Smooth Transition: From Student to Teacher

1. Student  Teacher Transition

2. Student  Teacher Transition • Session Outline: • Student teaching from a teacher’s perspective • What to expect when entering the “real” world • Tips for being the best candidate for the job • Teacher/Principal Evaluation Project (TPEP) • Teaching tips you won’t learn from your professor • Question and Answer

3. Student  Teacher Transition Student teaching from a teacher’s perspective Take the picture of your own perfect PE program and expect that your student teaching experience will look much different. It is difficult to implement ALL of your fresh ideas into an established classroom with a teacher who is not current on the latest practices. HOWEVER You have an opportunity to help improve a program for the better!

4. Student  Teacher Transition What to expect when entering the “real” world You will be working with other teachers on a daily basis. Set routines will exist, and breaking them is not an overnight process You do not know it all. Don’t act like it and seeking help/asking questions is highly advised. Changing a department with poor teaching practices is a process that requires baby steps. Baby steps = progress. You will depend on your college training/experience to be a successful teacher.

5. Student  Teacher Transition Tips for being the best candidate for the job Give a follow-up call about one day after your application deadline. Send a cover letter/resume directly to the principal/admin of the school since your application generally goes to HR first. Create a Professional Portfolio that you can reference during your interview. Research where the district stands regarding Standard-Based Grading and Frameworks for observation. Be prepared to fight on the front lines for the direction your district is headed regarding these topics. Be yourself in the interview. Don’t hide your personality.

6. Student  Teacher Transition • Teacher/Principal Evaluation Project (TPEP) • 3 Different Models under 1System: • Danielson • CEL’s 5D+ • Marzano • What does this mean? • Teachers are responsible for keeping track of data (artifacts) to fulfill each framework (standard) • Still an administrative observation (usually one 30 minute observation per semester) • Each component within the frameworks will be graded using the following 4-tiered system: • 1= Unsatisfactory • 2= Basic • 3= Proficient • 4= Distinguished • *Teachers with an unsatisfactory rating must be placed on probation.

7. Student  Teacher Transition Teaching tips you won’t learn from your professor Have a plan in place for lazy (I don’t care) students. Especially older students. Know your school’s policy on appropriate/required PE attire. Have a plan for reassessment opportunities as there will likely be a reassessment requirement for every graded scenario. Think about how to grade students on a daily basis. This needs to be objective, not subjective. Prepare for space constraints. How will you create teams and keep a large class active within a small space. Create daily routines that reduce management time!

8. Student  Teacher Transition Be Prepared to answer the following questions: 1. What do you believe are the characteristics of an effective physical education teacher? 2. What are the appropriate practices or best practices in physical education? 3. How do you assess students in physical education? 4. How would you accommodate students with a variety of special needs? 5. What are your plans for professional involvement and self-improvement? 6. Give an example of how you have been cooperative and flexible in a professional work environment. 7. How do you think physical education contributes to the total curriculum? 8. Use educational “buzz” words: Standards-Based Grading, Instructional frameworks, cognitive and psychomotor assessment, formative and summative assessment, curriculum, etc.

9. Student  Teacher Transition Question and Answer