Challenges and Opportunities: Growing at Maret PERSONAL LIFEPLANNING/PREPARATIONCLASSROOMCOMMUNITYREFLECTION

A Teacher’s Job: The Four Domains Planning and Preparation Knowledge of Content Pedagogy, and Resources Knowledge of Students Setting Instructional Outcomes Designing Coherent Instruction Designing Student Assessments Classroom Environment Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Instruction Communicating with Students Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsivenesss Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Growing and Developing Professionally Danielson, Framework for Teaching

What You Bring to our Community Experiences Life Stage and Family Ties Life Stage and Family Ties Values and Political Views Values and Political Views Identity/Pers onal Narrative Personality and Talents Personality and Talents

Maret Culture Embraces dichotomies (independence and collaboration) Relaxed and intense atmosphere Actively seeks different cultures, perspectives and talents Ongoing, sometimes “messy” conversations about race, class, sexuality, gender, equity Few rules Individualized, “counseling” approach to discipline Relatively flat chain of command—lots of players in decision-making Multiple ways to solve problems Communication systems not always clear or effective High (but not always explicit) expectations for teachers

Where to Go for Support The New Faculty Coordinators (Susan and Henry) Regular Check-ins and Meetings Ongoing Training The Libraries and Center for Inquiry/Tech Department (Catherine) Technology Training (Catherine, Erika, Annie) Classroom support for technology (Erika) Help with research projects/reading activities (Annie, Catherine, Lisa) The Pedagogy Team (Bryan, Claire, Kathy R.) Observations and other support Haiku Page: Teaching at Maret Periodic presentations, workshops and discussion groups And of course; Marjo, Department Chairs, Division Directors, other Colleagues

Observing and Being Observed FIRST YEAR Department Chair/Div. Director will observe at least once Pedagogy Team (Bryan, Claire, Kathy) will observe You will observe several colleagues (see handout) You and your mentor should observe one another informally as colleagues You can ask to be observed SECOND YEAR Department Chair/Div. Director will observe at least once Marjo Talbott will observe

Evaluations The Pedagogy Team provides support, not evaluation. Your Department Chair (in LS, Carol Hogue) evaluates your performance yearly. Your input and reflection are an essential part of your yearly evaluation. Marjo follows up with an annual meeting. Contracts are renewed based on these evaluations.