新班主任教师工作手册(英文版).docx

WEST MECKLENBURG HIGH SCHOOL

New Teacher Handbook

A survival
guide for your
1st year of
teaching at
West Mecklenburg High School

Table of Contents

Topic Pages

Who’s Who page 3-4

Technology Policy 5-7

Beginning Teacher Support Program 8-11

Getting Started Teacher and Student Basics 12-16

Health and Wellness Services 17-19

Building Information 20-21

Start of School Checklist 22-25

Classroom Community “Open House” 26-28

Report Cards 29

Classroom Management 30-39

Lesson Plans 40-42

Substitute Teachers 43-48

Definition of Terms and Acronyms 49-51

“Who’s Who”
ADMINISTRATION and ADMINISTRATIVE SUPPORT

Principal: Eric Ward

Assistant Principal of Instruction: Brigitte Brown

Assistant Principal: Marvin York

Dean of Students: Tyrone Corlew

Dean of Students/Math Facilitator: Sara Doggett

Data Analyst: Stephanie Hood

Academic Facilitator: Phyllis Butcher

Academic Facilitator for Common Core Standards: Falisa Hankins

Testing Accountability Facilitator: Marquitta Raynor

School Improvement Grant Literacy Coach:

School Improvement Grant Math Coach: Crystal Jones

School Improvement Grant SIOP Coach: Elizabeth Ashurst

School Improvement Grant EC Coach: Debbie Brooks

AVID Coordinator: Tracy Forst

Lead Guidance: Grady Cathey

Instructional Technology Support: Mindra Wise

SCHOOL SUPPORT PERSONNEL

Sr. Administrative Secretary

Administrative Secretary Yvonne Sharpe

Financial Secretary

Secretary

Attendance Secretary Joyce Carter

Secretary Veronica Nero

Computer Technician Randy Kelly

School Resource Officer Officer Ray Hughes

Nurse Juanita Pyant

Head Custodian Thomasina Craig

Discipline Support Duties

Brigitte Brown Assistant Principal 12th Grade

Tyrone Corlew Dean of Students 10th &11th Grades

Marvin York Assistant Principal 9th Grade Repeaters

Sara Doggett Dean of Students 9th Grade

TECHNOLOGY
STAFF ACCEPTABLE USE POLICY
The Technology Mission of Charlotte Mecklenburg Public School System is to ensure access to appropriate technology in our educational community to support and enhance student learning, staff instruction, school communication and data management.
The Charlotte Mecklenburg Public School fulfills its technology mission by offering an institutional network between the schools and Internet access for staff and students. This is referred to as the CMS Network. Our goal in providing this service to students is to promote educational excellence by facilitating resource sharing, innovation and communication.
It is the responsibility of all Charlotte Mecklenburg School employees to read and sign the policy and it is the responsibility to the CMS Principals to deny Internet access to staff members who have not read and signed the policy.
POLICIES
Staff Internet Access
􀀂 All staff will have access through their classroom, library/media center, or computer lab to the following information resources:
􀀁 Electronic mail communication with people all over the world
􀀁 Library Collections including Library of Congress
􀀁 Public domain software and graphics
􀀁 World Wide Web
􀀁 News and information
􀀁 Discussion group
􀀂 All staff will have an e-mail account.
Unacceptable Uses
The use of the CMS Network is provided to facilitate education. Inappropriate use will result in cancellation of computer (internet) privileges. Users should not expect privacy in the contents of personal files on the district system. Routine maintenance and monitoring of the CMS Network may lead to discovery that a staff member has violated this Policy, or the law. All e-mail is considered public record.
The Superintendent of Schools, Assistant Superintendent of Curriculum, Telecommunications Technology Specialist or designee shall have the right to access e-mail. The following unacceptable uses include (but are not limited to):

􀀁 Illegal Activities
a. Transmission of copyright or trade information.
b. Transmission of obscene or threatening material.
c. Staff shall not attempt to gain unauthorized access to the CMS Network or to any other computer system through the CMS Network or go beyond authorized access. This includes attempting to log in through another person's account or access another person's files. These actions constitute vandalism and are illegal, even if only for the purpose of "browsing."
d. Staff shall not use the CMS Network for commercial or personal purposes, which includes offering, providing, or purchasing products or services through the CMS Network.
􀀁 System Security
a. Staff are responsible for their individual file account and should take all reasonable precaution to prevent others from accessing their files. Under no conditions should staff provide their password to another person.
b. Staff shall not download or transfer files without the proper software license.
c. Staff shall not make deliberate attempts to disrupt the CMS computer system, or other district computer systems and networks, nor destroy data by spreading computer viruses or by any other means. These actions are illegal.

TEACHER E-MAIL USE POLICY
• E-mail will be used as an integral form of communication within the Charlotte Mecklenburg Public School network. Teachers are encouraged to use this form of communication to facilitate communication with parents.
• Faculty e-mail names will be first name. last [e-mail].
(for example : Janice Doe) : [e-mail]
• In many schools, teachers are expected to check their e-mail at the beginning and end of each school day to keep current with news, meeting information, and administrative updates and policies within the building.

STUDENT INTERNET ACCEPTABLE USE POLICY
West Mecklenburg is fortunate to have internet access in the classroom, media center and computer labs. In order to promote the expectation of appropriate use of this medium for educational purposes, all students are required to have a signed copy of the
Charlotte Mecklenburg Schools Acceptable Use Policy on file.

CHARLOTTE-MECKLENBURG SCHOOLS

BEGINNING TEACHER SUPPORT PROGRAM

Application
Charlotte-Mecklenburg Schools provides a Beginning Teacher Support Program (BTSP) for teachers in their first- third years of practice. The induction program provides the structure that maximizes beginning teacher learning in the context of classroom experience. New teachers learn from veteran teachers; schools increase the possibility of retaining strong, well-trained educators; and most important, student achievement can be elevated.
Standards
West Mecklenburg’s induction programs shall meet the following requirements:
• An orientation for beginning teacher and all other incoming teachers orientation program for beginning teachers and all other incoming teachers
• Assignment of a support team that shall consist of, but not be limited to, the academic facilitator a mentor an administrator qualified to evaluate teachers, and a lead teacher.
• Opportunities to participate in professional development and common planning (i.e.: Critical Friends, Math, Reading, etc.)
The intent of the induction program is to provide teachers with a systematic structure of support that helps them become familiar with their school and district refine their practice and better understand their professional responsibilities. The program is an integral part of a teacher’s first year of teaching and is the beginning of a teacher’s professional development activities.
The induction program is a fundamental part of the West Mecklenburg’s Professional Development Plan as well as the school Improvement Plan.
Mentoring
Mentoring provides the beginning teacher with a one on one relationship with an experienced teacher. The mentoring relationship can be very rewarding, both professionally and personally, for the beginning teacher and the mentor. While the beginning teacher acquires support and a practical understanding of teaching trough the mentoring relationship, the mentor teacher is able to reflect upon and improve his/her own practice by sharing experiences and expertise.
Core Mentoring Activities
The mentoring relationship is shaped by the activities that a mentor and beginning teacher participate in together. As part of the licensure regulations include classroom observations and other mentoring activities. These activities should help the beginning teacher improve upon practice and develop an understanding of the Professional Standards for Teachers. The activities may include:
• Meeting frequently during the school year to plan curriculum and lessons
• Observing one another’s classroom
• Co-teaching the beginning teacher’s class
• Analyzing and assessing the beginning teacher’s practice in relation to evaluation criteria in order to help the beginning teacher improve.

Roles and Responsibilities
Beginning Teacher:
• Play an active role in the mentoring relationship. A beginning teacher can do this by offering critical reflections on his (her) own practice and identifying areas in which assistance is needed.
• Seek out help. The beginning teacher must understand that he or she must seek out support team members, be forthright in communicating classroom issues, and remain open to feedback in order to develop as a professional.
• Observe experience teachers at work. The beginning teacher should adhere to a schedule of observations of experienced teachers. The beginning teacher could keep a log to record and reflect on the diversity of their styles.
• Participate regularly in programs organized for beginning teachers. These include peer support groups, professional development seminars and beginning teacher workshops.
Mentor:
• Ensure a strong start to the year. Mentors can help beginning teachers launch into a productive year by making sure they know where to obtain all needed materials and are familiar with routines
and schedules.
• Provide instructional support. This includes, but is not limited to:
o Regular observation of and conferencing with the beginning teacher;
o Support in teaching and learning standards of the state curriculum frameworks;
o Refining various teaching strategies;
o Addressing issues such as classroom management and communicating effectively with parents;
o Recognizing and addressing multiple learning styles and individual student needs.
• Provide professional support. Beginning teachers need to be informed of school policies and procedures, particularly regarding standards and procedures for teacher evaluation. Principals and Directors as well as Mentors should be a resource for information on evaluation and professional practice.
• Provide personal support. Mentors can help relieve the stress on first time teachers by introducing them to other faculty member and helping the beginning teacher to put problems in perspective with support and encouragement.
• Maintain a confidential relationship with the beginning teacher. It is important that the beginning teacher be able to discuss problems openly with the mentor, so that they may be addressed in a timely and informed manner.
• Serve as a liaison. The mentor should have the knowledge and skills to refer the beginning teacher to others teachers and educational resources, so that the beginning teacher is exposed to a variety of perspectives and instructional practices.
• Serve as a resource. Inform the beginning teacher of opportunities and supports provided by various professional associations.
• Attend mentor training
• Attend district wide scheduled mentor meetings throughout the year
Principal:
The roles and responsibilities of the principal may vary by level. The principal may choose to share the following responsibilities with the assistant principal, deans or academic facilitator.
• Establish a school culture that is built on collegiality and supports professional collaboration among new and veteran teachers.
• Ensure reasonable working conditions for the beginning teacher, which might include schedule modifications. For example, the beginning teacher could be assigned a moderate teaching load, a course load with relatively few preparations, few extra-curricular duties, and a schedule that is compatible with the mentor’s.
Resources for Beginning Teachers and Mentors
• The mentor and the beginning teacher can use the following documents to structure their work:
o State curriculum frameworks and locally aligned curricula materials
o Support materials for student assessments, including Charlotte Mecklenburg’s Comprehensive Assessment System)
o School Improvement Plan
o District Professional Development Plan

Getting Started

Basics you need to
know from the
district and our
school

PROFESSIONAL BEHAVIORS/EXPECTATIONS
􀀁 ABSENCE
If you have to be out for any reason, you must call the Substitute SmartFind Call in Line (1-800-309-0661). You must call this line whether a substitute is required or not for your absence.
This line is available 24 hours a day. When you know that you will be absent, please call as soon as possible. You are also expected to provide lesson plans for the substitute who will be assigned to cover your class. (Please see substitute section of this handbook for additional information.)
􀀁 COMMUNICATION
Educating students is a team effort involving the student, parent, teacher, and administrators. Open communication is the key success. Parents will want to know that the teacher is willing to talk, listen, and work cooperatively. It is important to establish contact as early as possible in the school year, preferably before a problem escalates. It is recommended that the teacher either make a phone call or send home a letter of introduction during the first few days of school. Frequent contact will improve the effectiveness of communication.
Note: It is a district expectation that all phone calls directed to your attention be returned within 24 hours.
􀀁 CONFIDENTIALITY
As a professional, it is expected that you maintain a sense of CONFIDENTIALITY when dealing with colleagues, students, and parents.
􀀁 DRESS
Although the Charlotte Mecklenburg Schools does not have a formal dress code, it is important to remember that as an educator you are a leader and role model for children. You should make appropriate decisions in your attire. [No jeans, tank tops, sweat suits, flip flops]
􀀁 E-MAIL ELECTRONIC MAIL
Nearly all communication is done in the form of e-mail. Please be sure to check your e-mail at least twice a day.
􀀁 EXTRA DUTIES
Teachers will be required to serve in many