Issuu

Weekly ™

IS ORGANIZED INTO FIVE

AREAS OF FOCUS

These areas serve as the mainstay of the beliefs, a tudes, and behaviors that will help li a teacher to the level of master teacher. Empowering teachers to become masters of their craft enables them

1. Professional to work with school staff more effectively, to find more success with Responsibilities parents, and most important, to change the lives of students.

2. Learners and Learning

Applying the understanding of how students learn leads to building better learners. Building better learners allows students to see themselves as their own best teachers. Teachers too must see learning through their students’ eyes if they expect students to seek out the feedback that leads to mastery.

3. Learning Environment

Creating a positive, caring, respectful, and student-centered classroom and school begins with the teacher. Without the right learning environment, students will fail to achieve their full potential.

No one can do what you can for your students.

4. Instructional Learning how and when to apply the right teaching techniques with the right amount of vigilance to meet each student’s needs is a Effectiveness critical skill that requires consistent development and honing.

5. Leadership

Weekly ™

Developing and supporting teachers to become leaders in the classroom and throughout the school is vital to closing the achievement gap and increasing learning for all students.

For more information about implementing the program, please contact THE MASTER TEACHER® 800.669.9633 or email sales@masterteacher.com

LEADER’S GUIDE 2020-2021 School Year Volume 52

Leadership Lane | P.O. Box 1207 | Manhattan, Kansas 66505-1207 | www.masterteacher.com

Weekly

For THE

MASTER TEACHER Weekly Pd PROGRAM

Le Guin, U. K. (2016). Words are my matter: Writings about life and books, 2000-2016, with a journal of a writer’s week. Northampton, MA: Small Beer Press.

™

Table of Contents

Dear Colleague, Thank you for purchasing THE MASTER TEACHER Weekly Pd PROGRAM! This is our how-to guide for effectively implementing the program in your school. It’s our way of helping you help your teachers every week to get better and make a difference. Remember, each lesson in the program is designed to develop teachers from foundational teachers to Master Teachers.

Please note two important features…

Implementation Is Easy...........................................................2 Questions for Credit .................................................................4 The Annual Planner ..................................................................5 Leader’s Answer Key to Questions for Credit ..............14 Research References for THE MASTER TEACHER Weekly Pd PROGRAM (Volume 52) ......................................16

Included in this booklet are The Engagement Builder™ and The Discussion Generator™, which help you facilitate group discussions around each weekly lesson. We have included these for all 36 lessons so you will always have them when you need them.

Lopez, I. (2017). Keeping it real and relevant: Building authentic relationships in your diverse classroom. Alexandria, VA: ASCD. Mah, A. (2013, December 30). 20 ways to renew yourself [blog post]. Retrieved from theamyrarecords.com/2013/12/self-renewal-20ways McTighe, J., & O’Connor, K. (2005, November). Seven practices for effective learning. Educational Leadership, 63(3), 10-17. Retrieved from www.ascd.org/publications/educational-leadership/nov05/ vol63/num03/Seven-Practices-for-Effective-Learning.aspx Nancekivell, S. E., Shah, P., & Gelman, S. A. (2020). Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology, 112(2), 221-235. doi.org/10.1037/edu0000366 National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, D.C.: National Academies Press. NDT Resource Center. (n.d.). Coaching for success in the classroom. Retrieved from www.nde-ed.org/TeachingResources/ ClassroomTips/Coaching_for_Success.htm OECD/CERI. (2008, May 15-16). Understanding the brain: The birth of a learning science [publication extracts]. OECD/CERI International Conference, Paris. Retrieved from www.oecd.org/site/ educeri21st/40554190.pdf Oppel, W. A. (2006). Overcoming personal and spiritual inner exhaustion: The value of rest and renewal. Leadership Advance Online, 6. Retrieved from regent.edu/acad/global/ publications/lao/issue_6/oppel.htm

As always, you have our best wishes for a great school year. If you have any questions, you can contact me personally at the email address below. Sincerely,

Tracey H. DeBruyn President tdebruyn@masterteacher.com

Sikorski, P., & Vittone, T. (2016, April). How to avoid power struggles. Retrieved from www.crisisprevention.com/Blog/How-to-AvoidPower-Struggles Smith, J., & Gillett, R. (2016). 18 things successful people do during the first 10 minutes of the workday. Independent. Retrieved from www.independent.co.uk/news/business/18-things-successfulpeople-do-during-the-first-10-minutes-of-the-workdaya6862971.html Smith, R. (2017, December 1). Helping students work through the rising tide of anxiety. Retrieved from fulleryouthinstitute.org/articles/ anxiety Spencer, J. (2019, March 18). Making the shift from student engagement to student empowerment. Retrieved from spencerauthor.com/empowerment-shifts Spencer, J., & Juliani, A. J. (2017). Empower: What happens when students own their learning. San Diego, CA: IMPress Publishing. St. John, B. (2016, September 19). The power of small tweaks and tiny habits. HuffPost. Retrieved from www.huffpost.com/entry/thepower-of-small_1_b_12045672 Stop being so busy. (2018, December). Communication Briefings.

Wicht, S. (2016, March 23). Not just the facts: Why focusing on skills is better for students and educators [blog post]. Retrieved from inservice.ascd.org/not-just-the-facts-why-focusing-on-skills-isbetter-for-students-and-educators/

Rickabaugh, J. (2016). Tapping the power of personalized learning: A roadmap for school leaders. Alexandria, VA: ASCD.

MASTER TEACHER®.

Shapiro, E., & Shapiro, D. (2013, November 10). 7 ways to find inner (and real) happiness. HuffPost. Retrieved from huffpost.com/entry/happiness-tips_b_3886677

Pasquinelli, E. (2012, June). Neuromyths: Why do they exist and persist? Mind, Brain, and Education, 6(2), 89-96. doi.org/10.1111/ j.1751-228X.2012.01141.x

Reprimanding: Do it right. (2015, July). Communication Briefings.

THE

Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018, April). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380-386. doi.org/10.1038/s41390-018-0039-3

Tokuhama-Espinosa, T. (2010). Mind, brain, and education science: A comprehensive guide to the new brain-based teaching. New York City, NY: W. W. Norton & Company.

Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York City, NY: Riverhead.

Licensed for distribution by

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. Retrieved from www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf

Paunesku, D. (2019, July 17). Stop measuring student deficits. Measure systemic ones. Education Week, 38(37), 22.

Copyright 2020 THE MASTER TEACHER®. All rights reserved. Reproduction in whole or in part without written permission is strictly prohibited. Printed in the United States of America. A supplement to THE MASTER TEACHER Weekly Pd™ PROGRAM.

(Volume 52)

Rockwell, D. (2018, April 8). 37% of managers don’t give positive feedback – How to stop complaining. Retrieved from leadershipfreak.blog/2018/04/37-of-managers-dont-givepositive-feedback-how-to-stop-complaining

Top 8 meeting pet peeves. (2016, March). Communication Briefings.

Wiggins, G. (2010, March 27). What is transfer? Big Ideas: An Authentic Education e-journal. Retrieved from www.authenticeducation.org/ ae_bigideas/article.lasso?artid=60 Williams, K. D., & Nida, S. A. (2011, April). Ostracism: Consequences and coping. Current Directions in Psychological Science 20(2), 71-75. doi.org/10.1177/0963721411402480 Wright, P. W. D., & Wright, P. D. (2006). From emotions to advocacy: The special education survival guide. Deltaville, VA: Harbor House Law Press.

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

18 HOURS of Coursework Annually

Weekly ™

Week

Extra Tips & Activities Area of Focus

2020-21 Feature Lesson Titles

Area of Focus

1 2

Warming Up: The Practice Of Professionals Signals That Your Students Are Ready To Learn

Instructional Effectiveness Instructional Effectiveness

3 4 5

Helping Students Work Through Anxiety How To Create A Sense Of Belonging For All Students What You Need To Understand About Culture Before You Act When A Nasty Attitude Clouds Correcting An Academic Mistake Move From Engagement To Empowerment Avoid Five Mistakes When Chronic Trauma Is Present Six Habits Keep Bad Days From Ruining Your Year Five Levers To Move From Skills To Application Different Does Not Mean Deficient Don’t Back Yourself Into Corners Effective Teamwork Is The Dreamwork Five Secrets To Finding Professional Happiness—Especially Now Opportunity Vs. Achievement Gap: See Your Real Leverage

Learners and Learning Learning Environment Learners and Learning

Student Relationships Building and Assessing Student Engagement Handling Anxious Students Student Relationships Communication Skills

Learners and Learning

Student Motivation

Instructional Effectiveness Learners and Learning Professional Responsibilities Instructional Effectiveness Learners and Learning Learning Environment Professional Responsibilities Leadership

Learning Leadership Avoiding Further Trauma Personal and Professional Growth Learning Transfer Professional Growth Leadership Relationship with Colleagues Finding Personal Happiness

Learning Environment Professional Responsibilities Learners and Learning Learners and Learning Learners and Learning

20 21

How To Get Back Lost Time How To Connect With Students Who Are Difficult To Reach Be Certain To Value Learning Over Knowing Seed Planting: A Technique That Creates “Teachable Moments” The Cruelest And Most Damaging Punishment Small Tweaks Guaranteed To Spawn Big Impact

Creating Optimal Learning Conditions Personal and Professional Growth Student Relationships Promoting Learning Over Grades Student Motivation

22 23

Five Coaching Strategies That Build Confident Learners How To Counter Shrinking Attention Spans

Instructional Effectiveness Learners and Learning

24 25 26

Exceptions Need To Be A Part Of Every Rule Arrogance: A Behavior You Must Help A Student Change Match The Practice You Give With The Learning You Want

Learning Environment Learners and Learning Learners and Learning

27 28 29 30 31 32 33

Learners and Learning Learners and Learning Learners and Learning Professional Responsibilities Leadership Instructional Effectiveness Professional Responsibilities

34 35

Why It’s Crucial To Nurture Curious Learners What The Latest Brain Research Tells Us About Learning Ways To Get Started In True Personalized Learning Stop: Being Busy Doesn’t Qualify For Honors How To Advocate For Students Without Alienating Adults Bring Your Knowledge About Learning Styles Up To Date Don’t Overlook The Advantages Inherent In Committee Work Balancing Your Personal And Professional Life Myths About Learning To Dispel Before Next Year

Don’t Ignore The Value Of Renewal To You

Professional Responsibilities

6 7 8 9 10 11 12 13 14 15 16 17 18 19

THE

MASTER TEACHER®

800.669.9633

Learning Environment Instructional Effectiveness

Professional Responsibilities Learners and Learning

www.masterteacher.com

Managing Behavior Professional Learning Communities Helping Students Coach Students Building Focus and Concentration Skills Instructional Strategies Managing Misbehavior Engaging Students in Productive Struggle Stimulating Imagination Creating Conditions for Learning Student Motivation Communication Skills Advocating for Students Building Learning Retention Professional Growth Achieving Balance Avoiding Ineffective Learning Practices Self-Renewal Volume 52

Implementation is For the First

Week

W E LC O M E CAR D to introduce the program

IN D EX for easy reference Examples of the

PROGRAM (print, online, and podcast)

Welcome Cards Start by signing the Welcome Cards and addressing each card to the appropriate teacher. Many administrators tell us they provide a personal note to each teacher inside the card. They say that when they do, they are overwhelmed by the positive responses from their teachers.

Kick Off the Program! Distribute the Welcome Card, the Easy-Finder™ Index, and the first lesson of THE MASTER TEACHER Weekly Pd PROGRAM to each teacher. Then, use the kick-off speech/memo to introduce the program to your staff (available online at www.masterteacher.com/mtpd-program).

THE

MASTER TEACHER Weekly Pd™ PROGRAM Leader’s Guide • Volume 52 • 2020–2021 School Year

Easy For Each

Week

Lessons All teachers will receive the lessons in print, online, and podcast versions, unless you specify otherwise. Four print lessons will be mailed to you each month for each teacher, so you will never miss a week of providing professional help and inspiration. Your teachers will automatically receive a weekly email notifying them that the newest online lesson and podcast from THE MASTER TEACHER Weekly Pd PROGRAM is now available to access. A link will be provided in the email for ease of use. The effectiveness of the lessons is maximized when the lessons are read and discussed weekly with your team. With whatever frequency you are able to use the lessons, we suggest the following:

Engagement Builder™ Start your weekly bulletin with The Engagement Builder™ which corresponds to each weekly lesson (see pages 5-13).

Discussion Generator™ End your weekly bulletin with questions from The Discussion Generator™ that correspond to each of the weekly lessons (see pages 5-13). These questions will prepare your teachers to have a brief discussion during your weekly staff meeting or to discuss the lessons on their own.

Suggested Discussion

Format

Use The Discussion Generator™ questions (see pages 5-13) or the Points to Ponder in each lesson to initiate rigorous discussions with your staff. Discuss lessons in a faculty meeting, PLC, or grade-level meeting. We suggest using the following method to achieve exceptional results.

First: All teachers review the lesson.

Second: Teachers pair-share using the Points to Ponder questions provided on the back of each lesson or the additional questions from The Discussion Generator™.

Third: Small groups of pairs share their thoughts, insights, and learning.

In under 30 minutes, you can engage the staff in a professional development experience that will have true meaning to them. Over time, these experiences will build an inspiring culture. Negative attitudes will turn into “I’ll try it” attitudes. Disheartened teachers will become recommitted. Teachers who have been on the sidelines will jump into action. Passion will be found everywhere. Plus, you will enjoy the benefits of being a part of these incredible conversations. And you will also enjoy the appreciation from your staff for making them possible.

Fourth: The entire group shares their reflections with everyone. Phone 800.669.9633 • www.masterteacher.com/mtpd-program

Each Weekly

• • • •

Print, Online, and Podcast Lesson Includes:

Feature Article The content is specific to one of five areas of professional focus: professional responsibilities, learners and learning, learning environment, instructional effectiveness, and leadership.

Tips for Immediate Application Each lesson contains tips covering key topics like managing behavior, relationships with students, relationships with colleagues, student engagement, and teaching techniques.

Points to Ponder Questions are provided to initiate collegial dialogue during individual, small-group, or large-group teacher training in order to allow staff to continue making connections regarding the relevance of the training topic.

Inspirational Quote The quote offers third-person support to the message of the feature article and is designed to inspire and confirm the work and mission of teachers and the school.

More Benefits for Online and Podcast Users: • At the end of each lesson, test questions are provided to check for understanding. • Upon successfully passing the test, the course is considered complete and a completion certificate is generated. • For your convenience, a comprehensive transcript of all completed courses is provided.

Questions for Credit Questions for Credit are additional questions you can use to offer teachers a way to earn Professional Development Points (PDPs) or Continuing Education Units (CEUs) for reading and reflecting upon THE MASTER TEACHER Weekly Pd PROGRAM lessons. If you choose to award credit, we recommend 0.5 credits for reading each lesson and completing the posttest and an additional 0.5 credits for completing the essay questions. Note: The criteria and requirements for PDPs and CEUs can differ from state to state and even from district to district. Please make sure that the material provided meets your state’s regulations before having your teachers complete the questions and awarding credit. THE MASTER TEACHER® does not award credits.

Using Questions for Credit The Questions for Credit can be downloaded online at www.masterteacher.com/mtpd-program. The Questions for Credit are made up of three components for each lesson: • Objective: One-sentence description of what the user will learn from the lesson. • Posttest: Four multiple-choice questions to check for understanding. Online users—see the note below. • Essay Questions: Five essay questions to allow reflection on what has been learned and how to relate it to the classroom experience. For online users, the four posttest questions will display after teachers read or listen to each lesson and will be automatically graded. If the test is passed, the user will see 0.5 credits added to his or her transcript automatically. You will find the Leader’s Answer Key on pages 14-15. 4

THE

MASTER TEACHER Weekly Pd™ PROGRAM Leader’s Guide • Volume 52 • 2020–2021 School Year

Weekly

Annual Planner for the 2020–2021 School Year

™

Weeks 1–4: Getting Off to a Great Start The Engagement Builder™ If we want students to be ready for each day, the teacher must be “double-ready” for every student each day—and give all students a measure of success every day.

WEEK 1:

Warming Up: The Practice Of Professionals How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

WEEK 2:

Signals That Your Students Are Ready To Learn How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

The Discussion Generator™ • What is it about warming up that contributes to early and ongoing success in almost any demanding or complex activity? • What warm-up routines do you already practice? How do these routines help you have a better start to your day with students? • Why should warming up extend beyond your plans to include how students will likely respond and how you can position them for success?

The Engagement Builder™ When students experience more choice, control, and ownership of their learning, they are more likely to signal higher levels of excitement, commitment, and drive to learn. The Discussion Generator™ • What student behavior signs and signals do you monitor to know when they are ready to learn? • Is it possible that students settling and quieting down and students increasing in their excitement and chatter can both be signs of readiness to learn? Why? • What steps and strategies do you employ when it is time for learning, but students are struggling to get ready?

The Engagement Builder™ Anxious students focus on avoiding mistakes instead of taking on learning challenges.

WEEK 3:

Helping Students Work Through Anxiety How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________

The Discussion Generator™ • Do you think more students are experiencing anxiety now than in the past? Is the anxiety more intense than it was a generation ago? What factors may be contributing to the situation? • How does the presence of anxiety influence learning efforts and success? • How is anxiety different than stress? Why does this distinction matter?

_____________________________________________

The Engagement Builder™ It’s every teacher’s responsibility to deliver this message frequently: “Each of you is important—and each of you counts.”

WEEK 4:

How To Create A Sense Of Belonging For All Students How I will best use this lesson:

The Discussion Generator™ • Think about a time when you were in a group or on a team and did not feel as though you belonged or were accepted. How did you feel? What impact did it have on your productivity and satisfaction? • What is the difference between belonging and fitting in? Why might the difference be important to the emotional health and academic success of students? • What steps do you take to ensure that all students in your class feel as though they belong?

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

Weeks 5–8: When the Newness Wears Off and the Hard Work Takes Over, Best Practices Help Teachers the Most WEEK 5:

What You Need To Understand About Culture Before You Act How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 6:

When A Nasty Attitude Clouds Correcting An Academic Mistake How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Claiming we are above suspicion of any prejudice can actually have the opposite of the desired effect. The Discussion Generator™ • How do you develop an understanding of the cultural backgrounds and experiences of your students? Why is this task important to our relationships with students and their learning? • How do you respond when students accuse you of cultural bias or insensitivity? Why might your response be as important as the action that led to the accusation? • Why is it important that we hold high expectations for all students regardless of background and life experiences?

The Engagement Builder™ If a student doesn’t have to reach, he or she is not being challenged. The Discussion Generator™ • How do you respond when students resist your efforts to correct an academic error, clarify a concept, or reexplain a new skill? What is often behind this type of student resistance? • What strategies do you use to avoid having a student’s emotions get in the way of what he or she needs to learn? • Why is it important to focus on a single topic or problem when attempting to correct a student who is resistant?

_________________________________________________

WEEK 7:

Move From Engagement To Empowerment How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 8:

Avoid Five Mistakes When Chronic Trauma Is Present How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ We can be catalysts of empowerment by doing less telling, talking, and fixing. The Discussion Generator™ • What do you see as the differences between engagement and empowerment? Why might these distinctions be important in our work with students? • How might occasionally stepping back and allowing students to take more control lead to more learning? What examples can you share? • Is it possible to “over-teach” a concept or skill? How might over-teaching get in the way of learning?

The Engagement Builder™ When students are at school, their out-of-school lives are not left behind. The Discussion Generator™ • What does chronic trauma mean? What conditions define living in chronic trauma? • What do you notice about students in your school or class who live in circumstances of ongoing trauma? What toll does this life circumstance take on their learning and relationships? • What mistakes do you think adults often make when engaging with students who experience chronic trauma?

_________________________________________________

THE

MASTER TEACHER Weekly Pd™ PROGRAM Leader’s Guide • Volume 52 • 2020–2021 School Year

Weeks 9–12: Before and After the First Grading Period, Teachers Need Special Guidance WEEK 9:

Six Habits Keep Bad Days From Ruining Your Year How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ We can’t stop frustrating things from happening, but we can control how we respond when they do happen. The Discussion Generator™ • What strategies do you use to avoid letting a bad day become a bad week or month? • How can showing some self-compassion help you weather a bad day and get ready for a better tomorrow? • How can leaning on your “internal locus of control” help you maintain balance and perspective during difficult days?

_________________________________________________

The Engagement Builder™ Skill acquisition without application is a waste of time.

WEEK 10:

Five Levers To Move From Skills To Application How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • Why is the ability to transfer learning from one context and apply it in another an important aspect of learning? What strategies do you use to help students develop the ability to transfer their learning? • How do you help students see and experience the relevance of what they are learning? • How can integrating social activities and social media support students in applying new learning? What examples can you share?

_________________________________________________

The Engagement Builder™ Our responsibility is to accept each person for just being—students should not be required to measure up to our expectations before we will be their teacher.

WEEK 11:

Different Does Not Mean Deficient How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • Why do people so often see someone who may be different as being deficient? How can we counter this tendency? • What strategies do you use to position student differences as an advantage and a strength in learning environments you create and lead? • How do you respond to the statement, “Despite our differences, we have more in common than we often realize”? How might this observation help us maintain balance and focus in our work and relationships?

The Engagement Builder™ Threats and ultimatums usually violate both professional and common sense.

WEEK 12:

Don’t Back Yourself Into Corners How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • Why do you think threats and ultimatums so often undermine our authority and weaken our leadership? • What are the conditions that are most likely to lead us to issue ultimatums and make threats? How do ultimatums and threats often make these situations worse? • What are some options to consider when you are tempted to issue an ultimatum or make a threat?

_________________________________________________

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

Weeks 13–16: Keeping Productivity High During the Holidays WEEK 13:

Effective Teamwork Is The Dreamwork How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 14:

Five Secrets To Finding Professional Happiness—Especially Now How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Teachers can’t ask their students to be good team players while they carry on in isolation. The Discussion Generator™ • Think about a time when you were part of a highly effective team. How did it feel? What factors contributed to the cohesion and success of the team? • What combinations of personalities make the best teams? • Why are clear goals and shared priorities crucial to team success? Think of a time in your experience when these elements were not present. What were the consequences?

The Engagement Builder™ Happiness is grounded in the choices we make, the paths we follow to our goals, and the attitudes we adopt along the way. The Discussion Generator™ • What is the significance of the statement, “The things that make us most happy are not things”? • How can experiences that challenge and even frustrate us become sources of happiness? • What roles do forgiveness and letting go of the past play in creating happiness?

_________________________________________________

WEEK 15:

Opportunity Vs. Achievement Gap: See Your Real Leverage How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 16:

How To Get Back Lost Time How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

THE

The Engagement Builder™ When we are committed to creating optimal learning conditions and supporting students in doing their best learning, know that their best learning is most likely to result. The Discussion Generator™ • How might reframing the so-called achievement gap as an opportunity gap change the way we think about troubling patterns of academic achievement and lead to new ideas and strategies to address the situation? • What learning conditions make academic success most likely to occur? Are these conditions present for all of our students? • What if we committed to ensuring that all students experience optimal learning conditions before we focus on their performance? How might this perspective change our priorities and lead to better learning outcomes?

The Engagement Builder™ It’s vital to identify the “lost” and “insignificant” minutes in one’s day in order to get the most out of the teaching day. The Discussion Generator™ • Why is it that some people seem to have time to do just about everything they desire and others seem to struggle just to keep up? What are the factors that most often drive these conditions? • Why might it be said that when it comes to managing time, small things often matter as much as or more than big things? • What strategies do you rely on to manage your time and maximize your productivity?

MASTER TEACHER Weekly Pd™ PROGRAM Leader’s Guide • Volume 52 • 2020–2021 School Year

Weeks 17–20: After the Holidays, You Will Arm Teachers With the Right Attitudes and Techniques WEEK 17:

How To Connect With Students Who Are Difficult To Reach How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ We may not win them all, but we can reach the vast majority—if we don’t quit trying. The Discussion Generator™ • How do you respond to students whom you find difficult to reach? What steps and strategies do you rely on to build connections and form relationships with these students? • How do you respond if you learn that the reason a student is distant and difficult to reach is something the student has heard about you? • Is there ever a point when we should give up on forming a relationship with a difficult-to-reach student? What conditions might lead you to this conclusion? The Engagement Builder™ Over a lifetime, knowing how to learn will be a more valuable asset and serve students better than what they know.

WEEK 18:

Be Certain To Value Learning Over Knowing How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 19:

Seed Planting: A Technique That Creates “Teachable Moments” How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • Is it possible that students who receive the highest grades may not be the students who have learned the most? How might this circumstance occur? • How can grading systems recognize the amount of learning that has occurred, not just what students know? • Why is using assessment scores from early in a teaching and learning cycle for grading unfair to students who come with limited relevant background knowledge?

The Engagement Builder™ A simple statement of objective truth—without elaboration—is hard for the mind to reject. The Discussion Generator™ • Think about a time when someone said something to you in response to a question or statement and you could not get what he or she said out of your mind. How might we use the sharing of objective statements as a technique to stimulate students to think and even change their behavior? • Why is a statement of fact or objective truth often more powerful than presenting an argument? • Why might it be useful to think about times when students gain new insights or behave with greater maturity as those students revealing what has been in them all along rather than changing as a result of our guidance and wisdom? The Engagement Builder™ To want you to be my teacher you must know me, say my name, talk to me, and act as if you think I’m worth knowing.

WEEK 20:

The Cruelest And Most Damaging Punishment How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • Why does being ignored often feel more painful than being rejected? Think about a time when you wanted to be noticed but were ignored. How did it feel and how did you react? • When we ignore people, what messages are we sending? What consequences can result? • How can we be certain that no students in our school and classes are being ignored and made to feel invisible?

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

Weeks 21–24: Giving Teachers Perspectives and New Skills Will Keep Morale High in This Pressure-Packed Month WEEK 21:

Small Tweaks Guaranteed To Spawn Big Impact How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 22:

Five Coaching Strategies That Build Confident Learners How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Tweaking little habits can reap big rewards. The Discussion Generator™ • Think about a powerful experience you had during your elementary or secondary education. Did it involve a test or a grade? Why does so much of what we remember about our school experience not involve academic tasks and outcomes? • Experts say that if we want to change, we have two options: We can change our environment or change our habits. Do you agree? How have you utilized either of these options to make a change in your life? • How can not trying to be perfect and an expert in every area be a powerful teaching tool?

The Engagement Builder™ Coaching is our investment in students and communicates our commitment to their success. The Discussion Generator™ • What does it mean to coach? How is coaching different from instruction? Where do coaching and teaching overlap? • Why is “seeing through the learner’s eyes” an important dimension of successful coaching? • Why is focusing on what students are doing right at least as important as what they are doing wrong?

_________________________________________________

WEEK 23:

How To Counter Shrinking Attention Spans How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 24:

Exceptions Need To Be A Part Of Every Rule How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ If we can tap what motivates students, we can counter shrinking attention spans and make learning more engaging and productive. The Discussion Generator™ • What evidence do you see that students’ attention spans are shrinking? What impact does this phenomenon have on the instructional strategies you use? • Why might tapping the motivation of students be linked with expanding their attention spans? • What makes pursuit of mastery, reasonable autonomy, and clear purpose powerful motivators?

The Engagement Builder™ Rules should work for us and for students. We shouldn’t be working for the rule. The Discussion Generator™ • What makes a good rule? Does the need to make an exception to a rule mean it is a bad rule? • What circumstances often lead you to consider making an exception to a rule? • How might refusing to make an exception actually undermine our authority and lead others to question our judgment?

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THE

MASTER TEACHER Weekly Pd™ PROGRAM Leader’s Guide • Volume 52 • 2020–2021 School Year

Weeks 25–28: Readings for Rejuvenation and Perspective

WEEK 25:

Arrogance: A Behavior You Must Help A Student Change How I will best use this lesson:

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The Engagement Builder™ Arrogance denies students what they want most—to be liked and influential. The Discussion Generator™ • What characteristics and behaviors do you often observe from students who are arrogant? How might arrogance interfere with a student’s ability to find success? • How can arrogance interfere with relationships students have with their classmates? • What needs and goals drive some students to become arrogant?

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WEEK 26:

Match The Practice You Give With The Learning You Want How I will best use this lesson:

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The Engagement Builder™ When appropriate practice accompanies the learning process, what students learn can stay with them for a lifetime and be available whenever they need to draw upon it. The Discussion Generator™ • How does the type of practice change as students gain confidence and competence in a skill? • Why is guided practice so important early in the learning cycle? • How does distributed practice build long-term retention of information and skills?

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The Engagement Builder™ Students typically retain learning that results from curiosity longer than learning driven by external forces.

WEEK 27:

Why It’s Crucial To Nurture Curious Learners How I will best use this lesson:

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The Discussion Generator™ • Describe what it is like to teach a class that includes a number of curious learners. What opportunities and challenges do they present? • Why does the presence of curiosity offer such a powerful advantage for learners? • What strategies do you use to stimulate curiosity in your students?

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WEEK 28:

What The Latest Brain Research Tells Us About Learning How I will best use this lesson:

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The Engagement Builder™ While having students perform well in response to instruction is important, instilling independent learning capacity in students can offer a lifetime of advantage and success. The Discussion Generator™ • What challenges accompany efforts to apply research on the brain and learning in classrooms? • What about preparing to teach someone what you have learned makes it such a powerful learning experience for you? (Hint: Think about when you went from college classes to student teaching.) • Why might having students set goals for their learning be an effective strategy?

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

Weeks 29–32: The Ideas and the Mindset to Keep the Momentum Going WEEK 29:

Ways To Get Started In True Personalized Learning How I will best use this lesson:

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The Engagement Builder™ All learning is personal. The Discussion Generator™ • Why do you think the term personalized learning has come to mean so many things when it comes to teaching and learning practices? • We know that all learning is personal. In what ways is the traditional, industrial approach to education in conflict with this understanding? • Why is it important that we nurture a sense of ownership for learning in our students? What strategies can help students feel ownership as they learn?

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WEEK 30:

Stop: Being Busy Doesn’t Qualify For Honors How I will best use this lesson:

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The Engagement Builder™ Being busy is only highly regarded when it is accompanied by high levels of support and producing high levels of student learning. The Discussion Generator™ • Why might it be said that at times we are too busy to be productive? • How do you distinguish between being busy and being productive? What evidence do you monitor? • How do you help students understand the difference between being busy and being productive?

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WEEK 31:

How To Advocate For Students Without Alienating Adults How I will best use this lesson:

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The Engagement Builder™ Many students need us to think and act “outside the box” to help them develop into responsible and productive adult citizens. The Discussion Generator™ • Why might advocacy on behalf of a student sometimes risk tension and conflict among adults? • Why might we occasionally be reluctant to make exceptions and accommodations for students? • How can a one-size-fits-all approach to following rules and procedures sometimes not serve the interests of students?

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WEEK 32:

Bring Your Knowledge About Learning Styles Up To Date How I will best use this lesson:

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THE

The Engagement Builder™ Students vary in their preferred learning approach depending on the learning context, challenge, and level of prior knowledge. The Discussion Generator™ • How will you change your perceptions of how students learn as a result of this lesson? • Why do you believe that numerous studies have failed to support the value of learning styles as an organizing framework for instruction? • Does it still make sense to incorporate a variety of strategies in lessons (including visual presentations, auditory experiences, and kinesthetic activities) to support students in their learning? Why?

MASTER TEACHER Weekly Pd™ PROGRAM Leader’s Guide • Volume 52 • 2020–2021 School Year

Weeks 33–36: The Right Teachings for a Strong Finish

WEEK 33:

Don’t Overlook The Advantages Inherent In Committee Work How I will best use this lesson:

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The Engagement Builder™ Serving on a committee is both a professional responsibility and an opportunity we should not overlook. The Discussion Generator™ • Why is committee work important to the success of a school? • What advantages can accompany service on committees and task forces? • How can service on committees improve your professional skills?

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WEEK 34:

Balancing Your Personal And Professional Life How I will best use this lesson:

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The Engagement Builder™ In both our personal life and professional life, relationships are the key to success and satisfaction. The Discussion Generator™ • Why is it so challenging to balance one’s personal and professional life? • What consequences can accompany a lack of balance in our personal and professional life? • What strategies have you found useful for maintaining balance between your personal and professional life?

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WEEK 35:

Myths About Learning To Dispel Before Next Year How I will best use this lesson:

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WEEK 36:

Don’t Ignore The Value Of Renewal To You How I will best use this lesson:

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The Engagement Builder™ We need to regularly test learning and teaching assumptions to determine whether they are true with our students and represent effective instructional strategies. The Discussion Generator™ • What have you heard about the brain and learning that you believe may not be true? • Why are myths about the brain and learning often difficult to dispel, even when research consistently shows them not to be true? • What risks are inherent in allowing myths about the brain and learning to drive the ways in which we teach students?

The Engagement Builder™ Teachers who put relationships at the center of their teaching will always be self-renewing. The Discussion Generator™ • Why do you believe that some people learn and grow throughout life while others seem to lose momentum and stop challenging themselves? • How can we avoid letting our attitudes and perspectives “harden” in ways that compromise our openness and get in the way of continued learning? • How can maintaining a strong sense of purpose keep us from becoming stale and complacent in our personal and professional life?

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

Leader’s Answer

Key

MT 5201 Warming Up: The Practice Of Professionals 1. C 2. D 3. B 4. A

MT 5207 Move From Engagement To Empowerment 1. A 2. D 3. B 4. B

MT 5213 Effective Teamwork Is The Dreamwork 1. D 2. A 3. B 4. A

MT 5202 Signals That Your Students Are Ready To Learn 1. D 2. C 3. B 4. D

MT 5208 Avoid Five Mistakes When Chronic Trauma Is Present 1. B 2. A 3. B 4. D

MT 5214 Five Secrets To Finding Professional Happiness— Especially Now 1. C 2. B 3. D 4. B

MT 5203 Helping Students Work Through Anxiety 1. A 2. D 3. C 4. B

MT 5209 Six Habits Keep Bad Days From Ruining Your Year 1. B 2. D 3. D 4. C

MT 5204 How To Create A Sense Of Belonging For All Students 1. B 2. C 3. D 4. D

MT 5210 Five Levers To Move From Skills To Application 1. A 2. B 3. D 4. A

MT 5216 How To Get Back Lost Time 1. A 2. D 3. C 4. B

MT 5205 What You Need To Understand About Culture Before You Act 1. C 2. B 3. A 4. D

MT 5211 Different Does Not Mean Deficient 1. C 2. B 3. D 4. D

MT 5217 How To Connect With Students Who Are Difficult To Reach 1. D 2. B 3. C 4. A

MT 5206 When A Nasty Attitude Clouds Correcting An Academic Mistake 1. B 2. D 3. A 4. C

MT 5212 Don’t Back Yourself Into Corners 1. D 2. B 3. C 4. A

MT 5218 Be Certain To Value Learning Over Knowing 1. D 2. A 3. C 4. A

THE

MT 5215 Opportunity Vs. Achievement Gap: See Your Real Leverage 1. C 2. D 3. B 4. C

MASTER TEACHER Weekly Pd™ PROGRAM Leader’s Guide • Volume 52 • 2020–2021 School Year

Questions for Credit MT 5219 Seed Planting: A Technique That Creates “Teachable Moments” 1. C 2. D 3. D 4. A

MT 5225 Arrogance: A Behavior You Must Help A Student Change 1. C 2. D 3. A 4. B

MT 5231 How To Advocate For Students Without Alienating Adults 1. C 2. B 3. C 4. D

MT 5220 The Cruelest And Most Damaging Punishment 1. D 2. B 3. C 4. B

MT 5226 Match The Practice You Give With The Learning You Want 1. D 2. B 3. C 4. B

MT 5232 Bring Your Knowledge About Learning Styles Up To Date 1. D 2. B 3. D 4. C

MT 5221 Small Tweaks Guaranteed To Spawn Big Impact 1. D 2. A 3. B 4. C

MT 5227 Why It’s Crucial To Nurture Curious Learners 1. C 2. B 3. D 4. A

MT 5233 Don’t Overlook The Advantages Inherent In Committee Work 1. A 2. A 3. D 4. B

MT 5222 Five Coaching Strategies That Build Confident Learners 1. B 2. C 3. D 4. C

MT 5228 What The Latest Brain Research Tells Us About Learning 1. D 2. C 3. B 4. A

MT 5234 Balancing Your Personal And Professional Life 1. B 2. C 3. D 4. A

MT 5223 How To Counter Shrinking Attention Spans 1. A 2. C 3. D 4. B

MT 5229 Ways To Get Started In True Personalized Learning 1. A 2. B 3. C 4. D

MT 5235 Myths About Learning To Dispel Before Next Year 1. C 2. D 3. A 4. C

MT 5224 Exceptions Need To Be A Part Of Every Rule 1. D 2. A 3. B 4. C

MT 5230 Stop: Being Busy Doesn’t Qualify For Honors 1. A 2. B 3. A 4. D

MT 5236 Don’t Ignore The Value Of Renewal To You 1. C 2. A 3. A 4. B

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

Research References Abdullah, M. (2019, June 10). How to motivate kids to practice hard things. The Epoch Times. Retrieved from www.theepochtimes.com/ how-to-motivate-kids-to-practice-hard-things_2946749.html Adler, F. (n.d.). Teamwork makes the dreamwork. Retrieved from www.actioned.com/teamwork-makes-the-dreamwork/ Arbinger Institute. (2016). The outward mindset: Seeing beyond ourselves. Oakland, CA: Berrett-Koehler. Barth, F. D. (2014, September 21). 5 ways to find balance in your life. Psychology Today. Retrieved from www.psychologytoday.com/us/blog/the-couch/201409/5-waysfind-balance-in-your-life Beaton, C. (2016). How to have a bad day: 8 foolproof strategies. Forbes. Retrieved from forbes.com/sites/carolinebeaton/2016/06/15/how-to-have-a-badday-8-foolproof-strategies/#1690428d6ff9

Dorado, J., & Zakrzewski, V. (2013, October 23). How to help a traumatized child in the classroom. Greater Good Magazine. Retrieved from greatergood.berkeley.edu/article/item/the_silent_ epidemic_in_our_classrooms Doucleff, M. (2018, June 21). A lost secret: How to get kids to pay attention. National Public Radio. Retrieved from npr.org/ sections/goatsandsoda/2018/06/21/621752789/a-lost-secrethow-to-get-kids-to-pay-attention Emdin, C. (2012, February 3). Yes, black males are different, but different is not deficient. Phi Delta Kappan, 30(20). Retrieved from edweek.org/ew/articles/2012/02/03/kappan_emdin.html Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., Brunwasser, S. M., & Duckworth, A. L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology, 111(5), 728-744. doi.org/10.1037/pspp0000074

Bohannon, L. F. (2019). Beginner’s pluck: Build your life of purpose and impact now. Ada, MI: Baker Books.

Flannery, M. E. (2015, September 9). When implicit bias shapes teacher expectations. NEAToday. Retrieved from neatoday.org/2015/ 09/09/when-implicit-bias-shapes-teacher-expectations

Briggs, S. (2016, May 2). 15 smart study tactics based on the latest brain research. Retrieved from opencolleges.edu.au/informed/ features/the-big-study-habits-guide-based-on-the-latest-brainresearch/

Gardner, J. W. (2015). Self-renewal: The individual and the innovative society. Brattleboro, VT: Echo Point Books & Media. (Original work published in 1963)

Brown, B. (2015). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. New York City, NY: Avery Publishing. Christensen, D. D. (1996). Teaching strategies for students with diverse learning needs. Nebraska Department of Education. Cohen, M. (n. d.). Student guide to surviving stress and anxiety in college & beyond. Retrieved from www.learnpsychology.org/ student-stress-anxiety-guide Couros, G. (2015). The innovator’s mindset: Empower learning, unleash talent, and lead a culture of creativity. San Diego, CA: Dave Burgess Consulting. Cox, J. (n.d.). Teaching strategies that advocate your students. Retrieved from www.teachhub.com/teaching-strategies-advocate-yourstudents DeBruyn, R. (2011). Before you can discipline (2nd ed.). Manhattan, KS: The Master Teacher. DeBruyn, R. (2011). Causing others to want your leadership…for teachers. Manhattan, KS: The Master Teacher. DeBruyn, R., & Larson, J. (2012). You can handle them all (2nd ed.). Manhattan, KS: The Master Teacher. Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012, October 18). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3. doi.org/10.3389/fpsyg.2012.00429 Denizet-Lewis, B. (2017, October 11). Why are more American teenagers than ever suffering from severe anxiety? New York Times Magazine. Retrieved from www.nytimes.com/2017/10/11/ magazine/why-are-more-american-teenagers-than-eversuffering-from-severe-anxiety.html

THE

Gunn, J. (2018, December 24). Small things that make a big difference in the classroom. Retrieved from resilienteducator.com/classroomresources/effective-small-classroom-practices/ Hammer, B. (2019, July 10). 5 brain-based learning strategies to boost learning, retention, and focus. Retrieved from blog.edmentum.com/5-brain-based-learning-strategies-boostlearning-retention-and-focus Howard-Jones, P. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15, 817-824. Retrieved from nature.com/articles/nrn3817 How to shine at a meeting: 4 tips. (2015, July). Communication Briefings. Johnson, B. (2012, March 1). How do we know when students are engaged? Retrieved from edutopia.org/blog/student-engagementdefinition-ben-johnson Keels, M. (2018, March 23). Supporting students with chronic trauma. Retrieved from www.edutopia.org/article/supporting-studentschronic-trauma Knoll, A. R., Otani, H., Skeel, R. L., & Van Horn, K. R. (2017). Learning style, judgements of learning, and learning of verbal and visual information. British Journal of Psychology, 108(3), 544-563. doi.org/10.1111/bjop.12214 Kresser, C. (2018, November 16). Accomplish more: How to replace busyness with productivity. Retrieved from chriskresser.com/ accomplish-more-how-to-replace-busyness-with-productivity/ Lavoie, R. (2008). Fighting the good fight: How to advocate for your students without losing your job. Retrieved from www.ldonline.org/article/22720/

MASTER TEACHER Weekly Pd™ PROGRAM Leader’s Guide • Volume 52 • 2020–2021 School Year

Weekly

For THE

MASTER TEACHER Weekly Pd PROGRAM

Le Guin, U. K. (2016). Words are my matter: Writings about life and books, 2000-2016, with a journal of a writer’s week. Northampton, MA: Small Beer Press.

™

Table of Contents

Please note two important features…

As always, you have our best wishes for a great school year. If you have any questions, you can contact me personally at the email address below. Sincerely,

Tracey H. DeBruyn President tdebruyn@masterteacher.com

Rickabaugh, J. (2016). Tapping the power of personalized learning: A roadmap for school leaders. Alexandria, VA: ASCD.

MASTER TEACHER®.

Shapiro, E., & Shapiro, D. (2013, November 10). 7 ways to find inner (and real) happiness. HuffPost. Retrieved from huffpost.com/entry/happiness-tips_b_3886677

Pasquinelli, E. (2012, June). Neuromyths: Why do they exist and persist? Mind, Brain, and Education, 6(2), 89-96. doi.org/10.1111/ j.1751-228X.2012.01141.x

Reprimanding: Do it right. (2015, July). Communication Briefings.

THE

Tokuhama-Espinosa, T. (2010). Mind, brain, and education science: A comprehensive guide to the new brain-based teaching. New York City, NY: W. W. Norton & Company.

Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York City, NY: Riverhead.

Licensed for distribution by

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD.

Paunesku, D. (2019, July 17). Stop measuring student deficits. Measure systemic ones. Education Week, 38(37), 22.

(Volume 52)

Top 8 meeting pet peeves. (2016, March). Communication Briefings.

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

Weekly ™

IS ORGANIZED INTO FIVE

AREAS OF FOCUS

These areas serve as the mainstay of the beliefs, a tudes, and behaviors that will help li a teacher to the level of master teacher. Empowering teachers to become masters of their craft enables them

1. Professional to work with school staff more effectively, to find more success with Responsibilities parents, and most important, to change the lives of students.

2. Learners and Learning

3. Learning Environment

Creating a positive, caring, respectful, and student-centered classroom and school begins with the teacher. Without the right learning environment, students will fail to achieve their full potential.

No one can do what you can for your students.

5. Leadership

Weekly ™

Developing and supporting teachers to become leaders in the classroom and throughout the school is vital to closing the achievement gap and increasing learning for all students.

For more information about implementing the program, please contact THE MASTER TEACHER® 800.669.9633 or email sales@masterteacher.com

LEADER’S GUIDE 2020-2021 School Year Volume 52

Leadership Lane | P.O. Box 1207 | Manhattan, Kansas 66505-1207 | www.masterteacher.com