Best Practice Guide: New Teachers

Welcome to teaching! You are about to embark on one of the most important and rewarding careers in existence. Teachers have one of the most impactful influences on students ahead of home, peers, schools, and principals (Hattie, 2003). As you take on this crucial job of teaching our children, please know that new teachers such as yourself are just as effective in the classroom as veteran teachers (Graham, 2020). Because this can be a nerve-wracking time for you, be sure to reach out to administrators and veteran teachers when you need guidance or have questions. As a new teacher, you will have many responsibilities including classroom management, meeting the needs of individual students, lesson planning, using various teaching methods, and assessment (Hericks, 2009 as cited by Greiner et al., 2017). This guide provides a better understanding of these topics. Have a great school year!

What is a rigorous curriculum?

A rigorous curriculum is aligned to standards, in our case the Common Core State Standards for Ohio, while also accommodating the needs of individual learners (Georgia Leadership Institute for School Improvement, 2015). Some teachers view a rigorous curriculum as appropriate for only high-achieving students, leaving lower-achieving students with a less rigorous curriculum (Pak et al., 2020). However, we need to view all students as able to achieve and benefiting from rigor. A rigorous curriculum ensures that ALL students achieve designated grade-level standards (Ainsworth & Donovan, n. d.).

How do you implement a rigorous curriculum?

• Be uncompromising in helping children learn
• Have a laser-like focus
• Deliver high-quality instruction
• Challenge students to reach their full potential
• Challenge yourself to deliver high-quality instruction (Georgia Leadership Institute for School Improvement, 2015).
• Consider using a lesson planning templates that prompt you to describe how you will challenge high-achieving students while supporting students who are below grade level ESSA Fact Sheet, n. d.)

You can use the Plan-Do-Check-Act Cycle (Georgia Leadership Institute for School Improvement, 2015) below to aid in implementing a rigorous curriculum.

There are many resources, materials, and strategies that you can use to implement a rigorous and appropriate curriculum. Marzano determined that there were nine effective instructional strategies to help students achieve at higher levels (Tyson, 2021). There are also other research-based strategies that aid students in achievement (TeachThought, 2021). Below, these strategies are listed in two categories: Teacher-Based Strategies and Student-Based Strategies.

Teacher-Based Strategies:

1. Reinforcing effort and providing recognition
   
2. Using non-linguistic representations
   
3. Using cooperative learning
4. Setting objectives and providing feedback
5. Using cues, questions, and advance organizers
   
6. Using Individualized Instruction
   
7. Using Inquiry-Based Instruction
8. Using Direct Instruction
9. Using Differentiated Instruction
10. Provide opportunities for student practice
11. Using high-level questioning
12. Promoting student metacognition
13. Developing high expectations for each student

Student-Based Strategies:

1. Identifying similarities and differences
2. Summarizing and note-taking
3. Completing homework and practice
4. Generating and testing hypotheses
5. Using non-linguistic representations
   
6. Using cooperative learning
7. Using KWL Charts
8. Using Response Journals
9. Using Reciprocal Teaching
10. Using concept maps

The use of technology can lead to transformational learning; however, it is imperative that teachers effectively use technology in their practice (Office of Educational Technology, 2017). There should be a clear purpose for the use of technology and should not be used just for the sake of using technology (Eiland and Todd, 2019). While technology provides a powerful contributor to education, it is merely a tool and should only be used when it is the best avenue for students to learn (Costley, 2014).

How does a teacher determine when it is appropriate to use technology?

Use technology:

• when it fosters student engagement
• to help students learn according to different learning styles
• to prepare students for life skills (Drexel University School of Education, n. d.).
• when it allows students to take control of their learning
• when used to solve problems (Western Governors University, 2020).

How does technology help teachers provide learning for all students, including student with disabilities?

Teachers can:

• use technology to easily provide Indivdualized instruction, accommodations, and differentiated instruction for students with disabilities as well as general education students (Mahoney & Hall, 2017).
  
• provide all students with options of choice in demonstrating their knowledge. This assists in actively engaging students and allowing them to demonstrate understanding in differentiated ways (Mahoney & Hall, 2017).

Classroom Management is one of the most important aspects of running an effective classroom. Without classroom management, it will be quite difficult to implement a rigorous and appropriate curriculum. It is important to remember that classroom is not only about student discipline. "Classroom management is certainly concerned with behaviour, but it can also be defined more broadly as involving the planning, organization and control of learners, the learning process and the classroom environment to create and maintain an effective learning experience” (Doyle, 1986, p. 396 as cited by Egeberg et al, 2021).

Marzono & Marzano (2003) researched keys to effective classroom management. The one strategy that he found to be more effective than others is a positive teacher-student relationship (Marzano & Marzano, 2003). Positive teacher-student relationships result from:

• Establishing clear expectations and consequences
• Establishing clear learning goals
• Offering appropriate levels of cooperation
• Providing flexible learning goals
• Taking a personal interest in students
• Using equitable and positive teacher behaviors
• Being aware of high-needs students (Marzano, 2003)
• Developing positive perceptions
• Advocating for students
• Never giving up on students
• Acting Friendly (Marzano, 2011)

Ainsworth, L., & Donovan, K. (n. d.). Rigorous curriculum design: A roadmap for creating a cohesive, comprehensive, and relevant curriculum. International Center for Leadership in Education. https://leadered.com/wp-content/uploads/wf1200180_icle_2020_rcd-research-foundations_paper-fo_hr-3.pdf

Costley, K. C. (2014). The positive effects of technology on teaching and student learning. Arkansas Tech University. https://files.eric.ed.gov/fulltext/ED554557.pdf

Drexel University School of Education. (n. d.). How to use technology in the classroom: Benefits and effects. https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-classroom/

Egeberg, H., McConney, A. & Price, A. (2021). Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools. Educational Research Policy and Practice, 20, 107–124. https://doi.org/10.1007/s10671-020-09270-w

Eiland, L. S., & Todd, T. J. (2019). Considerations when incorporating technology into classroom and experiential teaching. The Journal of Pediatric Pharmacology and Therapeutics, 24(4), 270–275. https://doi.org/10.5863/1551-6776-24.4.270

ESSA Fact Sheet. (n. d.). Rigorous learning for all students. https://edtrust.org/wp-content/uploads/2014/09/ESSA_FactSheet__rigorous-learning_Hyperlinks-UPDATED.pdf

Georgia Leadership Institute for School Improvement. (2015). Ensuring the implementation of a rigorous curriculum in every classroom.

http://2wh2pdomc1q415tdl40khdki.wpengine.netdna-cdn.com/wp-content/uploads/2015/10/Group-4-RIGOR_REPORT_FINAL.pdf

Graham, L. J., White, S. L. J., Cologon, K., & Plant, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96.

https://doi.org/10.1016/j.tate.2020.103190.

Greiner, Ulrike, Hofmann, Franz & Katskaller, Michaela (2017). Perspectives on mentoring novice teachers. Global Education Review, 4 (4), 1-4. https://ger.mercy.edu/index.php/ger/article/view/444

Hattie, J. A. C. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us [Paper presentation]. ACER Research Conference, Melbourne, Australia. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1003&context=research_conference_2003

Mahoney, J., & Hall, C. (2017). Using technology to differentiate and accommodate students with disabilities. E-Learning and Digital Media, 14(5), 291–303.

https://doi.org/10.1177/2042753017751517

Marzano, R. J. & Marzano, J. S. (2003).The key to classroom management. Educational Leadership: Journal of the Department of Supervision and Curriculum Development, 61(1), 6-13. https://www.researchgate.net/publication/283749466_The_Key_to_Classroom_Management#fullTextFileContent

Marzano, R. J. (2011). Art and science of teaching relating to students: It's what you do that counts. ASCD. https://www.ascd.org/el/articles/relating-to-students-its-what-you-do-that-counts

Office of Educational Technology. (2017). Reimagining the role of technology in education. U. S. Department of Education. https://tech.ed.gov/files/2017/01/NETP17.pdf

Pak, K., Polikoff, M. S., Desimone, L. M., & Saldívar García, E. (2020). The adaptive challenges of curriculum implementation: Insights for educational leaders driving standards-based reform. AERA Open. https://doi.org/10.1177/2332858420932828

TeachThought. (2021). 32 research-based instructional strategies.

https://www.teachthought.com/pedagogy/research-based-strategies/

Tyson, K. (2021). Marzano's 9 effective instructional strategies. TeachThought. https://www.teachthought.com/learning/marzanos-9-instructional-strategies-graphic/

Western Governors University. (2020). A guide to using technology in the classroom. https://www.wgu.edu/blog/guide-technology-classroom2002.html