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• W787355175 abstract "Rookie teacher Noel Borges is taking the reins of a middle school class for the first Like many an eager new teacher, he stands before his with equal parts purposefulness and trepidation. Yet this is no ordinary middle school class Borges is about to teach. For one thing, it's not September, mid-August. And for another, the students aren't middle school at all: They're the 10 other rookie teachers joining middle schools in his network this fall, led by principal Serena Savarirayan. Borges begins his first greeting to his students. right, I need everyone to look at me in 3, 2, 1 ... I need Marcellus' eyes ... 1, he tells them. Excellent. All right, good morning, class. I need all of you to immediately take your seats, quietly, and begin the morning activity, which is on your desks. You will have four minutes. Savarirayan asks him to pause. Try that same thing again, she says, but with fewer words. Just say, 'Eyes up here, morning activity's on your desk, let's go.' Fewer words, shorter amount of time. Borges nods and starts again. Eyes up here! he begins, much more confidently. Excellent. I need everyone to sit down and start your activity. You have four minutes. Borges' file in and begin their activity. The summer professional development (PD) session that we just witnessed was the dress rehearsal for Borges' real first day of teaching. In many other industries, such a rehearsal would be considered natural. Actors would never perform a play without running it successfully many times before opening night. Surgical residents would not perform surgeries until they practiced and mastered each detail of preparation, such as how to remain sterile while getting dressed for the operating room. Teachers need the same thing--especially rookies. Getting them to practice teaching in advance makes the difference between accepting them as they come to us or making them better. The first choice, to be sure, is more common. Deborah Ball and Francesca Forzani underscore in an American Educator (2011) article that it's common practice in the United States to focus more on hiring better teachers up front than on guiding teachers as they dive into their work. But that choice, Ball and Forzani say, is a gamble: It bets each teacher's actual success in the classroom on qualifications that don't necessarily mean he or she is a better teacher. Savarirayan is not a gambler. Her rookies are all intelligent, capable, and qualified. And she knows that if she doesn't show them what to do when the curtain goes up, at least one of them will fail. And for her students, that's one too many. Let's get behind the scenes of Savarirayan's summer PD. First, we'll see which skills are the most powerful for new teachers to build before they meet students. Then, we'll examine Savarirayan's process for making sure every rookie learns them. Setting the stage for success The New Teacher Project (2013) recommends focusing new teachers' growth on the basics by narrowing the focus to no more than 10 essential competencies that first-year teachers can practice and improve quickly. The intent is to avoid the trap of overwhelming rookie teachers with everything they need to know and to be able to do to be a master teacher, with the result often being that they don't know where to begin. This is especially true when it comes to summer PD--except that since the PD takes place over such a short period of time that you need to keep your list of essential competencies even shorter. Here are three skill areas that Savarirayan has found most fruitful to cover during her summer. (See chart above.) Savarirayan's list of skills to teach during summer PD is brief and focused, it's still ambitious. How can you and your rookie teachers cover that much ground in the time you have for summer PD? The answer: many opportunities to practice. …" @default.
• W787355175 created "2016-06-24" @default.
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• W787355175 date "2013-10-01" @default.
• W787355175 modified "2023-09-23" @default.
• W787355175 title "Rookie Teachers Need Dress Rehearsals Too: Before the Curtain Rises on the School Year, the Newest Teachers Should Have Practiced Time and Again What They Will Encounter Their First Days of School" @default.
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