LEADER’S GUIDE 2021-2022 School Year Volume 53
Keeping teachers growing and meeting the challenges ahead takes a special kind of leadership.
It’s In Your Hands.
Weekly ™
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.............................................. 4 Title List.......................................................... 6 The Annual Planner......................................... 7 Leader’s Answer Key to Posttests.................. 16 Research References for the Master Teacher Weekly Pd Program (Volume 53)................... 18
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. 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
Copyright 2021 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. Licensed for distribution by the Master Teacher®.
Distribute the
First Lesson of the Master Teacher
Hand out only one lesson each week!
Remember this principle of teaching and learning: Volumes of information in short lessons give the best learning and retention. Therefore, even though you receive the program a month at a time, only give your teachers one lesson each week. If you distribute several issues at one time, they lose both their timeliness and ease of use. That’s because the lessons are aligned to the weeks of the school year. Each lesson is designed to be read in just a few minutes, so it won’t take a lot of your teachers’ time during the week and they can implement the strategies immediately. By the end of the school year, they will have completed 36 weekly lessons. Online users will get a weekly email with a link to the eLearning portal to access the lesson.
1. Feature Article
Weekly
The content is specific to one of six areas of professional focus: Professional Responsibilities, Learners and Learning, Learning Environment, Instructional Effectiveness, Assessment, and Leadership.
2. Tips for Immediate Application
MASTER W TEACHER TIPS...
Each lesson contains tips covering key topics like managing behavior, relationships with students, relationships with colleagues, student engagement, and teaching techniques.
3. 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.
4. Inspirational Quote
First, they hold high expectations of themselves for becoming enthusiasm, and skills to keep students from becoming exemplary teachers. It starts with the desire to become bored and unproductive during the reteaching, reassessment, excellent. Know that professional desire is more than a and feedback process. Great teachers know they may need to force or state of mind. It is purpose, determination, resolve, look to their own imagination as well as the imaginations grit, perseverance, and tenacity. It’s the unyielding position of colleagues to devise better ways to teach some students. that you want to, can, and will reach and teach all students, The point is that they persist in doing everything they can that problems have solutions, and that every situation can to remain a catalyst for student learning. be made better. It’s the conviction that by adopting and Fourth, teachers who wish to be catalysts lay the foundation practicing professional attitudes and by adopting effective for lifelong learning. And they do so by interweaving strong methods, techniques, skills, and strategies, a teacher can beliefs and actions and working diligently to create an experience success with students and they will learn. environment that works to advance student thinking toward Professional desire is at the very core of being a learning. They hold high expectations of themselves for catalyst for learning. The needs of students are so extensive becoming exemplary. They believe all students can learn Believe that without strong professional desire, the task would be and communicate that belief daily. And they model an you are overwhelming. Strong professional desire keeps teachers in appreciation for all learning while maintaining a studentcharge of what they do and don’t do with students in the centered focus. In combination, the continuous example of the catalyst classroom. With it, they learn not to always expect to travel these beliefs and actions serves to ignite a love of learning hen the term catalyst is used in chemistry, it means easy roads with students or anyone else. Yet, they have the in students, as well as the confidence that they can and will something that causes a reaction to happen in a confident mindset to know that success is always possible as learn what they set their minds to. way that would not be possible without it. long as they maintain a persevering attitude. The Master Teacher For instance, if you light a match in a room with hydrogen Professional desire also keeps teachers moving and oxygen for gas, there will be an explosion andprivately...or most of forward–always growing and continuously improving. holds himself or herself with colleagues Becoming agasCatalyst Learning the hydrogen and oxygen will create water molecules. In this Most importantly, professional desire helps teachers keep accountable. t is crucial to remember thelitimportance respect 1. Rate the degree to barriers which you youinareperspective, the example, the match is theofcatalyst. andbelieve setbacks and it keeps teachers ™ when positioning yourself to be a catalyst for learning. catalyst for learning on a scale of one to ten (ten The Master Teacher knows he or she must be the catalyst In the world of education, the classroom teacher is the from being diminished by them. You have to first foster and maintain the respect of your being the highest). What does your rating tell you? for learning in the classroom. Therefore, he or she doesn’t catalyst that causes the ingredients for learning to combust. Second, teachers who wish to be catalysts communicate high students and respect for your professional responsibility look for other external factors–such as parents, guardians, In fact, no research or classroom experience reveals that expectations of students for meeting objectives. Further, they are Volume 53 No. 1 to students’ learning before you can effectively teach 2. How can you more effectively communicate your school boards, or anyone else–to fulfil this role. anything is more vital to student academic success and learning experts at making each student aware of what’s expected in them anything. Respect begets respect. teacher–not Therefore, show expectations to Master Teachers know that even though these other than the classroom books, supplies,high computers, thestudents? way of learning goals. Their students know the material THISfor WEEK’Sfactors AREA respect for your students firstdesks, and then can move to the many important canOF andFOCUS: do contribute to a child’s learning, they materials, or you buildings. Among to be covered each day and the assignments for study, the next level of functioning. 3. Discuss the connection between don’t count on them. They hold themselves accountable for teacher attributes is the teacher’s belief in students, which often reporting, for professional reading, anddesire for homework. Their LEADERSHIP students and teaching effectiveness. the progress made or not made with each child they teach. precedes students’ belief in themselves. Students everywhere know in advance when assignments are due. These teachers In doing so, they compel themselves to experiment, to be have “found themselves” and are pursuing a meaningful life as are also persistent in their insistence that students perform creative, and to keep growing professionally–ever expanding a result of one teacher’s belief in them. This year, you have the with their support and encouragement. A student may give nce respect isopportunity established, to then thenforcan their repertoire of skills. Think catalyst. Be a catalyst, and be and that only teacher the students in your care. up occasionally, but the teacher who is a catalyst does not you begin the communicating your you are the catalyst for both you and students will have a great year. Butprocess to do so,ofit is vital that you believe give up on the student. Instead, the teacher acts as a “warm high expectations their of students for achievement. meeting objectives learning and demander.” and motivating students to strive for high expectations of themselves as well. Students need high expectations Great teachers are Being a catalyst requires Education is not the filling of a to achieve, and they rise to meet expectations –Founder and Author catalysts inthe athigh least pail, but theteacher lightingpersistence of a fire. that the teacher helps set. In any ways. great teacher’s fourthem important until students learn. —William Butler Yeats classroom, it is not uncommon to hear students say that the teacher “expected usIntotheachieve, and we didthebecause study Voices from Field: What is a Master Teacher? Third, they persist until students are successful in their we had to.” Paradoxically, it is Robert the attitude a student researchers and that Tracey DeBruyn found that teachers, learning. Catalytic teachers teach, assess, reteach, and reassess can learn and will learn that creates respect. THE RESEARCH principals, and superintendents believe great teachers are until students have acquired mastery of the material. The real DeBruyn, R., & DeBruyn, T. (2009). Voices from the field: What is a catalysts in at least four important ways: challenge is for the teacher to have sufficient imagination, ™
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.
POINTS TO PONDER ...
Weekly
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©2021, the Master Teacher, Inc.
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each students that most limitations are self-imposed. Tell them that if they think it, are creative, and persevere through it, they can probably achieve it. Roger Bannister was the first human to run a subfour-minute mile–a barrier that was previously deemed insurmountable. Immediately after Bannister proved it was possible, runners all over the world repeated the feat. The teacher who is a catalyst continues to challenge students to silence the self-defeating voices in their heads that limit their vision of what they can achieve, whether those voices come from their home environment, classmates, or because of past failures. The confidence to overcome barriers only comes after a person has successfully overcome one. And catalytic teachers get students to try.
”
Believe You Are The Catalyst
master teacher? The Master Teacher.
Volume 53 September 6, 2021 Number 1 the Master Teacher Weekly Pd™ Program Authors: Founder, Robert L. DeBruyn; James R. Rickabaugh, Ph.D.; Tracey H. DeBruyn. Editor: Kaitlin M. Downing. Advisors: Laura Myrah, Ed.S.; Heather Schroer, Ed.S. (the Master Teacher Weekly Pd™ Program) (ISSN 0889-6259, USBS 877-660) published weekly during the 36-week school year by the Master teacher, Inc.; mailed weekly, 36 times per year, except June, July, and August. “Periodicals POSTAGE PAID at Manhattan, Kansas 66505-1207.” No advertising accepted. For volume purchase prices, write or call. Copyright 2021 by the Master teacher, Inc. All rights reserved. Reproduction in whole or in part without written permission is strictly prohibited. Printed in U.S.A. (POSTMASTER: Send address changes to the Master teacher, Inc., Leadership Lane, P.O. Box 1207, Manhattan, Kansas 66505-1207.)
Leadership Lane • P.O. Box 1207 Manhattan, Kansas 66505-1207 800.669.9633 www.masterteacher.com
AND TIPS FOR...
BECOMING A CATALYST
Posttests Posttests 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. Print-Only Users: If you choose to award credit, we recommend 0.5 credit for reading each lesson and completing the posttest questions, which can be downloaded online at www.masterteacher.com/mtpd-program. This will need to be done by the administrator in your school. You will find the Leader’s Answer Key on pages 16-17. Online and Podcast Users: At the end of each online lesson, posttest questions are provided to check for understanding. Upon successfully passing the test, the lesson is considered complete. A completion certificate is generated, and the teacher will receive 0.5 credit. For your convenience, a comprehensive transcript of all completed lessons is provided. 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.
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
3
Implementation is For the First
Week
WELCOME CARD
to introduce the program
INDEX
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. Online users will get an email with a link to the eLearning portal to access the lesson. Then, use the kick-off speech/memo to introduce the program to your staff (available online at www.masterteacher.com/mtpd-program).
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the
Master Teacher Weekly Pd Program Leader’s Guide • Volume 53 • 2021–2022 School Year
Easy For Each
Week
Lesson Teachers will receive the lessons in either print or online and podcast versions, unless you specify otherwise. Print: Four lessons will be mailed to you each month for each teacher, so you will never miss a week of providing professional help and inspiration. Online/Podcast: Teachers will automatically receive a weekly email notifying them that the newest online lesson/podcast from the Master Teacher Weekly Pd Program is available to access. A link will be provided in the email for ease of use.
Group Discussion 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:
GREA T FO ZOOM R DISCU SSION S!
Engagement Builder™
Start your weekly staff email with The Engagement Builder™ that corresponds to each weekly lesson (see pages 7-15).
Discussion Generator™
End your weekly staff email with questions from The Discussion Generator™ that correspond to each of the weekly lessons (see pages 7-15). 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 7-15) 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. Fourth: The entire group shares their reflections with everyone. 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.
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
5
18 HOURS
Weekly
of Coursework Annually
™
Extra Tips & Activities Area of Focus
1 Believe You Are The Catalyst 2 Why Teacher-Student Relationships Matter More Than Ever 3 Eliminate The Majority Of Discipline Problems With Two Strategies 4 Powerful Ways To Show Parents Your Professional Competency
Leadership Learners and Learning
Becoming a Catalyst for Learning Student Relationships
Learning Environment
Leading Students
Professional Responsibilities
Competency with Parents
5 Six Abilities Students Need To See In You 6 Take The Mystery Out Of Grading 7 Five Skills For Learning How To Learn 8 Should Students Be Allowed “Do-Overs”?
Learners and Learning Assessment Learners and Learning Instructional Effectiveness
Student Relationships Giving Effective Feedback Learning How to Learn Building Trust with Students
9 Keep The Main Thing The Main Thing 10 Ways To Facilitate Class Discussions That Lead To Learning 11 Be Alert To Long-Term Aftereffects Of Trauma
Instructional Effectiveness Learners and Learning
Keeping the Focus on Learning Better Class Discussions
Learners and Learning
12 Formative Assessment In Any Environment
Assessment
Dealing with Trauma in Our Own Lives Formative Assessment
13 Beware Of The Classroom Curiosity Killers 14 The Promises And Pitfalls Of Project-Based Learning 15 The Hidden Benefits Of Self-Paced Learning 16 The Secrets Of Inspired Teaching
Instructional Effectiveness Instructional Effectiveness Instructional Effectiveness Instructional Effectiveness
Fostering Curiosity Student Ownership of Learning Self-Paced Learning Inspired Lessons
17 Foolish Mistakes Commonly Made By Smart People 18 When A Student’s Need For Attention Is Insatiable 19 When Motivation Doesn’t Lead To Learning 20 Five Ways To Unleash Interests And Talents
Professional Responsibilities Learners and Learning Instructional Effectiveness Learners and Learning
Parent Relationships Managing Behavior Student Motivation Creating Assessment Strategies
21 Three Ways To Build Civic-Minded Learners 22 When You Hear, “Why Do I Have To Learn This?” 23 Understanding Biases That Work Against You 24 Ways To Unlock The Creative Potential Of Students
Learners and Learning Learners and Learning Professional Responsibilities Learners and Learning
Building Civic-Minded Learners Finding Relevance in Learning “De-Biasing” Your Teaching Unlocking Creativity
25 When A Student Repeatedly Pushes Your Buttons 26 If You Truly Want To Influence Students 27 Being Ready For Predictable Shifts In Student Morale 28 Reconnecting With Disconnected Students
Learners and Learning Learners and Learning Learning Environment Learners and Learning
When Students Test Authority Student Relationships and Learning Student Achievement Reaching Disconnected Students
29 Helping Students Regain Balance After A Setback 30 It’s Never Too Late To Repair Relationships 31 What’s Your Plan To End On A High Note? 32 Pick The Right People To Guide Your Career
Learners and Learning Professional Responsibilities Learners and Learning Professional Responsibilities
Helping Students with Setbacks Repairing Relationships Influencing Students to Year’s End Choosing a Good Mentor
33 The Dangers Of Truth Decay 34 Key Steps And Attitudes For Navigating Change Successfully 35 If You Really Want To Get Better… 36 Falling Back In Love With Teaching
Leadership Professional Responsibilities
Handling Hate-Driven Incidents Dealing with Change
Leadership Leadership
Giving and Accepting Advice Sustaining Professional Passion
Week
2021-22 Feature Lesson Titles Area of Focus
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Master Teacher Weekly Pd Program Leader’s Guide • Volume 53 • 2021–2022 School Year
Weekly ™
Annual Planner for the 2021–2022 School Year
Weeks 1–4: Getting Off to a Great Start WEEK 1:
The Engagement Builder™ In the world of education, the classroom teacher is the catalyst that causes learning ingredients to combust.
Believe You Are The Catalyst How I will best use this lesson:
_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
The Discussion Generator™ • Why is it important for teachers to see themselves as a catalyst for learning? • What attitudes and beliefs do teachers who are catalysts hold? Why are these elements crucial to ensuring that learning happens? • What role does persistence play in the teacher’s effectiveness as a learning catalyst? What are some examples?
_____________________________________________
WEEK 2:
Why Teacher-Student Relationships Matter More Than Ever How I will best use this lesson:
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The Engagement Builder™ Students who believe they have a relationship with their teacher have a better chance of succeeding than those who don’t hold this belief. The Discussion Generator™ • Why are strong, positive relationships between students and teachers vital to learning success? What barriers emerge when teacher-student relationships are weak? • What actions can teachers take to ensure their relationships with students are strong and sustained? • Why is a sense of belonging crucial to forming and maintaining relationships that support learning? What experiences help students feel as though they belong?
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WEEK 3:
Eliminate The Majority Of Discipline Problems With Two Strategies How I will best use this lesson:
_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
WEEK 4:
Powerful Ways To Show Parents Your Professional Competency How I will best use this lesson:
_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
The Engagement Builder™ The best way to keep power is to share it. The Discussion Generator™ • What role does power play in the majority of classroom misbehavior and discipline issues? What are some examples? • What does it mean to share power with students? What advantages might accompany this shift? • What are some steps and strategies for giving students a greater sense of power and control over their learning and life at school? How do these actions shift the learning experiences of students?
The Engagement Builder™ Teachers can influence the state of their relationship with parents by revealing their professional competency up front. The Discussion Generator™ • Why is it important for parents to be convinced of the professional competency of their child’s teacher? What does it mean to be professionally competent? • What information and actions effectively convey professional competency? What are some good opportunities for teachers to convince parents of their professional competency? • What are some signs and signals that parents are convinced that their child’s teacher is professionally competent and will be an effective nurturer of their child’s learning?
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
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Weeks 5–8: When the Newness Wears Off and the Hard Work Takes Over, Best Practices Help Teachers the Most WEEK 5:
Six Abilities Students Need To See In You How I will best use this lesson:
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WEEK 6:
Take The Mystery Out Of Grading How I will best use this lesson:
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WEEK 7:
Five Skills For Learning How To Learn How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 8:
Should Students Be Allowed “Do-Overs”? How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
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The Engagement Builder™ Students deserve to have teachers who have high expectations for themselves and their own professionalism. The Discussion Generator™ • What do students want from their teachers? Why are these elements and abilities so important to students? • Why is teacher enthusiasm for learning, teaching, and academic content crucial to high levels of student success? What role does the “why” of learning play in generating student enthusiasm for and commitment to learning? • What does it mean to command respect without abusing power and authority? How might this balance be demonstrated in a successful classroom?
The Engagement Builder™ Grades should be a reflection of learning, not the reason to learn. The Discussion Generator™ • Why might it be misleading to urge students to work hard so they get good grades? How might the value and importance of learning be lost in pursuit of high grades? • What elements should be considered and included in the determination of grades? What elements should be avoided? • Why is it important that grades capture learning progress, not just current levels of performance? What risks accompany a focus on what students know rather than what they have learned?
The Engagement Builder™ Knowing how to learn is not innate for most students. The Discussion Generator™ • In what ways might the school experience of today’s students be misaligned with the expectations they will face in the workplace? What might be done to create better alignment? • What does it mean to teach students how to learn as opposed to what to learn? What are some “learning to learn” skills? • What advantages accompany having students who know how to learn and are motivated to do so? How can we help students shift from a focus on learning as a compliance activity to a commitment action?
The Engagement Builder™ It is in repeated tries that learning grows, confidence emerges, and expertise becomes apparent. The Discussion Generator™ • What are the relative advantages and disadvantages of granting students opportunities for “do-overs”? Is it true that in life, do-overs are not allowed? What are some examples? • If learning is an iterative process, might do-overs be considered a key component of learning? Under what conditions should do-overs not be permitted? • What strategies can we employ to ensure that do-overs lead to more learning and not just higher grades?
Master Teacher Weekly Pd Program Leader’s Guide • Volume 53 • 2021–2022 School Year
Weeks 9–12: Before and After the First Grading Period, Teachers Need Special Guidance WEEK 9:
Keep The Main Thing The Main Thing How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 10:
Ways To Facilitate Class Discussions That Lead To Learning How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ When our nerves are on edge and our mental energy is stretched, it is easy to fixate on the wrong things. The Discussion Generator™ • If we want to “keep the main thing the main thing” in learning, where should our focus be? Why? • What are common distractors that pull our focus away from what is most important to learning? How can we avoid and overcome these distractions? • Why might linking a student’s natural interests and talents to academic content help to keep learning on track and the focus of learning where it needs to be?
The Engagement Builder™ Most students will pursue careers that will require them to work in teams, and being an active participant in team discussions will be a key to their success. The Discussion Generator™ • What are characteristics of class discussions that lead to learning? What elements can distract from or undermine learning-generating discussions? • What steps can we take to ensure that students are ready to engage in learning-rich discussions? Why are these steps effective? • What structures and strategies can be employed during discussions to maximize the likelihood that learning will occur?
_________________________________________________
WEEK 11:
Be Alert To Long-Term Aftereffects Of Trauma How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 12:
Formative Assessment In Any Environment How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ The aftereffects of trauma may last longer than we assume or imagine. The Discussion Generator™ • What physical behaviors and emotional symptoms may be the result of long-term effects of trauma? Are these behaviors and symptoms always the result of trauma? How might we determine the difference? • What actions can we take when we suspect that a student’s emotional outbursts and overreactions to situations are the result of long-term effects of trauma? What cautions should we observe? • What steps can we take when we suspect that we are suffering from long-term effects of trauma?
The Engagement Builder™ There are two reasons we assess: to find out how much students have learned, and to find out how effectively we have taught them. The Discussion Generator™ • In what ways might online formative assessments be the same as traditional in-person formative assessments? In what ways might they be different? • What are characteristics of online tools that are particularly useful for creating and conducting formative assessments? Provide examples. • Consider the two reasons discussed in this lesson for conducting formative assessments. How should the information collected through formative assessments be used to create the greatest value?
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
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Weeks 13–16: Keeping Productivity High During the Holidays WEEK 13:
Beware Of The Classroom Curiosity Killers How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Students will learn what they are curious about. The Discussion Generator™ • Why is it important that we encourage and support curiosity in our students? What risks accompany undermining and discouraging curiosity in students? • What teacher actions most frequently “kill” curiosity in students? What makes these actions powerful? • Why is it important that we demonstrate curiosity? What are examples of how teachers can share their curiosity with students?
_________________________________________________
WEEK 14:
The Promises And Pitfalls Of Project-Based Learning How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ We need to help students focus on learning, not just trying to look creative. The Discussion Generator™ • What learning benefits are commonly associated with project-based learning? What about project-based learning can generate these benefits? • Why are each of the four common components of project-based learning important to ensuring maximum benefits from the experience? • Which of the five pitfalls associated with project-based learning is most likely to undermine high levels of learning? Why?
_________________________________________________ _________________________________________________
WEEK 15:
The Hidden Benefits Of Self-Paced Learning How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ We can’t expect students to progress at the same rate. The Discussion Generator™ • What is self-paced learning? Provide examples of what self-paced learning might look like in practice. • How might it be said that self-paced learning is more efficient? How might it be more effective? • How might self-paced learning lead to greater mastery of standards? Provide examples.
_________________________________________________ _________________________________________________
WEEK 16:
The Secrets Of Inspired Teaching How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
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The Engagement Builder™ In the steady hum of simply trying to help students master their learning, the thought of trying to be inspiring as well can often get lost. The Discussion Generator™ • What elements define inspired teaching? What are the best measures of inspired teaching? • Can teachers be inspiring even if they are not passionate about the process of teaching and the topic they are teaching? Why or why not? • What must we believe about our students to be able to inspire them through our teaching? Provide examples.
Master Teacher Weekly Pd Program Leader’s Guide • Volume 53 • 2021–2022 School Year
Weeks 17–20: After the Holidays, You Will Arm Teachers With the Right Attitudes and Techniques WEEK 17:
Foolish Mistakes Commonly Made By Smart People How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Even the smartest among us can engage in foolish thinking and actions. The Discussion Generator™ • How do you define a foolish mistake? Why might people choose to continue to make a mistake that limits their success and undermines their reputation? • Why might smart people be more likely to try to control events and people around them? What consequences can accompany this habit? • How can we recognize mistakes we are making that are holding us back or diminishing our reputation? What might be symptoms to monitor?
_________________________________________________ _________________________________________________
WEEK 18:
When A Student’s Need For Attention Is Insatiable How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 19:
When Motivation Doesn’t Lead To Learning How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ We can’t let ourselves believe that the attention demander doesn’t have the ability to be a superb student. The Discussion Generator™ • What might cause a student to exhibit insatiable, attention-seeking behaviors? Why is managing this behavior often a challenge? • How might giving attention-seeking students more responsibilities in class help modulate their behavior? What might be an example? • What risks accompany attempting to ignore or criticize the behaviors of attention-seeking students? What long-term impact might such a choice have on these students?
The Engagement Builder™ Motivation can disappear when learning tasks are overstructured. The Discussion Generator™ • What is the connection between motivation and learning? Under what conditions might motivation not have a learning focus? • What role can teachers unintentionally play in generating motivation that does not lead to learning? What is an example? • When we discover that student motivation is not aligned with the learning we intend, what actions can we take to establish a better connection?
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WEEK 20:
Five Ways To Unleash Interests And Talents How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ We can spot potential and change the lives of those we teach, but we have to accept the challenge and opportunity. The Discussion Generator™ • What are some ways to discover student interests and talents that can be tapped to stimulate and sustain learning? • Why is it important to understand the nature of situational and individual interests if we hope to motivate students to learn? • What strategies can help us uncover yet-to-be-developed talents within our students?
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
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Weeks 21–24: Giving Teachers Perspectives and New Skills Will Keep Morale High in This Pressure-Packed Month WEEK 21:
Three Ways To Build Civic-Minded Learners How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Whether we are teaching the alphabet or differential equations, our goal is the same: to enable our learners to make a difference in the world. The Discussion Generator™ • What does it mean to be civic-minded? What are some examples? • What steps and strategies can we employ to help our students become civicminded and service-oriented? • Why is nurturing a population that is civic-minded important to our nation and society, especially now?
_________________________________________________
WEEK 22:
When You Hear, “Why Do I Have To Learn This?” How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Students need to know that what they are learning is useful. The Discussion Generator™ • What message or messages are students sending when they ask, “Why do I have to learn this?” • What role does purpose play in learning? Do students deserve to know the “why” behind what we ask them to learn? Why or why not? • What are effective answers we can give to students when they ask why they need to learn what we want to teach them?
_________________________________________________ _________________________________________________
WEEK 23:
Understanding Biases That Work Against You How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 24:
Ways To Unlock The Creative Potential Of Students How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ People tend to assign positive characteristics and motivations to people whom they believe to be similar to them and tend to do the opposite with people whom they see as not like them. The Discussion Generator™ • Is it possible to be bias-free as a person and educator? Are biases inherently bad? Why or why not? • What unconscious biases about students are likely to be most damaging in our role as educators? • What steps can we take to become aware of and counter biases we hold that do not serve the learning interests of each student?
The Engagement Builder™ Global competition and an ever-changing workplace and workforce will certainly compel our students to be more creative than ever if they are going to succeed in life after school. The Discussion Generator™ • Do all students have the potential to be creative? Why is the answer to this question important to our success with students? • What common instructional practices hold the potential to limit the development of creativity in students? • What strategies can we employ to develop and honor creativity in our students?
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Master Teacher Weekly Pd Program Leader’s Guide • Volume 53 • 2021–2022 School Year
Weeks 25–28: Readings for Rejuvenation and Perspective
WEEK 25:
When A Student Repeatedly Pushes Your Buttons How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ The authority pusher is not always easy to like but, when given responsibility and proper teaching, can become an outstanding class leader and teacher advocate. The Discussion Generator™ • What student behaviors are most likely to push your buttons? What makes these behaviors challenging for you to manage? • Why are students who constantly challenge authority particularly difficult to manage effectively? • What are some effective strategies for responding to students who are “authority pushers”?
_________________________________________________
WEEK 26:
If You Truly Want To Influence Students How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Most young people do not have an abundance of adults in their lives clamoring to help them identify and develop their talents and experience more success. The Discussion Generator™ • What is intrinsic motivation and why is it such a powerful driver of behavior? • Why does intrinsic motivation become more powerful when tapped while extrinsic motivation tends to lose its power with repeated use? • What must we know about our students to understand what will intrinsically motivate them?
_________________________________________________
WEEK 27:
Being Ready For Predictable Shifts In Student Morale How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Student morale is linked to the same needs as teacher morale. The Discussion Generator™ • What is morale? What factors typically have an impact on whether morale is high or low? • Why does the level of teacher and student morale often follow a cycle? How does understanding this cycle help us predict and plan for modulations in morale? • What strategies can we employ when we need to lift the morale of students and colleagues?
_________________________________________________
WEEK 28:
Reconnecting With Disconnected Students How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Students who struggle the most, feel the least hopeful, and feel the least valued represent exceptional opportunities to make a difference. The Discussion Generator™ • What forces and factors can lead some students to disconnect with peers, us, and school? • What steps can we take and what strategies can we employ to reconnect with disconnected students? • What signs are we likely to notice when disconnected students begin to reconnect?
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
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Weeks 29–32: The Ideas and the Mindset to Keep the Momentum Going WEEK 29:
Helping Students Regain Balance After A Setback How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ To young people, even minor setbacks can feel crushing. The Discussion Generator™ • Why are some students able to weather setbacks in life and school while others seem to struggle? • What can we say and do to help students recover from setbacks they experience? • How might setbacks be seen as gifts rather than as barriers to future success? What are examples?
_________________________________________________ _________________________________________________
WEEK 30:
It’s Never Too Late To Repair Relationships How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 31:
What’s Your Plan To End On A High Note? How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 32:
Pick The Right People To Guide Your Career How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Damaged relationships that are repaired can flourish. The Discussion Generator™ • How might repairing relationships with colleagues require a difference approach than repairing relationships with students? How might the approach be the same? • What makes a good apology? What words and phrases can undermine an authentic apology? • What consequences often follow failure to apologize and make things right when we need to repair a relationship?
The Engagement Builder™ A sense of security, stability, and direction can go a long way toward creating a positive ending. The Discussion Generator™ • How can routines and structures contribute to ending the year on a high note? What are examples? • What benefits might students gain from engaging in capstone projects during the final weeks that draw on learning from throughout the year? How might this activity contribute to ending on a high note? • How might students benefit from spending time recalling, reviewing, and reflecting on the learning skills and strategies they gained and refined throughout the past year?
The Engagement Builder™ Above all, we should choose mentors with the reputation of being good people and superb teachers. The Discussion Generator™ • Why is it important for us to select the right people to counsel and guide us throughout our careers? • What skills, qualities, and values should a good mentor possess? • What qualities and characteristics should disqualify someone as a mentor?
_________________________________________________ _________________________________________________
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Master Teacher Weekly Pd Program Leader’s Guide • Volume 53 • 2021–2022 School Year
Weeks 33–36: The Right Teachings for a Strong Finish
WEEK 33:
The Engagement Builder™ There is a growing trend of people depending on opinion and personal experience over facts.
The Dangers Of Truth Decay How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 34:
Key Steps And Attitudes For Navigating Change Successfully How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________
The Discussion Generator™ • When you hear the term Truth Decay, what comes to mind? What are some examples of Truth Decay in our social discourse? • What forces and factors are driving the growth of Truth Decay? What consequences accompany Truth Decay? • What strategies can we employ to counter the impact of Truth Decay on the learning and lives of our students?
The Engagement Builder™ The real risk of not changing is rejecting what the future demands. The Discussion Generator™ • Why does change often generate fear and resistance? What consequences often accompany resistance to necessary change? • How can we evaluate and decide how best to respond to change that confronts us? • What about the nature and pace of change today makes it more challenging than in the past?
_________________________________________________ _________________________________________________
WEEK 35:
If You Really Want To Get Better… How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
WEEK 36:
Falling Back In Love With Teaching How I will best use this lesson:
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
The Engagement Builder™ Asking for advice tends to yield more “critical and actionable” information than asking for feedback. The Discussion Generator™ • What might be more helpful when we want to move a skill to the next level of competence, feedback or advice? Why? • Why might advice be more useful to us when we are feeling competent and confident than when we are early in the development of a new skill? • Under what circumstances might it be better to provide a student with advice rather than just offering feedback?
The Engagement Builder™ We have in our hands the opportunity to shape the lives of an inestimable number of students in an incalculable number of ways. The Discussion Generator™ • Think about the time when you decided in favor of teaching as a career. What led you to fall in love with this work? • What forces and factors can pull us away from and compete with our love of teaching and our passion of nurturing learning? • Why is this a good time to reflect on our passion for teaching and rekindle our love for this profession?
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
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Leader’s Answer MT 5301 Believe You Are The Catalyst
Key MT 5307 Five Skills For Learning How To Learn
MT 5313 Beware Of The Classroom Curiosity Killers
1. B 2. B 3. C 4. D
1. B 2. A 3. B 4. C
MT 5302 Why Teacher-Student Relationships Matter More Than Ever
MT 5308 Should Students Be Allowed “Do-Overs”?
MT 5314 The Promises And Pitfalls Of Project-Based Learning
1. B 2. C 3. D 4. D
1. A 2. D 3. D 4. C
1. D 2. B 3. C 4. D
MT 5303 Eliminate The Majority Of Discipline Problems With Two Strategies
MT 5309 Keep The Main Thing The Main Thing
MT 5315 The Hidden Benefits Of Self-Paced Learning
1. A 2. A 3. C 4. B
1. A 2. D 3. B 4. C
MT 5310 Ways To Facilitate Class Discussions That Lead To Learning
MT 5316 The Secrets Of Inspired Teaching
1. A 2. D 3. C 4. B
1. C 2. B 3. D 4. A MT 5304 Powerful Ways To Show Parents Your Professional Competency
1. D 2. D 3. B 4. C MT 5305 Six Abilities Students Need To See In You
1. C 2. D 3. A 4. B MT 5306 Take The Mystery Out Of Grading
1. B 2. D 3. C 4. A 16
the
1. D 2. C 3. B 4. D MT 5311 Be Alert To Long-Term Aftereffects Of Trauma
1. D 2. A 3. B 4. C MT 5312 Formative Assessment In Any Environment
1. D 2. A 3. D 4. B
1. B 2. C 3. A 4. D MT 5317 Foolish Mistakes Commonly Made By Smart People
1. C 2. B 3. C 4. A MT 5318 When A Student’s Need For Attention Is Insatiable
1. A 2. D 3. D 4. B
Master Teacher Weekly Pd Program Leader’s Guide • Volume 53 • 2021–2022 School Year
Posttests MT 5319 When Motivation Doesn’t Lead To Learning
MT 5325 When A Student Repeatedly Pushes Your Buttons
MT 5331 What’s Your Plan To End On A High Note?
1. B 2. A 3. D 4. C
1. D 2. C 3. B 4. A
1. A 2. D 3. B 4. D
MT 5320 Five Ways To Unleash Interests And Talents
MT 5326 If You Truly Want To Influence Students
MT 5332 Pick The Right People To Guide Your Career
1. A 2. C 3. D 4. B
1. A 2. B 3. B 4. D
1. D 2. C 3. A 4. C
MT 5321 Three Ways To Build CivicMinded Learners
MT 5327 Being Ready For Predictable Shifts In Student Morale
MT 5333 The Dangers Of Truth Decay
1. D 2. C 3. A 4. C
1. A 2. D 3. A 4. B
MT 5322 When You Hear, “Why Do I Have To Learn This?”
MT 5328 Reconnecting With Disconnected Students
MT 5334 Key Steps And Attitudes For Navigating Change Successfully
1. D 2. D 3. B 4. A
1. C 2. D 3. D 4. B
1. D 2. A 3. B 4. D
MT 5323 Understanding Biases That Work Against You
MT 5329 Helping Students Regain Balance After A Setback
MT 5335 If You Really Want To Get Better…
1. C 2. B 3. D 4. A
1. B 2. B 3. D 4. A
1. B 2. C 3. A 4. D
MT 5324 Ways To Unlock The Creative Potential Of Students
MT 5330 It’s Never Too Late To Repair Relationships
MT 5336 Falling Back In Love With Teaching
1. C 2. D 3. A 4. D
1. C 2. B 3. D 4. A
1. C 2. C 3. D 4. D
1. B 2. D 3. D 4. B
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
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Research References 3 R’s for meaningful apologies. (2007, June). Communication Briefings. 6 dumb things people do. (2015, September). Communication Briefings. American University School of Education. (2019, September 13). Classroom tips for success: Valuable teaching skills to master. https://soeonline.american.edu/blog/teaching-skills ASCD. (1999, December). Teaching learning-to-learn skills. ASCD Education Update, 41(8). Begley, S. (2018). How parents can excite and inspire. Time Special Edition: The Science of Creativity, 89-93. Below, B. (n.d.) The power of mentoring relationships. Ellevate. https://www.ellevatenetwork.com/articles/9365-the-powerof-mentoring-relationships Blunden, H., Yoon, J., Kristal, A., & Whillans, A. (2021). Soliciting advice rather than feedback yields more developmental, critical, and actionable input (Working Paper No. 20-021). Harvard Business School. https://www.hbs.edu/ris/ Publication%20Files/20-021_45b4e0ac-6d65-4d33-b293b3bddcb60f78.pdf Boothby Institute. (n.d.). Inspired teaching. https://www. theboothbyinstitute.org/programs/inspired-teaching/ Brandt, A., & Eagleman, D. (2018). Under the hood of creativity. Time Special Edition: The Science of Creativity, 28-35. Bringle, R. G., & Steinberg, K. S. (2010). Educating for informed community involvement. American Journal of Community Psychology, 46(3-4), 428-441. https://doi.org/10.1007/ s10464-010-9340-y Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). Jossey-Bass. Bruce, J. (2018, September 5). Change is the new normal. How will you handle it? Forbes. https://www.forbes.com/sites/ janbruce/2018/09/05/change-is-the-new-normal-how-willyou-handle-it/ Cherry, K. (2020, September 17). Murray’s theory of psychogenic needs. Verywell Mind. https://www.verywellmind.com/ murrays-theory-of-psychogenic-needs-2795952 Cook, D. A., & Artino, A. R., Jr. (2016, October). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997-1014. https://doi.org/10.1111/ medu.13074 Cress, C. M. (2012). Civic engagement and student success: Leveraging multiple degrees of achievement. Diversity & Democracy, 15(3). https://www.aacu.org/publicationsresearch/periodicals/civic-engagement-and-student-successleveraging-multiple-degrees Curious, S. (2014, August 8). Why do I have to learn this? Blogiversary post #3. https://siobhancurious.com/2014/08/08/ why-do-i-have-to-learn-this-blogiversary-post-3/
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Daskal, L. (n.d.). 9 dumb things smart leaders need to stop doing right now. https://www.lollydaskal.com/leadership/9-dumbthings-smart-leaders-need-to-stop-doing-right-now/ Davis, B. G. (1993). Tools for teaching. Jossey-Bass. DeBruyn, R., & DeBruyn, T. (2009). Voices from the field: What is a master teacher? The Master Teacher. DeBruyn, R., & Larson, J. (2012). You can handle them all (2nd ed.). The Master Teacher. Dominican University of California. (2017, November 23). Be an inspiring teacher. https://dominicancaonline.com/coachinglife-lessons/be-an-inspiring-teacher/ Dye, H. (2018, February 7). The impact and long-term effects of childhood trauma. Journal of Human Behavior in the Social Environment, 28(3), 381-392. https://doi.org/10.1080/10911 359.2018.1435328 Engel, S. (2015). The hungry mind: The origins of curiosity in childhood. Harvard University Press. Eva, A. L. (2018, September 25). How to cultivate curiosity in your classroom. Greater Good Magazine. https://greatergood. berkeley.edu/article/item/how_to_cultivate_curiosity_in_your_ classroom Feldhusen, J. F. (1996, February). How to identify and develop special talents. Educational Leadership, 53(5), 66-69. https:// www.ascd.org/publications/educational-leadership/feb96/ vol53/num05/How-to-Identify-and-Develop-Special-Talents. aspx Finley, T. (2014, July 30). Dipsticks: Efficient ways to check for understanding. Edutopia. https://www.edutopia.org/blog/ dipsticks-to-check-for-understanding-todd-finley Ford, A. (2020, February 26). Creating meaningful grading policies. Edutopia. https://www.edutopia.org/article/creatingmeaningful-grading-policies Fuglei, M. (2018, September 7). Unconscious discrimination: How to defeat four hidden teacher biases. https://resilienteducator. com/classroom-resources/unconscious-discriminationavoiding-teacher-biases/ Gonzalez, J. (2016, October 30). Is your lesson a Grecian urn? Cult of Pedagogy. https://www.cultofpedagogy.com/grecianurn-lesson/ Gore, W. G. (2002). Navigating change: A field guide to personal growth. Team Trek. Graide Network. (2018, August 27). Teacher bias: The elephant in the classroom. https://www.thegraidenetwork.com/blogall/2018/8/1/teacher-bias-the-elephant-in-the-classroom Hagel, J. (2012, May 24). Exploring passion—what kind of passion do you have? Edge Perspectives with John Hagel. https://edgeperspectives.typepad.com/edge_ perspectives/2012/05/exploring-passion-what-kind-ofpassion-do-you-have.html Hough, L. (2015). What’s worth learning in school? Harvard Ed. Magazine. https://www.gse.harvard.edu/news/ed/15/01/ whats-worth-learning-school
Master Teacher Weekly Pd Program Leader’s Guide • Volume 53 • 2021–2022 School Year
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Master teacher Weekly Pd PrograM (Volume 53)
Howard, J. (2019, May 23). How to hold a better class discussion. The Chronicle of Higher Education. https://www.chronicle. com/article/how-to-hold-a-better-class-discussion/ Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. S. (2019). Exploring media literacy education as a tool for mitigating truth decay. RAND Corporation. https://doi.org/10.7249/ RR3050 Isaacson, W. (2018). Learning from Leonardo. Time Special Edition: The Science of Creativity, 18-27. Judkins, R. (2018). Pushing your envelope. Time Special Edition: The Science of Creativity, 64-69. Kavanagh, J., & Rich, M. D. (2018). Truth decay: A threat to policymaking and democracy. RAND Corporation. https://doi. org/10.7249/RB10002 Kirk, K. (n.d.). Motivating students. Teach the Earth. https://serc. carleton.edu/NAGTWorkshops/affective/motivation.html Lahey, J. (2013, June 18). Stop penalizing boys for not being able to sit still at school. The Atlantic. https://www.theatlantic. com/sexes/archive/2013/06/stop-penalizing-boys-for-notbeing-able-to-sit-still-at-school/276976/ Learning Liftoff. (2017, September 29). An expert’s advice on how to learn. https://www.learningliftoff.com/an-expertsadvice-on-how-to-learn/ Lee, C. (2019, April 16). 7 ways to give your students a sense of belonging. Turnitin. https://www.turnitin.com/blog/7-waysto-give-your-students-a-sense-of-belonging Longobardi, C., Prino, L. E., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7. https://doi.org/10.3389/ fpsyg.2016.01988 Manno, M. (2013, May 17). Looking ahead—Eight tips for successful closure to the school year. Teach.com. https:// teach.com/blog/looking-ahead-eight-tips-for-successfulclosure-to-the-school-year/ McNeely, R. (2020, June 19). Avoiding power struggles with students: The dos and don’ts of dealing with classroom confrontations. NEA. https://www.nea.org/professionalexcellence/student-engagement/tools-tips/avoiding-powerstruggles-students Nicholas, N. (2017, November 27). 5 pitfalls of project-based learning (and how to avoid them). TeacherVision. https:// www.teachervision.com/blog/morning-announcements/5pitfalls-of-project-based-learning-and-how-to-avoid-them Patterson, J. (2015, October 22). 5 reasons why self-paced training is highly effective. KnowledgeWave. https://www. knowledgewave.com/blog/self-paced-training
Renninger, K. A., & Hidi, S. E. (2019). The Cambridge handbook of motivation and learning. Cambridge University Press. Rohrbeck, C. A., & Gray, L. S. (2014). Peer relationships: Promoting positive peer relationships during childhood. In T.P. Gullotta & M. Bloom (Eds.), Encyclopedia of primary prevention and health promotion (pp. 828-836). Springer. https://doi.org/10.1007/978-1-4614-5999-6_137 Sawchuk, S. (2017, September 28). Learning how to learn could be a student’s most valuable skill. Education Week, 37(6), 16-18. https://www.edweek.org/teaching-learning/ learning-how-to-learn-could-be-a-students-most-valuableskill/2017/09 Schonfeld, D. (n.d.). National Center for School Crisis and Bereavement. Eluna. https://elunanetwork.org/resources/ national-center-for-school-crisis-and-bereavement/ Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380-386. https://doi.org/10.1038/s41390-018-0039-3 Stanley, C. (2019, November 5). 5 surprising results of a selfpaced classroom. ISTE. https://www.iste.org/explore/In-theclassroom/5-surprising-results-of-a-self-paced-classroom Stringer, H. (2016). The life-changing power of mentors. American Psychological Association, 47(6). https://www.apa. org/monitor/2016/06/mentors Thomas, L. (2019, April 26). 7 smart, fast ways to do formative assessment. Edutopia. https://www.edutopia.org/article/7smart-fast-ways-do-formative-assessment Vozza, S. (2020, January 10). How to turn the job you have into one you love. Fast Company. https://www.fastcompany. com/90449188/how-to-turn-the-job-you-have-into-one-youlove Westberry, L. (2019, July 11). Grading for mastery, not mystery. ASCD Express, 14(31). https://www.ascd.org/ascd-express/ vol14/num31/grading-for-mastery-not-mystery.aspx Witcher, C. (2019, March 13). Growth over grades: How a resubmit policy is helping us build a culture of revision. EdSurge. https://www.edsurge.com/news/2019-03-13growth-over-grades-how-a-resubmit-policy-is-helping-usbuild-a-culture-of-revision Wormeli, R. (2011, November). Redos and retakes done right. Educational Leadership, 69(3), 22-26. Wright, J. (2011, July 12). Six reasons why students are unmotivated (and what teachers can do) [Supplemental handout]. National Association of School Psychologists Summer Critical Issues Conference, Indianapolis, IN. http:// www.jimwrightonline.com/mixed_files/NASP_Indy/wright_ NASP_IN_motivation_supplemental_handout.pdf
Perkins, D. (2014). Future wise: Educating our children for a changing world. Jossey-Bass. Reilly, K. (2018). When schools get creative. Time Special Edition: The Science of Creativity, 82-87.
Phone 800.669.9633 • www.masterteacher.com/mtpd-program
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Weekly ™
IS ORGANIZED INTO SIX
AREAS OF FOCUS
These areas serve as the mainstay of the beliefs, attitudes, and behaviors that will help lift a teacher to the level of master teacher.
1. Professional Responsibilities
Empowering teachers to become masters of their craft enables them to work with school staff more effectively, to find more success with 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.
4. Instructional Effectiveness
Learning how and when to apply the right teaching techniques with the right amount of vigilance to meet each student’s needs is a critical skill that requires consistent development and honing.
5. Assessment
Implementing measures to assess student performance before, during, and after instruction is crucial to shaping it. Equally important is collecting information to help teachers diagnose, guide, and improve their teaching effectiveness and sustain their skills.
6. Leadership
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.
Weekly ™
For more information about implementing the program, please contact the Master Teacher® & 800.669.9633 or email sales@masterteacher.com
Leadership Lane | P.O. Box 1207 | Manhattan, Kansas 66505-1207 | www.masterteacher.com