WHAT CAN YOU

EXPECT AS A
BEGINNING TEACHER
First Day of School
◦ It is important to prepare well before the first day of school
◦ Find out all you can about:
◦ Schools students
◦ The surrounding community
◦ The way the school operates
◦ It is important to know that the first day can be very frightening.
◦ Even veteran teachers feel anxious on the first day of school.
◦ The anxiety level for both teachers and students about the first day is high
◦ It is critical that you should be well organized and ready to take charge.
◦ Nearly all students will be naturally receptive to what you have to say on the first day of school.
What Do I Do On The First Day
◦ Students like to have guide lines on how the class will be run as well as what is expected of them
academically.
◦ You can utilize this day to:
◦ Pass out and assign text books
◦ Arrange a seating chart
◦ Explain how grades will be determined
◦ Explain the rules and procedures of the class
◦ Have a first lesson with in the first 10 minutes.
◦ Be sure to have plenty of materials to cover and things to do
◦ Review old concepts that they learned last year
◦ Create a learning oriented climate
The First Year
◦ Don’t put all your energy into the first day but have that day act as the highlight of the year.
◦ Within the first month, students want to figure out what kind of teacher you will be.
◦ You as the teacher have to understand how teacher expectations can have a powerful positive influence
on student learning.
◦ Focus on what you can do as a teacher to increase his students learning. This will cause the student to
know that their teacher really cares and that the teacher will do whatever it takes for that student to be
successful.
◦ Success requires:
◦ Developing a well organized curriculum
◦ Putting learning systems into place
◦ Efficiently utilizing school and volunteer personnel
 HOW WILL YOUR
PERFORMANCE AS A
TEACHER BE
EVALUATED
Basics Of Evaluation
◦ Most teachers are evaluated on a regular basis to determine whether their performance measures up to acceptable
standards, and whether they can create and sustain effective learning environments for students.
◦ Performance criteria used to evaluate teachers vary and are usually determined by:
◦ School principal
◦ District office
◦ School board
◦ State education agency
◦ Most schools use a principal or a member of the leadership team to evaluate teachers
◦ The purpose of evaluations is to determine:
◦ If teachers should be retained
◦ If they should receive tenure
◦ If they should be given merit pay
◦ Self improvement strategies
 TYPES OF
EVALUATION
Quantitative evaluation, Qualitative evaluation, Clinical supervision
Quantitative Evaluation
◦ Includes pencil and paper rating forms that a supervisor uses to record classroom events and behaviors
objectively in terms of their number and frequency.
◦ Supervisors can use tables to focus on on-task and off-task student behaviors
◦ With this method, a supervisor conducts a sweep of the classroom every 5 minutes, focusing on each
student for approximately 20 seconds and the records their behavior according to the key at the bottom of
the table.
◦ Several states and a few large cities have developed their own lists of research based competencies that
beginning teachers must demonstrate
◦ These competencies identify what effective teachers do
◦ Trained observers decide what will be a part of the competency
◦ On the next slide is an example of a supervisors finished quantitative evaluation
Click icon to add picture

Page 475 in
text book
Example of the
observation
instrument:
Qualitative Evaluation
◦ In contrast to quantitative evaluation, includes written, open ended narrative descriptions of classroom
events in terms of their qualities.
◦ These more subjective measures are equally valuable in identifying a teachers weakness and strength
◦ They can capture the complexities and subtleties of classroom life that might not be reflected in a
quantitative approach to evaluation
Clinical Supervision
◦ Many supervisors follow the 4 step clinical supervision model.
◦ This method requires the supervisor to hold a pre- conference with the teacher, observe the classroom,
interpret their data and finally hold a post- conference with the teacher.
◦ Pre-conference- supervisors and teachers schedule a classroom observation, determine the purpose and
focus, and decide the method of observation
◦ Post-conference- the teacher and supervisor discuss the analysis of the of the data taken from the
observation, and develop a plan for instructional improvement.
◦ This model is time consuming.
◦ Many time- pressed administrators have to adjust or modify the approach
Benefits Of Evaluation
◦ Regardless of the approach a school district uses to evaluate your performance as a beginning teacher,
remember that evaluation will assist your professional growth and development.
◦ Experienced teachers say that periodic feedback is very beneficial.
◦ Evaluation results in:
◦ Improved teacher reflection ◦ Improved attitudes
◦ Higher order thought ◦ Improved teaching behavior
◦ More collegiality ◦ Better student achievement
◦ Openness ◦ Great student attitude
◦ Communication
◦ Greater teacher retention
◦ Less anxiety and burnout
◦ Greater teacher autonomy and efficacy