X hits on this document

838 views

0 shares

0 downloads

0 comments

74 / 257

use of technology within their teaching because they will have accurate information about which specific skills students have already been taught through the technology curriculum.

Grade K-6 teachers are developing common standards-based report cards. The standards based report cards will provide every parent in the districts with specific information related to their child’s performance on discrete learning standards. Each grade level will have a report card that is specific for that grade. The report card lists the most important skills that a student will be learning at the grade level and gives parents an indicator of how well their child is doing on that particular skill. Teachers have enjoyed the opportunity to work with their grade level colleagues to discuss which skills and learning are the most important at their grade level. This work will continue throughout the Spring of 2010 with an anticipated launch of the revised report cards in the Fall.

Our Beginning Teacher Mentoring Program was revamped this year to draw on the considerable expertise, experience, and inspiration that is present in our districts. All teachers who are new to the district and are in their first year of teaching participate in this program. The program launched with an institute in August during which teachers were provided with an orientation to the school districts and to the mentoring program. In a series of monthly symposiums, beginning teachers learn about and reflect on aspects of classroom teaching such as planning, assessment, pedagogy, management, organization of physical space, and engaging students in learning. Each symposium begins with a presentation by master teachers from our school districts who present accounts of how they think about and work on aspects of their practice. This is followed by an opportunity for beginning teachers to ask questions and to reflect on their own emerging work in each of these areas. The culminating activity for the program is a “Celebration of the First Year of Teaching”, during which each participant presents about one aspect of their work from their first year for colleagues and mentors. This celebration is planned for June.

Professional development for all employees continues to be a major point of emphasis for the district. Through the endorsement of the Faculty Senate, a group of teachers and administrators meet quarterly to discuss our instructional program and approve professional development opportunities. After school and summer institutes were offered on a variety of topics. From Mindfulness to Response To Intervention (RTI) to revising high school curriculum, cumulatively staff took advantage of nearly 2,400 hours of in- district learning opportunities, with countless more hours spent in the pursuit of advanced degrees through local colleges. The district experienced another very successful District- Wide Professional Development Day on March 13th with more than 2000 hours of

professional

development

provided

to

our

400+

professional

staff

members.

The

Mentoring Program for all new teachers continues to to provided quality training for all teachers as they school year, the district made a large commitment to

support the districts’ ongoing effort enter the profession. In the 2009 train teachers in the four categories

of

English

Language

Learning

with

more

than

150

teachers

participating

in

the

trainings.

As evidenced Union 61, our

by the many high-quality activities district’s mission is alive and well.

undertaken

throughout

Tantasqua

and

74

Document info
Document views838
Page views838
Page last viewedFri Jan 20 12:57:05 UTC 2017
Pages257
Paragraphs8163
Words76007

Comments