Leader's Guide for MTPd 2024

LEADER’S GUIDE 2024-2025 School Year Volume 56

A time-tested program with over half a billion copies of THE MASTER TEACHER lessons distributed since inception!

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.

Implementation ............................................. 4 Title List ......................................................... 6 The Annual Planner........................................ 7

Remember, each lesson in the program is designed to develop teachers from foundational teachers to Master Teachers.

Please note two important features…

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.

The Engagement Builder™ and The Discussion Generator™

Leader’s Answer Key to Posttests ................. 16 Research References for THE MASTER TEACHER Weekly Pd PROGRAM (Volume 56).................. 18

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 2024 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: Short lessons that have volumes of information lead to the best learning and retention. Therefore, even though you may receive the program all at once or 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 and each lesson is designed to be read in just a few minutes. The program 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 The content is specific to one of nine areas of professional focus: instructional strategies, student relationships, engagement and motivation, behavior, parent relationships, mental health, professional responsibilities, assessment strategies, and communication skills.

2. Tips for Immediate Application Each lesson contains tips that provide teachers with ideas and strategies for improving their professional practice.

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 their ideas for applying the training topic.

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

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 on THE MASTER TEACHER Weekly Pd PROGRAM lessons.

Print-Only Users: If you choose to award credit, we recommend 0.5 credit per lesson (including reading the lesson and completing the posttest questions), for a total of 18 possible credits. You can download the posttest questions online at www.masterteacher.com/ mtpd-program and find the Leader’s Answer Key on pages 16-17. This process will need to be completed by the program administrator in your school.

Online 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 and online)

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 for 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 56 • 2024–2025 School Year

Easy For Each Week Lesson Teachers will receive the lessons in either print or online format, unless you specify otherwise.

Print: Unless you have opted to receive the whole program in one shipment, 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: Teachers will automatically receive a weekly email notifying them that the newest online lesson 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:

Engagement Builder™ Start your weekly staff email with The Engagement Builder™ corresponding to that week’s lesson (see pages 7-15).

Discussion Generator™ End your weekly staff email with The Discussion Generator™ questions from that week’s lesson (see pages 7-15). These questions will prepare your teachers to have a discussion during a 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 provided on the back or at the end of each lesson to initiate brief but 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 up to discuss the Points to Ponder questions 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

Weekly

18 HOURS of Coursework Annually

Week

™

2024-25 Feature Lesson Titles

Area of Focus

Extra Tips & Activities Area of Focus

1 2 3 4

A Beginning Message Students Need To Hear From You How To Convince Students They Matter Use Early Wins To Build Momentum For A Successful Year Handling The Habitually Late Arriver

Engagement & Motivation Student Relationships Instructional Strategies Behavior

Discipline Creating a Sense of Belonging Building Momentum Counseling Habitual Lateness

5

Instructional Strategies

Handling Learning Misconceptions

6 7 8

Five Actions To Prevent Learning Misconceptions And Confusion Secrets For Success With Angry Parents Loneliness: The Absence Of Human Connection Six Learning-Based Strategies To Counter Cheating

Parent Relationships Mental Health Behavior

When Anger Masks Aggression Connecting Discouraging Cheating

9 10 11 12

Lead, Relate, And Connect By Walking Around A Roadmap For Decoding Student Body Language Eight “Musts” For Sharing Feedback That Motivates Stop: You Can Successfully Engage Disengaged Students

Instructional Strategies Communication Skills Engagement & Motivation Engagement & Motivation

Understanding Body Language Responding to Mixed Messages Maximizing Feedback Effectiveness Seeking Parent Support

13 14 15 16

Teaching Essentials: Imagination, Wonder, And Curiosity Seven Ways To Help Students Develop Problem-Solving Skills Anxiety: Friend Or Enemy Of Success?

Happiness: A Vital Factor In Learning

Instructional Strategies Instructional Strategies Mental Health Engagement & Motivation

Inspiring Creativity Building Our Resilience Managing Anxiety Generating the Happiness Factor

17 18 19 20

Techniques For Saying No Professionally Five Motivation Myths We Need To Dispel Six Assessment Strategies That Increase Student Learning Use Motivational Interviewing To Build Student Success

Professional Responsibilities Engagement & Motivation Assessment Strategies Student Relationships

Saying No Motivating Students Capturing Assessment Information Motivational Interviewing

21 22 23 24

Why And How To Teach Students To Self-Lead Tap Five Powerful Learning Forces—Now Teach Students How To Reverse Learning Mistakes Multiple Strategies For Getting Honest Feedback

Instructional Strategies Instructional Strategies Instructional Strategies Instructional Strategies

Helping Students Self-Lead Driving Learning with Questions Self-Audits and Learning Success Getting Feedback

25 Secrets For Counseling The Habitual Alibier 26 Test Preparation Strategies That Refresh Learning And Extend Recall 27 Six Signs Of Student Insecurity And How To Respond 28 Students Who Transfer During The Year Need Special Attention

Behavior Assessment Strategies

Student Relationships Extending Student Recall

Mental Health Student Relationships

Building Student Confidence Parents of Transfer Students

Communication Skills Professional Responsibilities Professional Responsibilities Instructional Strategies

Taking Action in a Crisis Living Our Values Integrating the Arts Praising Ideas and Achievements

Mental Health Professional Responsibilities

Getting Past Regret Challenging Yourself

Student Relationships Engagement & Motivation

Introducing Changes Giving End-of-Year Advice

29 30 31 32

The Rules Of Crisis Communication Five Universal Values We Can And Must Teach Why Students Deserve An Education That Includes The Arts If You Want Bigger And Better Ideas From Students…

33 Summer Is A Great Time To Tackle Your ANTs 34 The Only Challenge Worth Pursuing (The One We Give Ourselves) 35 A Strategy For Making Changes In A Classroom 36 End The Year By Planting Powerful Predictions

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THE MASTER TEACHER Weekly Pd PROGRAM

Leader’s Guide • Volume 56 • 2024–2025 School Year

Weekly ™

Annual Planner for the 2024–2025 School Year

Weeks 1–4: Getting Off to a Great Start WEEK 1:

A Beginning Message Students Need To Hear From You How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

WEEK 2:

How To Convince Students They Matter How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

The Engagement Builder™ In the first minutes of the first day, students form lasting and hard-to-break opinions and beliefs about you, the class, and how they believe the year will go for them.

The Discussion Generator™ • What strategies can we employ to create a sense of belonging, help students get to know one another faster, and promote diversity and inclusivity within the classroom?

• To create a positive learning environment from day one, how can we effectively raise our bar of self-expectations and our students’ bars of self-expectations for success?

• In what ways can we introduce upcoming content and objectives in an engaging manner to spark students’ curiosity and enthusiasm right from the start?

The Engagement Builder™ We are in a unique position to counter students’ feelings of not mattering.

The Discussion Generator™ • What specific actions can we take to demonstrate to each student that their voice, opinions, and individuality are valued in our classroom?

• How can we proactively identify and address signs of disengagement or feelings of exclusion among our students to ensure they feel seen and heard?

• What strategies can we employ to provide constructive and personalized feedback that encourages students’ growth and is significant to their learning journey?

_____________________________________________

WEEK 3:

Use Early Wins To Build Momentum For A Successful Year

The Engagement Builder™ Unless we build a sense of community, we risk setting up challenges and creating issues that will demand our energy and attention later and may slow the progress of the class in the weeks ahead.

How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

WEEK 4:

Handling The Habitually Late Arriver How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

The Discussion Generator™ • In what ways can we create a supportive classroom culture that fosters a growth mindset and encourages students to take ownership of their learning?

• How can we involve parents and guardians in the process of building momentum for student success, and what communication strategies can we use to keep them informed of and engaged in their child’s education journey?

• What role does student goal setting play in building motivation and momentum throughout the academic year?

The Engagement Builder™ It’s a mistake to assume that late arrivers are uninterested in class or don’t care.

The Discussion Generator™ • How can we establish clear and consistent attendance expectations, including consequences for chronic lateness, and still create a welcoming and supportive classroom environment?

• Without resorting to punitive measures, how can we be proactive about helping students develop punctuality habits and manage their time better?

• How can we differentiate our approach for students who are late due to external factors beyond their control, such as transportation issues or family responsibilities?

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 The Engagement Builder™ We are highly motivated to avoid, misunderstand, or discredit information that conflicts with our naïve conceptions of a topic.

WEEK 5:

Five Actions To Prevent Learning Misconceptions And Confusion How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • Before introducing new concepts in the curriculum, what strategies can we employ to identify common misconceptions and gaps in prior knowledge that students may have?

• How can we create conditions in which students feel comfortable asking questions and seeking clarification when they encounter confusing or challenging material?

• How can we encourage students to reflect on their own learning processes and identify areas where they might be prone to confusion or misunderstanding, thus empowering them to become more self-directed learners?

The Engagement Builder™ We should view conflict as an opportunity to build understanding and solve a problem rather than as a contest to be won.

WEEK 6:

Secrets For Success With Angry Parents How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 7:

Loneliness: The Absence Of Human Connection How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • How can we employ active listening skills and empathy when engaging with angry parents to ensure they feel heard and valued, even if we may not agree with their perspective?

• When dealing with particularly challenging situations involving angry parents, how can we involve administrators, counselors, and other support staff in order to ensure a coordinated and supportive approach that benefits the student?

• What strategies can we use to de-escalate tense situations?

The Engagement Builder™ There really isn’t a substitute for human connections.

The Discussion Generator™ • What role can teachers play in identifying and supporting both students and colleagues who may be experiencing loneliness or isolation, and how can we create a safe space for them to seek help or guidance?

• How can we use technology and social media positively within the school environment to facilitate connections and reduce feelings of loneliness while also addressing potential risks associated with online interactions?

• What initiatives could be put in place to ensure that students from diverse backgrounds feel a sense of belonging and are included in school activities and special events?

The Engagement Builder™ When we provide a learning environment and build a community focused on learning, cheating becomes less attractive.

WEEK 8:

Six Learning-Based Strategies To Counter Cheating How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • What strategies can we implement to make learning more engaging and relevant and reduce the incentive for students to cheat in order to achieve good grades?

• How can we emphasize the importance of learning for personal growth and skill development, rather than just for grades and external validation?

• How can we provide additional academic support and resources to students who may be struggling so they don’t feel the need to resort to cheating?

_________________________________________________

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THE MASTER TEACHER Weekly Pd PROGRAM

Leader’s Guide • Volume 56 • 2024–2025 School Year

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

Lead, Relate, And Connect By Walking Around How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 10:

A Roadmap For Decoding Student Body Language How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ We can gain considerable knowledge and insights from making it a practice to walk around the classroom every day.

The Discussion Generator™ • How does walking around the classroom daily enhance our ability to gauge students’ engagement and their understanding of the material?

• In what ways can daily classroom walks help us identify and address individual students’ needs, whether we need to offer additional support or challenge advanced learners?

• What impact does moving around the classroom have on a teacher’s classroom management?

The Engagement Builder™ Our students communicate constantly with their body language.

The Discussion Generator™ • How can teachers differentiate between signs of discomfort in students, such as fidgeting or avoiding eye contact, and signs of engagement or enthusiasm?

• What cultural differences in body language should we be aware of when interpreting students’ nonverbal cues in a diverse classroom?

• What strategies can we use to make students aware of what they are communicating through their body language, and how might we encourage them (especially those who are shy or introverted) to use it as a tool to help us better understand their needs and concerns?

_________________________________________________

WEEK 11:

Eight “Musts” For Sharing Feedback That Motivates How I will best use this lesson:

_________________________________________________ _________________________________________________

The Engagement Builder™ Our challenge is to provide feedback that students will accept and act on.

The Discussion Generator™ • In what ways can we tailor feedback to individual students’ learning needs and preferences to increase its effectiveness?

• What role does timeliness play in feedback?

• How can we empower students to take an active role in the feedback process?

_________________________________________________ _________________________________________________ _________________________________________________

WEEK 12:

Stop: You Can Successfully Engage Disengaged Students How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Until a relationship exists, the disengaged student will likely remain disengaged.

The Discussion Generator™ • What roles can student choice and autonomy play in rekindling interest and motivation in disengaged learners, and how can we incorporate these into our classroom practices?

• How might we leverage technology and digital resources to create interactive and engaging learning experiences that resonate with disengaged students?

• How can we collaborate with parents, counselors, and support staff to provide a holistic approach to addressing the needs of disengaged students both inside and outside the classroom?

_________________________________________________

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

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Weeks 13–16: Keeping Productivity High During the Holidays The Engagement Builder™ We need to tap our own “inner kindergartener.”

WEEK 13:

Teaching Essentials: Imagination, Wonder, And Curiosity How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • How might our enthusiasm and modeling of curiosity inspire students to ask questions, seek answers, and pursue their own learning interests?

• How can we integrate interdisciplinary learning to ignite students’ curiosity and show them the real-world relevance of what they are learning?

• How can we use technology and digital resources to enhance and expand students’ opportunities for exploration and discovery in the classroom?

_________________________________________________ _________________________________________________ The Engagement Builder™ Our students’ success in life will likely depend more on their ability to engage with complex problems than their ability to recount facts, follow directions, and apply established processes and procedures.

WEEK 14:

Seven Ways To Help Students Develop Problem-Solving Skills How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ When viewed as a positive, anxiety is not necessarily the signal of certain impending doom but an early monitor that can improve a future outcome if we take specific actions.

WEEK 15:

Anxiety: Friend Or Enemy Of Success?

How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

Happiness: A Vital Factor In Learning How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

THE MASTER TEACHER Weekly Pd PROGRAM

The Discussion Generator™ • How can anxiety be a source of motivation for some people that drives them to perform better?

• How can we differentiate between healthy levels of anxiety that can enhance performance and overwhelming levels of anxiety that can impede the ability to succeed?

• What role can mindset, specifically a growth mindset, play in how we perceive and manage anxiety?

The Engagement Builder™ No matter how much we like where we are right now, both children and adults want to feel that there is something more, better, or bigger waiting for them.

WEEK 16:

10

The Discussion Generator™ • What are the fundamental problem-solving skills that all students should acquire, and how can we incorporate these skills into our instruction?

• How can collaborative learning and group problem-solving activities help enhance students’ problem-solving abilities?

• How can we assess and provide feedback on students’ problem-solving skills, and how can we integrate this assessment into our overall approach to teaching and learning?

The Discussion Generator™ • What specific classroom practices and teaching strategies can contribute to a more joyful and engaging learning environment for students?

• How can teachers and school staff demonstrate treating others with respect and appreciation, serving as role models for students in creating a happy and healthy atmosphere?

• What roles do teacher-student rapport and supportive teacher-student relationships play in creating a joyful classroom atmosphere, and how can we strengthen our bonds with students?

Leader’s Guide • Volume 56 • 2024–2025 School Year

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

Techniques For Saying No Professionally How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 18:

Five Motivation Myths We Need To Dispel How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 19:

Six Assessment Strategies That Increase Student Learning How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ We need to be as good at saying no as we are at saying yes.

The Discussion Generator™ • Share examples of situations in which professionally saying no led to better outcomes for yourself or students than saying yes would have, and what lesson you can draw from those experiences.

• What role can having clear expectations, policies, and guidelines play in helping us communicate limits and boundaries to students and colleagues without causing friction?

• How can we provide alternative solutions or suggestions when we need to decline a request, ensuring that we contribute constructively to the situation rather than just saying no?

The Engagement Builder™ Not everything we hear or assume about motivation is true or effective.

The Discussion Generator™ • Share some examples of situations where traditional approaches to motivation, such as using rewards or punishments, backfired. What alternative practices could have been more effective?

• What roles do autonomy and choice play in motivating students, and how can we incorporate more student agency into our teaching methods?

• How can we encourage a growth mindset among students in order to foster intrinsic motivation and a love of learning, dispelling the myth that some students are simply not motivated?

The Engagement Builder™ Assessments can be a stimulus for further learning.

The Discussion Generator™ • How can we involve students in the assessment process, allowing them to take ownership of their progress?

• What role can technology play in enhancing the use of assessment as a tool for learning?

• In what ways can we make it so assessment is fun and drives learning at the same time?

_________________________________________________ _________________________________________________

WEEK 20:

Use Motivational Interviewing To Build Student Success

The Engagement Builder™ Ultimately, many students will choose their path based on what they believe will serve their interests and what they believe about themselves and the situation they face.

How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • How can teachers adopt motivational interviewing to address a variety of concerns, from academic challenges to social and emotional issues within the classroom setting?

• What roles do active listening, reflection, and collaborative goal setting play in the motivational interviewing process?

• What are some potential challenges or misconceptions teachers need to be aware of while employing motivational interviewing?

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

11

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

Why And How To Teach Students To Self-Lead How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ People are attracted to the values, vision, and opportunities presented by leaders who are proficient at leading themselves.

The Discussion Generator™ • How can students’ abilities to self-lead contribute to their success in academics and their life beyond school?

• Share some examples of successful classroom practices or activities that have helped your students develop self-leadership skills. What outcomes did you observe?

• How can teachers create an environment that encourages students to take initiative and responsibility for their own learning and personal growth?

The Engagement Builder™ Learning momentum is generated by the presence, alignment, and synergy of multiple learning-supportive elements.

WEEK 22:

Tap Five Powerful Learning Forces—Now How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • What strategies can we employ to foster grit and resilience in students, thus encouraging them to persevere and overcome obstacles in their academic and personal pursuits?

• In what ways can we ignite and sustain students’ passions for specific subjects or areas of interest, in turn fostering deep engagement and self-driven learning?

• Share examples of classroom activities or projects you have used that have effectively tapped into the qualities addressed in this lesson. What were the outcomes in terms of student achievement?

The Engagement Builder™ We need to teach students a process they can use to tackle the task of correcting mistakes so they can learn and turn learning failures into learning successes.

WEEK 23:

Teach Students How To Reverse Learning Mistakes How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • How can we create a classroom culture that normalizes making mistakes as part of the learning process and encourages students to embrace them as opportunities for growth?

• How can we support students in developing self-assessment skills, enabling them to recognize and rectify mistakes on their own?

• What roles can peer assessment and collaborative learning play in helping students identify and learn from their mistakes?

_________________________________________________

The Engagement Builder™ When we express the desire to receive respectful feedback from students, we teach students the importance of receiving feedback for their own growth as learners.

WEEK 24:

Multiple Strategies For Getting Honest Feedback How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • How can we ensure that we act on the feedback we collect from students and that it leads to meaningful improvements in our teaching methods and classroom practices?

• What strategies can we implement to ensure that the feedback we receive from students is constructive and specific rather than vague or overcritical?

• What roles might self-assessment and peer assessment play in promoting honest feedback from students, and how can we facilitate these practices?

_________________________________________________

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THE MASTER TEACHER Weekly Pd PROGRAM

Leader’s Guide • Volume 56 • 2024–2025 School Year

Weeks 25–28: Readings for Rejuvenation and Perspective

WEEK 25:

Secrets For Counseling The Habitual Alibier How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 26:

Test Preparation Strategies That Refresh Learning And Extend Recall How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Alibiers can achieve, but they often don’t want to or don’t think they can.

The Discussion Generator™ • Without preaching, how can we effectively communicate the importance of personal responsibility and accountability to students who tend to deflect blame onto others or external factors?

• What roles can goal setting and self-reflection play in helping habitual alibiers recognize their behavior and work toward positive change?

• How can we establish a nonjudgmental relationship with these students in order to create a safe, open space in which to talk to them about their challenges?

The Engagement Builder™ Our real goal is for students to be able to access and retrieve what they have learned long after they have finished the exam and left our class.

The Discussion Generator™ • How can we guide students in creating personalized study resources like concept maps, flash cards, etc., to reinforce connections between concepts?

• What role does active learning play in enhancing recall for test preparation, and how can we integrate it into our teaching?

• How can we effectively encourage students to reflect on their own learning processes and make necessary adjustments for better recall and performance?

_________________________________________________

WEEK 27:

Six Signs Of Student Insecurity And How To Respond How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Insecure students don’t have confidence in their ability to learn, and that confidence is necessary for them to succeed.

The Discussion Generator™ • In what ways might we leverage peer interactions and group activities to boost student confidence and reduce insecurity, while also fostering a sense of belonging?

• What strategies can we use to initiate conversations with insecure students, helping them identify and express their concerns and self-doubts?

• How can we provide specific feedback and constructive praise in a way that boosts students’ self-confidence while acknowledging their efforts and progress?

_________________________________________________

WEEK 28:

Students Who Transfer During The Year Need Special Attention How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ For students who move from one school to another during the year, planning and supports are rarely available.

The Discussion Generator™ • What strategies can we employ to assess the academic and emotional needs of transferring students quickly and effectively, allowing for tailored support to address any gaps or challenges they may face?

• How can collaboration between teachers, counselors, and administrators be optimized to provide a holistic support system to mid-year transfer students?

• In what ways can we involve the class in helping newcomers feel like part of the school culture?

_________________________________________________

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 The Engagement Builder™ To respond effectively in a crisis, it’s important to be prepared to handle the conversations involved.

WEEK 29:

The Rules Of Crisis Communication How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • How can teachers specifically address emotional needs during a crisis?

• What are the keys for maintaining trust and transparency during a crisis?

• How can teachers best manage their own emotions during a crisis?

_________________________________________________ _________________________________________________

WEEK 30:

Five Universal Values We Can And Must Teach How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ There are at least five core values that are consistently supported regardless of political perspective, community size, voting history, gender, education, or region of the country.

The Discussion Generator™ • What are the long-term benefits of teaching these core values?

• How can we incorporate these values into our instruction and classroom activities?

• How can we celebrate these values?

_________________________________________________

The Engagement Builder™ Research fact: Students who are in the visual and performing arts for four or more years outperform all other students academically.

WEEK 31:

Why Students Deserve An Education That Includes The Arts How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Discussion Generator™ • How can the arts help students develop creative thinking and problem-solving skills, as well as the ability to approach challenges from different perspectives?

• Share examples of how you have seen arts integration enhance students’ engagement and understanding in subjects such as math, science, or history.

• What role do the arts play in fostering cultural appreciation, empathy, and an understanding of diverse perspectives in students?

_________________________________________________

The Engagement Builder™ Big ideas often start with small ideas.

WEEK 32:

If You Want Bigger And Better Ideas From Students…

How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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THE MASTER TEACHER Weekly Pd PROGRAM

The Discussion Generator™ • Share examples of classroom activities or projects that have effectively challenged your students to think outside the box and generate bigger and better ideas.

• What roles do collaboration and brainstorming play in helping students expand their thinking and refine their ideas, and how can you integrate these practices into your teaching?

• How can teachers provide guidance and support to help students turn their big ideas into actionable plans and projects, fostering a sense of purpose and achievement?

Leader’s Guide • Volume 56 • 2024–2025 School Year

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

WEEK 33:

Summer Is A Great Time To Tackle Your ANTs How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 34:

The Only Challenge Worth Pursuing (The One We Give Ourselves) How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Automatic Negative Thoughts (ANTs) can be difficult to control and eradicate, but we can develop thinking habits to counter them.

The Discussion Generator™ • How might teachers incorporate positive affirmations and mindfulness techniques into their daily routines to reframe ANTs and maintain a positive mindset?

• Are there specific strategies and techniques you have found effective for preventing or countering ANTs during challenging situations in the classroom?

• How can teachers create a supportive network or peer group within the school community to share experiences and strategies for dealing with ANTs, fostering a culture of mutual support and growth?

The Engagement Builder™ There is no challenge more challenging than the challenge to improve yourself.

The Discussion Generator™ • What roles do self-reflection and feedback, both from students and peers, play in teachers’ journeys to challenge themselves and become better educators?

• What are some specific areas that are important for teachers to grow and challenge themselves in to maintain a sense of purpose and motivation in their careers?

• How can teachers effectively track progress toward these goals?

_________________________________________________ _________________________________________________

WEEK 35:

A Strategy For Making Changes In A Classroom How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Improving performance almost always includes a multitude of changes.

The Discussion Generator™ • Share examples of successful classroom changes you’ve implemented that were well-received by your students. What lessons did you learn as a result?

• How can we involve students in the decision-making process for changes to the classroom environment to ensure they feel enthusiasm for and a sense of ownership of the change?

• What role does feedback from students play in the successful implementation of changes?

_________________________________________________

WEEK 36:

End The Year By Planting Powerful Predictions How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Predictions can have a powerful influence, as they paint a picture of the future and invite us to either work to fulfill that picture or strive to avoid it becoming true.

The Discussion Generator™ • How can teachers ensure that their predictions and messages resonate with each student on a personal level?

• How can teachers share their predictions in creative and memorable ways, making the messages impactful and long-lasting?

• How can teachers encourage students to set their own positive predictions and goals for their future, fostering a sense of agency and ambition in their educational journey?

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

15

Leader’s Answer Key MT 5601 A Beginning Message Students Need To Hear From You

1.

2.

3.

4.

D C B B, D

MT 5602 How To Convince Students They Matter

1.

2.

3.

4.

D A, C B, D A, B

MT 5603 Use Early Wins To Build Momentum For A Successful Year

1.

2.

3.

4.

B D A C

MT 5604 Handling The Habitually Late Arriver

1.

2.

3.

4.

C C A C

MT 5605 Five Actions To Prevent Learning Misconceptions And Confusion

1.

2.

3.

4.

D B D A, D

MT 5606 Secrets For Success With Angry Parents

1.

2.

3.

4.

16

B C B C, D

MT 5607 Loneliness: The Absence Of Human Connection

1.

2.

3.

4.

C D A, C C

MT 5608 Six Learning-Based Strategies To Counter Cheating

1.

2.

3.

4.

D A B C

MT 5609 Lead, Relate, And Connect By Walking Around

1.

2.

3.

4.

B B, C, D C B

MT 5610 A Roadmap For Decoding Student Body Language

1.

2.

3.

4.

D B A A, B C

MT 5611 Eight “Musts” For Sharing Feedback That Motivates

1.

2.

3.

4.

B A B, D C

MT 5612 Stop: You Can Successfully Engage Disengaged Students

1.

2.

3.

4.

B D B, C A

THE MASTER TEACHER Weekly Pd PROGRAM

MT 5613 Teaching Essentials: Imagination, Wonder, And Curiosity

1.

2.

3.

4.

A, B, D B A, D B, C

MT 5614 Seven Ways To Help Students Develop Problem-Solving Skills

1.

2.

3.

4.

C B C, D C

MT 5615 Anxiety: Friend Or Enemy Of Success?

1.

2.

3.

4.

A B C D

MT 5616 Happiness: A Vital Factor In Learning

1.

2.

3.

4.

C A, B, D A B

MT 5617 Techniques For Saying No Professionally

1.

2.

3.

4.

B C B A

MT 5618 Five Motivation Myths We Need To Dispel

1.

2.

3.

4.

A, C A, B, D C B, D

Leader’s Guide • Volume 56 • 2024–2025 School Year

Posttests MT 5619 Six Assessment Strategies That Increase Student Learning

1.

2.

3.

4.

MT 5625 Secrets For Counseling The Habitual Alibier

1.

2.

3.

4.

D D A A

MT 5620 Use Motivational Interviewing To Build Student Success

1.

2.

3.

4.

D A C B

B C A, C, D B

1.

2.

3.

4.

1.

2.

3.

4.

D B B, D B

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

B D C A, C

MT 5623 Teach Students How To Reverse Learning Mistakes

1.

2.

3.

4.

A, D B D C

MT 5624 Multiple Strategies For Getting Honest Feedback

1.

2.

3.

4.

C B A, C A

D A D A

MT 5632 If You Want Bigger And Better Ideas From Students…

MT 5627 Six Signs Of Student Insecurity And How To Respond

MT 5622 Tap Five Powerful Learning Forces—Now

1.

2.

3.

4.

MT 5626 Test Preparation Strategies That Refresh Learning And Extend Recall

MT 5621 Why And How To Teach Students To Self-Lead

A C B, C D

MT 5631 Why Students Deserve An Education That Includes The Arts

B C A D

MT 5628 Students Who Transfer During The Year Need Special Attention

1.

2.

3.

4.

B D C A, B, D

MT 5629 The Rules Of Crisis Communication

1.

2.

3.

4.

A, C A C C

MT 5630 Five Universal Values We Can And Must Teach

1.

2.

3.

4.

C D B A

B C A B

MT 5633 Summer Is A Great Time To Tackle Your ANTs

1.

2.

3.

4.

A C C B, C

MT 5634 The Only Challenge Worth Pursuing (The One We Give Ourselves)

1.

2.

3.

4.

B B, C, D A D

MT 5635 A Strategy For Making Changes In A Classroom

1.

2.

3.

4.

B, C C A D

MT 5636 End The Year By Planting Powerful Predictions

1.

2.

3.

4.

A, B, D B C D

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

17

Research References 4 signs your child is struggling with confidence (& how to help build it). (2019, January 23). Oxford Learning. https://www. oxfordlearning.com/how-to-build-students-confidence/ Alban, D. (2023, February 13). Automatic negative thoughts (ANTs): How to break the habit. Be Brain Fit. https://bebrainfit.com/ automatic-negative-thoughts/ Alber, R. (2013, March 4). How are happiness and learning connected? Edutopia. https://www.edutopia.org/blog/happinesslearning-connection-rebecca-alber Amen, D. G. (2010). Change your brain, change your body. Harmony.

American Psychological Association. (n.d.). Motivation myth buster series. https://www.apa.org/ed/schools/myth-busters Americans for the Arts. (2013). Arts education navigator: Facts & figures. https://www.americansforthearts.org/sites/default/files/ AFTA_Navigator_Facts-and-Figures_lo.pdf Arya, A. (2021, October 24). Why you should challenge yourself?

Medium. https://medium.com/illuminations-mirror/challengeyourself-productivity-hack-f36034aefe67 Bregman, P. (2013, February 15). Nine practices to help you say no.

Harvard Business Review. https://hbr.org/2013/02/nine-practicesto-help-you-say Campbell, P. (2015, April 21). 4 ways the power of suggestion can change your life. Psychology Today. https://www. psychologytoday.com/us/blog/imperfect-spirituality/201504/4ways-the-power-suggestion-can-change-your-life Center on the Developing Child. (n.d.). 5 facts about motivation that are often misunderstood. Harvard University. https:// developingchild.harvard.edu/resources/5-facts-about-motivationthat-are-often-misunderstood/ Charalambous, A. P. (n.d.). Anxiety: Friend or enemy? Springs of Creation. https://www.springsofcreation.com/anxiety-friend-orenemy/ Collins, J. (2001, October 16). Good to great: Why some companies make the leap and others don’t. HarperCollins.

The Counseling Teacher. (2017, November 27). 7 simple ways to calm an angry parent and improve parent communication. Confident Counselors. https://confidentcounselors.com/2017/11/27/calmangry-parent DeBruyn, R., & Larson, J. (2021). You can handle them all (3rd ed.).

The Master Teacher.

Decode buyers’ body language. (2011, July). Communication Briefings, 30(9).

Drucker, P. F. (2015). Innovation and entrepreneurship. Routledge.

(Original work published 1985)

Fitzpatrick, L. (2018, January 16). Teaching curiosity through responding with wonderment and awe. ASCD. https://www. ascd.org/blogs/teaching-curiosity-through-responding-withwonderment-and-awe Forrin, N. D., & MacLeod, C. M. (2017, October 2). This time it’s personal: The memory benefit of hearing oneself. Memory, 26(4). https://doi.org/10.1080/09658211.2017.1383434 Frey, A. J., Cloud, R. N., Lee, J., Small, J. W., Seeley, J. R., Feil, E. G., Walker, H. M., & Golly, A. (2011, January 22). The promise of motivational interviewing in school mental health. School Mental Health, 3, 1-12. https://doi.org/10.1007/s12310-010-9048-z Galindo, J. H. (n.d.). Revealing & dealing with misconceptions.

ABLConnect, Harvard University. https://ablconnect.harvard.edu/ revealing-and-dealing-misconceptions Gambill, T. (2021, April 8). Why self-leadership is the most important leadership. Forbes. https://www.forbes.com/sites/ tonygambill/2021/04/08/why-self-leadership-is-the-mostimportant-leadership/ Gehry, F., & Shriver, M. F. (2020, December 21). Our kids need arts education now more than ever. Here’s what is lost without it.

Time. https://time.com/5923031/arts-education/ Guskey, T. R. (2021, August 26). Let’s begin with success: Early academic wins have a lasting impact. Educational Leadership, 16(24). https://www.ascd.org/el/articles/lets-begin-with-successearly-academic-wins-have-a-lasting-impact Gutierrez, K. (n.d.). Happy students learn better! Foster positive emotions in every course you make. SH!FT. https://www. shiftelearning.com/blog/bid/326918/Happy-Students-LearnBetter-Foster-Positive-Emotions-in-Every-Course-You-Make Hoff, N. (2019, August 14). How to give feedback like a boss.

SmartBrief. https://corp.smartbrief.com/original/2019/08/howgive-feedback-boss How to reverse a failure. (2020, April). Leadership Briefings.

Indeed Editorial Team. (2023, January 26). What is a performance assessment? (Definition and tips included). Indeed. https://www. indeed.com/career-advice/career-development/performanceassessment Kidder, R. M. (2005). Moral courage. HarperCollins.

Kisida, B., & Bowen, D. H. (2019, February 12). New evidence of the benefits of arts education. Brookings. https://www.brookings. edu/articles/new-evidence-of-the-benefits-of-arts-education/ Kokemuller, N. (n.d.). The negative impact of children changing schools. Seattle PI. https://education.seattlepi.com/negativeimpact-children-changing-schools-2011.html

Duckworth, A. (2016). Grit: The power of passion and perseverance.

Scribner.

Kurtz, J. (2023, March 31). Why every student deserves a robust arts education. EdSurge. https://www.edsurge.com/news/2023-03-31why-every-student-deserves-a-robust-arts-education

Dunlea, M. (2019, September 4). Every student matters: Cultivating belonging in the classroom. Edutopia. https://www.edutopia.org/ article/every-student-matters-cultivating-belonging-classroom/

Learn to appreciate employees’ ‘small’ ideas. (n.d.). The Motivational Manager.

Dweck, C. S. (2006). Mindset: The new psychology of success.

Random House.

Ferlazzo, L. (2017, March 18). Response: We need to ‘initiate wonder in the classroom.’ Education Week. https://www.edweek.org/ teaching-learning/opinion-response-we-need-to-initiate-wonderin-the-classroom/2017/03

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THE MASTER TEACHER Weekly Pd PROGRAM

Lesley University. (n.d.). STEAM learning in action. https://lesley.edu/ article/steam-learning-in-action Lillie, M. (2015, April 29). Anxiety: Our best friend or worst enemy.

Seattle Christian Counseling. https://seattlechristiancounseling. com/articles/anxiety-our-best-friend-or-worst-enemy-2 Mastering crisis communication. (n.d.). The Motivational Manager.

Leader’s Guide • Volume 56 • 2024–2025 School Year

For THE MASTER TEACHER Weekly Pd PROGRAM (Volume 56) McKee, K. (2022, August 9). 5 things students require to build trusting relationships with their teachers. NWEA. https://www. nwea.org/blog/2022/5-things-students-require-to-build-trustingrelationships-with-their-teachers/ Mead, M. (2017, February 23). 8 tips for helping students identify and solve big problems. Getting Smart. https://www.gettingsmart. com/2017/02/23/8-tips-helping-students-identify-solve-bigproblems/ Miles, C. (2022, May 25). Anxiety: Friend or foe? UofL Health. https:// uoflhealth.org/articles/anxiety-friend-or-foe/ Mind Tools Content Team. (n.d.). Communicating in a crisis: Don’t shut down communication. Mind Tools. https://www.mindtools. com/asovf6t/communicating-in-a-crisis Mintz, S. (2017, May 31). The search for a common set of moral values. Ethics Sage. https://www.ethicssage.com/2017/05/thesearch-for-a-common-set-of-moral-values.html Mostafavi, B. (2018, April 30). Exploring the link between childhood curiosity and school achievement. Michigan Medicine, University of Michigan. https://www.michiganmedicine.org/healthlab/exploring-link-between-childhood-curiosity-and-schoolachievement Muller, F. (n.d.). Anxiety is our friend, not the enemy! M1 Psychology. https://m1psychology.com/anxiety-is-our-friend/ Najar, M. (n.d.). 11 easy ways to get student feedback. Together We Are Smarter. https://togetherwearesmarter.com/how-to-getfeedback-from-your-students/ Pan, S. C. (n.d.). How to study less and remember more. UC San Diego Psychology. https://psychology.ucsd.edu/_files/undergrad/ studylessremembermorehandout.pdf Pelletiere, A. (2016, November 1). 4 tips on teaching problem solving (from a student). Edutopia. https://www.edutopia.org/blog/4-tipsteaching-problem-solving-from-student-anna-pelletiere Phillips, K. (2017, July 17). 4 ways to get honest feedback from your elementary students. The Art of Education University. https:// theartofeducation.edu/2017/07/3-ways-get-honest-feedbackelementary-students/

Simmons, A. (2018, April 27). Why students cheat—and what to do about it. Edutopia. https://www.edutopia.org/article/whystudents-cheat-and-what-do-about-it Sparks, S. D. (2016, August 11). Student mobility: How it affects learning. Education Week. https://www.edweek.org/leadership/ student-mobility-how-it-affects-learning/2016/08 Strait, G. G. (2018, October). School-based motivational interviewing: Promoting student success one conversation at a time.

Communiqué, 47(2), 31-32. https://www.nasponline.org/ publications/periodicals/communique/issues/volume-47-issue-2/ school-based-motivational-interviewing-promoting-studentsuccess-one-conversation-at-a-time Swan, D. W. (2014, April). Children who visit museums have higher achievement in reading, math, and science. Institute of Museum and Library Services. https://www.imls.gov/blog/2014/04/childrenwho-visit-museums-have-higher-achievement-reading-math-andscience Talley, L. (2010, July 1). Body language: Read it or weep. HR Magazine. https://www.shrm.org/hr-today/news/hr-magazine/ pages/0710talley.aspx Teaching@UW. (n.d.). Gathering student feedback. University of Washington. https://teaching.washington.edu/reflect-and-iterate/ gathering-student-feedback/ Trumpet the successful side of change. (2007, March). The Manager’s Intelligence Report.

Uncover the ‘happiness factors’ that inspire loyalty. (2008, May). The Motivational Manager.

University of Minnesota. (n.d.). Why do students cheat? Teaching Support. https://teachingsupport.umn.edu/resources/academicintegrity/why-do-students-cheat Van Gompel, K. (2022, March 8). A research story: “Where to next?” feedback in Turnitin Feedback Studio impacts student growth.

Turnitin. https://www.turnitin.com/blog/a-research-story-whereto-next-feedback-in-turnitin-feedback-studio-impacts-studentgrowth Vital skills to lead. (2016, October). Communication Briefings.

Psych2Go. (2020, September 15). 7 signs you’re insecure about yourself [Video]. YouTube. https://www.youtube.com/ watch?v=DdJYwXPdAec&t=331s

We Are Teachers. (2019, January 9). The principal’s guide to managing angry parents. https://www.weareteachers.com/ managing-angry-parents/

Recognize a big achievement. (2018, July). Communication Briefings.

Wen, T. (2019, December 5). The things that do—and don’t— motivate kids to succeed. BBC. https://www.bbc.com/worklife/ article/20191203-the-things-that-do-and-dont-motivate-kids-tosucceed

Rumberger, R. W. (2015, June). Student mobility: Causes, consequences, and solutions. National Education Policy Center. https://nepc.colorado.edu/sites/default/files/pb_rumbergerstudent-mobility.pdf Savion, L. (2009, January). Clinging to discredited beliefs: The larger cognitive story. Journal of the Scholarship of Teaching and Learning, 9(1), 81-92. https://files.eric.ed.gov/fulltext/EJ854880. pdf Schoberg, D. (2020, August). The Rotarian conversation: Vivek Murthy. The Rotarian. https://www.rotary.org/en/rotarianconversation-vivek-murthy Self-audit: Analyze your time. (2020, April). Leadership Briefings.

When discussing change, do unto others… (2007, June).

Communication Solutions.

Wolff, K., & Fulton, M. (2017, September 7). The importance of arts education in workforce preparation. Education Commission of the States. https://www.ecs.org/the-importance-of-arts-education-inworkforce-preparation/ Wooll, M. (2022, February 12). How to challenge yourself to start living your best life every day. BetterUp. https://www.betterup. com/blog/how-to-challenge-yourself

Shafer, L. (2017, November 2). Making student feedback work.

Harvard Graduate School of Education. https://www.gse.harvard. edu/news/uk/17/11/making-student-feedback-work

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

19

Weekly

IS ORGANIZED INTO NINE

™

AREAS OF FOCUS

Having lessons from these areas of focus enables teachers to develop the skills, attitudes, and beliefs necessary to reach the level of MASTER TEACHER.

INSTRUCTIONAL STRATEGIES STUDENT RELATIONSHIPS ENGAGEMENT & MOTIVATION BEHAVIOR PARENT RELATIONSHIPS MENTAL HEALTH PROFESSIONAL RESPONSIBILITIES ASSESSMENT STRATEGIES COMMUNICATION SKILLS Weekly ™

For more information about implementing the program, please contact the Master Teacher® 800.669.9633 or email support@masterteacher.com

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