This resource is designed to support co-teachers as they are navigating their relationship in the classroom. The co-teaching relationship can become somewhat challenging if both partners are not transparent and open to compromise.

Beginning Teacher End of Year Requirements Form to support BTs in completing all required EOY tasks

Supporting documentation for clearing initial/lateral/residency license to continuing license.

Beginning Teacher End of Year Requirements Form to support BTs in completing all required EOY tasks

This is a quarterly reflection form that can be used for beginning teachers as well as veteran teachers.  It can be filled out as part of an activity during a monthly meeting or teachers can fill them out on their own.  The idea is for the teacher to briefly reflect and identify the steps he/she needs to take for improvement, the support needed for the improvement, and the impact that it will have on student learning.

This resource is a beginning of the year survey for new teachers / staff to the building. The quick checklist provides an opportunity for teachers to assess themselves and list area of need. After reviewing the surveys, a plan can be developed for future PD opportunities.

Beginning teachers can use this Google Form as they observe other classes to capture Glows and Grows related to classroom management and effective teaching strategies.

Additional Resources includes a list and explanation of instructional strategies for additional support.

This is a simple classroom observation document that is meant to not be overwhelming for a beginning teacher.

It does require some pre-coaching on the part of an administrator and/or instructional support coach. It necessitates a conversation about specific areas of concern that the teacher doing the observation should look for and a careful selection of the teacher who will be observed to make sure that they are demonstrated desired behaviors in those areas.

It should also be followed up with a conversation about what the teacher observed and next steps to make 1-2 adjustments to their own teaching.

Included is a link that will allow you to "Make a Copy" of a Google Form that can be used to give feedback to Teachers after a Walk-Through is completed.

AbstractThe purpose of this phenomenological study was to explore the factors affecting elementary teacher’s ability to understand the academic needs of their racially, culturally, and ethnically diverse special education students and the ways in which their values and beliefs influenced their use of culturally responsive practices in the special education classroom. The findings from this study are significant because they could add to the knowledge base of strategies to close or eliminate the achievement gap of racially, culturally, and ethnically diverse students in special education programs. Furthermore, these experiences may provide an additional opportunity for local educational agencies (LEAS) to examine the impact of culturally responsive teaching practices on the achievement of RCED students in the special education classroom.

This is an activity that targets specific questions in an assessment that students had the most trouble with. This form requires teachers to target 3-4 questions and address the actions (verbs) and misconception in the targeted problems. It also asks the teachers to make a plan on how to provide interventions to their classes when moving forwards from this assessment.

Once questions are targeted, This form can be used in a PLC to generate conversations around questions that were most missed by students.

This is a resource that can be used to target misconceptions and DOK for assessments.

This is a resource that can be used to target misconceptions and DOK for assessments.

This data sheet allows teachers a consistent and organized way to analyze student work by providing room for them to document noticings, wonderings, patterns, and next steps for instruction. There's also a space for teachers to record criteria for success to guide their lens for analysis.

This data sheet allows teachers a consistent and organized way to analyze student work by providing room for them to document noticings, wonderings, patterns, and next steps for instruction. There's also a space for teachers to record criteria for success to guide their lens for analysis. There is an example template provided to help guide you in your implementation of the document.

This is a reflection for Beginning teachers that encourages them to use best practices and reflection as they hone their teaching skills

This mentor lesson observation and reflection form is to be completed by the BT when observing the mentor (or another master teacher) teach a lesson. This form provides a guided opportunity for the BT to reflect on different elements of the lesson and is a springboard for a discussion between the BT and mentor and/or coach.

Professional Devlelpment:Sharing an NCTies 20/21 resource full of ways to assist teachers using: " Tools, Tips, Templates, and Taking Care of Yourself" (see credits for this presentation).

Once questions are targeted, This form can be used in a PLC to generate conversations around questions that were most missed by students. There is also a piece to reflect on what the teacher well to foster student performance.

Remix: Included is a link that will allow you to "Make a Copy" of a Google Form that can be used to give feedback to Beginning Teachers after a Walk-Through is completed.