School Logo
or
Mascot
Your School Name
New Teacher Handbook
2014-15
SCHOOL FACTS
Colors:
Mascot:
Motto:
Name of Yearbook:
Name of Newsletter/paper:
ALMA MATER
(words of alma mater)
SCHOOL HISTORY
Year Opened
1st Principal
Famous Students
(Interesting story about the school and/or its history.)
CAMPUS MAP
PEOPLE TO KNOW
NAME
TITLE
Principal
Head Secretary
Assistant Principal
Counselor
Head Custodian
CIC
PHONE EXTENSION
NEW TEACHER SUPPORT
There is a story about a beautiful tree in an atrium of a New York City office
building. It is a favorite place to have lunch, to take a break, or to just walk past in an
otherwise sea of concrete. Many workers in the building want to help take care of the
tree, so they all water it and it drowns.
Sometimes a new teacher can feel “over-watered” as well. Well-intended
information coming from so many caring people can be overwhelming. Some of the
information may be conflicting, some may be irrelevant, some may be ill-timed, etc.
One responsibility of an assigned mentor is to prevent a new teacher from “drowning,”
The mentor will assess the needs of the new teacher, will advise on whether the
information that is being given is useful, relevant, and/or timely, will sort out
contradictions, and will advocate for effective support from all.
On the other hand, it is possible that no one in the office building does anything
to care for the tree, because everyone assumes someone else is taking care of it. The
neglect causes the tree to struggle to survive. Again, it is the responsibility of a mentor
to make sure that the new teacher gets appropriate support as needed. A new
teacher’s professional growth will accelerate with coordinated, collaborative, and
causal support that is guided by the mentor.
Below is a list of people who can be expected to provide new teacher support
and what their responsibility may include.
Campus Administrator – conducts walk throughs and observations to promote
compliance with Teacher Appraisal and Development Standards
Department Head – provides curriculum and classroom resources
Content/Grade-Level Team – collaboratively develops quality lesson plans
Content Specialist – recommends teaching strategies and provides lesson resources
Mentor (assigned to first-year teachers) – strategically gives logistical, emotional,
academic, and professional support throughout the year as needs are assessed
Buddy (assigned to teachers new to campus) – provides logistical information and
fundamental support
BELL SCHEDULES
LUNCH SCHEDULES
DISTRICT CALENDER
ACRONYMS TO KNOW
ARD
Admission, Review and Dismissal
AVID
Advancement Via Individual Determination
CIC
Campus Induction Coach
CIS
Communities in Schools
CLC
Collaborative Learning Community
ELA
English Language Arts
ELL
English Language Learner
EOC
End of Course Exam
ESL
English as a Second Language
IEP
Individualized Education Plan
IDEA
Individuals with Disabilities Education Act
IPDP
Individual Professional Development Plan (goals set by each teacher)
IPPD
Instructional Practice and Professional Development
IT
Instructional Technology
LEP
Limited English Proficient
PSD
Professional Support and Development
STAAR
State of Texas Assessments of Academic Readiness
STEP
Supporting Teachers toward Exemplary Practice
TAKS
Texas Assessment of Knowledge and Skills
TDS
Teacher Development Specialist
TEKS
Texas Essential Knowledge and Skills
TELPAS
Texas English Language Proficiency Assessment System
TOP
Texas Observation Protocol
UIL
University Interscholastic League
ADVICE ON COMMUNICATING WITH PARENTS
The teacher should always begin with a positive. For example, “Jamie is a very
polite young man. You have raised him to respect his elders.” After a short
discussion, the teacher explains the reason for the call or conference. “Jamie just
doesn’t seem to be working up to his potential and doesn’t seem to care much about
his grades. I’d like to talk about how we might work together to motivate him.”
Words cannot be taken back. If a parent takes a defensive stance, nothing is
likely to get accomplished. Teachers must take care to choose their words carefully
and state things in the most positive way possible.
Teachers, of course, should never use negative words or phrases like those
listed below but should be aware that sometimes a parent may use such words or
phrases because they are frustrated with their child. To keep the conference positive,
teachers can paraphrase what the parent might say. For example, a parent might say,
“Jennifer is lazy about everything she does.” The teacher might respond, “I do agree
that she is quite capable of doing more than she does.” Below are other suggested
paraphrases for each negative word or phrase.
NEGATIVE WORD/PHRASES
SUGGESTED PARAPRASES
Troublemaker
Has to be redirected sometimes
Uncooperative
Doesn’t always want to work with others
Stupid
Not always obvious just how smart he/she really is
Makes wrong choices
Can learn to make better choices
Disrespectful
Should be more courteous
Stubborn
Determined
Liar
Sometimes has difficultly being truthful
Failure
Hasn’t yet experienced success
Mean
Sometimes forgets to consider others’ feelings
Selfish
Reluctant to share with others at times
Rude
Sometimes forgets his/her manners
Shows-off
Likes attention
Will fail
Can pass
TIPS FROM VETERAN TEACHERS
1. Seat students in alphabetical order the first day of class. Cliques, friends, and
reluctant learners will try to sit together.
2. Spend the first 3 to 4 weeks of school developing relationships with students.
Incorporate relationship building exercises into your regular curriculum. Choose
assignments that allow for interaction between students and teacher—have a little fun.
The investment of time those first couple of weeks will pay off in the long run.
3. Keep students busy at all times—free time contributes to discipline problems.
4. If you feel the need to change a student’s seating assignment for any reason, do it
immediately or at the beginning of the next class. Don’t assume things might get
better—they usually do not.
5. Prepare 2 or 3 “throw down” lessons for unexpected absences. These should be
general academic lessons that are pre-copied, ready to go, and easy to find.
6. Practice confidentiality at all times. Monitor your speech, your desk, etc. in order to
respect student and teacher information. Students should not be allowed to grade
other students’ papers.
7. Be mindful of your personal property. Keep all personal values locked away in a
safe place.
8. Be the teacher; in demeanor, in appearance, and in interactions. You cannot be
one of the students. You are a representative of this school and of the teaching
profession.
9. Document, document, document, EVERYTHING, especially where Special
Education is concerned.
10. Know your material/subject area—even if you have to take the book home to
review upcoming lessons. Students will pick up on it if you do not have mastery of
knowledge and skills of your subject.
11. Give stickers, happy faces, cute stamps, etc. when grading papers. High school
students like these as much as elementary students.
12. Find someone you can go to when you are not certain about what to do in a
situation. There are so many unknowns during your first year on a campus. Don’t be
reluctant to ask for help.
13. Don’t assign students to groups until you have been trained in cooperative
learning. Without cooperative structures and strategies in place, grouping will
encourage off-task behavior.
14. Don’t try to grade every question or problem of every assignment you give. You
will get behind, and feedback is ineffective unless it is a quick turn-around. Also, there
are few things more stressful than stacks of ungraded papers sitting on your desk. Ask
your mentor or team mates about grading strategies.
OTHER HELPFUL RESOURCES
Use the Getting-Ready-for-School Checklist as a guide to help you think of things
that need to be done right away. It is included as the last 5 pages of this handbook.
Prepare a Substitute Teacher Folder that contains instructions for planned absences
as well as for unexpected absences.
Become familiar with the Emergency Response Flipchart and keep it an immediately
accessible location in your room.
GETTING-READY-FOR-SCHOOL CHECKLIST
GET TO KNOW YOUR SCHOOL
Your mentor/buddy will help you with the items on this list. If
you have not yet met your mentor/buddy, let your principal
know.




Tour your school.

Learn how to use GradeSpeed and Chancery. Complete
online tutorials. Log in and practice.

Learn about the EVAAS data system. Examine school
and department data.




Learn about and practice emergency procedures.
Keep your school map handy.
Create an engaging, inviting, developmentally appropriate
learning environment. Check with your mentor/buddy,
administrator, and grade-level colleagues for suggestions,
possible resources, and school policies.
Where to begin:


Bring cleaning supplies.

Check with your grade chair or an administrator before
discarding any instructional materials.

Let the custodial staff know if there is something that
needs attention.
Examine student achievement data for the campus.

Ask if you can get the Opening Day Procedures handout
in advance to help you prepare.
Check with the custodial staff before removing furniture
from your room.

Submit a service request form (usually available in the
main office) for repairs.

Check with the custodian or an administrator if you need
additional furniture.

Check with any co-teacher, aide, or floating teacher who
may share your room.

Floaters: Ask if a cart is available. Get to know the
teachers whose classrooms you will be sharing. Find out
what their technology set-up is.
Get your faculty handbook and student handbook.
Take a look at your school’s HISD School Profile and
website. (School Search box – www.houstonisd.org.)
Introduce yourself to:


















SET UP YOUR CLASSROOM
your assistant principal/s or dean/s
your Campus Induction Coach
your grade-level chair (ES, MS)
your department chair (MS, HS)
the co-teacher or aide (if assigned)
your counselor
your librarian
your grade-level and department colleagues
the custodial staff
the school secretary
the special education chair
the Intervention Assistance Team (IAT) chair
the ESL specialist
the technologist
the school nurse
the campus police officer/s
Meet with your teammates (grade, department, etc.).
Attend student welcome activities.
Ask about school policies regarding room set-up (including
fire codes).
Seating:


Plan your student seating arrangements carefully.


Consider taping numbers on desks, tables, or chairs.

Place your teacher desk away from traffic.
Arrange students’ tables or desks to maximize visibility
and flow of movement.
Test out every seat to make sure it is stable and has an
unobstructed view.
Other classroom areas:


Empty and clean cabinets and bookshelves.

Think through where you want to receive and return
assignments and set up that area.

Create an isolated cool-down corner in the case it is
needed.
Set up reading areas, centers, stations, or other areas
appropriate for your content/grade level. (Visit other
classrooms for ideas.)
SET UP YOUR CLASSROOM (cont.)
ORGANIZE MATERIALS
Walls:
Talk with grade-level colleagues and your mentor/buddy when
deciding which materials you will use and how you will
organize them. Students benefit from consistency across
classrooms.


Test writing on and cleaning your boards.


Find out what adhesives work and are permitted.

Set up a board to post your learning objectives (content
and ELPS), Do Now, daily agenda, and homework.
Supplies:


Decide what supplies you will ask students to bring.
Cover your bulletin boards with butcher paper (usually
available at the school) or fabric.


Use your walls to inspire and motivate your students in
age-appropriate ways.
Set up an easily accessible area with clearly labeled
storage bins for binders, notebooks, or folders.


Decide where you will display student work and prepare
that space.
Ask what the procedures are for collecting and distributing
supplies (ES).


Create a welcome sign to place outside your classroom
with your name and subject/grade.
Find out what teaching and office supplies are available
upon request.


Hang up a clock and a calendar, and post any required
information (such as fire evacuation routes).
Find out from your chairperson what content-specific
teaching materials are available.

Decide where you will store supplies and secure valuable
items.

Decide how you will distribute student supplies (such as
scissors, markers. etc,). Label containers and tape on
inventory sheets.
Ask if your school has a laminating machine – if so, ask
someone to show you how to use it properly.
Technology:


Test your computer equipment.
Report nonfunctioning equipment to the technologist.
NOTE: You can call the HISD Help Desk at (713) 8927378 during the hours of 7:00 AM – 5:00 PM (Monday –
Friday) for problems with passwords, computer repairs,
etc.

Inform colleagues and the Main Office of your current email address.


Find out what projectors are available for instruction.

Test out the projectors and practice using them. Check
the visibility of your projectors.

Make sure that the projector is on a stable surface and
that cords are out of the way or securely taped down. Do
not connect multiple surge protectors or extension cords
as this is a fire hazard.

Find out what the check-out procedure is for projectors.
Request a surge protector, extension cord, or cords you
may need.
Request any needed training for any equipment
(SmartBoards, Elmos, etc.).
Decide whether students will keep a notebook, binder, or
folder in class or bring them daily.
Books:


Ask how books are distributed to teachers.


Plan how you will distribute books.

Prepare a check-out system for textbooks and other
books. Ask your librarian for suggestions and find out the
procedures for students checking out books.

Stock a bookshelf with reference books and student
reading materials.
Ask what supplemental materials came with the textbook
adoption.
Keep a careful inventory of your books, especially
textbooks issued to you.
Other concerns:


Learn about your school’s copying procedures.

Plan how to maintain student records, such as Individual
Education Plans (IEPs), discipline and parent contact logs,
etc.

Get a timer or find an easily accessible timer on line.
Get a supply of standard permits and ask about the school
or team policies for their use.
CREATE YOUR CLASSROOM MANAGEMENT PLAN
THE DAY BEFORE
Talk with your mentor/buddy and other colleagues to ensure
that your expectations and procedures align with your campus
and grade-level policies.
At school:

Ask questions about anything that is unclear in the
Opening Day Procedures handout. Keep the handout on
a clipboard and check it throughout the day.


Become familiar with the HISD Code of Student Conduct.
Read your faculty and student handbook to become
familiar with the school’s expectations and policies.

Make sure you understand the purpose of each form and
when it is to be filled out.

Check with your mentor or grade chair about grade-level
or school-wide rules that should be posted.


Develop your expectations and procedures for transitions,
materials handling, etc. (Refer to Lemov’s Teach Like a
Champion or other resources.)
Decide how you will assign seating for the first few days.
Draw up a blank classroom diagram and make copies to
use as a temporary seating chart.

Make name tents or cards for students or plan for students
to make them the first day.
Post your classroom expectations prominently.

Post the steps of procedures you will be teaching first
(e.g., Entering the Room, Listening Behaviors).
Study your class rosters (you can print rosters from
Chancery or you may be given hard copies).

Ask about the procedures for the breakfast-in-theclassroom program (ES, MS)
Make sure there are enough seats for the projected
number of students (plus a few in secondary schools).

Finish preparing your simple, flexible lesson plan for the
first day. Plan extra getting-to-know-you activities.
Prepare activities for students who finish early.



Make more than enough copies of each handout.



Write the schedule on the board.





Decide on a procedure to bring students to attention.

Plan how you will teach your expectations and procedures
and reinforce them in the first week.

Create an age-appropriate handout outlining your
expectations, procedures, and consequences.
Plan how you will use reinforcers (stamps, stickers,
tokens) the first day.
STUDY YOUR CONTENT


Complete the Curriculum Introduction online course.
Become familiar with curriculum expectations for the first
grading period. Use the Scope and Sequence, Year at a
Glance, and Horizontal Alignment Planning Guide (HAPG)
to help you plan your lessons.


Find out about your school’s lesson plan requirements.

Read the first several chapters of your teacher’s edition or
student literature.


Get familiar with supplementary resources.

Become familiar with HISD online resources.
Meet with colleagues to plan instruction for the first
several weeks of school (if possible).
Create a simple syllabus or unit description (for older
students).
Collate and organize handouts.
Write your Do-Now, objectives, daily agenda, and
homework on the board.
Make sure your watch is synched with the bell.
Post your name, subject, and room number.
At home:



Dress for respect and comfort.
Prepare for your nutritional needs.
Get some rest!
WHEN STUDENTS ARRIVE
Beginning class

Welcome students at the threshold to your classroom.
Warmly introduce yourself and ask their names.

Check students’ names off on your class roster (easier to
carry on a clipboard).



Direct students to their assigned seats.

Address individual questions privately after the whole
class has begun working on the Do Now.
Write new students’ names at the bottom of your roster.
Have students begin a quiet information-gathering activity.
Make needed materials available.
During class

Welcome students to your class, give them a very brief
overview of the class, and introduce yourself briefly.

Call students’ attention to the objectives, Do Now, daily
agenda, and homework sections of the board (or adapt for
very young students).

Expect a few students to be challenging. Plan your
response in advance. Ask your mentor for advice.
After class

Prepare to use name cards/tents for the next several
days. Organize them by class. Match to your rosters.


Print out new rosters as needed from Chancery.


Label a folder for each student.

Make sure you read students’ questionnaires and
personal writing and review them often.


Prepare make-up packets and make them available.
Follow through on disruptive behavior. Discuss with
grade-level colleagues. Call home if needed.
Review students’ work. Write warm, specific feedback
and return it the next day. (Consider student work in the
first few days as formative assessment.)
Other details to remember:
___________________________________________


Ask students to help with passing out materials.
Ask students to print their names in large letters on index
cards (if you haven’t already made name tents).
___________________________________________


Use students’ names as often as possible.
___________________________________________
Report attendance following Opening Day Procedures
instructions.
___________________________________________

Get an accurate headcount of students who actually
attend your class. Record it on the appropriate form.

Have students fill out required class cards (for older
students). Explain expectations for forms that are to be
filled out by a parent or guardian.


Tell students what supplies they will need for class.
Prepare for a fire drill. Explain the evacuation route and
behavioral expectations. Bring your class roster.
Introducing behavioral expectations:

Point out your posted expectations and consequences.
Distribute your Expectations and Procedures handout.

Discuss your expectations and procedures and have
students practice.


Teach your quiet signal. Practice listening behaviors.

While students are working, circulate throughout the room,
scanning constantly.


Quietly acknowledge effort and completion of tasks.
Acknowledge students who follow directions the first day.
Thank students by name.
Use your tickets, stamps, or stickers as reinforcers.
___________________________________________
___________________________________________
___________________________________________
OVER THE NEXT FEW DAYS
During class:

Meet with colleagues to continue planning (grade-level,
content, co-teacher). Ask questions.


Continue to greet students at the door.

Have a Do Now activity posted and reinforce your
expectation that all students begin it promptly.
After a few days, create a seating chart (in GradeSpeed or
a hard copy) for each group of students.



Use your timer.
Set up assignments in GradeSpeed. (Remember that
parents and students can log in to see assignments.)


Take attendance in GradeSpeed without disrupting
student work, according to school procedures and
timelines.
Set a goal of making a positive contact with every
student’s parent or guardian in the first few weeks (by
phone, e-mail, personal note, or in person). If you reach
the adult, introduce yourself warmly, tell them you look
forward to teaching their child. Expect to reach some
parents who speak a language other than English.


Collect and organize cards and forms that went home.


Make a note of your contacts in a parent contact log.

Recognize students who have kept the handout and who
can answer questions about procedures.

Inform your registrar of students with incorrect or missing
phone numbers.



Recognize students who are doing what is asked.

Be visible and actively monitor during duty periods or
during student transitions.

Other details to remember:

Create activities to assess individual students’ prior
knowledge.


Allow students to complete a personal expression activity.
___________________________________________
Conduct activities to help students get to know one
another.
___________________________________________
Circulate throughout the classroom and acknowledge
students who are completing the assignment.
Continue to teach, practice, and reinforce your procedures
and routines. Refer to the handout.
Continue to learn about each student.
Continue to use the name cards, look at your seating chart
often, and call students by name.
Keep your grade-level colleagues informed of your parent
contacts and critical information.
___________________________________________
Other tasks:

Keep track of students who still have not returned signed
forms. Follow through.
___________________________________________

Make a note of students who are absent and follow up.
Check with colleagues or make a call home if possible.
___________________________________________

Identify your students who have special learning situations
or language barriers. (Chancery provides you with basic
student data.)
___________________________________________


Ask whether any students have special seating needs.
Request to examine files of students of concern.
___________________________________________
(Back Cover Page on Colored Card Stock)