1. EHE 310 NOV. 15TH

2. TONIGHT’S VENTURE Presentations - questions? Hand out peer evaluations - Reminders * hand in both written and emailed copies on day of presentation * let me know if you are missing Wrap up session – RAP - look at RAP answers at back of book - closing circle - RAP evaluations - Hand back RAP exam Mock interviews – first two sections tonight - sections 3 and 4 the next two nights Self evaluations next week Final marks for two groups ready on last day. Last 2 groups will have them emailed. Self addressed envelopes required for me to email your assignment to you.

3. INTERVIEWS -Co-managing the learning environment -Instructional Skills -Curriculum Content -Instructional Repertoire Based on “Environmental Model” My experience RPS division

4. GETTING READY -Dress professionally but also aware of community -Go through possible answers and practice -Always get rest and eat well before the interview -Be on time -Smile – be friendly and eager -Never turn down an interview but request a change of time if you need

5. DURING THE INTERVIEW -Make eye contact -Give short, crisp answers (60 seconds) -Don’t talk too much but answer in a way that is like a conversation -Ask for clarity if you don’t understand the question -Use examples -Don’t be afraid to say “I don’t have much experience in this area but I look forward to learning about this.” OR “That is an area I will work on in my professional growth plan. This is what I know right now.” -Be positive -Thank your interviewer for the opportunity. -* If they call you and you don’t get the job, try to still be positive.

6. C0-MANAGING THE LEARNING ENVIRONMENT Co-Managing refers to all that teachers do to organize the tasks, procedures, routines, structure, and relationships in the learning environment while acknowledging that none of this will be successful without students’ consent, and co-participation. - Reflective Style - Reclaiming Relationships - Consistent Structure

7. REFLECTIVE STYLE Able to identify areas for growth and development Responsive to students’ needs for comfort, assistance and individualized support Flexible rather than rigid or controlling Sensitive to diversity Interview questions: - Can you tell me where your growth areas are? - Can you tell me what you do to address individualized student needs? - Can you tell me what you do to address diversity in your classroom?

8. RECLAIMING RELATIONSHIPS Students relationships and belonging Engage students in collaborative problem solving Restorative rather than punitive, and work within a strength-based approach. Treat students, staff and parents with dignity, fairness and respect Understand and respond to cultural perspectives Understand student concerns and perspectives, and appropriately disengage from conflict (“picks their battles”) Emphasis on teaching self-regulation and collaborative problem solving Interview questions: - What do you do to build relationships with kids? - Talk to me about your classroom management strategies. - How do you address cultural perspectives in your classroom? - What do you know about self-regulation practices? - Give an example of how you have incorporated Indian/Metis practices into your classroom.

9. CONSISTENT STRUCTURE Rules and expectations are clear and consistently communicated and enforced; Has effective classroom organization with consistent routines and procedures Consequences for misbehaviour are logical, reasonable and flow from students’ needs for belonging, mastery, independence and generosity Model calm, respectful, fair and consistent interaction with others Interview questions: - Talk about your rules and expectations for your classroom - What procedures would you have in place? - How would you deal with a student who is constantly disrupting your lessons?

10. INSTRUCTIONA L SKILLS Instructional skills refer to specific instructional actions of teachers that enhance learning, and in combination, help to generate a powerful repertoire of instructional strategies. - Student engagement - Feedback - Meaningful conversation - Questioning

11. STUDENT ENGAGEMENT Build on students’ prior knowledge, life experience, and interests Use strategies and resources in response to diverse [cognitive, cultural, emotional, physical] students’ needs Facilitate challenging learning experiences for all students in environments Actively engage all students in critical thinking Interview questions: - How do you engage or motivate students? - How do you deal with a class with a wide range of skills?

12. FEEDBACK Scaffolding: Provide hints, prompting and assistance to struggling students Feedback Loops: Frequent back-&-forth exchanges between teacher and students with follow-up questions and persistence by teacher Prompt Thinking Processes: Frequently query or prompt students to explain thinking and rationale for responses & actions Encouragement & Affirmation: Recognize, affirm and encourage students’ efforts that serve to increase persistence or move students to try new strategies Interview questions: - What kinds of strategies do you use to encourage students to do their best? - How do you provide feedback to students?

13. MEANINGFUL CONVERSATION Plan, facilitate and actively guide and model meaningful conversation. Teacher and students actively listen to each other and share ideas Students articulate their ideas freely, without fear of embarrassment over ‘wrong’ answers. Teacher and students build on their own and each others’ ideas and connect them into coherent lines of thinking and inquiry Interview questions: - How do you create a classroom that is safe for all students to belong and feel free to express themselves? - How do you involve students in the learning process?

14. QUESTIONING Balance questions to elicit recall, short answers, and explanations of surface level knowledge (What? Who? How many?) with questions that delve into deeper explanations, extended responses and understanding (Why? How?) Ask open-ended questions requiring students to put together language to communicate more complex ideas Ask questions that challenge students’ prior beliefs and assumptions to promote more intensive and deeper reasoning Model the process of questioning and thinking aloud, and invite students to use the approach as they read/write/talk independently Allow enough wait-time (minimum of five seconds) for students to respond to prompts/questions without answering the question or adding more questions Interview Question: - What questioning techniques/strategies do you use in your classroom?

15. CURRICULUM CONTENT Curriculum goals and learning outcomes clearly identify what students will know and understand, be able to do and be like as a result of their learning experience. Indicators for each learning outcome describe the criteria for success. Value-added assessments and formative assessments provide ongoing feedback to monitor student progress, inform instruction and guide students in learning. - Curriculum outcomes and indicators - Assessment

16. CURRICULUM OUTCOMES AND INDICATORS Exhibit strong working knowledge of subject matter and student development Distinguish big ideas and core tasks from what is important and what would be nice to know if time allowed Interrelate ideas and information within and across curricular areas to extend students’ understanding Interview Questions: - How do you use curricular outcomes to develop unit and lesson plans? - How do you evaluate the success of your lessons? - How do assessment, instruction and intervention connect to one another? - Where do you intend to focus your own professional development?

17. ASSESSMENT Establish and clearly communicate learning outcomes and indicators (criteria of success) for all students Collect information about student performance from a multiple sources Teacher, students and parents understand how “marks” are generated and how they are related to curriculum outcomes and indicators Students participate in setting goals and criteria for their own work and assessing their progress according to those criteria Interview questions: - Can you give me examples of how you have identified areas of student performance? - How do you support students to self assess? - How do you use data for assessment purposes?

18. INSTRUCTIONAL REPERTOIRE The various teaching strategies and activities that provide plans for addressing three key teacher questions: What kind of structure will help students learn the intended outcomes? What role will the teacher play in achieving this purpose? What role will students play in achieving this purpose? The structure, roles and script work like an open-ended script to support teachers and students in moving through a sequence of steps or a series of related concepts toward learning goals. They are open to teachers’ adaptive expertise and improvisation in pursuit of particular learning outcomes.

19. INSTRUCTIONAL REPERTOIRE Authentic Tasks: Students actively engage in learning and exploring of content through relevant, rich and open-ended tasks to achieve outcomes Adaptive Dimension: makes adjustments to accommodate diversity in student learning Assessments For/As/Of Learning: Use a variety of assessment processes and tools continuously for the purpose of making instructional decisions, to provide feedback to learners, and for reporting purposes Explicit Instruction: Model and explain concepts/strategies, and check for understanding in response to individual learners’ needs, preferences and interests Differentiated Practice: Content is being differentiated by interest, the process is being differentiated by readiness (complexity of thinking skills required) and the product is being differentiated by student learning preference and environment

20. Inquiry Learning: A student centered, instructional model developing content area knowledge and skill. It is an extended task that promotes student inquiry and authentic demonstrations of learning Cooperative Learning: To have students actively involved in their learning by grouping students in pairs and small groups. i.e. Reciprocal teaching – students become the teacher, Jigsaw, Think-Pair-Share Concept Attainment: To help students think about related concept to help make meaning, own it; to think and be creative with it Graphic Organizers: Help students think about, visualize, and arrange their knowledge. i.e. concept maps, sequencing activities, classroom charts – T charts and Venn Diagrams Interview Question: - Talk about instructional strategies you have used.

21. OTHERS: List three adjectives that would describe who you want to be as a teacher. What are your greatest strengths? What do you think will be the most challenging aspect of teaching? What motivates you? How do you communicate to parents? If a parent came to you with a concern, how would you handle that? What extra-curricular activities do you want to get involved in? What experience do you have with collaboration? Last word?