K-12 Teacher

USDOL Reach University

National (OA)

Documents

Individual state requirements may vary. Please contact your local apprenticeship office to ensure this version is suitable to your state’s requirements.

Work Process Schedule

Work Process Content

On the Job Training

Anonymous

Skills

Professionalism

Within the first week of school, request a meeting with your building level supervisor and mentor teacher to introduce yourself and review school expectations.
Follow the schedule provided for daily routines, including assigned duties and meetings.
Utilize school system email to respond to all communication from colleagues (principal, MCL, other teachers, college professors, and CMCSS staff) within 24-48 hours.
Review the Professional Growth and Learning indicator of the TEAM Professionalism rubric and work with MCL to set two goals related to this indicator. Share goals with building level administrator.
Utilize FERPA guidelines to ensure the separation of personal and professional relationships.
Follow the policies and procedures as outlined in the CMCSS, school level handbook, and Agency Code of Ethics.
Follow expectations for the daily use of time-keeping software.
Follow expectations for the use of the substitute request system as needed.
Actively participate in bi-monthly redelivery of faculty professional learning and complete reflections of MCL use of strategies.
Observe three parent-teacher conferences/meetings; reflect with MCL following the meeting.
Review the Use of Data indicator on the TEAM Professionalism rubric and work with mentor teacher to set two goals related to this indicator. Share goals with building level administrator.
Actively participate in bi-monthly redelivery of faculty professional learning, plan and implement use of one strategy per nine weeks and receive feedback from MCL.
Pre-plan and role play the content of three parent-teacher conferences with MCL and actively participate in the scheduled conference; reflect with MCL following the meeting.

Environment

Support teacher in reinforcing the rules and procedures for student learning and behavior in the classroom.
Follow teacher guidance to identify instructional roles throughout lessons and activities.
Communicate with students using positive, professional, and compassionate language and tone.
Review an individualized behavior intervention plan (formal or informal), assist teacher in collecting student data, and reflect with MCL on next steps.
Collaborate weekly with MCL to determine instructional roles; reflect on implementation of role before setting roles for the next week.
Review the expectations indicator in the Environment domain of the TEAM General Educator Rubric and work with MCL to set two goals related to this indicator. Share goals with building level administrator.
In conjunction with MCL, identify a student in need of an individualized behavior intervention plan, collaborate to establish and communicate expectations of the plan, collect student data, and reflect with MCL on next steps.
Review the Managing Student Behavior indicator in the Environment domain of the TEAM General Educator Rubric and work with MCL to set two goals related to this indicator. Share goals with building level administrator.

Planning

Review and make notes on curriculum documents prior to collaboration (i.e. unit starters, standards, lesson plans, etc.).
Attend and bring required materials to grade level collaboration and staff development.
Document conversations with MCL (outside of grade level collaborative planning) describing weekly responsibilities for roles within the classroom.
Meet with SPED staff to review an IEP for at least one student in your class/grade level prior to attending an IEP meeting each nine weeks.
Observe each of the following SpEd offerings within your school one time during the school year: skills-based intervention, speech and language, and extended resource.
Prepare lesson materials (i.e. make copies, gather materials, set up learning stations, etc.)
Utilize backwards design: Review and make notes on district and school assessments prior to common planning for a unit.
Review the IEP of each student in your class/grade level within the first nine weeks of school; discuss the use of the at-a-glance reports with the MCL.
Observe an eligibility meeting and the follow-up IEP meeting for that same student.
Create one school-level assessment per semester and collaborate with the MCL to ensure standard alignment before sharing with the grade level team during common planning.
Work with MCL to collect data related to the goals of the IEP of at least one student and determine the effectiveness of the intervention.
Follow a child who has been identified through multi-tiered systems of support (MTSS) through the process: consent to test through eligibility and possible IEP.

Instruction

Post daily clear target.
Introduce and deconstruct the clear target to the class.
Effectively distribute materials to and collect materials from students.
Replicate established transition routines when changing activities during the day.
Observe two lessons per nine weeks, utilizing the Explicit Direct Instruction (EDI) Observation Tool to take notes about the parts of the lesson observed.
Reflect on EDI Observations with MCL.
Collaborate with MCL to write one clear target per week.
When co-teaching, refer back to the clear target at appropriate times during instruction.
Within district resources, choose the most effective materials to support the lesson objective, engage students, and provide opportunities for student to student interaction.
Observe two lessons per nine weeks to track MCL and determine the time involved in transitions, distributing materials, and the structure between beginning, middle, and end of the lesson.
Using the EDI framework, plan and co-teach a unit of study each nine weeks.
Reflect on the unit of study instruction with MCL.
Create all of the clear targets for one unit of instruction.
Effectively refer back to clear target throughout the entire lesson.
In addition to year two, choose the most effective materials that are challenging, elicit a variety of thinking, and incorporate opportunities for blended learning.
At a minimum of two times per nine weeks, the TR/apprentice will facilitate instruction and receive feedback from MCL on time involved in transitions, distributing materials, and the structure between beginning, middle, and end of the lesson.
Using the EDI framework, independently plan and teach a unit of study each nine weeks.
The TR/apprentice will receive feedback from MCL throughout the unit of study and make instructional adjustments based on feedback.

Graduate Workspace

Develop teaching goals using the CSTPs
Further develop an equitable teaching practice and begin to take an active role in promoting equity in education by engaging in experiential learning cycles towards those ends.
Describe their vision for their classroom and determine the values that drive this vision.
Design and engage in a cycle of inquiry and thus develop their teaching practice
Self-assess their teaching practice through the lens of culturally responsive teaching.
Work in partnership to provide cohesive service delivery and bridge transitions.
Apply strategies for building and sustaining effective collaborative school and community-based partnerships.
Develop an awareness of teacher practice by reflecting on how their actions, reactions, and interactions in the classroom are influenced by who they are and what they have experienced.
Address a significant challenge in their developing teaching practice by engaging in a cycle of inquiry
Create & Maintain Effective Environments for Student Learning
Describe their vision for their classroom and determine the values that drive this vision.
Establish a strong classroom community by designing and implementing a classroom culture plan with effective routines, procedures, behavior expectations, and consequences.
Maintain a strong classroom community by utilizing best practices for giving clear directions, communicating expectations, positive behavior supports, and consequences.
5 hours weekly support and supervision hours with onsite mentor. Hours focused on English Language Learner hours should be logged under “ELL Support and Supervision”
Begin to identify their implicit biases and if/how they manifest in their classrooms.
Gather student data to inform instruction
Create opportunities to learn about students’ interests and funds of knowledge.
Design a unit of study ‘with the end in mind’.
Plan for effective instruction by designing a lesson with clear and appropriate objectives, and aligned assessments and learning activities.
Effectively backwards plan a unit utilizing the principles of backwards design
Extract the implied skills and knowledge of a standard to write an aligned, student- friendly learning goal.
Plan learning activities that support students’ progress towards mastery of the learning goals by taking into account each element of WHERETO.
Create opportunities and identify sources of data to learn about students’ content and literacy readiness.
Plan a lesson with content differentiated by student interest and funds of knowledge.
Plan differentiated instruction based on students’ content and literacy readiness.
Develop a more culturally responsive practice by implementing CRT strategies.
Analyze student work to determine student mastery of learning objectives and to reflect on teaching practice.
Analyze student work to determine class mastery of learning objectives and to reflect on teaching practice
Understand & Organize Subject Matter for Student Learning
Design a performance task which allows students to show their progress towards mastery of the learning goals.
Organize the levels of mastery towards learning goals in an assessment rubric.
Plan for authentic assessment of student learning by designing a performance assessment that addresses a unit’s learning outcomes and requires students to apply and transfer their learning.
Engage in 12 general or English Learner observation cycles with Coach/Field Supervisor
Check for student understanding during instruction by using effective questioning strategies, distributing participation, and dignifying student errors.
Facilitate student self-assessment and reflection such that students are able to revise their work and make progress toward mastery of the learning goals.
Use formative assessment as a regular part of their practice
Create a rubric that effectively assesses student knowledge and skills
Facilitate student self-assessment
Provide students with effective feedback
Employ the CRT framework to practice more culturally responsive teaching strategies in their classrooms
Implement differentiated instruction based on students’ content and literacy readiness.
Implement a lesson with content differentiated by student interest and funds of knowledge.

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