Post on 07-Apr-2018
| New Educator Welcome Guide
Table of Contents
Introduction 1 Your First Month ____ 3
Checklist for New Educators Your Building Contact Information Information as you get started Marcus Johnson Fund Printing Discounts UW Swap
Setting up Your Classroom or Workspace________________________9
Routines Space Medical information
Strategies We Like_________________10 Icebreakers Behavior Management
Other Helpful Tips
Beyond Your First Month _____ 14 Parent / Teacher Conferences
Infinite Campus Testing Quarter Dates Mandatory Reporting
Student Programming 15
After School Programs Madison Community Centers Attendance Areas Alternative Programs
| New Educator Welcome Guide
District Information 19
District Contacts Collective Bargaining Agreement Extended Long-Term Substitute (formerly
Temporary Contract) Surplus Professional Advancement Credits Salary Schedule MMSD Acronym
Your Personal and Professional Growth__24 Personal Growth Professional Development Course Portal Mentoring New Educator Support Seminars Dane County New Teacher Project Building-based coaching and support License Renewal: Professional
Development Plan
Special Education 27
Information for General Educators Information for Case Managers
1 | P a g e
| New Educator Welcome Guide
Introduction
Now that you’re here, we wish you the best, we hope you’ll be at your best, and we’d like you to stay! MMSD has identified the following outcomes, based on the support you receive this year:
Short-term outcomes for new educators in MMSD:
Experience a warm welcome to the district
Understand the overall district mission
Understand tools, expectations, and strategies available
Establish key professional relationships
Long-term outcomes for new educators in MMSD:
Become an engaged and reflective learner
Develop effectiveness
Experience a supportive work environment
Establish a lasting, meaningful career in MMSD
The purpose of this booklet is to welcome you to MMSD and to offer you the information we think you’ll want to refer to often. Just one year ago we were in your shoes, newly hired.
2 | P a g e
| New Educator Welcome Guide
Advice from the First Year
Kelsey Beach: “My advice to new educators is to be as flexible as you can, things will change throughout your first year and things will happen that you never expected, try to just “go with it” as much as you can!” Janelle Jeter: “My advice is to not let the little things stress you out. The 1st year goes by super quick so enjoy it. Make sure that you make time for you. And again don’t sweat the small stuff.”
Maria Oliveras: “Everyone says you learn a ton your first
year teaching, but what they don’t tell you are about the times you want to cry or eat your weight in chocolate. To get through my first year I wrote down nice things students or colleagues said about me or my work. Then, on bad days, I would look back at these compliments and it would make me smile.”
A sincere thank you to Kelsey, Janelle, and Maria in their work and contribution to the New Educator Welcome Guide.
3 | P a g e
| New Educator Welcome Guide
Your First Month If you look at anything in this handbook, LOOK AT THIS SECTION. In this section you will find information and tools to help you get through your first month of teaching. In this section you will find a space to record information about your school, important contacts, important questions to ask, setting the right tone, and classroom strategies
Checklist for New Educators This checklist was created to provide you with the essential information that you will need for the first year at your school. If anything was not discussed at the professional development training please be sure to follow up with your principal.
Building Information
Notes:
Access to the building
Cost of lunch
Daily schedule
Keys
Mailboxes
Organization of Teams and/or Committees
Parking
4 | P a g e
| New Educator Welcome Guide
Staff lounge & lunchrooms
Staff restrooms
Procedures Notes:
Great Teaching Cycle
Behavior Education Plan/PBS Structure
School Master Schedule and Calendar
Communicating with the principal
Electronic devices for students (Students’ cell phones, MP3, tablets)
Electronic devices for employees
Email & Voice mail (public record, etiquette)
Emergency contact information & procedures
Educator Effectiveness Evaluation System
Field trips
Hall pass procedures
Library operations
5 | P a g e
| New Educator Welcome Guide
Building Contacts Names, phone numbers, email, or
best way to contact
Principal/Assistant
Principal
Clerical staff
New Educator Mentor
Department chair and/or
team leader
Instructional Coach
Counselor
Social Worker
Library Media Specialist
Tech Support
PBS Coach
Making copies
Subs and sub folders
Supervision (lunchroom, hallways, recess, busses)
Use of Infinite Campus (attendance, grading, communicating w/families)
6 | P a g e
| New Educator Welcome Guide
Psychologist
Nurse
Custodian
Security
Union representatives
Materials Notes:
Teacher Team Toolkit mmsd.org/tttoolkit
Location and allocation of office and school supplies
Location of textbooks and teaching materials
Map of the building
Staff roster
7 | P a g e
| New Educator Welcome Guide
Your Additional Questions
1.
2.
3.
Information As You Get Started
Marcus Johnson Fund The Marcus Johnson Fund was established to assist employees who are experiencing temporary financial difficulty. A loan from this fund is available to any employee who is actively working for the MMSD and who has the ability to repay the loan through payroll deduction.
CONDITIONS In order to receive a Marcus Johnson Fund loan, an employee must:
1. Be actively at work 2. Currently have no other active loan outstanding (with
the district) 3. Currently have no payroll advance outstanding
RULES 1. The maximum loan amount is $200.00. 2. Repayment will normally be $41.00 per month for five
(5) months ($205.00 total).
8 | P a g e
| New Educator Welcome Guide
3. Accelerated repayment may be requested. The decision to grant an accelerated repayment rests exclusively with the Payroll Supervisor whose decision is final.
4. A maximum of two (2) loans will be allowed per school year (July 1 through June 30).
Discounts Many merchants provide a discount for educators. (Ann Taylor Loft, J.Crew, NY & Co, Barnes & Noble, JoAnn Fabric & Crafts, ShoeBox, etc.) Please ask when you make purchases.
UW SWAP UW-Madison's Surplus With A Purpose is a multi-faceted operation designated by Wisconsin's Department of Administration as a delegated authority for disposing of the State's surplus property. In an effort to restrict the amount of waste sent to landfills, the items they receive are typically reused, recycled, or sold. The items that they do not reuse or recycle are available for purchase. Check out their website at http://www.bussvc.wisc.edu/swap/ for more information.
Printing If you have bulk things to print that you don’t need right away you can send it electronically to the district print shop and it will be mailed back to your school. This is available on the “staff only” web page.
9 | P a g e
| New Educator Welcome Guide
Setting up your Classroom or
Workspace Routines
● Ask your school administrator if there is a school wide
system for greeting students in the morning and sending
students home at the end of the day.
● Be sure to know your daily schedule including lunch times,
specials, and recess so you can best organize your day
and set solid routines for your students right away.
● Be mindful that some students arrive to school late or
hungry. It is important to understand that the home lives of
our students vary. Check in with your principal and school
social worker to better understand the challenges that your
students may be faced with on a daily basis.
Space
When setting up your space consider the following:
● Does the arrangement support instructional goals?
● Do you need your desk located by the phone?
● Do you have a view of the whole room from your desk?
● Do you have enough tables and chairs for everyone?
● Do you share your room/work space?
● Did you confer with your roommate about room
supplies and separate work spaces?
● Do you have a space for students to take a timeout
(Take a Break)?
● Can all the students see the board?
● Do you and your students have easy access to the
supplies needed?
Medical information
Be aware of allergies and medical conditions your students
may have. Keep this information confidential but easily
accessible. Always know which students have life-
threatening allergies.
10 | P a g e
| New Educator Welcome Guide
Strategies To Start the Year:
Icebreakers Younger Students: Silly Name Game
On the first day, gather the children in a circle. Go around the
circle and have each child pick a word to go with his or her
name (either rhyming or beginning with the same letter as the
name). Each child must say his or her name and repeat the
names that came before ("I am Marshmallow Megan and that
was Willowy Wendy and Soccer Sally and Jumping Jimmy...").
It's a fun way for young children to get to know one another
and learn everybody's name.
Getting to know you
Children stand in a circle. The teacher starts off the game by
throwing a ball at someone in the circle and asking at the
same time "What's your name?” The person who catches the
ball must answer the question and then throw it to the next
person and ask a new question. The game works best if you
keep it moving quite quickly, so you may have to step in to
prod very young children.
I like to...
Sit the class in a circle. Ask everyone to think of something
that they like to do, to eat or to play. Then pick someone to
start by telling the group for example “I like to swim”. The
person to their right will then tell the group what the first
person liked and adding what they like to do, for example “Ann
likes to swim; I like to eat ice-cream”. This continues right
around the circle until the last person has to say what
everyone likes to do.
Untying Knots
Take a long rope and tie one knot about every three
feet. There should be one knot for each person. If you have
more than six in the group, you might want to have two ropes.
Lay the rope on the ground or a table in a straight line. Have
11 | P a g e
| New Educator Welcome Guide
each child stand by a knot on the rope. Have the children pick
up the rope making sure each player has one hand on either
side of the rope. They have to untie the knots without letting go
of the rope. Usually it will take some time to figure out how to
untie the knots. Some groups end up with more knots before
they figure it out! Give them time to solve the challenge. Be
aware that the players may end up in close physical contact
with each other during the game.
Older Students: True or False?
This activity is always fun, and everyone learns something
interesting about one another! The teacher starts. Write out
four facts about yourself on an overhead
transparency/document camera. Three of the facts are true,
and one is false. Students take the little true-false test. Then
survey students to learn the results. Go back over each
question to see what they thought about each statement. That
gives you a chance to tell a little about yourself. Then, on a
sheet of paper, students write three interesting facts about
themselves that are true and one that is false. Throughout the
day, ask a few students to try to stump the rest of the group.
Alphabetical Roll!
After introducing yourself, create some chaos. Tell students
they have three minutes to complete their first assignment:
"Sort yourselves in alphabetical order by last name." After the
initial shock and after they succeed, remind them how capable
they are to handle their first day, and every day, by asking
questions, getting help from others, working together, trying
and evaluating strategies to "just do it"! Whatever "it" might be,
they can do it!
12 | P a g e
| New Educator Welcome Guide
Autobiography Poem The first day of school tell your students that their first
assignment will be to write a poem about themselves. The first
line is their first name, the second line is three words that
describe themselves, the third line is three things they like, the
fourth line is three things they do not like, the fifth line is three
movies they have seen (could do books they have read, but
movies usually get a better response), the sixth line is three
fears they have, the seventh line is three things they like about
school, the eighth line is two goals they have, the ninth line is
a place they would like to visit, and the tenth line is their last
name. You could adjust any of these lines to suit your classes.
Read the poems aloud and have the students guess which
poem goes with which person omitting the first and last lines.
Behavior Management Techniques SLANT*- Keeping students engaged and listening will help with behavior issues in class
Sit-up
Listen
Ask Questions
Nod your head
Track the Speaker
100 Percent*: “There’s one acceptable percentage of students following a direction: 100. Less, and your authority is subject to interpretation, situation, and motivation”.
Strong Voice*: There are five principles of Strong Voice:
Economy of Language
Few words are strong than more words
Do Not Talk Over
Every student has the right and the responsibility to hear what you are saying
Do Not Engage o Avoid other topics until you have finished the topic
you started Square Up/Stand Still
13 | P a g e
| New Educator Welcome Guide
o Make sure your body language is expressing the seriousness in your words
Quiet Power o Louder does not always mean the students hear
you. Try dropping your voice and make the students strain to hear you.
Consistency Make sure that when you put a rule in place that it is
followed all of the time, not some of the time. *From Teach Like a Champion, Copyright 2010
Other Helpful Tips
Take the time to smell the roses! Listen, really listen to the
kids and enjoy the moments of the first few days. There will
be plenty of time to catch up after the first few days. Get to
know the kids, the staff, and parents. We can't turn back
time no matter how hard we try.
● Students love to know about their
teachers, but also love to tell about
themselves. The quicker you KNOW
them as individuals, the better. Take
photos of them the first day to learn names as quickly as
you can.
● Learn from the past, but don't dwell on what has been,
always keep looking forward and never regret anything, life
goes on and on :)
● Have students fill out a "getting to know you" questionnaire
that includes their hobbies, interests, activities, favorites,
etc. It gives you a way to get to know your students and
make connections with things outside the classroom.
● Begin with a poem such as George Ella Lyon's, "Where I'm
From" to invite students to begin creating a community of
readers and writers. Write your own "Where I'm From"
14 | P a g e
| New Educator Welcome Guide
poem, and ask students to write theirs as well. This idea
comes from Penny Kittle's Write Beside Them.
www.georgeellalyon.com/where.html
● Get enough sleep so you can laugh with your students
● Find out what makes each student tick by asking them.
Find out what they want to learn. Assess their desires,
learning styles, interests, and share the same about
yourself. Do team building games. Discuss the standards
for each subject and let students vote on what they want to
learn first.
● Have high expectations for the new year, but remember
that flexibility is essential. Oh, and lots of chocolate in your
drawer for yourself and your colleagues.
Beyond your First Month This section includes some helpful information that you will need as the school year progresses. It may not include everything you need to know, but may be good to look through when questions arise.
Parent/Teacher Conferences In November, parent conferences occur. For the 2015-16 school year, parent/teacher conferences will be held in the evenings on October 9, February 25 (Lafollette High School) November 11 (Memorial, East and West High Schools) November 13, January 29 (Middle Schools) November 17, March 8 (Elementary Schools)
Infinite Campus (IC) Infinite Campus is essential to know and learn during your first year. It will include students’ contact information, attendance, enrollment status, special education documents, grades, standardized test scores, credits, behavior write-ups, class rosters and more. Take time to explore this application. This is the
15 | P a g e
| New Educator Welcome Guide
application you will use to report progress, quarter, and semester grades. Enter your grades ASAP! There are often professional development classes offered through the district that teach IC, check them out in the PD Portal on the MMSD website.
Testing Every year students participate in district and state standardized testing. Depending on your position and the level at which you are working, you may be required to proctor these tests, or provide accommodations for students. These days in the school usually have an unusual schedule so beware of when they occur and plan accordingly. English Language Learners also take the ACCESS test at various times throughout the year.
Quarter Dates End of first quarter: November 3 End of second quarter: January 26 End of third quarter: April 7 End of fourth quarter: June 10
Mandatory Reporting If you suspect a student is being abused or neglected you are mandated, through WI state law Act 81, to report it to CPS. If you have any questions about how to report or who to report to contact your school social worker.
Student Programming Parents, students and other teachers will expect that you know about the programs students may attend after school and community services available. It is also helpful to know the neighborhoods that feed into your school so you have a better understanding of your students’ backgrounds and can provide culturally appropriate practices.
After School Programs After school programs are vital options for families that need child supervision after school hours. They are also great resources for continued education, recreation, and socialization for MMSD students of all ages. Here are just a couple common organizations
16 | P a g e
| New Educator Welcome Guide
that provide after school programs. The community centers listed below also may provide after school options. Boys and Girls Club is an organization that provides youth development. They have numerous programs both after school and during the summer. They are located in two locations, on the south side of Madison and in Fitchburg. Their website is http://www.bgcdc.org. Madison School and Community Recreation (MSCR) is a department of the Madison Metropolitan School District that provides public recreation for the residents of Madison. There are many after school programs offered for elementary, middle, and high school students. Check out their website at www.mscr.org to find out about the programs offered. YMCA of Dane County is located on the east, west, and northwest sides of Madison. The YMCA provides programs for children with special needs, sports leagues, summer camps, health and fitness programs, and more. Look at www.ymcadanecounty.org for more informal.
17 | P a g e
| New Educator Welcome Guide
Madison Community Centers
(from: cityofmadison.com) Bayview International Center for Education and the Arts 601 Bay View Madison, WI 53715 (608) 256-7808 Boys & Girls Club of Dane County - Allied Family Center 4619 Jenewein Road Madison, WI 53711 (608) 204-9722 Boys & Girls Club of Dane County - Taft 2001 Taft Street Madison, WI 53713 (608) 257-2606 Bridge Lake Point Waunona Neighborhood Center 1917 Lake Point Drive Madison, WI 53713 (608) 441-6991 East Madison Community Center 8 Straubel Court Madison, WI 53704 (608) 249-0861 Goodman Community Center (Formerly Atwood Community Center) 149 Wabesa Street Madison, WI 53704 (608) 241-1574 Kennedy Heights Community Center 199 Kennedy Heights Madison, WI 53704 (608) 244-0767
Lussier Community Education Center (formerly Wexford Ridge Community Center) 55 South Gammon Road Madison, WI 53717 (608) 833-4979
Meadowood Neighborhood Center 5734 Raymond Road Madison, WI 53711 (608) 467-8360 Neighborhood House 29 South Mills Street Madison, WI 53715 (608) 255-5337 Northport Apts. Community Center 1740 Northport Drive Madison, WI 53704 (608) 249-9281 Packer Community Learning Center 1927 Northport Drive Madison, WI 53704 (608) 249-0160 Vera Court, Neighborhood Center Tom Solyst, Executive Director 614 Vera Court Madison, WI 57304 (608) 246-8372 Warner Park Community Recreation Center 1625 Northport Drive Madison, WI 53704 (608) 245-3690 Wil-Mar Neighborhood Center 953 Jenifer Street Madison, WI 53703 (608) 257-4576 Wisconsin Youth & Family Center 1201 McKenna Boulevard Madison, WI 53719 (608) 276-9782 Ext. 14
18 | P a g e
| New Educator Welcome Guide
Alternative Programs for Students Our district recognizes that some students need alternative learning opportunities that are different from those offered in our more traditional schools. Our alternative programs provide smaller learning environments with reduced class sizes that allow for increased attention to the individual needs of students. If you have questions related to the services provided by the Department of Alternative Education, please call us at 608-442-2972.
AERO (Alternative Education Resource Options) Alternative Program East Alternative Program West CRIS - District-wide (Credit Recovery and Increasing Skills) DCP (Diploma Completion Program) East High School - VIP (Vocationally Integrated Pathway) Horizon High School Hospital School La Follette High School - New Directions LEAP (Landmark Elementary Alternative Program) MAAP (Memorial Alternative Achievement Program) MATC for Credit MATC HSED/GED Memorial OnTrack Metro Middle and High School - Dane County Huber Work Release Metro Middle and High School - Dane County Jail Metro Middle and High School - Dane County Juvenile Detention Center Metro Middle and High School - Dane County Shelter Home NEON (New Educational Options and Networking) Off-Campus/Homebound Instruction Omega HSED/GED Operation Fresh Start HSED/GED Phoenix Project ROAD (Refocus on Achieving a Diploma) REPLAY SAPAR (School-Age Parent Program) School-Age Pregnant and Parenting Students: Services in the High School Shabazz City High School
19 | P a g e
| New Educator Welcome Guide
TLC (Transition Learning Center) West High School - CRIS (Credit Recovery and Increasing Skills) West High School-SAIL (Specialized Academics for Individualized Learning) Work and Learn Center For a description of each program see: https://altedweb.madison.k12.wi.us/node/139
MMSD Attendance Areas https://www.madison.k12.wi.us/areas.htm
District InformationA lot of information will be provided about district policies, benefits, and payroll information during the orientation days in late August. Below is a recap/review of these items plus additional items that past new educators felt were important to know in your first year.
Contacts: Benefits Manager: Sharon Hennessy (608) 663-1795
Contract Information: Emily Nyquist (608) 663-1698
DPI: (800) 441-4563
DPI license information: http://tepdl.dpi.wi.gov/licensing/educator-licensing
GUI: Sarah Mcgee (608) 663-5942
Health Insurance: Kathi Oestreicher (608) 663-1746
Human Resources (general questions/reception): (608) 663-1693
MSCR: Lisa Roscoe (608) 204-3028
MTI Downtown office: (608) 257-0941 (also check for union representative in your school)
New Educator Support (mentors, seminars, etc.): Sue Gorud (608) 442-2921
New Hire Information: Beth Weber (608) 663-1747
Payroll: Jeanie Hadden (608) 663-5373
PDP: Sue Gorud (608) 442-2921
Salary Placement: Allison Heil (608) 663-1710
Subfinder and Substitutes: Emily Moe (608) 663-1862 Technical Services: (608) 663-5430
20 | P a g e
| New Educator Welcome Guide
Collective Bargaining Agreement Many questions regarding contracts, surplus, lay-off, salary, and sick/holiday/personal days can be answered in the CBA which can be found online at: www.madisonteachers.org
Extended Long-Term Substitute (formerly Temporary Contract) If you are hired as an Extended long-Term Substitute then you are only guaranteed work for that school year. At the end of the school year you will have to re-apply and re-interview for any positions in the district. However, you have complete union coverage and benefits for that school year. You are not automatically enrolled in the Wisconsin Retirement System (WRS). Once you have worked one full year (800 hours) and continue employment you will begin to receive WRS contributions. You will receive health benefits which will discontinue on July 31st.
Professional Advancement Credits (PACs) and your salary Professional advancement credits are used advance on the salary schedule. The credit may be an academic credit given by a college or university (usually for a fee), or a credit that has been established by the district and awarded for participation in a district-sponsored course or committee (at no cost to the participant).
PACs act like academic credits in allowing you to cross the salary schedule horizontally and vertically for Improvement or Incentive Levels. When they are used, 1 PAC = 1 University Credit.
Both academic credits and/or professional advancement credits are accepted for vertical movement on the teachers' salary schedule and may be used for track transfer to Tracks 2 (BA+12), 3 (BA+24), 5 (MA+12), and 6 (MA+24). Only academic credits will earn placement on Tracks 4 (Masters Degree), 7 (Masters + 48 Academic Credits) and 8 (Ph.D, MFA or 2nd Masters).
To advance on the salary schedule beyond levels 8.0, 12.0 and 15.0 (vertical, longevity-related), bargaining unit members must earn six (6) professional advancement
21 | P a g e
| New Educator Welcome Guide
credits every four (4) years to cross an improvement level and earn three (3) professional advancement credits every two (2) years to cross an incentive level.
Here's the PD Department's page with information about PACs: https://staffdevweb.madison.k12.wi.us/pacinfo.htm
Information can also be found in the Collective Bargaining Agreement: http://www.madisonteachers.org/wp-content/uploads/2013/07/Teacher-CBA-13-14.pdf
Salary Schedule For current district salary information, please visit the district Human Resources webpage at: https://hr.madison.k12.wi.us/
22 | P a g e
| New Educator Welcome Guide
MMSD Acronyms ABL Above the Line AMAO Annual Measurable Achievement Objectives AODA Alcohol & Other Drug Abuse AT Assistive Technology AYP Annual Yearly Progress BICS Basic Interpersonal Communication Skills BIP Behavior Intervention Plan BEP Behavior Education Plan BRS Bilingual Resource Specialist BRT Bilingual Resource Teacher CALPS Cognitive Academic Learning Proficiency Skills CC Cross Categorical CCF Children Comes First CCIES Centrally Coordinated Individual Educational System CCLE Common Core Learning Expectations CD Cognitive Disabilities CESA Cooperative Educational Service Agency CGI Cognitively Guided Instruction CLRP Cultural and Linguistic Responsive Practices CHAT Center for Hmong Arts and Talent COC Code of Conduct COPS Classes on Personal Safety CSF Common School Fund DHSS Department of Health and Social Services DIFI District Identified for Improvement DLI Dual Language Immersion DPI Department of Public Instruction EA Educational Assistant EBD Emotional Behavioral Disabilities EC Early Childhood EE Educator Effectiveness EEP Educator Effectiveness Plan EIS Early Intervening Services ELI Early Learning Initiative ELL English Language Learners ELPA Educational Leadership & Policy Analysis ESL English As a Second Language ESY Extended School Year FAPE Free Appropriate Public Education FAST Families and Schools Together FBA Functional Behavior Assessment GRR Gradual Release of Responsibility IT Instructional Team ISS Integrated Student Services LD Learning Disabilities LEA Local Education Agency LEAP Landmark Elementary Alternative Program LEP Limited English Proficiency LMC Library Media Center
23 | P a g e
| New Educator Welcome Guide
LRE Least Restricted Environment LT Leadership Team MTI Madison Teachers Incorporated NEM Not Eligible for Membership NEON New Educational Options &Networking NGSS Next Generation Science Standards OHI Other Health Impairment OI Orthopedic Impairment OT Occupational Therapy PAC Professional Advancement Credit PBST Positive Behavior Support Team PDP Professional Development Plan PDS Professional Development School PECS Picture Exchange Communication System PLAA Primary Language Art Assessment PLAAFP Present Level of Academic Achievement & Functional
Performance PPG Professional Practice Goal PST Program Support Teacher PTO Parent Teacher Organization REACH Reinforcing and Enriching Achievement for All Children REPLAY Re-directive, Pro-Social, Learning Alternative for Youth RSG Ready, Set, (Go)al RTI Response to Intervention S/L Speech and Language SAGE Student Achievement Guarantee in Education SAIL Specialized Academics for Individualized Learning SALT Systematic Analysis of Language Transcript SAN Storage Area Network SBA Standard Benchmark Assessment SBS School Based Services SEA Special Educational Assistant SIMS Student Intervention Monitoring System SIP School Improvement Plan SLD Specific Learning Disabilities SLO Student Learning Objective SMAL Student Moving Across Levels SMART Strategic, Measurable, Attainable, Results-oriented, Time bound SPE Specialized Physical Education SRI Scholastic Reading Inventory SSIT Student Support and Intervention Team TAG Talented and Gifted TEP Transitional Education Program VI Visual Impairment WAA Wisconsin Alternative Assessment WAA-SwD Wisconsin Alternate Assessment for Students with Disabilities WAES Wisconsin Alliance for Excellent Schools WCER Wisconsin Center Educational Research WEAC Wisconsin Educators Association Council WKCE Wisconsin Knowledge Concepts Examination
24 | P a g e
| New Educator Welcome Guide
Your Personal and Professional
GrowthPersonal Growth Your first year of teaching in a new district (especially the months of October and November) is often stressful for new educators. This year is a good time to establish great professional habits. Seek to be your professional best. Find supports that help you do great work for students.
o Meet with a mentor. It seems like an extra thing sometimes, but can be time well-invested to help you get back on track when you feel behind.
o Meet with colleagues. Your team and your school can make your first year more fun and can provide social and professional support while you’re figuring out how best to do the job.
o Meet with your supervisor. The first observation occurs during this time and you can begin planning for it now. You can also share successes and concerns with principals who can provide resources for you.
o Participate in New Educator Seminars.
Take time for yourself outside of work. o It is recommended that you attend social outings organized
by colleagues to get to know the people you are working with and to make your job more fun!
o Balance time away from school rejuvenating so that you’re at your best for students.
o Check out the mental health and physical wellness programs offered by the health plan, such as ($30/hour) discounted massage, yoga, mindfulness classes.
o This could be a good time to take one of your personal days (one paid, one unpaid) that you receive each year. Speak to your building secretary about the process.
25 | P a g e
| New Educator Welcome Guide
Professional Growth for Great Teaching Professional Development Catalog Browse the catalog for current and future course offerings and register for them using the Course Portal. Information and a link are provided at the Professional Development web page: mmsd.org/pdcatalog
Building-based coaching and support Every school has a coach or learning coordinator in addition to administrators. These friendly colleagues are available to provide school-specific answers and they know where to find district-wide resources. Often, a building-based “buddy” will be assigned to help newer colleagues find their way, and some schools offer their own after school new educator support seminars.
Mentoring All who hold an Initial Educator license and are in their first year in the profession will be assigned a mentor. This is roughly half of all new hires, and includes teachers, speech & language clinicians, library media specialists, nurses, social workers, counselors, and psychologists. If you do have one, it is recommended that you take advantage of this support. MMSD’s First Year Initial Educator Mentoring Program aspires to…
● Build the initial educator’s reflection skills and habits in order to strengthen practice.
● Introduce the initial educator to her/his support network within the district and foster those collaborative relationships.
● Provide professional and emotional support for the first year of each MMSD initial educator, ensuring a solid introduction to the Madison School District’s mission and structure.
26 | P a g e
| New Educator Welcome Guide
MMSD hires highly qualified educators to provide mentoring. Training is provided during the summer and throughout the year during monthly mentor meetings. MMSD employs 48 mentors in 2012-13, serving 170 new first-year educators. What happens during mentoring sessions?
● Mentors listen to initial educator’s joys and concerns, successes and challenges
● Collaborate to identify and illuminate ways to meet challenges
● Mentors increase awareness of the many district resources (both people and materials) and help the new educator learn ways to access them.
● Collaborate to keep a map of personal and professional growth
● Mentors make records of reflections and offer ways to use those records to continue professional growth and increase effectiveness
● Mentors help new educators begin to identify goals for the educator’s Professional Development Plan
New Educator Support Seminars 2015-16 New Educator support seminars are offered throghout the year. In these sessions you will collaborate with other new educators and have opportunities to share your individual expertise and explore problems of practice. Look for flyers with dates and times.
License Renewal: Professional Development Plan (PDP) Since 2004, all who receive a Wisconsin Initial Educator License must renew their license every five years by completing a PDP and having a plan verified by a trained PDP team.
You should begin this year. The PDP is a 3 to 5 year process:
27 | P a g e
| New Educator Welcome Guide
PDP Support, How-to Videos and Workshops: mmsd.org/pdp is the first stop for PDP support. MMSD will also support you by providing after school workshops several times throughout the year and coordinating the review process for all who use the MMSD WECAN PDP site. Use the PD Catolog to find a workshop that works for you.
Special EducationStudents with special needs are eligible for special education services from the age of three until twenty-one. It is important for all educators to know about the policies and procedures of special education. If you have concerns or questions regarding students, contact the appropriate support staff and/or therapists.
Information for General Education Teachers General education teachers who have students with individualized
education plans (IEP) in their classrooms should receive a
summary (aka At-A-Glance, Regular Education Summary, etc)
that includes disability areas, accommodations and modifications
for the classroom, and a Behavior Intervention Plan (BIP), if
applicable.
● Familiarize yourself with these accommodations as early
as possible because they are legally required to be offered
and it will help with understanding your students with
special needs.
● If you do not receive the summaries in your school mailbox
or delivered to you (electronically or hard-copy) by the end
of the first month, you can access the student’s IEP in
Infinite Campus under “special ed docs.”
IEP team member
● There is a high chance you will be assigned as the regular
education teacher on IEP teams for students in your class
throughout the year. This includes attending an annual IEP
meeting and providing information regarding the student’s
regular education performance and needs. You may also
28 | P a g e
| New Educator Welcome Guide
be involved in special education evaluations or re-
evaluations. Re-evaluations occur every 3 years and
include academic, functional, and other disability-specific
testing.
● If the meetings occur before or after school, during your
duty-free lunch, or planning times you will be
compensated.
● You are legally obligated to attend the IEP meetings for
students you are assigned. Efforts will be made to
schedule the meetings at times that work for all team
members but if it has to occur during your class time, a sub
will be provided.
Reminder: always check the list of allergies and medical
conditions that is distributed at the beginning of the year, as many
students with special academic needs also have co-occurring
physical challenges.
Information for Case Managers ● In your first week of work, you will attend a training regarding
the IEP writing software (at this time, know as GUI) and IDEA.
This training will show you step-by-step how to start a referral
for an evaluation, write an IEP, and other procedures. See the
Moodle application for the IDEA course information.
● Additional responsibilities of special education teachers that go
above and beyond classroom requirements:
● As a grade-level CC teacher or case manager for a group
of students, you will facilitate the IEP meetings, distribute
IEP regular education summaries (see above), help with
student scheduling (whether with specials at the lower
levels or course schedules at high school), train SEAs, and
follow-up with students’ behavior and academics.
● Annual IEPs must be finalized by the one year anniversary
of the last meeting! Plan meetings early, as there could be
a large IEP team with various schedules. People always
required to be at the meeting include: you (CC teacher and
29 | P a g e
| New Educator Welcome Guide
case manager), regular education teacher that has been
assigned, an LEA (Local Education Agency), and parent.
Other possible members/attendees include
speech/language pathologists, occupational/physical
therapists, psychologists, social workers, principals,
counselors and outside agencies. Plan ahead because the
due dates come faster than you think!
● IEP goal progress in GUI needs to be done quarterly and sent
home to parents on your caseload.
● High school case managers are responsible for the following
year schedules for all students on their caseload. Knowledge of
course prerequisites, offerings, and credit requirements is
recommended and can be obtained from school counselors.
● CC teachers of 5th and 8th graders will have transition
meetings with 6th and 9th grade teachers and department
chairs.