Occasional Teaching

May 30, 2013May 31, 2013 Katie Pryde Occasional Teaching

Preparing for the LTO List

With the new regulation coming into play for the next school year, many teacher are (or have already) been preparing themselves for their interviews to get onto the LTO List.

With this new regulation, each and every board is a little different, but with my board, anyone who has supplied for 10 consecutive months, can apply for the LTO List. Once on the list, anyone who has completed a 4 month or longer LTO can apply for contract positions.

This time of the year is typically a very busy and stressful time. With report cards, and finishing up curriculum, stress levels are very high. But when you add an “all or nothing” interview into the mix that greatly shapes your future, stress levels are at an all time high.

I had my LTO List interview 2 weeks ago. Although I have not heard any news as of yet (we find out next week), there were many things I did to help myself prepare for the interviews. Here are some tips of things that I did, that may help you when preparing for the LTO List interview (or any interview at that):

I read through and highlighted the Growing Success Document, as well as the Guide to Effective Instruction in Language and Math
I brainstormed questions that I thought may be asked, and created some answers to these questions, using as many of the “buzz words” as I could think of
I spent a lot of time on my school board’s website looking at various things about the board that may help me answer questions. Some things I looked at were the board’s vision, improvement plans, school improvement plans, new programs, etc.
Finally, I had my current administrator come in to observe a lesson of mine, and fill out a TPA-like evaluation on me. This would be used as proof that I have had a successful LTO. Having someone come in to observe you teach, and who will be a reference for you, is always an excellent idea!

Again, I have yet to hear anything, but I am very hopeful to get onto the LTO List. Yes, this is a stressful situation, but you CAN do it! Good luck to all the teachers going through this process!

December 16, 2012December 17, 2012 Katie Pryde Learning About Your Students, Occasional Teaching, Professional Learning and Growth

Making the Change

As my Grade 3 LTO came to an end on a Friday, and my new Kindergarten LTO started the following Monday, I needed to change from Grade 3 mode, to Kindergarten mode in just a weekend’s time. As I have taught Kindergarten before, I knew what to expect. However, I knew it would take some time for myself to become familiar with the new classroom routines, the new students as well as the Kindergarten program that the teacher had already implemented. Because I will only be working this LTO for 3 months, I felt it was really important to make the transition as smooth as possible and to continue with the type of program the teacher had already implemented. I felt this was extremely important to keep some sense of normal for the students, as the adjustment to a new teacher would be more than enough for them.

The Week Before:

I felt extremely lucky that my principal gave me some extra coverage time the week before I started my new Kindergarten position to go into the classroom for 2 half days to meet the students, meet some of the parents and see the program in action. I felt this was so beneficial not only for me, but for the students as well
Students got a chance to meet me, and they knew a head of time that I would be their new teacher, so that hopefully eased the anxiety and helped the transition from one teacher to another
I was able to see exactly how a day in this Kindergarten classroom was run

The Week I Started:

The week I started teaching Kindergarten, the students were very excited since they had already met me. I came to school with students bringing me pictures they created as well, showing/telling me how excited they were I was their new teacher
I hardly changed anything in their room or the program, and just continued teaching what the current teacher had been doing
I started giving some diagnostics to the students so I could really see where each of my students were at
As I have a lot of ESL and ELL students in my class, I also downloaded a translation app on my iPhone, which helped me interact and speak with my Spanish speaking students
We also reviewed our classroom rules and created some carpet rules, to make sure students knew what was expected of them and to show them that I knew/was familiar with the rules they already had in place in the classroom
I wrote an introductory letter home to parents, so they know who I am, what my teaching experiences are, and how they can communicate with me (which I got a lot of positive feedback from).

Overall, I feel the transition was quite seamless, and I think the main reasons are because:
1) My principal gave me time to go into the classroom before I officially started my new position, in which I was able to get to know and start the bonding process with my new students

and

2) I kept the program the same, so the students did not have to adjust to too many things at once. With young students, especially Kindergarten students, I feel it is important not to change everything because it will confuse them and may take away their sense of community/ownership that has already been created in the classroom.

October 10, 2012October 11, 2012 Katie Pryde Classroom Management, Occasional Teaching

Classroom Management Tools

As a supply teacher, I was constantly in and out of different classrooms on a daily basis. I found so many great ideas that I knew I would use (or modify) when I got my own classroom. I believe that classroom management is key! It not only helps students feel that they are in a welcoming classroom, but it also diminishes the behavioural problems that could occur in any of our classes today. I created a monitoring device in my classroom to help with my classroom management. I have placed each students’ name on a piece of paper, that has been laminated with a magnet on the back. Students are responsible for moving their own name on the chart throughout the day. On my whiteboard, I have made a small area that has 4 boxes, which are labelled: I’m Here and Ready to Learn, We Missed You, Washroom/Drink Break, and On a Mission.

Each morning, students will move their name from We Missed You (those names that stay here are because the students are absent from school) to I’m Here and Ready to Learn. By using this, it makes it very easy to quickly look at the board while completing the attendance and knowing immediately who is and who is not at school. Whenever students need to go to the bathroom or get a drink, they move their name to Washroom/Drink Break, and when they return, they put their name back to I’m Here and Ready to Learn. This is a great tool to use when other students ask to leave the classroom, you can take a quick look at the board and see whether any other students are out of the room (as we have a rule that only 2 students from each class are allowed to leave the room at a time). Likewise, if students are out of the room “On a Mission” such as dropping off the attendance, getting something from another classroom, etc. then they will move their name to On a Mission. Upon returning to the classroom, they move their name back to I’m Here and Ready to Learn.

My students really seem to enjoy using this chart as well. Students can work on their self-regulation by moving their own name to whatever box they need to. I have had a lot of teachers in and out of my classroom as coverage, and they all enjoy using this chart as a monitoring system. Many other teachers have also adopted using this in their own classrooms and I hope you do too.

I also created an anchor chart to remind my students what they need to do every morning. It is October, and my students are FINALLY getting into the routine, however, it did take quite some time. After the first week of school, I got the idea to create a Morning Routine anchor chart that helped students remember what they need to do in the morning upon entry.

June 1, 2012June 1, 2012 Samantha.Perrin Occasional Teaching, Professional Learning and Growth

My Continuum of Professional Growth – An Attitude of Gratitude

Over the past couple of months, I have had the privilege of teaching in numerous schools and classrooms throughout the TDSB as a daily occasional teacher. I have been the ‘new kid at school’ so to speak, meeting new principals, other teachers and more students than I can count. The greatest benefit to meeting these new people and working in different classrooms has been being able to witness and learn from the great practices that are going on in the classrooms throughout the board, and taking these ideas with me as something that I might later implement in my own classroom.

In my conversations with other teachers, I am reminded of how lucky I am to be doing this. Some teachers were hired straight from pre-service, and developed their programs using the knowledge that they gained in pre-service and through the support of the school and board. One thing that I (and many new teachers that are navigating daily occasional teaching and LTO’s) have, that many experienced teachers did not have, is the opportunity to see and practice the other great ideas, lessons and systems that are going on in other classrooms. Some of the teachers that I have met in my day-to-day encounters expressed that feel that they ‘missed out’ on daily occasional teaching and getting to see great ideas from other classrooms that they could later experiment and make it ‘their own’. I have been fortunate to learn from so many of the great teachers and classrooms that I have taught in as an occasional teacher.

Referring to the ‘Continuum of Professional Learning and Growth’ in Chapter 8 of The Heart and Art of Teaching and Learning (ETFO, 2011), I have reflected on how I have evolved through the stages of the Continuum of Professional Learning and Growth. The stages of Orientation and Beginning Practice in my first year of teaching as a full-year LTO were challenging and rich in new learning. Taking in a multitude of information and making sense of how it applied to myself as a teacher was an intense and rapid learning curve- one that has resulted in a steadfast commitment to my own learning and improvement as a teacher.

Over the last couple of years in my continued work as an LTO, I have journeyed through the examination of my own practice, working to find the right fit of strategies that can be used for planning, managing my time, establishing an organizational structure, developing lessons, developing community in my classroom, utilizing school and professional supports, and the list goes on. For me, the Examination of Practice is the ongoing reflection that I do to help me identify how I can best serve and lead my students, and improve my practice. I feel that this is something I will never, and should never, stop doing for as long as I am an educator because it plays a large part in my commitment to being a better and more effective teacher. I have worked alongside great experienced teachers who make this a part of their daily and weekly practice, so that they can make improvements and adjustments daily and yearly. This is probably one of the things that contributes to how great they really are! I have taken note and learned so much from them.

Now, as a daily occasional teacher, teaching in other teacher’s classrooms, I get to observe, practice, and execute the great ideas that I haven’t yet learned or seen over the course of my teaching journey. It is inspiring to see the creative approaches to classroom management, community building, collaboration and so forth, seeing the things that I can later experiment with. Having such exposure, and the opportunities to Experiment and Apply are helping to inform my teaching identity and style (on a course to establishing my Embedded Practice), and I am grateful for having these opportunities.

There are many ways in which a teacher can arrive at opportunities for new learning, experimentation and application. We can collaborate with one another, attend workshops, take courses, read books, follow online blogs and we can also poke our heads into each other’s classrooms and find out what is going on ‘in there’. I have been fortunate that my teaching journey has led me to poking my head into many people’s classrooms, and learning from other teachers through my occasional teaching.

I am also thankful for the opportunity to write for this blog, where I can intentionally share my knowledge and practices with other beginning, experienced and occasional teachers. Intentional Sharing of Knowledge and Practice is located on the end of the Professional and Learning and Growth continuum (p. 122); I am able to do this now through this forum. This is just the beginning for me in the early stages of my career, but sharing knowledge is embedded in my practices as a teacher and as a colleague and it will continue to be a large part my approach in wherever my teaching career takes me. The other loggers have also broadened my perspectives, I have been mentored by their posts and they have helped me to identify other learning opportunities and priorities that will inform my embedded practices. Thank you! This year has been another vast learning opportunity, and I feel it is only just the beginning as I continue to navigate the challenging, rich and rewarding path of teaching.

May 1, 2012 Samantha.Perrin Classroom Management, Learning About Your Students, Occasional Teaching

Using Positive Reinforcement for Persistent Misbehaviours

Recently I taught as a daily occasional teacher in a special education, mostly behavioural classroom. This was my first experience with the kind of group of students where correcting misbehaviours and classroom management was critical to getting through the day safely and working to complete the regular teacher’s goals for the day. As a daily occasional teacher, I felt some apprehension knowing that an already challenging class could be even more challenging for a new teacher that is out of their familiar routine, but was prepared to face the challenge to the best of my abilities.

One thing that I noticed upon entering the classroom, was that the teacher had laid out a daily behaviour log for each student. It was broken down into time blocks (corresponding with entry, class periods, recess, lunch and exit) and it included a rubric consisting of levels 1-4 (which corresponded with expected behaviours for each level). When going over this student information, I recalled reading in Chapter 4 in the Heart and Art of teaching about positive consequences – reinforcing positive behaviour that is consistent with creating a learning focused classroom environment. I decided that I would begin with this approach to set a positive tone to the day.

When the students entered in a less than orderly fashion, I commended two students for their ‘Level 3 ½’ entry, and mentioned that their classroom teacher would be pleased to learn of this when I make my notes at the end of the day. I saw a smile as one student was particularly pleased that I had noticed. The other students overheard, and while some students chose to continue with their off-task behaviour, a few others took their cue and directed their behaviour towards positive praise. In commending those two students, I also gained two helpers who were inclined to assist me in the classroom routines (i.e., getting out the nametags, advising me who should not be taking washroom trips together etc.).

If you take look at the Venn Diagram on page 59 of Heart and Art (Students Who Rock, Students Who Are Deciding, Students Presenting Challenges) , I would say that the class demographic was made up of ‘students who are deciding (on their behaviour), and students who ‘presented challenges’. With positive reinforcement, I think I was able to encourage a few of the ‘students who were deciding’ to be a little more helpful and focussed, and in this I feel that I averted some additional behavioural challenges that could have existed.

While it was a challenging day, I found that approaching the students initially with kindness and praise sent them a message that I knew what was expected of them, and that I would follow through with the regular classroom culture of behaviour tracking, reward and consequences. While not all students in the class ‘bought in’, I do feel that using a positive-reinforcement approach increased the potential of the students wanting to be successful, and decreased the ‘us Vs. supply teacher’ mentality that some students can develop. This is an approach that I think many teachers already use in their classrooms, but I hope that it serves as encouragement for occasional teachers to employ in any challenging classroom environment.

April 22, 2012May 11, 2012 Roz.Geridis Classroom Management, Occasional Teaching, Planning, Professional Learning and Growth, Resources

Working with or as an Occasional Teacher

When thinking about occasional teacher planning many questions could go through one’s thinking process (what do I leave, how much, what do I bring?). If you are an occasional teacher you need to be able to teach for the time you are in the class with plans or not. If you are a contract teacher, you want the occasional to teach what you would do even if you were there. I just finished having a student teacher in my classroom and as her practicum was coming close to an end, the conversation of occasional teaching came up. She wanted to know how I decided what to leave for an occasional and how much but also what she should expect as an occasional teacher. Below is a summary of what I shared with her:

Planning for an occasional teacher

1) Make sure you leave a current seating plan.

2) Leave tips and notes about your students but remember to be professional as sometimes notes are left in the room for kids to see. Only phrase things in a positive language, leave strategies to help the occasional connect with your students, and 1 or 2 students who the occasional can ask questions about the routine.

3) Leave as much information about your class as possible but remember all information will not always be read. Don’t forget to highlight the allergies in the class and if epi-pens are used (if so, where the epi-pens are stored).

4) Leave lessons which your students will be able to complete. Usually, I still leave my lesson (as if I am there), I make sure I am prepared to complete an assessment for learning when I immediately return. The reason for this is the classroom teacher understands how each student learns, the comfort is there for the student to ask questions and clarify misunderstandings. Also, sometimes occasional teachers don’t have enough background information to connect the lesson for the students, students sometimes behave differently with occasional teachers and lessons are taught differently; the full lesson might not have been taught. I can’t tell you how many times I have returned to my class with a note stating the effort was made but the redirection of behaviour took up too much class time. That being said, I make sure lessons are connected to the curriculum but sometimes I may need to do something different than following my unit plan. It sometimes helps to make the occasional teacher’s day a little more fun.

5) Schedules – leave them in the supply folder. All resource, yard duty, classroom schedules need to be available for an occasional to view.

6) If you need items for a science experiment or art lesson, leave items out or in one location and share the location of items with the occasional teacher.

Working as an Occasional Teacher

1) Arrive as early as possible to give yourself time to review notes and lessons left by the classroom teacher.

2) Be familiar with the grade curriculum (if possible).

3) Try to connect with the neighbour teacher and ask any questions you may have.

4) Have a Language, Math, Science lesson in your bag, as a back up. On very few occasions you may walk into a classroom which has no lessons available for the day. If you have a lesson for each of these subjects, you can fill the day. Based on the grade, have some addition, subtraction, multiplication, division review fun sheets in order for the kids to complete (begin with asking the students to complete any 5, then to pick another 2, and so on). If no photocopier is available, write the questions on the board or display them on the smartboard and have the students record the questions and answers in their math workbooks. For Science or Language, you can have a story book related to the environment. “Where the Forest Meets the Sea”by Jeannie Baker or “The Lorax”by Dr. Suess are two great examples which can begin discussion on environmental issues, based on a situation you give them have the students develop different endings. Another Science activity might be a recycle sort — go through the classroom garbage bin (bring plastic gloves) and sort out what can be recycled or put in a compost. Again, there are many story books you can tie this theme to. For Language, you can use the newspaper and have the students discuss an article you feel is age appropriate. You can also have the kids write down 3 truths and a lie about themselves — then each student presents the 4 statements to the class. The class has to guess which is the lie. The students really enjoy this activity and it does take up an hour and sometimes even more (if the class size is bigger). Please don’t forget about your diversity of learners and adjust your lessons as needed.

5) Don’t forget about yard duty.

6) Try to deal with classroom behaviour in the class. But of course, if safety of yourself or other students is/are at risk, make sure you immediately contact the administration. Having a little reward planned for the end of the day helps students to look forward to something. Making the connection by saying hello/good morning to every student as they enter helps to start off the day well.

7) Say good bye to the administration and thank you to the office assistant(s).

8) Most of all…enjoy the day!

March 28, 2012 Samantha.Perrin Classroom Management, Learning About Your Students, Occasional Teaching, Planning

Classroom Management and Tips for Daily Occasional Teaching

It’s funny to me that when I tell people that I am ‘supply teaching’, I am often met with statements along the lines of “Well that’s pretty easy, you don’t have to plan, and you basically just watch the kids for a day.” At this statement, I usually scoff and reply with “Do YOU remember what you and your classmates were like when your teacher was away?”. This is usually met with a chuckle and a “oh yeah, I see what you’re getting at.”

I think we can all recall a time in our years as students, when the absence of the regular classroom teacher was met with the idea that there was a free pass to try to get away with what you normally couldn’t get away with when the regular classroom teacher was around. Kids being kids, this scenario still often rings true: students, knowing that an occasional teacher is only in for a day and is not familiar with the rules and routines, will try to push some boundaries. For me, when teaching as a daily occasional teacher, this is where classroom management and foresight are paramount to having a successful day. I have started my daily occasional teaching assignments, and in preparation, I read Chapter 7- Preparing for or Being an Occasional Teacher (Heart and Art of Teaching and Learning). I found the practical ideas from Connie were helpful in getting my head around teaching in someone else’s classroom for the day, and in being proactive in anticipating the turns the day could take.

In addition to the good ideas already mentioned in the book, I start out my day with my own bag of tricks. My daily bag is equipped with my desk bell, a whistle (in case I am teaching gym), a book of fun drama activities and a few picture books that are appropriate and liked by many age groups. Along with it, I try to think of a follow up activity that can be used if the teacher hasn’t left any plans or when work is completed and we have an extra chunk of time (for example, plotting the beginning, middle, and end of a book, writing in the point of view, creating an alternate cover page for the book).

For the older grades, I make sure to write Ms. Perrin’s Expectations on the board for the students to see right when they enter into the classroom. My expectations follow along the lines of:

Be respectful of your classmates and teacher
Raise your hand and wait your turn to speak
Ask for permission to use the restrooms or to leave the classroom
Be kind and do your best
Let’s have a great day together!

I find that taking this little step sets the tone for the day. The students immediately know who I am. They understand that my expectations are probably similar to their regular teacher’s expectations, and that I want to have a positive day with them. Once the students are settled, I take a few minutes to introduce myself and share a little bit about the grades and schools that I have taught in. This way, the students (hopefully) view me as a teacher (and not as some grown-up impostor who has taken over the classroom for the day). I also take a minute to inform the students of my strategy for getting their attention (ring bell, clap sequence) and what my expectations are for when I use the strategy (stop what you are doing, track the teacher). With these expectations already established, the students are aware of what being successful and being unsuccessful looks like in terms of their behaviour.

Another thing that I do for most grades that I teach, is if the student’s desks aren’t labelled, I will have the students create a personalized name tag that reflects who they are (and maybe include 3 things that they would like to share with me or the class). I find that this is a great community building exercise, that lets the students know that I am interested in learning a bit about them, and it helps me to call on the students by name from the beginning of the day. A few minutes spent at the beginning of the day establishing community and guidelines, help me to set a tone that is conducive to us all getting along and doing what we need to do.

I find it most helpful to envision what I want my day to look like, then think about the things that need to be established in order for that to happen. If you’re starting out as a daily occasional teacher, or are struggling in getting the students ‘on board’ in your teaching assignments, referring to p. 115-116 of Heart and Art is a good place to start. Hopefully my tips will also help some beginning teachers to have a smooth, well managed day of teaching too. Best of luck!

March 19, 2012March 19, 2012 Samantha.Perrin Assessment, Building Inclusion, Learning in a Real Life Context, Occasional Teaching

Saying Goodbye…

Last week, my Long Term Occasional assignment ended. Leaving a classroom three quarters into the year creates some mixed reactions from both students and me, their teacher. Part of me feels a little bit of sadness, knowing that I will miss my students, new colleagues and familiarity of the school I worked at, but I also feel a sense of a renewed resolve, to continue getting to know new schools, and developing other collegial connections that could lead to a permanent contract. Mindful of the upcoming ‘goodbye’ and end of my contract, I did my best to prepare my students for the transition of me leaving and make it a meaningful and positive experience for them.

Throughout the school year, I collected pieces of student work and filed them away. During the last month of my contract, I was hard at work afterschool and evenings, glue-stick in hand, creating a scrapbook of each student’s work. These pieces consisted of writing pieces, crafts, drawings, photographs, math activities that showed the students’ progress. I can’t say that I loved the hours of sorting and sticky fingers that were associated with the task, but I knew that the end result would be worth it. The final addition to their scrapbook was a photograph of me with each student and a ‘goodbye’ poem.

On my last day with the students, and before we had our ‘goodbye’ party, I settled the students and spoke to them about ‘reflecting on our learning’. I encouraged them to recall how some of them struggled with spelling their names at the beginning of the year, and many didn’t know how to read yet or spell many words. I reminded them of the many hours we had spent together at school, how they persevered and had accomplished so much. I then sent the students off with their scrapbook to look at and reflect on the learning and fun that we had done throughout the year. It was interesting to hear some students share their reflections: “Look, Ms. Perrin, in September I didn’t know that my R’s were facing in the wrong direction”. “Why didn’t I finish a lot of my work? Oh yeah, I wasn’t good at focusing so well then”.

Many of them were excited to see a personalized photo of themselves with me, and I was happy to have given them something that demonstrated their learning, and something that they could reflect upon and remember me by. I believe that I have given my students a meaningful ‘goodbye’ as demonstrated by the enormous hugs I received, thoughtful cards and requests to come back and visit. I am grateful to have had the opportunity to have touched my student’s lives in some way, and am equally grateful to have learned so much about Grade 1, from my students.

I’m certain that my next step of daily occasional teaching will bring forth different stirrings of emotions and experiences and it will be inevitable: a lot of learning will take place. Wish me luck!

March 1, 2012 Samantha.Perrin Occasional Teaching, Planning, Professional Learning and Growth

Colleague Collaboration and Leaving a Teaching Assignment

In just over a week, my LTO (long term occasional teaching) teaching assignment will be over, I will say good bye to my lovely Grade 1 students and surrender myself to new students and the world of unpredictable daily occasional teaching once again. Leaving a classroom, just like starting up a classroom, is a process that requires planning, communication, organization, and it is a process that is seriously benefitted by collaboration.

In my school year start-up planning, I was mindful of the kind of student-information that I would need to have on-hand to transfer over to the returning teacher. In my planning I made sure that information on students, timetables, assessments and the like were all clear, concise and put together in such a way that anyone could make sense of the information. I started this when I created learner background forms back in September (with parent information, information on allergies, caregivers etc.), which were placed in a divided binder where the students’ progress report, report card, IEP’s and parent communication records would later be added). This process of having to later transfer student information was also in mind when I created student files with examples of student work and diagnostic testing for an informative ‘at a glance’ of each student, that could easily be passed on to a new teacher.

In the month leading up to the ‘transfer’, I took inventory of the classroom supplies that the new teacher would need for the upcoming months and made sure to place my order so that the class was short on things that might come in handy (fresh glue, markers, erasers, pencils). I also made sure not to over-order knowing that the teacher might want to order supplies in June for the upcoming 2012-2013 school year. I made sure to return books to the library and return any borrowed resources to other teachers in the school. As a child I was always told to ‘leave a place in the same, or better, state as which you found it’, good advice for any teacher, whether they are changing classrooms, leaving from a leave, leaving after a day of supply teaching or leaving a long term occasional assignment.

I have also been in touch with the returning teacher, and we plan to meet next week, when she will observe the classroom routines, meet the students and we will also have a chance to go over some of the planning and she will get a sense of where I will be leaving off. I have also emailed her my day-plans template, week at a glance timetable and class list, so that she does not have to re-invent the wheel, and so that she can focus on other priorities such as getting to know her new class. She also knows that she can contact me with questions once she returns to work.

I know that a lot of what I am doing isn’t actually required of long-term occasional teachers, or of contract teachers who are going on leave, but I believe that teamwork and collaboration are positive and essential practices for any teacher. We teachers are not required to meet, or to share our personal ‘creations’, to share our units, resources, ideas, or hand over our ‘intellectual property’, but we put so much of ourselves into our work to benefit our students, why wouldn’t we share if someone could add to it and make it better? Why wouldn’t we divide the labour so that more attention can be given to an area that needs it? Or Why wouldn’t we lean on one another and be a team so that we restore ourselves from time to time and take turns leading the charge?

I have been in teaching situations where I was given little, or any information on how to program my classroom, which resources to use, how to order supplies, establish systems or routines (teaching under these circumstances can be quite challenging, a trial-by-fire learning experience that is never forgotten), and I have also been in teaching situations where harmonious team work, sharing and planning was the norm (which had an even more positive impact on my experiences as a teacher, my learning and on the kind of things the students and I were able to accomplish in the classroom). Perpetuating a practice that supports teachers, inexperienced and experienced, that allows them to succeed and in turn assist the students succeeded is just another reason why we teachers should do our best to help each other out. Whether we are moving classrooms, going on leave, leaving an LTO behind, or leaving a classroom after supply teaching for a day, I hope this post helps us all be a little more mindful of other ways we can be more positively collaborative and communicative with our colleagues.

February 13, 2012 Samantha.Perrin Occasional Teaching, Professional Learning and Growth

Staying on Top of Your Professional Profile

It’s that time of year again. Its report card and parent-teacher interview time, but also for eligible to hire teachers without permanent contracts, long-term occasional teachers, and occasional teachers it’s about the time to re-apply to boards for hiring for the next year. It’s an important process because if we don’t do it properly and on time, our livelihood as teachers could be compromised the following year.

While the process of re-applying is not new to me, I still find it a little bit stressful because of the timing of it (coming off of the holidays, assessment/reporting) and the importance of being able to stand out and be up to date, and reflective of my accomplishments as an educator. After teaching all day, taking courses in the evenings, report writing during evenings and weekends, the gathering of materials for applying to boards ( which includes cover letters, resumes, references, OCT information, teacher-appraisals from pre-service teaching) it is a big undertaking, as is updating the information and properly uploading it as per the board’s format.

I understand the challenges that a lot of beginning (not-permanent) teachers go through this time of year, because I experience it myself. This is the time of year that I need to be acutely attuned to my students’ learning (their assessments, class room lessons, report-card writing, preparation for parent teacher interviews) and I also have to be concern myself with my own learning/accomplishments and securing future and more permanent (or at least, predictable) employment. Having been through this a few times, I am learning how to be smarter about keeping my professional portfolio up to date so that I am able to focus on my work in the classroom and my other commitments. I have gotten into the habit of updating my resume every couple of months, including more recent workshop experience, teaching experiences and taking away information that may be redundant or outdated so that I don’t have to sit and stare blankly at last year’s resume contemplating what to add. I also make it a point to contact my references to ask their permission and briefly discuss the work that they can comment on. I keep scanned copies of important teaching related information and cover letters for easy access and easy uploading.

While I don’t love the process and the timing of having to reapply to boards annually, I understand its function for being up to date and retaining people who are committed to becoming teachers. As a result of my learning how to manage and keep up to date with my professional profile, I have enjoyed the varied experiences of teaching in different grades and different classrooms, and I hope that other ‘new teachers’ find my tips helpful in making the hiring process a little less difficult.