school programs. The community centers listed
below also may provide after school options.
Boys and Girls Club is an organization that provides youth
development. They have numerous programs both after school
and during the summer. They are located in two locations, on the
south side of Madison and in Fitchburg. Their website is
http://www.bgcdc.org.
Madison School and Community Recreation (MSCR) is a
department of the Madison Metropolitan School District that
provides public recreation for the residents of Madison. There are
many after school programs offered for elementary, middle, and
high school students. Check out their website at www.mscr.org to
find out about the programs offered.
YMCA of Dane County is located on the east, west, and northwest
sides of Madison. The YMCA provides programs for children with
special needs, sports leagues, summer camps, health and fitness
programs, and more. Look at www.ymcadanecounty.org for more
informal.
Madison Community Centers
(from: cityofmadison.com)
Bayview International Center for
Education and the Arts
601 Bay View
Madison, WI 53715
(608) 256-7808
Meadowood Neighborhood Center
5734 Raymond Road
Madison, WI 53711
(608) 467-8360
Boys & Girls Club of Dane County - Allied
Family Center
4619 Jenewein Road
Madison, WI 53711
(608) 204-9722
Boys & Girls Club of Dane County - Taft
2001 Taft Street
Madison, WI 53713
(608) 257-2606
Bridge Lake Point Waunona
Neighborhood Center
1917 Lake Point Drive
Madison, WI 53713
(608) 441-6991
Goodman Community Center (Formerly
Atwood Community Center)
149 Wabesa Street
Madison, WI 53704
(608) 241-1574
Lussier Community Education Center
(formerly Wexford Ridge Community
Center)
55 South Gammon Road
Madison, WI 53717
(608) 833-4979
Northport Apts. Community Center
1740 Northport Drive
Madison, WI 53704
(608) 249-9281
Packer Community Learning Center
Madison, WI 53704
(608) 249-0160
Vera Court, Neighborhood Center
Tom Solyst, Executive Director
614 Vera Court
Madison, WI 57304
(608) 246-8372
East Madison Community Center
8 Straubel Court
Madison, WI 53704
(608) 249-0861
Kennedy Heights Community Center
199 Kennedy Heights
Madison, WI 53704
(608) 244-0767
Neighborhood House
29 South Mills Street
Madison, WI 53715
(608) 255-5337
Warner Park Community Recreation Center
Madison, WI 53704
(608) 245-3690
Wil-Mar Neighborhood Center
953 Jenifer Street
Madison, WI 53703
(608) 257-4576
Wisconsin Youth & Family Center
1201 McKenna Boulevard
Madison, WI 53719
(608) 276-9782 Ext. 14
Alternative Programs for Students
Our district recognizes that some students need alternative
learning opportunities that are different from those offered in our
more traditional schools. Our alternative programs provide smaller
learning environments with reduced class sizes that allow for
increased attention to the individual needs of students. If you have
questions related to the services provided by the Department of
Alternative Education, please call us at 608-442-2972.
AERO (Alternative Education Resource Options)
Alternative Program East
Alternative Program West
CRIS - District-wide (Credit Recovery and Increasing Skills)
DCP (Diploma Completion Program)
East High School - VIP (Vocationally Integrated Pathway)
Horizon High School
Hospital School
La Follette High School - New Directions
LEAP (Landmark Elementary Alternative Program)
MAAP (Memorial Alternative Achievement Program)
MATC for Credit
MATC HSED/GED
Memorial OnTrack
Metro Middle and High School - Dane County Huber Work
Release
Metro Middle and High School - Dane County Jail
Metro Middle and High School - Dane County Juvenile Detention
Center
Metro Middle and High School - Dane County Shelter Home
NEON (New Educational Options and Networking)
Off-Campus/Homebound Instruction
Omega HSED/GED
Operation Fresh Start HSED/GED
Phoenix
Project ROAD (Refocus on Achieving a Diploma)
REPLAY
SAPAR (School-Age Parent Program)
School-Age Pregnant and Parenting Students: Services in the
High School
Shabazz City High School
TLC (Transition Learning Center)
West High School - CRIS (Credit Recovery and Increasing Skills)
West High School-SAIL (Specialized Academics for Individualized
Learning)
Work and Learn Center
For a description of each program see:
https://altedweb.madison.k12.wi.us/node/139
MMSD Attendance Areas
https://www.madison.k12.wi.us/areas.htm
District Information
A lot of information will be provided about district policies, benefits,
and payroll information during the orientation days in late August.
Below is a recap/review of these items plus additional items that
past new educators felt were important to know in your first year.
Contacts:
 Benefits Manager: Sharon Hennessy (608) 663-1795
 Contract Information: Emily Nyquist (608) 663-1698
 DPI: (800) 441-4563
 DPI license information:
http://tepdl.dpi.wi.gov/licensing/educator-licensing
 GUI: Sarah Mcgee (608) 663-5942
 Health Insurance: Kathi Oestreicher (608) 663-1746
 Human Resources (general questions/reception): (608) 663-1693
 MSCR: Lisa Roscoe (608) 204-3028
 MTI Downtown office: (608) 257-0941 (also check for union
representative in your school)
 New Educator Support (mentors, seminars, etc.): Sue Gorud (608)
442-2921
 New Hire Information: Beth Weber (608) 663-1747
 Payroll: Jeanie Hadden (608) 663-5373
 PDP: Sue Gorud (608) 442-2921
 Salary Placement: Allison Heil (608) 663-1710
 Subfinder and Substitutes: Emily Moe (608) 663-1862
Technical Services: (608) 663-5430
Collective Bargaining Agreement
Many questions regarding contracts, surplus, lay-off, salary, and
sick/holiday/personal days can be answered in the CBA which can
be found online at:
www.madisonteachers.org
Extended Long-Term Substitute (formerly Temporary
Contract)
If you are hired as an Extended long-Term Substitute then you are
only guaranteed work for that school year. At the end of the school
year you will have to re-apply and re-interview for any positions in
the district. However, you have complete union coverage and
benefits for that school year. You are not automatically enrolled in
the Wisconsin Retirement System (WRS). Once you have worked
one full year (800 hours) and continue employment you will begin
to receive WRS contributions. You will receive health benefits
which will discontinue on July 31st.
Professional Advancement Credits (PACs) and
your salary
Professional advancement credits are used advance on the salary
schedule. The credit may be an academic credit given by a
college or university (usually for a fee), or a credit that has been
established by the district and awarded for participation in a
district-sponsored course or committee (at no cost to the
participant).
 PACs act like academic credits in allowing you to cross the
salary schedule horizontally and vertically for Improvement
or Incentive Levels. When they are used, 1 PAC = 1
University Credit.
 Both academic credits and/or professional advancement
credits are accepted for vertical movement on the
teachers' salary schedule and may be used for track
transfer to Tracks 2 (BA+12), 3 (BA+24), 5 (MA+12), and 6
(MA+24). Only academic credits will earn placement on
Tracks 4 (Masters Degree), 7 (Masters + 48 Academic
Credits) and 8 (Ph.D, MFA or 2nd Masters).
 To advance on the salary schedule beyond levels 8.0, 12.0
and 15.0 (vertical, longevity-related), bargaining unit
members must earn six (6) professional advancement


credits every four (4) years to cross an improvement level
and earn three (3) professional advancement credits every
two (2) years to cross an incentive level.
Here's the PD Department's page with information about
PACs: https://staffdevweb.madison.k12.wi.us/pacinfo.htm
Information can also be found in the Collective Bargaining
Agreement: http://www.madisonteachers.org/wpcontent/uploads/2013/07/Teacher-CBA-13-14.pdf
Salary Schedule
For current district salary information, please visit the district
Human Resources webpage at: https://hr.madison.k12.wi.us/
MMSD Acronyms
ABL Above the Line
AMAO Annual Measurable Achievement Objectives
AODA Alcohol & Other Drug Abuse
AT Assistive Technology
AYP Annual Yearly Progress
BICS Basic Interpersonal Communication Skills
BIP Behavior Intervention Plan
BEP Behavior Education Plan
BRS Bilingual Resource Specialist
BRT Bilingual Resource Teacher
CALPS Cognitive Academic Learning Proficiency Skills
CC Cross Categorical
CCF Children Comes First
CCIES Centrally Coordinated Individual Educational System
CCLE Common Core Learning Expectations
CD Cognitive Disabilities
CESA Cooperative Educational Service Agency
CGI Cognitively Guided Instruction
CLRP Cultural and Linguistic Responsive Practices
CHAT Center for Hmong Arts and Talent
COC Code of Conduct
COPS Classes on Personal Safety
CSF Common School Fund
DHSS Department of Health and Social Services
DIFI District Identified for Improvement
DLI Dual Language Immersion
DPI Department of Public Instruction
EA Educational Assistant
EBD Emotional Behavioral Disabilities
EC Early Childhood
EE Educator Effectiveness
EEP Educator Effectiveness Plan
EIS Early Intervening Services
ELI Early Learning Initiative
ELL English Language Learners
ELPA Educational Leadership & Policy Analysis
ESL English As a Second Language
ESY Extended School Year
FAPE Free Appropriate Public Education
FAST Families and Schools Together
FBA Functional Behavior Assessment
GRR Gradual Release of Responsibility
IT Instructional Team
ISS Integrated Student Services
LD Learning Disabilities
LEA Local Education Agency
LEAP Landmark Elementary Alternative Program
LEP Limited English Proficiency
LMC Library Media Center
LRE Least Restricted Environment
LT Leadership Team
MTI Madison Teachers Incorporated
NEM Not Eligible for Membership
NEON New Educational Options &Networking
NGSS Next Generation Science Standards
OHI Other Health Impairment
OI Orthopedic Impairment
OT Occupational Therapy
PAC Professional Advancement Credit
PBST Positive Behavior Support Team
PDP Professional Development Plan
PDS Professional Development School
PECS Picture Exchange Communication System
PLAA Primary Language Art Assessment
PLAAFP Present Level of Academic Achievement & Functional
Performance
PPG Professional Practice Goal
PST Program Support Teacher
PTO Parent Teacher Organization
REACH Reinforcing and Enriching Achievement for All Children
REPLAY Re-directive, Pro-Social, Learning Alternative for Youth
RSG Ready, Set, (Go)al
RTI Response to Intervention
S/L Speech and Language
SAGE Student Achievement Guarantee in Education
SAIL Specialized Academics for Individualized Learning
SALT Systematic Analysis of Language Transcript
SAN Storage Area Network
SBA Standard Benchmark Assessment
SBS School Based Services
SEA Special Educational Assistant
SIMS Student Intervention Monitoring System
SIP School Improvement Plan
SLD Specific Learning Disabilities
SLO Student Learning Objective
SMAL Student Moving Across Levels
SMART Strategic, Measurable, Attainable, Results-oriented, Time bound
SPE Specialized Physical Education
SRI Scholastic Reading Inventory
SSIT Student Support and Intervention Team
TAG Talented and Gifted
TEP Transitional Education Program
VI Visual Impairment
WAA Wisconsin Alternative Assessment
WAA-SwD Wisconsin Alternate Assessment for Students with Disabilities
WAES Wisconsin Alliance for Excellent Schools
WCER Wisconsin Center Educational Research
WEAC Wisconsin Educators Association Council
WKCE Wisconsin Knowledge Concepts Examination
Your Personal and Professional
Growth
Personal Growth
Your first year of teaching in a new district (especially the months
of October and November) is often stressful for new educators.
This year is a good time to establish great professional habits.
Seek to be your professional best. Find supports that help you do
great work for students.
o Meet with a mentor. It seems like an extra thing sometimes,
but can be time well-invested to help you get back on track
when you feel behind.
o Meet with colleagues. Your team and your school can make
your first year more fun and can provide social and
professional support while you’re figuring out how best to do
the job.
o Meet with your supervisor. The first observation occurs
during this time and you can begin planning for it now. You
can also share successes and concerns with principals who
can provide resources for you.
o Participate in New Educator Seminars.
Take time for yourself outside of work.
o It is recommended that you attend social outings organized
by colleagues to get to know the people you are working
with and to make your job more fun!
o Balance time away from school rejuvenating so that you’re
at your best for students.
o Check out the mental health and physical wellness
programs offered by the health plan, such as ($30/hour)
discounted massage, yoga, mindfulness classes.
o This could be a good time to take one of your personal days
(one paid, one unpaid) that you receive each year. Speak to
your building secretary about the process.
Professional Growth for
Great Teaching
Professional Development
Catalog
Browse the catalog for current
and future course offerings and
register for them using the
Course Portal. Information and
a link are provided at the
Professional Development web
page:
mmsd.org/pdcatalog
Building-based
and support
coaching
Every school has a coach or learning coordinator in addition to
administrators. These friendly colleagues are available to provide
school-specific answers and they know where to find district-wide
resources. Often, a building-based “buddy” will be assigned to
help newer colleagues find their way, and some schools offer their
own after school new educator support seminars.
Mentoring
All who hold an Initial Educator license and are in their first year in
the profession will be assigned a mentor. This is roughly half of all
new hires, and includes teachers, speech & language clinicians,
library media specialists, nurses, social workers, counselors, and
psychologists. If you do have one, it is recommended that you
take advantage of this support.
MMSD’s First Year Initial Educator Mentoring Program aspires
to…
● Build the initial educator’s reflection skills and habits in
order to strengthen practice.
● Introduce the initial educator to her/his support network
within the district and foster those collaborative
relationships.
● Provide professional and emotional support for the first year
of each MMSD initial educator, ensuring a solid introduction
to the Madison School District’s mission and structure.
MMSD hires highly qualified educators to provide mentoring.
Training is provided during the summer and throughout the year
during monthly mentor meetings. MMSD employs 48 mentors in
2012-13, serving 170 new first-year educators.
What happens during mentoring sessions?
● Mentors listen to initial educator’s joys and concerns, successes
●
●
●
●
●
and challenges
Collaborate to identify and illuminate ways to meet challenges
Mentors increase awareness of the many district resources (both
people and materials) and help the new educator learn ways to
access them.
Collaborate to keep a map of personal and professional growth
Mentors make records of reflections and offer ways to use those
records to continue professional growth and increase
effectiveness
Mentors help new educators begin to identify goals for the
educator’s Professional Development Plan
New Educator Support Seminars 2015-16
New Educator support seminars are offered throghout the year. In
these sessions you will collaborate with other new educators and
have opportunities to share your individual expertise and explore
problems of practice. Look for flyers with dates and times.
License Renewal: Professional Development Plan (PDP)
Since 2004, all who receive a Wisconsin Initial Educator License
must renew their license every five years by completing a PDP
and having a plan verified by a trained PDP team.

You should begin this year. The PDP is a 3 to 5 year process:
PDP Support, How-to Videos and Workshops:
mmsd.org/pdp is the first stop for PDP support.
MMSD will also support you by providing after school workshops
several times throughout the year and coordinating the review
process for all who use the MMSD WECAN PDP site. Use the PD
Catolog to find a workshop that works for you.
Special Education
Students with special needs are eligible for special education
services from the age of three until twenty-one. It is important for
all educators to know about the policies and procedures of special
education. If you have concerns or questions regarding students,
contact the appropriate support staff and/or therapists.
Information for General Education Teachers
General education teachers who have students with individualized
education plans (IEP) in their classrooms should receive a
summary (aka At-A-Glance, Regular Education Summary, etc)
that includes disability areas, accommodations and modifications
for the classroom, and a Behavior Intervention Plan (BIP), if
applicable.
● Familiarize yourself with these accommodations as early
as possible because they are legally required to be offered
and it will help with understanding your students with
special needs.
● If you do not receive the summaries in your school mailbox
or delivered to you (electronically or hard-copy) by the end
of the first month, you can access the student’s IEP in
Infinite Campus under “special ed docs.”
IEP team member
● There is a high chance you will be assigned as the regular
education teacher on IEP teams for students in your class
throughout the year. This includes attending an annual IEP
meeting and providing information regarding the student’s
regular education performance and needs. You may also
be involved in special education evaluations or reevaluations. Re-evaluations occur every 3 years and
include academic, functional, and other disability-specific
testing.
● If the meetings occur before or after school, during your
duty-free lunch, or planning times you will be
compensated.
● You are legally obligated to attend the IEP meetings for
students you are assigned. Efforts will be made to
schedule the meetings at times that work for all team
members but if it has to occur during your class time, a sub
will be provided.
Reminder: always check the list of allergies and medical
conditions that is distributed at the beginning of the year, as many
students with special academic needs also have co-occurring
physical challenges.
Information for Case Managers
● In your first week of work, you will attend a training regarding
the IEP writing software (at this time, know as GUI) and IDEA.
This training will show you step-by-step how to start a referral
for an evaluation, write an IEP, and other procedures. See the
Moodle application for the IDEA course information.
● Additional responsibilities of special education teachers that go
above and beyond classroom requirements:
● As a grade-level CC teacher or case manager for a group
of students, you will facilitate the IEP meetings, distribute
IEP regular education summaries (see above), help with
student scheduling (whether with specials at the lower
levels or course schedules at high school), train SEAs, and
follow-up with students’ behavior and academics.
● Annual IEPs must be finalized by the one year anniversary
of the last meeting! Plan meetings early, as there could be
a large IEP team with various schedules. People always
required to be at the meeting include: you (CC teacher and
case manager), regular education teacher that has been
assigned, an LEA (Local Education Agency), and parent.
Other
possible
members/attendees
include
speech/language
pathologists,
occupational/physical
therapists, psychologists, social workers, principals,
counselors and outside agencies. Plan ahead because the
due dates come faster than you think!
● IEP goal progress in GUI needs to be done quarterly and sent
home to parents on your caseload.
● High school case managers are responsible for the following
year schedules for all students on their caseload. Knowledge of
course prerequisites, offerings, and credit requirements is
recommended and can be obtained from school counselors.
● CC teachers of 5th and 8th graders will have transition
meetings with 6th and 9th grade teachers and department
chairs.
Notes
Notes
Notes

New Educator Welcome Guide

Transcription

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