Professional Expectations of Endeavor Teachers…
· focus on the question: “What do I want the students to learn?”
· provide some type of morning work every day .
· plan for differentiation of instruction for students requiring remediation or enrichment.
· plan with grade level colleagues for purposes including:
o to establish consist policies and procedures with your grade level cluster
o to collaborate on the planning and preparation for field trips and special events
o to ensure test dates and project due dates do not overlap
· plan with subject area colleagues for purposes including:
o to hold students accountable for content previously mastered
o to ensure new, deeper content is presented in your course
o to avoid repetition of literature, activity, or exact content
o to create a clear continuum of growth
· plan with the exceptional children’s teachers for purposes including:
o to ensure the consistent implementation of all IEP requirements
o to seek ways to differentiate and remediate
o to seek support for students needing to begin the process for EC placement
· always seek ways to “raise the bar.”
When instructing students:
· use “hands-on, experiential learning” .
· provide opportunities for public speaking.
· participate in a planned daily morning meeting for the following purposes:
o To create class unity and community
o To encourage acceptance of others
o To promote the building of positive character traits
o To focus on long-term planning and upcoming events
· lead your class through at least one poem and one additional formal writing assignment for each subject area each quarter. For grades K-2, this requirement is for each semester.
· guide your students through two service learning experiences – one focused on serving our school community and one focused on serving our larger community. Wherever possible, these service events will be incorporated into other academic activities (ie. graphing the food donations once sorted into food groups).
· plan all instruction with the end goal in mind. “What do I want them to learn about this topic? How do we get there from here? How will I know if they’ve learned it?”
· provide one memorization task each quarter for your students.
· provide one extension project each quarter that is optional for your students.
· assess student learning in a variety of formative ways to guide your future instruction.
· assess student learning in summative ways at the culmination of a unit of study.
· assess student reading growth using the SRI system each quarter (reading teachers).
· assess student growth using the Study Island benchmarking tool each quarter (reading and math teachers).
· use assessment data to guide your planning.
· use assessment data to determine when differentiation is needed.
When outside of class:
· alternate the morning supervision of our hallways/walkways with your grade level colleagues.
· maintain a silent carpool room during afternoon carpool.
· provide a clear plan for parent conferences consistent with your grade level cluster.
· enforce student dress code expectations. Male teachers should inform a female colleague when they feel a female dress code violation has occurred.
· take pride in our building and its maintenance and encourage your students to do the same.
· arrive no later than 8:15 and leave no earlier than the end of carpool.
· support the staff and board of directors.· model professional behavior in all areas including: attire, gossip, hall noise, conversations with parents and colleagues, social media usage