space.discussion.Reflection++on+Minutes

Please review the minutes that were sent to you via email and are also attached above.


 * Are there any corrections you wish to make? **


 * Questions to consider. Please respond to as many as you wish. **


 * With limited resources, it is beneficial to eliminate redundancies, how do you see us supporting new teachers during pre-services programs (i.e., resident teacher summer experiences, PDS interns during second semester student teaching?

As you work with new teachers and principals, what type of professional development are they expecting before they begin the school year? **
 * Teachers want to experience professional development opportunities that allow them to feel prepared to teach and manage their class on Day One. Novice teachers are most concerned about the currculum and what they are expected to teach. They want to be able to explore and examine the textbooks and other instructional materials that they will be using to plan and deliver instruction. Also of great concern to new teachers is managing and organizing their class? "How should my room be arranged?" "What rules and routines do I need to establish?" "How will I deal with disruptive behavior and/or acknowledge appropriate student actions?" "How do I differentiate to meet the needs of my students?" These are the types of questions that novice teachers tend to ask prior to their teaching assignment. These are the discussion in which they expect to engage prior to the start of the school year.

PEIP has 14 hours of dedicated PD for instruction ( curriculum, organization and management, lesson planning) what are the most essentail of these components that new teachers to PGCPS must experience?

As you work with new teachers and principals, what type of support(s) are they expecting as they begin the school year?

If we had the opportunity to offer a training program for school-based teacher leaders and administrators on supporting new teachers, what are your top three (3) topics?

How would you define school-based support?

How can a school-based professional learning community give support to its new teachers? What would it look and sound like?

How can we foster a sense of group responsibility for new teachers?

One of the roles of a school-based instructional coach is "mentoring of new teachers," how does this role get actualized in schools?