The document outlines a process for documenting less-than-proficient teachers consisting of three phases: Phase 1 involves articulating issues to the teacher and setting expectations, Phase 2 implements interventions to address issues and monitors progress, and Phase 3 decides on next steps based on whether expectations were met and prepares documentation. The goal of documentation is to provide evidence to support decisions regarding teacher performance and ensure students have effective teachers.
Challenges and Truimphs of Nonnative English Speakers in IEPs - Part 3ckimberlyl
This document discusses the challenges and perspectives of nonnative English speaking teachers in Intensive English Programs. It outlines the views of various stakeholders, including native and nonnative English speaking faculty members, program sponsors, and students. Some native faculty believe nonnative teachers can help with basic language skills but question their cultural knowledge. However, most nonnative faculty feel supported by other faculty. Sponsors sometimes question if nonnative teachers know English well enough, while students may hold stereotypes but appreciate teachers from similar backgrounds. Perceptions can impact program marketing, cultural understanding of students, and views of language learning.
An ESL teacher must have three core competencies: 1) Speaking the language with subconscious and strategic fluency, 2) Knowing the language rules and codes, and 3) Teaching the language using proper profiling techniques, strategies, and approaches.
Glycosuria is the presence of excess sugar or glucose in the urine. Polyuria is a condition of having too much urine production and can be a symptom of diseases like diabetes. The document defines two medical terms - glycosuria and polyuria - and their meanings.
Modernity and social changes in Europe from 1500-1900 influenced ideas about social identity and language. This led to the selection, elaboration, codification and implementation of English as a national language in Britain through several processes. First, close interaction in communities promoted English. Second, the educational system standardized English. Third, group loyalty and powerful models reinforced English use. Over time, English became more suitable for scholarly use by expanding its lexicon and acquiring new meanings for existing words to imitate Latin structures. The rise of science and printing in English helped establish it as an international language.
This document summarizes the history of commemorations in Hiroshima after the atomic bombing. It describes how:
- The first anniversary in 1946 included a "Peace Restoration Festival" and moment of silence.
- The second anniversary in 1947 was declared an official city holiday, and included peace ceremonies, a memorial service, and a peace festival with costumes and floats to revive the economy.
- In 1947, General MacArthur sent a note warning of the threat of nuclear annihilation. The Emperor also visited Hiroshima that year.
- By the third anniversary in 1948, Mayor Hamai's message to never allow another Hiroshima was inscribed on the new Peace Tower.
Tina Lach is an English as a Second Language teacher in Upper Saint Clair who created a portfolio of lesson plans and activities to provide additional training for teachers of Limited English Proficient students following an increase in the local ESL population. The portfolio includes examples addressing content, language, and cultural objectives to help teachers meet their legal obligations and incorporate best practices for ESL students. It was designed to be an ongoing reference that teachers can contribute to and will be made available in school libraries.
This document discusses the credibility issues faced by non-native English speaking teachers with their students, academic organizations, and administrators. It notes that a teacher's race, appearance, and accent can impact credibility with students. It provides recommendations for non-native teachers to improve vocabulary, pronunciation, word stress, fluency, and use of technology to build credibility. Practice is highlighted as key to overcoming credibility challenges.
This training provides mainstream teachers with strategies to help English language learners succeed academically. It discusses who ELL students are, challenges they face, and factors that affect their learning. It introduces key concepts like BICS versus CALP and explains the stages of second language acquisition. The training covers lesson planning strategies like using academic language and SIOP, as well as co-teaching models. It also addresses assessing ELL students and modifying homework. The goal is to help teachers create an inclusive learning environment and build bridges instead of roadblocks for ELLs.
The document summarizes information about the TESOL Teacher Academy, which provides training programs to help potential and current teachers gain the skills needed to teach English as a second language internationally. The academy's mission is to deliver comprehensive teacher training that meets the needs of English language employers locally and globally. It offers a range of practical training courses focused on communicative methodology, assessed through teaching practice and written assignments, to help participants enter the English teaching profession overseas. The document outlines the demand for English language teachers around the world and countries that pay well for such positions.
This document discusses cultural differences that non-Spanish speaking English language teachers should be aware of when teaching Japanese students. It notes that Japanese culture emphasizes obedience, humility, and avoiding conflict or competition in the classroom. Japanese students may be uncomfortable sharing opinions or asking questions in class. The document provides demographic information on Japanese populations in various school districts and discusses differences between Japanese and English in writing systems, pronunciation, and classroom communication norms. Teachers are advised to be aware of potential misunderstandings due to these cultural differences.
English teacher english learner forever - HIGOR CAVALCANTEBruna Caltabiano
This document discusses the need for English teachers to continue developing their language skills. It provides quotes emphasizing how teachers need a deep understanding of grammar, vocabulary, pronunciation and other linguistic areas to effectively teach the language. The document also notes that many teachers' English levels barely exceed an elementary level and their skills can decline over time without further study. It argues this issue of ongoing teacher language development is an "unproblematized" area that is often not addressed by schools or professional materials. The document concludes by offering suggestions for independent study methods and resources teachers can use to improve their English skills.
This document provides tips for new ESL teachers to survive and thrive in their careers. It summarizes a workshop on the topic which included introductions, survival tips from experienced teachers, and activities. Some key tips included finding time for hobbies outside of teaching to avoid burnout, being over-prepared with backup lesson plans and activities, observing other teachers, and finding a mentor or joining a "teacher tribe" for support. The document emphasizes that gaining experience and connecting with other teachers are important for new teachers to develop their skills over time.
Presenters describe curricular and programmatic innovations that supported the development of a cross-cultural community of teacher learners and researchers in an innovative teacher education program at a New York City public university. The Title VII-funded project was designed to bridge the gap between Bilingual and ESL K–12 teacher education.
The document discusses options for improving teachers' skills through online professional development. It describes different models of online learning, including mediated self-study, synchronous and asynchronous learning, and communitized and non-communitized approaches. It emphasizes the importance of engagement through clear frames of reference, activating interest, and sustaining interest using a variety of multimedia resources. The goal is to facilitate different levels of impact on teachers, from gaining new ideas to implementing strategies to developing a new educational outlook. A proposed structure includes sessions to activate, discover, try out new approaches, and provide evidence of learning.
Overview of teaching english in non english speakingApril Pei
This document provides an overview of teaching English in Korea. It discusses:
- English is typically taught through grammar translation, with Korean teachers presenting grammar and a language lab, while Western teachers focus on textbooks.
- Western teachers give lessons, test grammar and compile reports, while coordinating with Korean teachers.
- Schools include private hagwons, state schools with larger classes and co-teaching, and English villages with interactive role-playing classrooms.
- Additional programs include after-school classes and summer/winter camps focusing on games, art, performances and competitions.
The document provides information about various educational programs and schools, including:
1. An EFL educators workshop with presentations on topics like bilingual education models, ESL programs, and learning disabilities.
2. Details about different bilingual education models like dual immersion programs that teach content in both English and Spanish.
3. An overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English learners, including its components and effectiveness.
4. Information about specific schools like the Lab School of Washington that uses arts integration to teach students with learning disabilities.
"If you heard me speak, I'd be you'd think I was white" - Problematising teac...Eljee Javier
As recent postings to the BAAL-mail discussion list indicate, the topic of the nativeness of English language teachers is an enduring and divisive one. In this session, we will further problematise this topic through an exploration of the professional life-stories of visible ethnic minority native-English-speaker teachers (VEM-NESTs) and consider what these might reveal about the complexities of 21st century teacher identity in TESOL.
classroom management review and facets of understandingRemy Datu
Teachers who are ready maximize student learning and minimize misbehavior by:
1) Having students deeply engaged in their work and knowing what is expected of them.
2) Maintaining a task-oriented and relaxed classroom environment with little wasted time.
3) Establishing clear procedures and routines that students follow, which is the responsibility of the teacher.
Using the experiential learning cycle to promote reflectionIvan Aguilar
1. The document describes the experiential learning cycle and how it can be used to promote reflective teaching. The cycle involves having a learning experience, observing and describing it, analyzing it, and creating an action plan.
2. As an example, participants in a workshop observe a classroom lesson on video and take notes without adding their own reactions. They then compare notes and analyze what helped or hindered student learning to create an action plan for improving instruction.
3. The experiential learning cycle can be applied to a variety of learning experiences beyond classroom observations. It encourages teachers to reflect critically on their practice in order to improve.
This document discusses informal learning and how to facilitate it. It begins by asking questions to prompt a reality check on whether equipment is getting more complex, technologies are changing quickly, and experience levels are decreasing. It then discusses why learning is needed and defines informal learning as a process-based approach using methods like case studies and discussions. The document outlines different thinking and learning styles and stresses combining content-focused formal learning with informal approaches. It emphasizes facilitating critical thinking over simply presenting information and suggests evaluating learning based on performance rather than grades. Retention is highest when learning includes participation, modeling, feedback and on-the-job coaching. The role of the facilitator is to create an environment for cooperation and reflection rather than answering questions or controlling
This document summarizes a training for new support providers at the San Jose Unified School District. The goals of the training are to develop mentoring and coaching skills, understand the assessment of teaching and learning process, and learn how to utilize the continuum of teaching and learning. The training covers connecting teacher preparation standards to induction standards, formative assessment for California teachers, observation techniques, and identifying areas of focus for teacher growth. Attendees practice skills like observing objectively and asking reflective questions.
Medard h. nelson walkthrough observation notesgnonewleaders
The document contains observation notes from a classroom walk-through. It summarizes the teacher and student behaviors observed related to classroom management and culture as well as instructional planning and delivery. Key strengths and areas for improvement are noted for each. The observer also provides general comments, key takeaways, and potential action steps to discuss with the teacher.
The document outlines a 6-step planning and assessment cycle for creating program and service plans. The steps include: 1) establishing a clear mission and outcomes, 2) designing programs and services to deliver outcomes, 3) identifying assessment methods, 4) implementing programs and services, 5) assessing outcomes, and 6) evaluating results and using feedback to improve future plans and advance student learning. Reflective practice is important to continuously evaluate and improve plans through this cycle.
This document discusses common difficulties that teachers encounter and provides strategies to address them. It addresses large class sizes, discipline problems, mixed-level classes, homework issues, teaching exam classes, and professional development. For each topic, it outlines specific challenges and provides activities and techniques teachers can use to engage students, manage behavior, differentiate instruction, make homework meaningful, reduce test anxiety, and avoid isolation through collaboration. The overall message is that while "bread-and-butter issues are rarely mentioned," addressing these practical difficulties is important for both teacher and student motivation.
Effective Meetings Workshop: ULS Leadership programKaren S Calhoun
One of a series of workshops prepared for the University Library System (ULS) Leadership Program at the University of Pittsburgh. Covers how to make meetings more productive and deal with common problems, for example, getting people to participate and managing dysfunctional behaviors.
1. Clearly define the roles and responsibilities of all staff involved in implementing the plan.
2. Explicitly state the strategies and interventions that will be used to teach replacement behaviors.
3. Detail the continuum of consequences to be used in response to the target behavior.
This 3 sentence summary provides the key details about the document:
This document outlines a 14 week lesson plan for a BTEC HND in Business (Finance) module on Managing Professional Development taught by Ms. Doti Chee and Ms. Duong Thu Huong. The module will be assessed through a major assignment and covers common skills like communication, time management, and motivation. Over the 14 weeks, students will cover topics related to personal and career development, interpersonal skills, self-managed learning, and developing a personal development plan through lectures, tutorials, presentations and indoor and outdoor activities.
The document discusses designing product-oriented performance assessments. It recommends visiting a class to identify product-oriented activities, choosing one activity to study, and designing an assessment plan for that activity. The plan should include learning objectives, tasks, rubrics, and notes on conditions for successful implementation. Reflecting on personal strategies can help make efforts successful. Overall, the document provides guidance on developing a product-oriented performance assessment through observation, planning, and reflection.
This document discusses monitoring the fidelity of Tier II interventions in a multi-tiered system of support. It explains that Tier II interventions provide supplemental, targeted support for students not succeeding with core Tier I instruction alone. The document emphasizes that collecting data on fidelity of implementation is essential to determine if interventions are being delivered as intended and achieving significant growth for students. It provides examples of checklists and tools for monitoring key components and timing of interventions to help improve fidelity of Tier II supports.
Diagnostic test definition nature and purpose of diagnostic test using diagno...Bhaskar Reddy
This slides includes what is diagnosis how can we relate this to diagnostic test nature and scope of diagnostic test in mathematics, preparation of diagnostic test
If It Wasnt Documented It Didnt Happen Webinarcecarter758
The document discusses Judi Clements, a speaker on employee discipline. It provides her background and credentials. The webinar she is presenting will cover analyzing poor work performance, documenting performance issues legally, utilizing different disciplinary options, and developing performance improvement plans. Attendees can earn HRCI credit for attending the full webinar. The webinar agenda outlines how to distinguish objective from subjective documentation, respond to common infractions, and write corrective notices.
20120203 the retail business academy concept v6Lukas Jezler
The document outlines a training program called the Retail Business Academy. It aims to reduce dropout rates through continuous learning and performance improvement. The objectives are best-in-class training for staff at all levels. Training will be integrated into performance management. Tailored content includes self-paced presentations and workbooks. A sustainable learning path is outlined using various training methods over 12 months. Management is responsible for goals, development plans, and ensuring accountability. Costs are shared between the company and its partners. Evaluation measures include knowledge gained, behavior change, and business results.
This document provides an overview of assessment for learning at a high school. It begins by defining the different types of assessment: assessment as learning, assessment for learning, and assessment of learning. It then discusses key considerations around each type, including ensuring assessments provide feedback to students and teachers. The document also includes a rubric for evaluating how well assessment practices support student learning. The overall message is that alignment between intended learning outcomes and assessments is most important, and assessments should primarily support learning rather than act as judgments.
The document outlines the schedule and activities for Day 2 of a PCS Curriculum Review Week, including reviewing the previous day's work, learning how assessment fits into the district curriculum guides, mapping essential questions and learning targets for the first half of the year/course, and establishing pacing for mid-term benchmarks. Participants will work in groups to draft essential questions, learning targets, and assessment criteria for their assigned content areas and grades.
This document provides an overview of a manager training program. The summary includes:
1. The training defines the role of a manager, expectations for managers, determining performance issues, delivering feedback, and coaching employees.
2. Activities include discussing management wisdom, analyzing managerial focus and styles, evaluating one's own management, and discussing solutions to performance gaps.
3. The training covers providing feedback, recognizing employees, coaching using feedback techniques, and developing accountability and self-sufficiency in direct reports.
consensus building tangents Summarizes Summarizes
Sign-in sheet, agenda, Keeps discussion Keeps meeting decisions next steps
materials moving forward on schedule Contacts family
Specialist: Teacher: Parent: Student:
Expertise on interventions Classroom strategies Insights on Perspective
Progress monitoring Insights on student home situation Goals
Needs of class Goals Self-advocacy
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The document summarizes a peer coaching pilot program that took place in 2012. It provided teachers opportunities to observe and give feedback to other teachers through a structured peer coaching process. The program involved 3 days of training, in-between tasks and coaching in schools. It aimed to provide job-embedded professional development and support teachers in applying ideas from training. Schools participating in the pilot would receive $5000 in funding and teacher release time to support peer coaching activities.
Similar to Documenting Less Than Proficient Teachers (20)
9. Phase I
Set clear
expectations Share
Evidence
Be specific
Listen Use Directives
Offer Assistance
Document
Meetings
9
10. Documenting Is Like Morphing into an Ace Reporter
Name it… Why did you decide not
to differentiate the math
lesson, Ms. Doe?
Explain it…
Record it…
Date it…
10
Sign it…
11. Stages of Documenting
Less-Than-Proficient Teaching Performance
• Articulate the issue (s)
Phase • Address concerns with
I teacher
• Implement Interventions
Phase
2 • Assess progress
• Decide on next course of
action
Phase
3
• Prepare documentation
11
packet
12. Phase 2
Peer
observations Professional
Development
C&I
observations Coaching
Interim PIP
Evaluation
12
Other…
Thank you for joining us today. I would like to take a moment to introduce the Employee Relations Office and tell you a bit about what we do. This office is a part of the Human Resources Department. John Mirra is the Assistant Superintendent of Human Resources and he has two directors, Ed Jones handles Employment Services and Brenda Harris handles Employee Relations. The ER office oversees licensure, different types of leave issues, service and retirement recognition banquets, and personnel matters such as misconduct , poor performance, and grievances. Now, I would like to introduce the ER Specialists, Dr. Carol Summers, Dr. Val Williams, and Mr. Scott Ziegler.Today, we are looking at best practices in dealing with poor performing teachers. Our presentation has two distinct, but intertwined parts. The first part is an overview of tips for developing adequate documentation. The second part reviews specific technical information in creating a Performance Improvement Plan using the TalentEd teacher Evaluation System.During the earlier training for using the TalentEd teacher evaluation system, you heard about the Butterfly Effect philosophy and how it relates to our work in VBCPS. Today, we continue that mantra, (next slide)
Our ultimate goal is to impact student growth so each child reaches his/her capacity and beyond. It’s no longer reaching for the stars, it’s grabbing the stars. As instructional leaders, you know the crucial role effective instruction plays in the progress of students. You know everything a teacher does matters in the educational life of a child. What about you? How do your actions or inaction impact student growth?
Student academic growth increases with effective teachers! Conversely, low achievement is linked to poor instruction. We are held accountable when we allow less-than-proficient teachers to occupy classrooms. There is way to remove inept teachers and methods to convert less than proficient teachers into effective instructors. It does involve a process. That process begins with collecting adequate documentation, providing significant interventions, monitoring progress, providing feedback, and evaluating outcomes.Remember: Everything you do matters!
Written records are better than memory; written documentation has a stronger effect on employee and let’s the employee know this is serious; evidence of past communication; principal’s action may be scrutinized in the future by school board, government agency, judge, or a jury.
There are multiple issues which may necessitate documentation. The screen displays a few common issues that may arise from time to time. Today we are looking at documenting poor teaching performance but some of the methods can be used to document misconduct or other violations as well; however, this session focuses on less than proficient instructional performance.This is a two-part presentation. The first session talks about steps in documenting performance deficiencies and the second session deals with how to create a Performance Improvement Plan using the TalentEd online teacher evaluation system.
Articulate specific deficienciesUse observation/evaluation instrument as guideUse dates, situations, details Determine interventions for improvementAction PlanRemediation/TrainingCurriculum and Instruction involvementAdministration’s roleMeet with teacher to review deficits, expectations, and action for improvement
Call your employee relations specialist early when you have determined that the problems are more serious and sustained than can be addressed in a one-time meeting between you and the teacher. We do not need to be at every meeting you have with the teacher; you need to retain authority over your staff. We are here to advise.
Pinpoint the specific problem and articulate that to the teacher. For example, Mr. Doe, I observed your class last Tuesday and noticed several problems with classroom management. Students were not engaged in your instruction; three boys in the second row were whispering to each other; two girls in the back were passing notes; two other students were actually sleeping! Additionally, your lesson plans did not reflect the lesson being taught. I want to help you improve these areas of your teaching performance; beginning this Monday, submit your lesson plans a week in advance so I can give you feedback and you can adjust those plans accordingly. To improve your classroom management, I am arranging a peer observation for you this week with Ms. Jones so you can gather ideas for effective classroom management. I am conducting another observation for your classroom within two weeks. I will be looking for improvements in these areas addressed today. “In short, focus on the performance, be clear and specific.” Explain the expectations. Place the teacher on notice of future consequences if performance does not improve.
Initially, once you determine there is a significant performance problem, become the ace reporter and record who, what, where, when, and how. Write it Down!
Let’s look at the second stage . You and the teacher have already discussed the what and why interventions are necessary; now, the teacher needs to embrace suggestions and strategies and make significant changes to improve .
In the second stage of handling poor performance, implement multiple methods to assist the teacher improve. Have curriculum specialists conduct classroom visits to observe instruction and provide feedback for the teacher. (Ask for written observations). Request CTL specialists for assistance. Send the teacher to workshops and/or online seminars. Focus on efforts to help the teacher meet expectation. Give honest, specific feedback. Don’t make this a moving target for the teacher.
Intervene early; don’t wait. Enlist Assistant principals, specialists, and curriculum coordinators. Talk with the teacher immediately when you first recognize a problem. Address the matter and seek understanding from the teacher why the issue is a problem.Avoid ambiguous language such as , “Ms. Doe, we are all a community of learners and as such, we need to strive to model that for our students.” That is a beautiful sentiment, but what does it say about a specific performance deficiency?Be clear. “Ms. Doe, when I observed your class on Tuesday, you were not teaching the third grade language arts curriculum.” I expect all 3rd grade teachers to teach the curriculum each day. Please tell me why you did not do so.” Listen to what the teacher tells you. The problem may be resolved at this point. Maybe not.
Monitor progress of the teacher. Visit classrooms often and at different times of the day to gain a broader picture of the overall instruction. Give feedback promptly and provide viable suggestions. Do this frequently, at least once a week. Give specific praise, but do not over do it, especially if deficiencies linger in other areas.Place responsibility on the teacher to improve; ask the teacher how she or he will improve instruction. What will be the articles of evidence? There should be a sense of urgency for the teacher to seek suggestions and embrace feedback.
Articulate specific deficienciesUse observation/evaluation instrument as guideUse dates, situations, details Determine interventions for improvementAction PlanRemediation/TrainingCurriculum and Instruction involvementAdministration’s roleMeet with teacher to review deficits, expectations, and action for improvement
At some point, a decision must be made to continue with interventions; offer additional resources, or move to recommendations involving adverse personnel actions. Your employee relations specialist can provide guidance in making this decision. The ER specialist has experience in grievance procedures and has the broader division picture. This type of decision should not be made without input from DOSA, ER, and legal counsel. You are not in this boat alone!
Is this teacher capable of improvement with additional intervention/time? What is the impact to student learning/progress? What is the history of this teacher’s performance? Are there medical/health issues to consider? Is this teacher being treated in a like manner as others similarly situated at your school?
Did you provide opportunities to improve? Were you explicit about the deficiencies? Did the employee realize failure to improve would place job in jeopardy? Did you have employee sign and date letters? Did you date and sign letters? Did you collect all observations, test data, emails, correspondence, meeting notes, etc.?
Many of you have experienced the frustration of dealing with a veteran teacher who is exhibiting less than proficient performance. However, when we look at the past evaluations, there is no evidence of instructional deficiencies or performance problems. We believe the long standing myth that continuing contract teachers cannot be dismissed is actually perpetuated by inaccurate evaluations and references. The key is supporting documentation!
Now we are going to look more closely at the technic aspects of developing a Performance Improvement Plan or PIP using the TalentEd evaluation system.