Advisory Council Consortium Contacts CTC Accreditation East Bay Induction Consortium September Board Update What is Induction?
Charter/Private Induction Newark Induction ECO Induction Seminars Program Requirements Professional Development CC Resources Units Letter for Credential Candidate E-Portfolio Early Completion Option (ECO) Credential Candidate MOU Credential Information Form Ed Specialist Inspiration Welcome Credential Candidates! Year Two Credential Candidates
Mentoring Calendar Mentor Activity Logs Support Provider Units SP Resources Support Provider Page Support Providers Support Provider Application SP Calendar 2017- 2018
We Are All On The Same Team!
Blue Resource Guide Book Additional Renewal Requirements APPEALS (GRIEVANCE) POLICY Building Relationships in Induction Checking my Systems for Bias Class Profile: Knowing My Students Communication Log for Students, Parents, and Families CSTPs Early Completion Option EBIC Appeals Fall Observation Record Individualized Learning Plan (ILP) Induction Program Requirements Induction Program Standards Initial Observation Instructional Environment Investigation of Professional Practice Learning Focused Conversation MAL-Completed Mentor Activity Log 1 Blank Mentor Activity Log 2 Mentor Activity Log 2 Sample Mentor Activity Log 3 Mentor Activity Log 3 Sample Mission Statement Options to Clear * What is CTIP? Post-Observation Conversation Roles & Responsibilities of SPs Site and District Resources SP DOP Step 1 - 4: Individual Induction Plan Step Five: Plan for Lesson Series Step Six: Collecting Evidence Summative Assessment T3 - INV 1: Individual Induction Plan for Investigation of Professional Practice Teacher Induction Program Goals Triad Support Meeting Trimester 1 Activities - Submission Checklist Trimester 2 Activities - Submission Checklist Trimester 3 Activities - Submission Checklist Year At A Glance

"Laughter is an instant vacation."

-Milton Berle

"Gratitude unlocks the fullness of life.

It turns what we have into enough, and more. 

It turns denial into acceptance,

Chaos to order, confusion to clarity.

It can turn a meal into a feast, a house into a home,

a stranger into a friend.

Gratitude makes sense of our past,

brings peace for today, and creates a vision for tomorrow."

                          -Melody Beattie

I Teach

I light a spark in a darkened soul

I warm the heart of one grown cold

I look beyond and see within

behind the face, beneath the skin

I quench a thirst, I soothe a pain

I provide the food that will sustain

I touch, I love, I laugh, I cry

Whatever is needed, I supply

Yet more than I give, I gain from each

I am most richly blessed - I teach!

Annette L. Breaux

Inspiration

"You get the best efforts from others not by LIGHTING a fire beneath them, but by BUILDING a fire within."

            - Bob Nelson

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 I hear and I forget.

I see and I remember.

I do and I understand.

-Chinese Proverb

"There is something that is much more scarce, something finer far, something rarer than ability.  It is the ability to recognize ability."

                                                                                   -Elbert Hubbard

Every single student possesses lots of strengths.  Sometimes we have to search a little harder and dig a little deeper to find strengths in some, but the strengths are there.  Life truly is what we focus on, if you want students to succeed, then focus on their strengths.  it's really that simple!

What does Cooperative Group Activities Look Like?

Remember that before implementing any type of cooperative group activities, classroom management must be in place.  It is often stated that any teacher who argues against encouraging students to work cooperatively has never encouraged students to work cooperatively.  Life is about cooperation.  We cannot expect students to come to us possessing all of the skills they need in order to work cooperatively with others.  That is why they need us!  We are here to teach them!

What does cooperative learning look like:

  • Students of all ability levels are challenged to think critically and to solve problems cooperatively, just like in the "real" world.
  • "Noise" levels are under control, and all "noise" is structured "noise."
  • Students are assigned to groups consisting of various personality types and ability levels.
  • Each student in the group has a specific job in carrying out the overall charge of the group.
  • Approprate behaviors in the group are taught, modeled, and practiced.
  • Procedures for each aspect of group interaction are clearly established, from day one.
  • Students are involved in the group's mission, and they experience high levels of success.

Taken from 101 "Answers" for New Teachers & Their Menotrs

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OFF TO A POSITIVE START

"You never get a second chance to make a first impression."

 - Source Unknown

Taken from 101 "Answers" for New Teachers & Their Mentors

We all klnow how important "first impressions" are.  The tone you set the very first day of school will help set the stage for the rest of the school year.  Starting off on a positive note:

  • Greet your students at the door & welcome them.
  • Be organized & well prepared.  Plan every minute of your first day beforehand.
  • Prepare some type of interesting assignment or have one waiting for them so they can get busy immediately upon entering the classroom.
  • Prepare some type of clearly marked seating chart to avoid confusion as to where students should sit.
  • Remember to stay calm, pleasant, and positive.
  • Tell the students what your expectations of them are and what they can expect from you and your class.
  • Share with your students your excitement about having each of them in your class.
  • Express your belief that each student will be successful in your classroom.

"The number one problem in the classroom is not discipline.  It is the lack of procedures and routines."

    - Harry and Rosemary Wong

If you were to ask your students who ride to school on a bus, "How many of you noticed the tires on the bus this morning?" most, if not all, would say that they paid no attention to the tires.  If you were to then ask "How many of you think you might have noticed, when you got onto the but this morning, if the tires had been missing?" most, if not all, would say that they would have taken definite notice because the bus would not have been able to transport them without its tires.  Relate the bus to the classroom, a classroom with good Classroom Management in place will run smoothly and no one will notice much. However, if classroom management is missing, it is the same as no tires on the bus, you notice immediatly.  Just like the bus, it cannot run without tires, the classroom cannot run without management.  Untill classroom management is estalished, no learning can take place.

As the person in charge of managing a group of students, it is your responsibility to establish procedures in order to ensure the smooth operation of your classroom environment.  Tell your students what you expect, show them how you expect things to be done, practice the procedures with them,  and reinforce as necessary.  Regarding learning and creating, set them free.  Regarding behavior, show them the way.

"Manage stress before

it manages you."

-M. Anderson