What Makes A Master Teacher ? Brawley Middle School August 19, 2011 (Adapted from a blog by George Couros 4/12/10)

Excellence can be attained if you… risk more than others think is safe, care more than others this is wise, dream more than others think is practical, expect more than others think is possible.

1 - Connects with kids first Learn ABOUT them and CONNECT with them Find out who they are then find out how they learn Learn their passions Help them engage in their own learning

2 – Teaches kids first and curriculum second Differentiate learning and work Meet the needs of each student Understand how each student learns Teach to the various learning styles

3 – Ensures that they draw relevance to curriculum Answer the question, “What does this have to do with real life?” Use mediums that are relevant to how students learn Disconnect from how WE learn and connect to how THEY learn

4 – Works with students to develop a love of learning Tap into ways that students love to learn Create the spark in each student that leads to success and growth

5 – Embodies lifelong learning Grow alongside the students Change practice as society changes Be on the leading edge of developing thinkers for the future

6 – Focuses on learning goals as opposed to performance goals Sets goals based on learning “Drive” by Dan Pink is a great resource (motivation) De-emphasizing the grades Use assessments that gauge learning

7 – Ensures that “character education” is an essential part of learning Teach the fundamentals of respect Focus on listening and sharing with others Ensure that students grow emotionally Build a collaborative environment

8 – Passionate about the content they teach Enthusiasm is infectious Share your passion with students Find ways to spark YOUR passion in the subject area

9 – A master teacher is a “school teacher” Positive impact on the school culture Connects with past or future students Supports extra-curricular activities Works with colleagues

10 – Strong communication skills Continually develops communication skills Openly shares with students and parents Shares knowledge back and forth between colleagues

Teacher Evaluation Required by the state for all teachers Based on NC Professional Teaching Standards Minimum of 1 observation with a pre-conference Required post-conference for all observations 4 performance ratings –developing, proficient, accomplished, distinguished

Standard 1: Teacher Leadership Who Am I? Understanding, Patient, Compassionate, Collaborative, Positive, Supportive, Ethical, Professional, Honest, Respectful, Fair, Excellent

Excellence In Teaching What is your definition of “excellence”? What qualities do you admire in an excellent teacher? What teacher do you consider to be an excellent teacher? How do you evaluate yourself in terms of excellence in teaching? What do you look for in students that would signal that you are an excellent teacher?

We attract what we expect We reflect what we desire We become what we respect We mirror what we admire

Role of the Teacher… becomes a planner, facilitator, observer, and evaluator is a “Guide on the side” not a “Sage on the stage” maintains class discipline and focus keeps learners on-task monitors the lesson flow provides feedback throughout the lesson

Standard 2: Teaching Environment Who do I teach? Where do I teach? Diverse, Inclusive, Respectful, Supportive, Balanced, Culturally rich, Sensitive, High expectations, Integrated

Positive Learning Environment Student completes a biography or interest survey in the first days of school Spend time with individual students daily Display positive messages and quotes Frequent positive and meaningful feedback Student mailbox and outlet for expression

Daily community meeting with students Schedule appointments for individual concerns Clearly defined expectations regarding respect Make discipline about accountability and growth rather than punishment Provide for physical comfort and keep the tone cheerful

Standard 3: Teaching Content What do I teach? NCSCOS, Literacy-based, Inter-disciplinary, Common Core, Global, Relevant, Essential, Focused, Creative, Investigative

NCSCOS and CCS Literacy is taught in all content areas in all grade levels Focus on nonfiction reading and writing All teachers are reading and writing teachers CFAs are used for information to adjust teaching and learning

Standard 4: Facilitate Learning How do I teach? Adaptive, Facilitative, Creative, Aligned, Technology, Higher order thinking, Cooperative, Data-based, Differentiated, Empowered, FA/CFA

Teaching Methods Imagination is vital in teaching Be willing to take risks Collaborate with peers Work smarter, not harder Use a variety of materials and resources Incorporate technology often Communicate expectations to students Have patience with students Be flexible

Advantages to Cooperative Learning Satisfies social needs Provides positive self- expression Encourages leadership Increases achievement Increases motivation Builds trust and interdependence Encourages acceptance and tolerance of others Less teacher dependent Prepares for life situations

Accountability Individual learning - individual quizzes and tests - select random answers - self evaluation Group learning - create a group score / rubric - assign an oral presentation - grade a group performance - assign a group report - peer evaluation

Assigning Effective Homework Serve as an intellectual discipline Establishes study habits Allows more time to cover curriculum in the classroom Improves student achievement Supplements and reinforces classroom work Fosters student independence, initiative and responsibility A link between school and home Relevant and meaningful practice Not busy work or given for punishment

Standard 5: Teacher Reflection Now what? Systematic, Critical, Analytical, Research-based, Aligned, Results-oriented, Goal-based, 21 st Century skills

Am I A Thinking Teacher? Do I stress HOW to think rather that WHAT to think? Are my students actively involved or passively present (mentally absent)? Do I create an open environment that encourages cooperation, initiative, independence, and originality? Do I ask a variety of questions at all levels of thinking?

Do I utilize a seating arrangement that encourages student-to-student interaction? Do I frequently ask students open-ended questions, or questions with more than one answer? Do I frequently encourage students to seek alternative solutions? Do I monitor my responses to students’ answers? Would I want to be a student in my classroom ???????