Welcome to Westwood
…..New Teacher Induction Program
“Schools are not made great by great
teacher performances. They are made
great by great student performances.”
-Dr. Phillip C. Schlechty
Mission:
Westwood High School ensures
that every classroom, everyday
receives engaging quality work
resulting in graduation.
Vision:
Westwood as a world-class school.
A place where students experience
success in all subjects and gain
meaningful knowledge that opens
all doors to their future
A Promise is a Promise
What do we believe?
In St. Lucie County we believe that:
#1
Every child can learn, and each
child can learn more than he or she
is now learning.
In St. Lucie County we believe that:
#2
The core business of the St. Lucie
County Schools is to create
challenging, engaging and
satisfying work for every
student, every day.
In St. Lucie County we believe that:
#3
Quality schools are the
responsibility of the entire
community.
In St. Lucie County we believe that:
#4
A healthy public school system is
key to the maintenance of a
healthy democracy.
In St. Lucie County we believe that:
#5
The district and its employees have
mutual obligations for support and
development toward continuous
improvement.
In St. Lucie County:
#6
Therefore, we promise continuous
improvement in student
achievement and in the success of
each individual.
After all ……………………
A Promise is a Promise
Do you need a review before
we continue?
Engagement Survey
(Please check one)
90% – 100% Engaged
_______
80% – 89% Engaged
_______
70% – 79% Engaged
_______
60% – 69% Engaged
_______
0% – 59% Engaged
_______
Engagement Survey, Page 2
What could have been done to better serve your needs in the topics discussed?
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Sample W.O.W. Student Engagement Survey
This Unit was great! My Grade is great!
May I have more please?
_______
How many points did I get for this?
What is my grade now?
_______
I tried to do everything I was told to do.
I feel as though I earned a passing grade.
_______
I didn’t cause any problems or distractions.
I allowed you to do what you had to do.
_______
This is stupid! Make the turtle do it!
_______
REVIEW
from the student’s point of view ..…..
Engaged Student
I am a Super Hero! I
enjoy learning and I
retain what I learn!
Strategic Compliance
How many
points did I
get for that?
“How high do I need
to jump if I wish to
earn a good grade?”
Ritual Compliance
I’ll do what you
ask me to do.
But I may not
enjoy, comprehend
or retain the
desired skills
Retreatism
“Leave me alone and
I’ll leave you alone!”
Rebellion
“I’m not doing this!
“This is stupid!”
“Ask the turtle to do it!”
from the teacher’s point of view ..…..
Content and Substance
What?
What?
“What skills or benchmarks
should I cover?” “Should I make
use of textbooks, workbooks,
media & technology or compile
all of my resources?”
Organization of Knowledge
When?
How?
“When do I teach each topic or skill?”
“Is there a scope and sequence for
this course?” “What is a scope and
sequence?”
Product Focus
Why?
How?
Who will know If I fail in my attempt to
teach these desired skills?” “How will my
students use this in the real world?” Will
the things that I accomplish affect F.C.A.T.
scores, Benchmark Tests, A.Y.P. or our
school grade? Will I be held accountable
for my results?
Clear and Compelling
Product Standards
How?
How?
“Have I clearly explained the
standards and/or rubric for
this product to my students?”
Protection from Adverse Consequences
of Initial Failures
How?
Why?
“In the event of failure, should I
provide additional opportunities to
reach the desired goal without the
first failed effort having an adverse
effect on my student’s grades?”
How?
Who?
When?
Affirmation of
Performances
Why?
What?
Where?
“Will persons other than myself observe
my student’s finished product?” “I really
love applause!”
Affiliation
How?
How?
“
“How do I remain a part of my students’
work during the work in progress?
“Should I allow students to work together
or in groups?”
Novelty and Variety
Warm-up Activity
Review Quiz
Centers
Q&A
Group Collaborati
Participation Gage
How?
What?
Peer Teaching
Help Table
“How do I divide my daily class time
into various activities designed to
change the pace and thereby
maintain a higher interest level?”
Choice
x =M
M
y
What?
a2 + b 2 = c 2
How?
a2 = c2 – b2
o
Sin60 =
o
a2 = b2 + c2 – 2bc(Cos60 )
“How many different methods should I allow my
students to use to remain equally successful?”
Authenticity
How?
Why?
“How will my students use
the knowledge gained as a
result of this product in
the real world?”
You think
you’re
ready?
New Teacher Information
Checklist for the First Day
I know how I am going to seat my students when they first
walk through my door.
I make my students feel welcome and show my
enthusiasm for my job.
The board is set up with the date, my name, an agenda for
the class, and opening assignment instructions.
My lesson plans are written out in detail and are where I
can get to them easily.
My class lists and attendance rosters are with my lesson
plans.
I will need the following materials today. This material are
out and available to my students and myself.
____________________________________________________
Checklist, (Cont.)
I am prepared to inform my students what I expect of them
academically.
I am prepared to inform my students what I expect of them
socially.
I have all forms such as corridor passes (planners)
discipline referrals that I need and am familiar with the
proper procedures for each.
I have all supplies such as chalk, staples, a stapler, paper,
markers, highlighters, pens, pencils, etc.
I know my schedule for each day, including lunch and
restroom breaks for myself.
What every student wants to know on the 1st day
1. Am I in the right class?
2. Where do I sit?
3. Who is the teacher?
4. What are the rules?
5. What am I expected to do?
6. How will I be evaluated?
7. Does the teacher care?
1. What is Good Classroom Management?
An established Daily Procedure, for example:

a. Daily F.C.A.T. style warm-ups at the start of class.

b. Homework Review for last night’s homework

c. Homework Preview for tonight’s homework

d. Quiz at the end of each new topic(s)

e. Test Preview before each test.

f. Student participation recorded in the grade book
serving as a substantial part of the grade.

g. A journal or notebook recording all of the above
which is also graded for accuracy and neatness.

h. Clear, consistent, reasonable, enforceable class rules.
What should I do if I’m going to be absent?
To report your absence and request a substitute teacher
(if needed) call (772) 429-6177 to connect with Sub Central.
This may also be done through the county’s Substitute
Management System (SEMS), which is available through
the St. Lucie County website: www.stlucie.k12.fl.us
You will also need to prepare a substitute lesson plan.
Your substitute teacher plans should include:
a. A welcome statement for your substitute teacher.
b. Bell Schedule, including activity and early release schedules
c. Your duties, including tardy policy and hallway supervision
duties with locations.
d. A Current Seating Chart
e. Emergency Procedures
f. Corridor passes and discipline referrals with an explanation
of your established procedures.
g. Class rosters with helpful students indicated in each class.
h. An explanation of how to handle the class work with an
answer key if applicable.
i. At least one additional assignment for the kid who always
finishes in 5 minutes, no matter how difficult or thought
provoking the work!
j. A homework assignment if applicable.
k. A copy of your lesson plan for the entire week.
Sample Classroom Rules:
1. Follow instructions.
2. No talking without the instructor’s permission.
Raise your hand to speak and wait for the instructor.
3. Be courteous to others and their property.
4. Sit in your assigned seat prior to the beginning bell. If you need
to leave your seat for any reasons, raise your hand and ask the
instructor’s permission. Remain seated until dismissed by the
instructor, not the bell.
5. Be prepared for class and focus on learning with no grooming,
heads on desks, sleeping, or doing work from other classes. No
CDs / tapes / radios / cell phones / electronics devices or games.
6. Pursuant to Florida statute 230.22(2), any student guilty of
chronic classroom interference will be permanently removed from
class for the remainder of the school year.
Sample Classroom Rules
Failure to follow these rules will result in the following
procedure of discipline:
First cited offense:
Verbal warning.
Second cited offense:
Removal from class or phone
call home.
Third cited offense:
Formal written referral
Sample Classroom Rules:

DO NOT APPROACH THE TEACHERS’
DESK WITHOUT PERMISSION.

DO NOT ASK TO GO ANYPLACE AT THE
OF CLASS.

DO NOT TALK WHILE THE TEACHER IS TALKING.

RAISE YOUR HAND IF YOU HAVE A QUESTION OR
WISH TO SPEAK.

STUDENTS WILL NOT DISTURB CLASS FOR
PERSONAL REASONS.

STUDENTS ARE RESPONSIBLE FOR OBTAINING
ALL MAKE-UP WORK FROM THE DESIGNATED
LOCATION IN THE ROOM.

ALL STUDENTS WILL USE A #2 PENCIL AND
BRING A PORTABLE PENCIL SHARPENER FOR USE
ON ALL CLASS WORK AND TESTS.
START
Sample Classroom Rules (cont.):

NO LOUD, UNRULY BEHAVIOR OR HORSEPLAY
WILL BE TOLERATED AT ANY TIME.

ALL MAKE-UP WORK MUST BE TURNED IN WITHIN
TWO DAYS OF THE DUE DATE. IF
THE WORK
WAS MISSED DUE TO AN UNEXCUSED ABSENCE,
THE STUDENT WILL RECEIVE UP TO, BUT NO
MORE THAN 59% CREDIT.

NO VERBAL OR NON-VERBAL COMMUNICATION
WILL BE TOLERATED DURING TESTING.
DISREGARDING THIS RULE WILL RESULT WITH
GUILTY PARTIES RECEIVING AN “F.”

PURSUANT TO FLORIDA STATUTE 230.22(2), ANY
STUDENT GUILTY OF CHRONIC CLASSROOM
INTERFERENCE WILL BE PERMANENTLY
REMOVED FROM CLASS FOR THE REMAINDER OF
THE SCHOOL YEAR.
GEOMETRY COURSE OBJECTIVES (Sample)
Instructor: Mr. Wanttoretire
Room P-24
The primary objective of this course is to acquaint students with points, lines, planes &
angles, proofs,perpendicular & parallel lines, congruencies & triangles, quadrilaterals,
proportion & similarity, right angles& Trigonometry, circles, polygons & area, surface
area & volume, Coordinate Geometry, Loci & coordinate transformations. This will be
based upon the following criteria…….
I.
Daily Participation
25% of the grade
A. Students will bring a pencil to class daily.
B. Students will obtain a three-pronged folder for use as the Notebook.
C. Students will bring their Notebook on a daily basis.
D. Students will focus on “unison participation” as our class goal. Any
actions not in harmony with the actions of the teacher or the group
will be considered non-participation.
GEOMETRY COURSE OBJECTIVES (Sample Cont.)
II.
III.
IV.
Tests
F.C.A.T. Quizzes
Notebook
40% of the grade
10% of the grade
25% of the grade
A. All class handouts such as this one!
B. Vocabulary List in two-column note taking form
C. All Test Reviews and corrected class work in the order that it was
received.
D. All corrected homework in the order that it was received.
E. All Reading and Math F.C.A.T. mentoring.
(only if distributed from this class)
F. A good notebook should have a clean, neat cover with the
students name clearly identifiable. Each of the above-mentioned
sections should be separated using dividers.
G. Do not leave any materials in the folder pockets.
*Notebooks that contain vulgar or inappropriate references,
inferences, language or graphics will receive a “zero”.
V.
Grading Scale:
A
90-100%
D
60-69%
B
80-89%
F
0-59%
C
70-79%
If you have any questions, you may also call 468-5446, after 5:00pm.
Pre-Test
T/F 1. Quality schools are the sole responsibility of good teachers and good administrators.
T/F 2. After a child reaches his/her learning plateau, no further learning will take place.
T/F 3. A healthy public school system is the key to the maintenance of a healthy democracy.
T/F 4. Creating challenging, engaging and satisfying work for kids can be achieved using the
W.O.W. framework.
T/F 5. We, as St. Lucie County educators, are obligated to continuous improvement.
T/F 6. Bloom’s Taxonomy is concerned with cognitive, affective and psychomotor learning.
T/F 7. The affective domain involves aesthetic values such as an appreciation for the fine arts.
T/F 8. Psychomotor learning deals with teaching good driving skills to dangerous persons.
T/F 9. A quiet, well disciplined classroom usually indicates that learning is taking place.
T/F 10. Students should have a choice in regard to the strategies used in problem solving.
T/F 11. In the W.O.W. framework, the Scope and Sequence is considered to be Organization of Knowledge.
T/F 12. In the W.O.W. framework, Affirmation could be the applause after a good Drama production.
T/F 13. In the W.O.W. framework, Protection from Adverse Consequences could be allowing students who
are failing to remain anonymous.
T/F 14. In the W.O.W. framework, the Science Fair could be considered Product Focus.
T/F 15. In the W.O.W. framework, Content and Substance concerns the skills and information taught.
Post-Test
T/F 1. Quality schools are the sole responsibility of good teachers and good administrators.
T/F 2. After a child reaches his/her learning plateau, no further learning will take place.
T/F 3. A healthy public school system is the key to the maintenance of a healthy democracy.
T/F 4. Creating challenging, engaging and satisfying work for kids can be achieved using the
W.O.W. framework.
T/F 5. We, as St. Lucie County educators, are obligated to continuous improvement.
T/F 6. Bloom’s Taxonomy is concerned with cognitive, affective and psychomotor learning.
T/F 7. The affective domain involves aesthetic values such as an appreciation for the fine arts.
T/F 8. Psychomotor learning deals with teaching good driving skills to dangerous persons.
T/F 9. A quiet, well disciplined classroom usually indicates that learning is taking place.
T/F 10. Students should have a choice in regard to the strategies used in problem solving.
T/F 11. In the W.O.W. framework, the Scope and Sequence is considered to be Organization of Knowledge.
T/F 12. In the W.O.W. framework, Affirmation could be the applause after a good Drama production.
T/F 13. In the W.O.W. framework, Protection from Adverse Consequences could be allowing students who
are failing to remain anonymous.
T/F 14. In the W.O.W. framework, the Science Fair could be considered Product Focus.
T/F 15. In the W.O.W. framework, Content and Substance concerns the skills and information taught.
Welcome to FCAT-STAR
https://studentinfo.stlucie.k12.fl.us/sfcatstar/
SELECT
SCHOOL YEAR
FCAT-STAR
MENU
FCAT-STAR MENU PAGE
DROP DOWN
SELECT
OR ….. YOU MAY SELECT
DEMOGRAPHIC MENU
SELECT YOUR CRITERIA
DON’T FORGET TO ENABLE YOUR QUERY HERE
TEST SCORE REPORT MENU
SELECT YOUR CRITERIA
2. CHOOSE DESIRED
STUDENT INFO.
1. SELECT THE SUBJECT
SAMPLE QUERY:
“How many of my students
are in the Lower 25% in Reading?”
SAMPLE QUERY:
“How many of my students
are in the Lower 25% in Reading?”
SELECT SSS READING
DEVELOPMENTAL
ENABLE YOUR
QUERY
TYPE IN
DEVELOPMENTAL
BOUNDARY
SAMPLE QUERY:
“How many of my students
are in the Lower 25% in Reading?”
…. AND YOU ARE DONE!
Subtracting the 2005 Developmental score from 2006 …..
Method #1: Developmental Difference
….. equals the developmental difference.
Must be at least 77 pts. in 9th/10th Reading - 54/48 pts. in 9th/10th Math.
Student performs at levels 3, 4 or 5 with no loss ground
Method #2:
Method #3: Progress from Level 1 to Level 2