K-12 Teacher (Elite School Management)
Competency-based
ONET: 25-3099.00
3
Years
46
Skills
638h
Related instructions
Classroom instruction topics
- Planning the Environment
- Essentials of Brain-based Learning
- Middle Childhood Development
- Principles of Diversity
- Community Partnerships in the School
- Reinforcing Effort and Providing Recognition
- Using Student Data
- Planning Essentials
- Ethics and Professional Behavior
- Results-Focused Lesson Study
- Homework and Practice
- Background and Connections
- #TEACH Orientation
- Michigan Standards
- Effective Parent Relationships
- Effective Questioning Strategies
- Implementing Differential Instruction
- Planning Effective Lessons
- Developing a Classroom Climate
- Disaggregating, Organizing and Reporting Data
- Principles of Fair Student Assessments
- Evaluation
- Building Community
- Cooperative Learning
- Principles of Restorative Practice
- Educational Inclusion
- Teaching Exceptional Students
- Language Acquisition Research
- Sheltered Instruction
- Teaching Literacy Skills to ELL
- Formative and Summative Assessments
- Early Childhood Development
- The Adolescent Learner
- Best Teaching Practices K-6
- Best Teaching Practices 7-12
- Restorative Practices in the Classroom
- Restorative Practice Activities in the Classroom
- Methods of Teaching Content in Grades K-5
- Methods of Teaching Content in Grades 6-12
- K-6 Strategies I
- K-6 Strategies II
- 7-12 Strategies I
- 7-12 Strategies II
- Safe School Training
- Curriculum, Instruction, and Data PD
- Curriculum Training Based on School-Wide Goals
- PLC Professional Learning Community Meetings
- Direct Guidance with Curriculum Leaders (Pedagogy)
- Classroom Management
- SPED, Food Service, Pupil Accounting, School Improvements
On-the-job training
- 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, Superintendent, RTI Instructors, and Michigan Dept. of Education (MDE) staff) within 24-48 hours.
- Utilize FERPA guidelines to ensure the separation of personal and professional relationships.
- Follow the policies and procedures as outlined in the respective district’s school-level handbook, and their 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 all scheduled Professional Development training.
- Observe three parent-teacher conferences/meetings; review and discuss takeaways with Mentor, Asst. Principal/Principal following the meeting.
- Pre-plan and role-play the content of three parent-teacher conferences with Mentor, and actively participate in the scheduled conference; review and discuss takeaways with Mentor, Asst. Principal/Principal following the meeting.
- Review the Use of Data on the State Testing Data reports (M-STEP, MI-ACCESS, SAT, AND PSAT) and work with a mentor teacher to set two goals related to this indicator. Share goals with the building-level administrator.
- Actively participate in all scheduled Professional Development training and implement the use of PD learnings immediately and ongoing in the following weeks and receive feedback from Mentor, Asst. Principal/Principal.
- Environment
- Reinforce the rules and procedures for student learning and behavior in the classroom.
- Communicate with students using positive, professional, and compassionate language and tone.
- Review an individualized behavior intervention plan (formal or informal), collect or assist mentor teacher in collecting student data, and reflect with Mentor, Asst. Principal/Principal on next steps.
- Collaborate weekly with Mentor, Asst. Principal/Principal to determine instructional roles; reflect on the implementation of roles before setting roles for the next week.
- Review the Use of Data on the State Testing Data reports (M-STEP, MI-ACCESS, SAT, AND PSAT) and work with a mentor teacher to set two goals related to this indicator. Share goals with the building-level administrator.
- In conjunction with Mentor, Asst. Principal/Principal, 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 Mentor, Asst. Principal/Principal on next steps.
- 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 Mentor, Asst. Principal/Principal (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 every two months.
- Observe each of the following SPED offerings within your school one time during the school year: skills-based intervention, speech and language, and extended resources.
- Prepare lesson materials (i.e. make copies, gather materials, set up learning stations, etc.)
- Utilize backward design: Review and make notes on district and school assessments prior to common planning for a unit. Demonstrate ability to set goals before choosing instructional methods.
- Review the IEP of each student in your class/grade level within the first 4 weeks of school; discuss the use of the at-a-glance reports with the Mentor, Asst. Principal/Principal.
- 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 Mentor, Asst. Principal/Principal to ensure standard alignment before sharing with the grade level team during common planning.
- Work with Mentor, Asst. Principal/Principal 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 every month, utilizing the Explicit Direct Instruction (EDI) Observation Tool to take notes about the parts of the lesson observed.
- Reflect on EDI Observations with Mentor, Asst. Principal/Principal.
- Collaborate with Mentor, Asst. Principal/Principal 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.
- Using the EDI framework, plan and co-teach a unit of study every week.
- Reflect on the unit of study instruction with Mentor, Asst. Principal/Principal.
- Create all of the clear targets for one unit of instruction.
- Effectively refer back to clear target throughout the entire lesson.
- The TR/apprentice will facilitate instruction and receive feedback from Mentor, Asst. Principal/Principal 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 every two weeks.
- The TR/apprentice will receive feedback from Mentor, Asst. Principal/Principal throughout the unit of study and make instructional adjustments based on feedback.
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