LAM Student Teacher Info

WelcomeWelcome to LA Matheson Secondary! I’m excited to work and learn with you. We have some wonderful and diverse groups of learners to work with over the next few months, and the thinking that we do will have a profound impact on their skills.

The first few days of a practicum can be overwhelming (actually, the whole thing can be), so I’ve organized this booklet so you have the background information you need to be successful. I’ve included a list of people to know, teacher expectations, procedures, important dates, a partial list of Surrey Schools jargon, and some professional organizations.

My role is to support you as you grow into your own teaching role. Like any teacher, I plan to follow a model of gradual release: I’ll model my teaching practice while you settle in, then we’ll collaborate to build ideas together, then I’ll release you into teaching independently, providing feedback as you go. If there’s something that you need, please ask for it: we are in this together. I always say that we both learn a lot more by collaborating than we do working separately!

The most direct way to reach me is to talk to me in person at school. If necessary, you can also reach me by phone (text or voice) between 3pm and 9pm weekdays and after 9am on weekends. You can also email mckillop_k@surreyschools.ca but since it’s not linked to my phone it may take me a little time to reply. If it’s a straightforward question, I’ll generally respond immediately upon noticing the email; a more complex response may take more time.

As I said above, I’m really looking forward to working with you. It’s going to be a lot of fun and we’re both going to learn a ton. See you soon!

Sincerely,

Kyle.

People to KnowThe list pinned to the wall by the classroom phone will give you local phone numbers for all of these people as well. If you need help, dial “0” and someone in the office will pick up. If you want an outside line, dial “9” first, then enter the phone number.

AdministratorsRole Name Email AlphabetPrincipalVice-principals

Counsellors (office across from the library)Name Email Alphabet

Office StaffName Email Role

Support TeachersRole Name Email What they doLST DHELL DHBASES DHAboriginal Teacher Advocate

Other Supports

YES Program – Run by xxx out of the YES portable at the back of the school. Helps student find success at school. xxx is a great resource if you think a student isn’t fitting in socially at school or is need of some connections to community programs. The YES portable also provides meals to students in need.

Youth Worker – xxx is the youth worker assigned to the school. Another great resource to connect to if you feel a student needs extra support outside of academics. She runs a hot breakfast program out of the career center and is always there to listen to students.

Safe School Liason (SSL) – xxx’s job is to help keep students safe. If you hear rumors of a fight, need a student escorted to the office or see someone on school property who shouldn’t be there, the SSL may be sent to deal with the issue.

Aboriginal Support Worker – xxx is a youth worker working with our Indigenous students and families. If you have concerns about an Indigenous student, she is a great first contact. As well, a hot lunch program is run out of her office.

Peer Mediators – A group of trained senior students who can be called upon to help younger students deal with a variety of issues, including conflicts. Get in touch with xxx from counseling.

Other People to Know:

xxx – the school librarian. Contact xxx if you want to use the library during class time. xxx is a great resource who will help you plan lessons and projects for your students. In addition, she will help teach your students about any technology they are using in the library. Email

xxx – our technology facilitator/yearbook teacher. Her room is B111.

Chef xxx – LA Matheson is lucky enough to have a chef-training program, which xxx runs.

xxx – The Career Center’s coordinator.

Custodians: xxx – daytime custodian. xxx – custodian for our classroom xxx – occasional day custodian

English Department xxx (department head) xxx xxx xxx xxx

xxx xxx xxx xxx

ExpectationsIt’s always best to make expectations clear, whether you’re working with students or with colleagues. I’m including a few expectations here that you should know about as you come into my classroom. I would love to talk about any of these if you have questions.

1. Arrival/Departure Our contract says that Surrey teachers must arrive at least 15 minutes before

class starts (8:15am) and leave no sooner than 15 minutes after class ends (3:10pm). That expectation extends to student teachers.

As a student teacher, you will likely be here longer than that each day; you may even have been told that this is essential. I do not expect you to stay at school for appearance’s sake. If your daybook is ready and your materials are prepared for the next day, go be a human being!

You cannot leave the school during the day; we are all expected to be here for the full day unless working part-time. Prep blocks are the same: they should be spent on-site. The only exceptions are for school-related business, in which case you must sign out in the office (see the clerks for more info). This expectation extends to the lunch hour because the office wants to be prepared in case of emergency.

2. Planning For your long practicum, you need a daybook (a binder of plans) that stays in

the classroom (I have extra binders if you need one!). It must include:o Current unit plans with a lesson sequenceo The next day’s lesson plans (these need not be the very formal

lesson plans often required for a student teacher, but they need to be clear enough that I could understand them if for some reason you were away)

o Daily attendance for all classes you are teaching, in hard copy I plan my lessons using the SmartLearning format (Connect, Process,

Transform, Reflect), which I find really useful. I’d like you to try using this format (or a similar one that you may have been introduced to) because it gives our students consistency and gives you and me direction in our planning.

o Connect: activate background knowledgeo Process: teach skillso Transform: practice the skillo Reflect: think about progress and goals

3. Technology In the classroom, the best teachers are focused on supporting their students.

There may be moments when you take time to multitask by checking email or updating attendance online, but don’t lose sight of why you’re there: to guide student progress.

Unfortunately, many of us (myself included) have a phone fixation. To combat mine, I leave my phone in my desk or cupboard and only pull it out

when I want to model researching. I’ll let you figure out a system that works for you. We must always model what we expect of our students—if we’re on our phones during class, our students will be too. On the other hand, if we use the phone for research, to look up a word or resolve a question or fill in a gap in background knowledge, our students will follow that lead too.

4. Meetings I expect we’ll check in multiple times each day. This is meant to be collegial,

not surveillance. Communication is vital to teamwork and collaboration. During your long practicum, I would like to meet formally once a week,

Thursdays during our prep block or at lunch, to go over your lessons for the next week.

5. Materials Lesson materials for the next day should be prepared before you leave.

6. Classroom Chairs should be stacked at the back of the class during the last block of the

day.

7. Students Students should follow the same code of conduct, whether it’s me teaching

them or you. Next semester, we’ll create the code of conduct as a group, in class, during the first week. For this semester, the students and I have created this agreement:

Classroom Behaviour Agreement: Seating plans: pinned to the wall by the door. Students can sit

anywhere at their pod Bathroom: students do not need to ask. They sign out on the board,

max 2 at a time; they don’t leave in the first or last 10 minutes of class.

Latecomers enter quietly through unlocked door, sit down, ask their pod for direction

Hats can be worn in the room Music can be used when working alone; headphones are otherwise

not in ears If I see phones in use, other than for research, I confiscate them and

lock them in the cupboard. No guilt or judgement; I just thank the kid and ask them to refocus

Food eaten as needed; beverages beveraged as needed If students finish their work, they are expected to get a book. No

exceptions. Past handouts are in folders in the back corner by the fridge

8. MyEdBC

Attendance must be entered into the MyEdBC website each day before 3:20pm, when the school’s phone system begins automatic call-outs to parents.

I will show you how to track attendance, find student contact information, and enter marks online

9. Absences You are expected to be at school if you’re in good health. If, for some reason, you cannot make it to school, please contact me by

phone (I’m up at 6am every weekday). Please also contact your Faculty Advisor, to keep them in the loop. If you cannot reach me, please call the school at (604) 588-3418 and tell the clerks; they will pass the message on to me.

10. Assessment I expect you to follow my assessment practices; it is too difficult for students

to switch systems partway through the semester. That means you need to follow the tenets of formative assessment, especially in providing criteria-based feedback (most often with rubrics) and having students track their progress in portfolios.

11. Observations These differ, depending on your program. My basic hope is that we will:

o Set a plan for observations a week beforehando Pre-conference (have a brief discussion of your intentions, plan, and

feelings)o Observe specific elements of your practiceo Post-conference (have a discussion after the observation, to debrief)o Reflect (both of us take some time to consider the implications of the

observation for our practice)

12. Student Information Student information is protected by the Freedom of Information and

Protection of Privacy Act (FOIPPA). It cannot be shared outside of the school without parental permission

Papers that list private information should be shredded to prevent that information from being shared. The office clerks will tell you how to get paper shredded

13. Passwords You will eventually receive passwords for the computer. In the meantime, I’ll

log you in.

ProceduresAttendance

If a student is struggling to attend:o Talk to the student first; look for solutionso Contact parents if change does not occuro Involve counsellors/admin if the problems continue

What constitutes a problem? o 2 days absent without contact from home (as noted in MyEdBC)o Patterns that you observeo Evidence that a student is skipping

Behaviour Kids are generally well-behaved, but they will present challenges. Remember

that no student has the right to negatively impact another child’s learning. As a professional, though, it’s your obligation to stay calm and employ all the tricks of your trade to manage students.

o The best proactive approach for behaviour problems is to create an interesting classroom centred around student interests and goals

o Humour is one of the most effective tools in any teacher’s practice, but it must be humour without cruelty

o Proactively design your classroom seating plan and lessons to minimize opportunities for negative behavior; move students around the classroom to help them focus and grow

o Be clear about your feelings and how the behaviour is impacting the classroom and student learning

o Only send a child out of the room if it’s absolutely necessary. Research suggests that removing students is counter-productive and may increase your problems by fostering a sense of alienation from you and the class

The general procedure is:o Try to manage the behaviour on your own firsto Involve parents next: call home and let them know what’s happeningo The office is a last resorto If the behaviour is extreme, you have these options:

Step outside with the student and unpack the behaviour until you see genuine understanding from the student

Send the student to the office. Call the office (dial 0) and let them know the student is coming and why they have been sent

Call the office and ask for someone to come fetch the student (this is an extreme measure used to ensure student or staff safety)

o If ever you feel that your safety is at risk, seek help. Do not take unnecessary risks with your well-being.

Important DatesStaff meetings: last Monday of each month, from 3pm until about 4:30.

2019 dates: we’ll check in about these when you return for your long practicum.

I am also involved in several district projects. There will likely be some days when I go to the District Education Centre to work on those projects. This means that I’ll be away and a TTOC will be here to support you.

GlossaryThe following is some of the jargon that the district uses. I’ll keep adding for future student teachers, so please let me know what other terms come up!

adapted—an adapted plan does not jeopardize the overall learning outcomes of a course; a mark is still attainable. This mark will go on the student's transcript. Adaptations are teaching and assessment strategies made to accommodate a student’s unique learning needs, including extra time, reduced length of assignments, use of calculator, etc.

assessment—providing feedback to a student about their skills progress

DEC (District Education Centre)—this building at 92nd and 140th is the administrative heart of the district.

ELL—English Language Learner

ESL—archaic. English as a Second Language. Now referred to as English Language Learner.

formative assessment—assessment that guides the learning, allowing students to make changes to their practice before a final evaluation

inquiry—a student-led exploration of an idea

modified—a modified plan radically changes a course in such a way that the prescribed learning outcomes will not be realized. A separate course code must be generated and the caseload manager and integrating teacher must develop goals for that student in that particular course. A modified math curriculum may include: using money, budgeting or basic operations of a calculator. Modified courses/programs are more commonplace in BASES/Life Skills programs. Students on a modified program will not graduate with a Standard Graduation Diploma; instead, they will receive a School Completion Certificate only. There must be significant and widespread deficits in cognitive abilities prior to modifying a student.

LSA—Local Specialist Association. A group of teachers specializing in a subject or topic and organized on a local level. E.g. Surrey English Teachers’ Association is the English Language Arts LSA.

PLC—see “Professional Learning Community”

Professional learning community—a group of teachers who meet outside of class time to collaborate and investigate elements of their teaching practice.

Provincial Specialist Association (PSA)—An organization for teachers specializing in a subject or topic; members come from across the province. E.g. BCTELA is the PSA for English Language Arts teachers.

PSA—see “Provincial Specialist Association”

REC (Resource & Education Centre)—this building, across the parking lot from DEC, is the site of occasional professional development events. It also houses the Lee School, an alternative school.

release day—see “release time”

release time—time provided by the district to further a teacher’s professional development. A TOC is provided so that the teacher can work outside of the classroom.

scaffold—to build skills up from the ground, putting all the elements together piece by piece

student—occasionally crazed human, of minor age, equipped with a heart of gold and a cell phone

summative assessment— a final assessment that establishes the progress a student has made

think-aloud—a teaching strategy in which the teacher externalizes their thought process; often used to demonstrate reading and processing strategies

Professional OrganizationsHow do BC teachers join together? Here are a few relevant groups that help us grow:

BCTF (BC Teachers’ Federation): the teacher’s union, active in professional development and social justice

BCTELA (BC Teachers of English Language Arts): A PSA that holds an annual conference with workshops. This is the main gathering place of the province’s English teachers.

Surrey English Teachers’ Association: An LSA that provides professional development opportunities for English teachers in the district. I’m currently the president.

When you’re certified as a teacher, you can get involved with any of these: professional development doesn’t have to just be going to workshops. You can volunteer, join a board, or propose to teach a workshop. Whatever you do, find ways to continue to grow!