2016-2017 TISD New Teacher Recruitment Date Job Fair Attendees
2016-2017 TISD New Teacher Recruitment
Date October 26, 2016
Job Fair Sam Houston State University
Attendees Barton, Stephens, Weldon
November 7, 2016
Texas A&M University
Stephens
March 22, 2017
Baylor University
Biondolillo, J. Bruce, T. Bruce, Shinn, Stephens
April 3, 2017
Texas A&M University
Brown, Kelley, Stephens, Thomas
April 12, 2017
Sam Houston State University
Barton, House, Sales, Stephens, Weldon
June 13, 2017
Gulf Coast Teacher Job Fair
Barton, Kelley
We are currently registered to attend the following upcoming job fairs. October 25, 2017
Sam Houston State University
November 13, 2017 Texas A&M University
2017-2018 Mentor/New Teacher Program Program Overview
All beginning teachers will receive support from an experienced mentor teacher. Tarkington ISD’s mentoring program combines campus-based and district level support. Provides support for beginning teachers using experienced teachers.
Mentor A mentor is significant in the career of the new teacher as they develop into an experienced, proficient, and effective professional educator. "Teaching is the only profession that requires beginners to do the same work as experienced teachers".
Support Two major kinds of support in this development stage are considered necessary by researchers and practitioners: psychological support and instruction related support (Feiman-Nemser, Carver, Schwille, and Yusko, 1999; Stansbury and Zimmerman, 2000). Both categories of support have been found critical for new teachers who come to an array of new responsibilities with little time and few resources to direct toward transitioning into those responsibilities. Psychological support addresses the most immediate personal and emotional needs of serving as a sounding board and assuring beginners that their experience is normal, offering sympathy and perspective, and providing advice to help reduce the inevitable stress. Instruction-related support addresses the beginning teacher's need to navigate her or his way through multiple tasks and problems that, in the future, will be seen as standard activities associated with teaching but, at first, are important hurdles for the novice. This kind of support focuses on the nuts and bolts of teaching, from locating materials and other resources available in the school, to organizing classroom space, to adding to his or her still-limited repertoire of instructional strategies (Stansbury and Zimmerman, 2000).
REMEMBER: “NO SIGNIFICANT LEARNING OCCURS WITHOUT A SIGNIFICANT RELATIONSHIP” James Comer
Roles and Responsibilities Principal/Assistant Principal:
Select a mentor for each beginning teacher Provide a list of all induction pairs to Lisa Stephens Serve as a facilitator for mentoring activities that can include meetings, observations, conferencing and training Monitor ongoing activities of the mentoring pair
Beginning Teacher:
Develop the knowledge, skills and attitudes necessary for optimal student learning Accept and implement appropriate suggestions in a professional manner Ask questions Meet with your mentor and document the meetings a minimum of once per week. Observe your mentor in several teaching situations twice the first and second six weeks and once the third and fourth six weeks. Discuss what you learned. These observations should be done prior to the following dates. September 11 October 26 September 21 November 16 October 12 January 11
Complete the beginning teacher form after each observation. Then turn it in to your mentor, principal, and send a copy to Lisa Stephens. Allow your mentor to observe your class to provide feedback and support. Demonstrate enthusiasm for and a commitment to the school, the district and the teaching profession.
Mentor Teacher: Serve as a role model in both professional and classroom practice Foster a trusting confidential relationship Serve as a critical friend Meet with the beginning teacher a minimum of once per week Provide appropriate feedback with the beginning teacher pre and post-observation. Observe the beginning teacher twice the first and second six weeks and once the third and fourth six weeks. These observations should be done prior to the following dates. September 18 September 28 October 19
November 9 November 30 January 18
Make 3 copies of observation forms. Give 1 copy to the beginning teacher, 1 copy to the building principal and 1 copy to Lisa Stephens by or on the dates above. Model effective instructional techniques for the beginning teacher. Provide a variety of resources to help the beginning teacher develop an inventory of effective strategies and techniques. Maintain continued involvement in professional growth opportunities
Tarkington ISD 2017-2018 Mentor Observation Form Mentor: _______________________________________ Beginning Teacher: _____________________ Date: _____________________________
Positive Feedback
Suggestions:
Concerns:
Tarkington ISD 2017-2018 Beginning Teacher Observation Form Beginning Teacher:_________________________________________ Mentor:_____________________ Date________________________________________ Campus__________________________________ Observation # _______ Describe the observed class activity.
Describe the classroom environment.
What 2 instructional strategies did the teacher use? How did they work?
Give 2 examples of good communication between the teacher and students.
General Comments:
Date October 26, 2016
Job Fair Sam Houston State University
Attendees Barton, Stephens, Weldon
November 7, 2016
Texas A&M University
Stephens
March 22, 2017
Baylor University
Biondolillo, J. Bruce, T. Bruce, Shinn, Stephens
April 3, 2017
Texas A&M University
Brown, Kelley, Stephens, Thomas
April 12, 2017
Sam Houston State University
Barton, House, Sales, Stephens, Weldon
June 13, 2017
Gulf Coast Teacher Job Fair
Barton, Kelley
We are currently registered to attend the following upcoming job fairs. October 25, 2017
Sam Houston State University
November 13, 2017 Texas A&M University
2017-2018 Mentor/New Teacher Program Program Overview
All beginning teachers will receive support from an experienced mentor teacher. Tarkington ISD’s mentoring program combines campus-based and district level support. Provides support for beginning teachers using experienced teachers.
Mentor A mentor is significant in the career of the new teacher as they develop into an experienced, proficient, and effective professional educator. "Teaching is the only profession that requires beginners to do the same work as experienced teachers".
Support Two major kinds of support in this development stage are considered necessary by researchers and practitioners: psychological support and instruction related support (Feiman-Nemser, Carver, Schwille, and Yusko, 1999; Stansbury and Zimmerman, 2000). Both categories of support have been found critical for new teachers who come to an array of new responsibilities with little time and few resources to direct toward transitioning into those responsibilities. Psychological support addresses the most immediate personal and emotional needs of serving as a sounding board and assuring beginners that their experience is normal, offering sympathy and perspective, and providing advice to help reduce the inevitable stress. Instruction-related support addresses the beginning teacher's need to navigate her or his way through multiple tasks and problems that, in the future, will be seen as standard activities associated with teaching but, at first, are important hurdles for the novice. This kind of support focuses on the nuts and bolts of teaching, from locating materials and other resources available in the school, to organizing classroom space, to adding to his or her still-limited repertoire of instructional strategies (Stansbury and Zimmerman, 2000).
REMEMBER: “NO SIGNIFICANT LEARNING OCCURS WITHOUT A SIGNIFICANT RELATIONSHIP” James Comer
Roles and Responsibilities Principal/Assistant Principal:
Select a mentor for each beginning teacher Provide a list of all induction pairs to Lisa Stephens Serve as a facilitator for mentoring activities that can include meetings, observations, conferencing and training Monitor ongoing activities of the mentoring pair
Beginning Teacher:
Develop the knowledge, skills and attitudes necessary for optimal student learning Accept and implement appropriate suggestions in a professional manner Ask questions Meet with your mentor and document the meetings a minimum of once per week. Observe your mentor in several teaching situations twice the first and second six weeks and once the third and fourth six weeks. Discuss what you learned. These observations should be done prior to the following dates. September 11 October 26 September 21 November 16 October 12 January 11
Complete the beginning teacher form after each observation. Then turn it in to your mentor, principal, and send a copy to Lisa Stephens. Allow your mentor to observe your class to provide feedback and support. Demonstrate enthusiasm for and a commitment to the school, the district and the teaching profession.
Mentor Teacher: Serve as a role model in both professional and classroom practice Foster a trusting confidential relationship Serve as a critical friend Meet with the beginning teacher a minimum of once per week Provide appropriate feedback with the beginning teacher pre and post-observation. Observe the beginning teacher twice the first and second six weeks and once the third and fourth six weeks. These observations should be done prior to the following dates. September 18 September 28 October 19
November 9 November 30 January 18
Make 3 copies of observation forms. Give 1 copy to the beginning teacher, 1 copy to the building principal and 1 copy to Lisa Stephens by or on the dates above. Model effective instructional techniques for the beginning teacher. Provide a variety of resources to help the beginning teacher develop an inventory of effective strategies and techniques. Maintain continued involvement in professional growth opportunities
Tarkington ISD 2017-2018 Mentor Observation Form Mentor: _______________________________________ Beginning Teacher: _____________________ Date: _____________________________
Positive Feedback
Suggestions:
Concerns:
Tarkington ISD 2017-2018 Beginning Teacher Observation Form Beginning Teacher:_________________________________________ Mentor:_____________________ Date________________________________________ Campus__________________________________ Observation # _______ Describe the observed class activity.
Describe the classroom environment.
What 2 instructional strategies did the teacher use? How did they work?
Give 2 examples of good communication between the teacher and students.
General Comments:
