Ready- Set -Teach! featured on Education World's website, October 29, 2015. 

Innovative Tips for Successful Parent-Teacher Conferences

Education World is pleased to present these professional development tips shared by author and educator Jim Gomes.

Part III: What Parents Really Want to Know
 
This list is based on my personal experience of teaching full time for 35 years and conducting in excess of 1,000 parent-teacher interviews. Parents want to know:

• current grade and most recent results;
• behaviour—positive or negative;
• homework completion;
• participation, including how students relate to their peers;
• areas for improvement, both academic and behavioural;
• upcoming evaluations; and
• action plan to improve student grades and resolve other issues.

 
Being able to address each of the above items accurately will require some record keeping in the form of checklists and anecdotal comments.
 
Hint: Don’t be surprised that the majority of parents who show up for interviews are the parents of high achievers. Therefore, it is a good idea to either send a note home or call the parents you need to see the most to set up an interview. 

Ready- Set -Teach!--featured on Education World's website, October 29, 2015. 

Innovative Tips for Successful Parent-Teacher Conferences

Education World is pleased to present these professional development tips shared by author and educator Jim Gomes.

Part II: Provide a Welcome Sheet for Parent-Teacher Conferences

After welcoming parents, the student secretary should supply them with a welcome sheet that may contain:

• a warm, inviting title such as Welcome to Parent-Teacher Conferences;
• your name, subject, meeting room number, and conference time;
• an introductory paragraph that thanks parents for attending and lets them know you are looking forward to the opportunity of discussing their child’s progress with them;
• contact information such as phone number and extension (and/or professional e-mail address at your discretion), and times when you can be reached;
• times when extra help is available for any student who seeks to improve;
• information regarding tutoring programs that are available at your school—high achievers may wish to become peer tutors (see Tip 64);
• a MEMO section that provides information about policies or procedures you wish to highlight (e.g., frequency of major tests, the need for parental signatures and the meaning of the year-to-date mark), upcoming tests and assignments, and what students are currently studying; and
• a NOTES section where parents can write important information discussed during the conference.

A well-designed and informative welcome sheet demonstrates that you are organized, well prepared, and thoughtful. It also helps to set the tone for a professional encounter. As an added benefit, the welcome sheet is a huge time saver, cutting the length of many conferences in half.


- See more at Education World.

This article is reprinted from LinkedIn with Dr. Manno's permission. It is my belief that every educator will ​benefit from his wisdom. Enjoy! 

 Dr. Christopher Manno, Superintendent of Schools, Burlington County, New Jersey


Following A Culture of Lifelong Learning: Ten Professional Development Strategies for School Leaders Aug 22, 2015

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Effective teacher professional development must be of the highest quality – thoughtfully designed with teacher input and choice, and planned to account for How People Learn (Bransford, J., 1999). Effective teacher learning occurs in the context of a school-wide culture of lifelong learning. Effective teacher professional development is an ongoing process, not an event. Therefore, effective professional development for teachers is about designing varied and connected learning experiences in multiple contexts.

 Achieving effective professional learning experiences may often be in conflict with the inordinate amount of teacher training time to support mandates not directly related to teaching, learning, curriculum, instruction, and/or assessment, e.g. bullying prevention, sexual harassment, Affirmative Action policies, Right to Know policies, staff conduct, business or financial practices, and personnel procedures.  These are all very important to effectively, responsibility, and safely administering schools; however, they are secondary to schooling’s core mission of teaching and learning.

There are creative ways to overcome this perennial tug-of-war over our most precious resource - time. Here are ten ways to design professional learning experiences given time constraints:

1. Use the calendar. Identify days that can be transformed into half days for students and half days for professional development. Plan these days during months in which less calendar disruptions occur. When presented, explained and framed proactively and thoughtfully, Boards of Education and parents can be very understanding of professional growth and learning needs for teachers; and, can understand this wise investment in better instruction. Work with your local YMCA or other childcare organizations to provide after-care for younger students on these days.
2. Use "faculty meeting" time thoughtfully to promote professional growth. Don’t squander faculty meeting time on reading announcements. If the principal is standing in the front of the room for more than fifteen minutes, it’s too long. Never read or state something during a faculty meeting that can simply be read in an email or shared document prior to the meeting, e.g. Google Drive or Dropbox. Hold everyone – teachers and administrators – accountable for reading the information. Require everyone to read and electronically sign off that they read such. Do it yourself as a role model. Google Forms is an outstanding way to do this; or, just include and electronic sign off page at the end of a Google Doc, with a statement, "I have read and understand the material included in this briefing" and a place for staff to type their name in a designated Then, a small amount of faculty meeting time can be used for brief clarification or questions on the informational items. Most of the time should be used toward professional growth, teacher-created mini-workshops, or turn-key training from out-of-district workshops educators may have attended. 
3. Create Professional Learning Communities (PLCs). Rotate "faculty meetings" with PLCs. Use a Google Form to survey staff regarding topics or areas of study, all directly related to a statedDistrict or School Goals. Use one meeting per month for faculty meetings, and one for PLCs, or some variation of this depending on the local collective bargaining agreement. Make sure PLCs are tightly structured, facilitated, and result in products. Invest the time to directly teach about how PLCs work; this is a valuable activity for a faculty meeting. Remember, a PLC is not just a group of educators getting together to chat over coffee. It’s much more.
4. Create a peer observation program, in which teachers on preparation periods can volunteer to cover the class of a colleague, so that teacher can observe another colleague. In turn, the teacher who had the opportunity to observe will do the same (cover) for another colleague. It's a "pay it forward" model. Encourage teachers to post-conference about the visits. Provide a suggested (not mandated) protocol grounded in best practice to guide such discussions. Collect no documentation on the visits, other than perhaps how many took place, in order to be able to measure the use of the program. Consider having a Collective Bargaining Unit (Association) member or a teacher leader coordinate the model, so as to keep administrators completely out of it. You don't want the staff to believe the administrators are monitoring participation. The idea is that teachers should not do this out of obligation or fear they will be judged if they don't. You want to develop a culture of professional growth out of sincere desire to learn; which is not developed by guilt, coercion, or fear. 
5. Develop a book club program, in which teachers are provided time, during faculty meetings, PLC's, or volunteer or paid workshop time before or after school, to study professional literature. Allow teachers to choose the books related to district/school goals or their own professional development plans. Let teachers choose the groups; don't micromanage it. The more standardization you attempt, the less effective this will be. If possible, purchase the books for the teachers. It’s a wise investment. The most important task for administration is to make the time. Provide a suggested book review protocol to guide discussion, but don't mandate it or collect documentation, other than how many teachers participated. Your job is to be a helpful resource and coach. Again, a culture of learning is developed organically, through desire to improve, not out of guilt or fear. 
6. Purchase each teacher a good professional book that supports District or school goals, instead of purchasing trinkets for Teacher Appreciation Day or Week.
7. Develop an administrator as teacher program, by encouraging school administrators to be educational leaders, i.e. master teachers. The top criteria for an educational leader should be teaching prowess and achievement. As administrators are reviewing lesson plans, they occasionally may choose a lesson in a content area of comfort, and teach the teacher's lesson for the day. The administrator should talk with the teacher about the lesson and the needs of the students, e.g. which student might require differentiation of instruction. Have the teacher be an observer for the lesson, and provide critique and feedback to the admin Don’t just give the teacher a period off, or the objective is lost. Always accept feedback graciously regardless of the nature. If time permits, conduct pre- and post-conferences to discuss and reflect upon the lesson.  That educational leader immediately develops “street cred.” with teachers and students. Not only might you inspire a teacher to try something new, this will make all your dealings with staff and students more effective, because they will respect you as an educator, not just a manager.
8. Add a valuable step to the observation cycle, even if you only do it once per year or semester with targeted teachers. Conduct a “pre-pre-conference” identifying an area of pedagogy in which the teacher would like to focus. The school leader then develops a lesson consistent with the teacher's unit/plan, and teaches the lesson for the students utilizing techniques consistent with the teacher’s stated focal area(s). The teacher observes. You are modeling. After the administrator lesson, conduct a “post-pre-conference,” to reflect on the administrator’s lesson and how he/she used strategies. Have the teacher identify what he/she learned. This “post-pre-conference” will then smoothly transition into a pre-conference on the teacher's lesson for the administrators to formally observe, and how the teacher will incorporate the new techniques. Conduct the teacher observation, and then a post-conference. This process sounds onerous, however, really adds only two steps to the observation process; and, it is extraordinarily powerful, adding value, professional dialogue, and learning to what is often a rote observation process. It frames the administrator as a real educational leader, and a teacher leader. Every new administrator should consider doing this. Word will spread like wildfire that he/she can actually teach, and this develops “street ” for the administrators instantaneously. Of course, this is provided the administrator is actually a good teacher.
9. Develop a teacher shadow program, in which an administrator shadows a teacher for the entire day –including lunch, preparation, hall passing, etc. This ensures that administrators constantly remember what it is like to walk in a teacher’s shoes. It demonstrates to teachers that you value their experience, and are attentive to their needs. Don’t wander off to your office or take phone calls or texts, unless there is a true crisis. Make it voluntary. Visa versa, you can develop an administrator shadow program, in which teachers do the same with a school leader. Encourage administrators and teachers to report out publicly at a faculty meeting regarding their experience. 
10. Use Management by Wandering Around (Peters, T., & Waterman, 1982). Get out of your office. Tour the school with a personalized post-it or note-pad in hand. Visit classrooms and observe for five to ten minutes in each class. Don't be a stiff suit. Talk with the kids and teachers. Announce your entry and don't be afraid of interrupting. They love to have you there, and see you care, are interested, and are a real person. Say, "Good morning folks. It's great to see you all today. What are you working on?” Allow a few students to respond, and then ask the teacher. Say, "Ok, carry on...let's see what you've got?" This only takes 1-2 minutes, if that. You’ve engaged them; they will remember and may tell Mom and Dad at night. Then, observe for a few minutes, and leave a brief note for the teacher AND students for the teacher to share with the students. Something like: "Class, I enjoyed popping in. I was impressed with your understanding of least common  This is an important concept to understand the manipulation of fractions. You’ll use this concept for your entire math career, and maybe beyond. Great job everyone. Have a great day! Dr. M." 

Effective Professional Development is not simply coordinating an outside presenter to provide a workshop to staff, while administrators sit in the back of the room; or worse, go to their office to get “work” done. Professional development is the “work.” Effective Professional Development is about leadership, modeling, and nurturing a culture of love of learning, growth, collaboration, and innovative risk-taking amongst the adults in your school and districts. This, in turn, translates into a culture of lifelong love of learning for students.

Dr. Manno has been a Superintendent of Schools for ten years, a school leader for eighteen years, and was the 2013 NJ Superintendent of the Year. He is a graduate and doctoral instructor of educational leadership for Delaware Valley University, Gwynedd Mercy University, The College of New Jersey, and Rutgers University.

This month's message is taken from Tip 12 of Ready Set Teach! 101 Tips for Classroom Success. Enjoy!

12. Learning Names Is a Priority

Students should be aware from Day One that their names are important to you. Not only does this show that you care about each and every student, but it also creates more positive interactions and helps lessons flow smoothly. Some teachers have a knack for committing names to memory; for the rest of us here are some helpful suggestions:

• Test yourself aloud in front of the whole class at the start and/or end of each period. If only a last name rings a bell, use it. For example, address them as “Mr. Mendez” or “Ms. Grainger.” Do this daily until you have mastered all students’ names.
• Use students' names during Q & A sessions, even if you have to carry a seating plan with you as you move about the room.
• Call on all students to answer—even those who don’t raise their hands. 
• Seat students in alphabetical order. 
• Include student photos in your seating plans. This is extremely helpful to substitute teachers and colleagues who may have to cover your classes. 
• Make sure students put their first and last names on everything they submit. Read their full names out loud when returning these items.
• Use students' names when you pass them in the hall. If you’re struggling to remember a name, don’t be afraid to stop and ask. Then, find a way to use it right away, such as, “Abdul, I really liked the way you volunteered answers today.”             
  

Avoid using nicknames such as “Mouse” for quiet students. Use of a student’s actual name conveys respect and helps to maintain your professionalism (see Tip 34). Many students prefer teachers to use a less formal version of their name. For example, use “Rick” or “Ricky” instead of “Richard” and there is no harm in doing that.    

When autographing books I often write, “Teachers touch the lives of their students and affect them profoundly.” The impact of what we do on a daily basis is most often unknown to us. But, having written a book recently has given me the chance to connect with a number of former students, and it is one of those stories I wish to share with you.

Recently, I had the distinct pleasure of being featured in the summer issue of Windsor Life Magazine. Soon after, a parent of one of my former students contacted me. He enjoyed the article and wanted me to know that his son was “doing great thanks to teachers like you;” and wanted to know if I could stand to hear “a little parental bragging.” Intrigued, I responded affirmatively—it’s always great to hear about your students and their successes.

His son, now a Ph.D., is living in New the New England area with his wife and three children. He is the co-founder, director, and CEO of a medical research company. His research is paying off, as he has made a deal with a major drug company, and recently was at the White House to receive a Tibbetts award. Dubbed the “Tibbie,” these annual financial awards are presented to small firms, and individuals whose research shows great promise while meeting certain U.S. Government R&D needs.

I sent off an email congratulating my former student on his many successes and wished him well. Two days later, I received a very pleasant and heart-warming response. He wanted me to know what a pleasant surprise it was to see my name in his inbox, and how appreciative he was for the “excellent education” he had received at our school. My editor is one of my colleagues, and our former student related how he still tells stories from both of our classes and referred to us as “all-stars.” Wow! Here I was receiving kudos from such an accomplished individual.

What a pleasant and humbling experience; I never realized the degree of the impression we had made on this young man’s life. As teachers we are blessed with the opportunity to impact the lives of our students every day. As you begin your summer vacation, take time to reflect on the importance of the job that you do, and I urge you to connect with some of your former students—I think you’ll find that many pleasant surprises await.

Are you ready to teach, truly ready?

Teaching a classroom full of energetic students day after day is a complex and demanding job for which many find themselves unprepared. Why wait decades to assemble most of what you need to know to become a great classroom teacher? With Ready-Set-Teach! you’ve found what most teachers are looking for: simple, practical, effective classroom management strategies you can use today.    

Having taught over 5,000 students, conducted in excess of 1,500 parent-teacher interviews, and coached over 50 teams, author Jim Gomes has a wealth of experience to share.

Great teaching doesn’t just happen. It is the result of careful planning, preparation, and passion—what Jim has embraced as a classroom teacher for more than 35 years. There is no need to go it alone. With Jim’s help, learn how you can:

• Teach every day like it’s your first day, with unbridled enthusiasm
• Stop unwanted behaviour before it starts
• Deal effectively with misbehavior when it occurs
• Motivate students to participate
• Foster a caring classroom atmosphere in which students can learn, and much more

 This comprehensive plan will leave you inspired and confident to welcome each school day. Let Jim’s Ready-Set-Teach! help you find happiness and fulfillment in your teaching career.

Five P's for a Successful Teaching Career

No beating around the bush. Here are my five P's to having success in the classroom throughout your teaching career:
1. Pride 
2. Planning *
3. Preparation *
4. Passion
5. Perseverance 
   * Combined post

Part IV: Perseverance

Early on, I encountered one of the biggest physical and mental challenges of my teaching career. On day one of exams, five of my six classes were to write during the last of three slots, with my sixth class scheduled a full week later on the following Monday.

It began to snow on the morning of the first exams, and by midday it was really coming down. I was about to be blindsided by the series of events that followed. Administration called for the buses and sent the students home early. It was the correct thing to do—the safety of our students should always be our primary concern. The unwritten exams from that afternoon were moved to the alternate day at the very end of exams. I would now go a whole week with no exams to mark. It took some time for me to get over the shock of this unfortunate news. I would now get my first class of exams on the second Monday, the other five sets Tuesday, and be back teaching on Wednesday. Each set of exams took me six to eight hours to mark and there were report cards to follow. This was an unexpected nightmare for me. How could I possibly get things done on time?

I realized I needed a plan, if I were to have any hope of success. The first week I proctored a couple of exams and did all I could to prepare for second term. On the weekend, I made sure to get rested for the onslaught of marking that was about to begin. The grading of Monday's exams was completed by later that evening. The marathon of marking would begin in earnest on Tuesday, some 30-40 hours worth. Though some of the marking was of the check mark variety, the majority involved evaluating written work.

On Tuesday morning I covered the window to my classroom with an emphatic "do not disturb!" sign, and as soon as the morning exams were collected I went at it full bore. The twenty-minute drive home was one of the few respites of the day as I proceeded to mark all evening and long into the night. After only a few hours of sleep, it was time to get ready and off to school. I told each of my classes what I was up against and that for the next two days they would be doing seatwork assignments. I let them know that I was determined to get their exam results back to them in a timely manner, and I kept them up to date on my progress. By making them feel part of it, I was able to gain their cooperation.

For the better part of three days, I marked and marked finishing sometime on Thursday evening. It certainly tested my mettle, but I proved up to that task and I even got my report cards completed on time.

Believe me, I hope that this never happens to you, but unexpected challenges are bound to come your way. They can be triggered by a poorly planned lesson, a situation with a student that was handled improperly, or an unexpected complaint by a parent, to mention a few. Though it's human nature to be upset by such things, do your best to maintain an even keel (See Tips 77 and 78 Ready-Set-Teach!) and carry on undeterred.

It's important to persevere through difficult times. Parents, students, and administration will all take note of how you respond to adversity. Such challenges present opportunities for growth and they often leave lasting impressions.

Five P's for a Successful Teaching Career

No beating around the bush. Here are my five P's to having success in the classroom throughout your teaching career:
1. Pride 
2. Planning *
3. Preparation *
4. Passion
5. Perseverance 
   * Combined post

Part III: Passion

Bringing passion to what you do every day is vital to your success as an educator. Let your students see that you love what you do. 

Right from the start, make students aware that each one of them is important to you. My suggestions include: 

• Make it clear that each student in your class is to be treated with respect and that any disrespectful behaviour simply won't be tolerated (Tip 10, Ready-Set-Teach!)
  
• I can't emphasize this one enough; model the behaviours you wish your students to emulate (Tip 6, Ready-Set-Teach!)
  
• Make the learning of your students' names a priority (Tip 12, Ready-Set-Teach!)
  
• Enthusiasm is infectious. Be ready to "bring it" every day (Tip 9, Ready-Set-Teach!) 
  

Students require constant encouragement and you will need to supply healthy doses of motivation every day. Set the bar high and continue to raise it. Laying down a challenge is one of the best motivational tools you can employ (Tip 57, Ready-Set-Teach!).

It's apparent when teachers enjoy what they are doing. Provide engaging lessons and stay highly focused on student success. At the same time, have fun and take delight in what you do every day (Tip 79, Ready-Set-Teach!)

My book can help you establish a caring, cooperative learning environment—where students are respected, challenged, and engaged.