Mr. Weber (Elk Mound Principal)

Paul Weber (Principal/ Athletic Director)

Preparation for Interview
-Where to Look? Government Website or Certain Schools (Larger) Websites
-What job to apply for? Personal but "window shop" does not hurt to look
 Interview- know RTI and PBIS (general trends) List RTI etc. experience

Resume
-Cover Letter-- First thing someone looks at
Pitfalls
-On re-use make sure addresses are the changed
-Research the school in advance (make apparent in cover letter)
Do's
-Experiences with children (volunteer, practicum, teaching etc.)

-Resume-- Degree and Schooling at top
 -Resume that pops-- different colored paper/ design in the background/ quotes of co-operating teacher (while keeping it as simple as possible)

Letter of Recommendation- Cooperating Teacher(s), University Supervisor (Tami), Employers
-Is it beneficial to call the school and ask the school if the resume has been received (Calling secretary/ Okay, calling principal about the position/ not okay)

Phone Call- Immediately accept the interview (yes), Go early to set the standard high/ Last so you are remembered (later slot)

Interview 1- Entire week to prepare for what the school is about (Be Prepared)
-Research school (be able to ask questions)
-Talk to people who have been through the process.... online (education interviews)
-Wrote down all of the question patterns (10 questions with answers) practice practice practice
-Dress- nice colored shirt with dress shoes/ shirt and tie
-Be aware sitting in the lobby and interacting with the people in the school in a natural setting (Building secretary etc.)

First Question- Tell us a little bit about yourself...
Its okay to take a pause (can I have a moment, can you give me a moment etc. (showing a reflective person))
Be honest-- If you don't know something say I don't know or haven't heard about that yet but I will research that and have more knowledge for a second interview or Could you elaborate further on that

Job Offer- Not offered position- Don't take things personally (DON'T BURN ANY BRIDGES WITH SCHOOL)
Offered Position- I need a little bit of time (think 24 hours) Where you are going to live, Pay?

What is the fiscal health of the position? and is it a position that is going to be the first position cut?

Salary Grids (Charlotte Danielson Model/ Elk Mound- Need to show students growth -- Interdisciplinary goals

Questions Prepared? What is the security of the position, district, community etc.

Activity 1 Lesson 1-Wed 3/27

Lesson 1- Activity 1 (Igor Stravinsky Upside-down drawing) 3/27

I have also included some images of the students work from the project along with the image of Igor Stravinsky that they looked at while drawing (upside down)

The purpose of this activity was to have the students tap into their right brain (emotions, intuition, visualization) and work without the left brain (language/ naming). The students were supposed to draw a Pablo Picasso drawing of Igor Stravinsky upside down. I wanted the students to draw the image exactly how they see it (upside down). I wanted the student to focus on the individual shapes that are created in the upside down image (pos. and neg. spaces) and their relationship to one another. Taking 30-40 minutes and then flipping the image over and looking at the result.

I thought the activity went well, I could tell that the students found it difficult to draw the image upside down. Most of the students did not finish in time (35 minutes) I’m not sure how I could get them to complete the image in the class period. The students understood the project for the most part I did have a couple of students who started to draw the image right side up while looking at it upside down (corrected that). I did notice that a lot of the students were frustrated with how certain objects (hands, head, etc.) were difficult to draw, which was disappointing because I did not want them to try and identify these objects (left-brain) I wanted them to just see the lines and shapes in relationship to one another. Although not everyone finished completely the students were far enough along that I had them flip the images over. To my surprise they thought that the drawings turned out worse than they expected. This was surprising to me because I thought they turned out great for being upside-down. One student in particular said that they thought the image looked better upside down. When he said this I could tell that some of the students did not entirely tap into only the right brain. I think part of the reason for this is that the students were with their peers and if they were to do this activity individually they would tap into the right brain easier. Next class I am going to have the students look at all of the images posted up and see if they have any other feedback. Ms. O informed me that she thought I did a good job of encouraging the students when they became frustrated. This was good to hear (positive feedback) and it was my intention to encourage them because I knew how difficult this activity could be. Some of the student said that it was not looking right and I tried to let them know that everyone’s’ image is going to look different and no one will create an exact copy of it. Some students needed extra encouragement and instruction because they seemed afraid to make a wrong mark or not to draw the image correctly.

Stacey Everson- MIddle School Principal

Stacey Everson (Middle School Teacher)

Menomonie Middle School Principal

-Art teacher fills the exploratory section of curriculum 
-How can I help students read ... my certifications is not in reading

• As a well educated teacher anything that you can do to help will be helpful
• It is important for students to discover that they can be successful

---Teaching With Poverty In Mind (Eric Jensen book)---
 ---(Cris Tovani book) Do I Really Have to Teach Reading---

If you need books or anything ask the principal for help...

Looking for in Art Teacher

• Someone that loves art
• Show that you love what you do
• Have creative ideas
• Love the area you are applying for (town, level of students (elementary, M.S./ H.S.)
• Know and understand many of the acronyms of the latest and greatest ideas that are being talked about

How to Compete with someone who has more experience

• Someone may have more experience but that does not mean they are more passionate that I am... 

Understanding that not every student is the same and if there is a student needs to be removed from the classroom to focus on reading they may be required less homework etc. Some students need accommodations.

Assessing Teachers-
Charlotte Danielson Model-- http://www.danielsongroup.org/article.aspx?page=frameworkforteaching 

Give a specific Idea of What the purpose for learning is (Visual and Verbal)   
Finding ways to really engage students

80-20 rule - Student should do 80% of the talking, whereas the teacher does 20%
Being over-prepared and having more to do than needed

Problem of not being taken seriously from parents-- Get the students involved- Blog, meetings, parent day etc.

Problems of Student Teachers: Afraid to try things (don't be afraid to make mistakes that what this time is for) Classroom Management

(Non violent crisis training seminar) More art based Curriculum seminars 

WORST things to do in an Interview...
-Instead of just saying that you don't know talk about what you do know
-Don't say that you don't like to read
-Have questions in mind and show interest in the district and school
-Have a philosophy and examples of as many things as you can
-Have fancy technology showing portfolio as well as old fashioned portfolios


Other than previous teaching experience what else is looked for in an interview


-Not everyone writes a good letter of recommendation

OSHA (Occupational Safety and Health Administration)
 

Lesson 1

       Today I began the introduction to my lesson "Complete the Image". The had the students go to the computer lab to find an image and edit it in Photoshop to complete at a later time. I found that my directions were not as thorough as they should have been. Students struggled in certain areas of the step by step process that I need to make more specific. I think this is because I have used Photoshop before and they have not (didn't take this into account enough). I also forgot to add a section on editing the images brightness and contrast. This would have been helpful prior to the students printing images because some of the images printed were far too dark. After talking with my cooperating teacher she informed me that I should try and be more aware of the students who need help in the classroom. I felt like I was running around the room answering everyone question but you can see from video that many students had questions while I was helping one individual. I have updated the directions already and plan on giving it to students if they did not complete this part of the project already. Next week I am going to have the student do preliminary activities that will prepare them for the final drawing. Some of these activities will include a value scale (complete the image style).

I think before my next lesson I am going to demonstrate the lesson with an outside source. This way I will be given feedback on the lesson before I have the class start it. I think that this will be helpful in eliminating some of the bugs that may occur.

Student Instruction

PLC- Professional Learning Community

Ongoing process where the teachers work collaboratively to further engage students

Issues- Struggling student falls behind so the whole class falls behind
Solution- Raise awareness of students learning abilities, address students learning immediately, require students to get help rather than simply ask and collaborate with other teacher and students to help the individual.

Characteristics of PLC

• Shared values and vision
• focus on examining outcomes to improve learning
• supportive and shared leadership
• shared personal practices

Practices of PLC

• staff meetings 
• frequent testing for student growth 
• discuss student learning as teams 
• practice tests

RTI- Response to Intervention

What is it? A multiple tiered approach to help struggling learners
 Struggling learners are provided with interventions at increasing levels of intensity to accelerate their learning rate

Tier 1 (Core Instructional Interventions)
-Used to ensure that a student's diffuculties are not die to inadequate instruction
-"At Risk" students

Tier 2 (Targeted Group Interventions)
-Students are provided with increasingly intensive instruction to move their need of performance and progress rates

Tier 3 (Intense Individual Interventions)

PBIS- Positive Behavioral Interventions and Supports

• A decision making framework that guides selection, integration, and implementation of the best evidence-based academic behavioral practices for improving important academic and behavior outcomes for all students

Associated Outcomes Within the Learning Environment

1. Less reactive, aversive, dangerous, and exclusionary
2. More engaging, responsive, preventitive, and productive
3. Address classroom management and disciplinary issues (attendance, tardies, antisocial behavior Etc.)
4. Improve supports for students whose behaviors require more specialized assistance (emotional, behavioral disorders, mental health)
5. Maximize academic engagement and achievement for all students

Implementation:
-Establish leadership team
-80% of staff must be committed
-Self assessment
-Collective data analysis
-Data driven decisions
-Evaluate impact
-Clear expectations and procedures
-Encourage expected behavior
-Consistent rules and outlines

Responsive Classroom
(group activity)
Classroom Practices
-Morining meetings
-Rule Creation
Interactive Modeling
Positive teacher language etc.

UBD- Understanding by Design 

What is UBD? 
-Main goal is to focus curriculum and teaching to develop students understanding. To deepen students understanding, not only for the test but also for life.

UBD promotes a backwards design process that begins with identifying the enduring understanding that students should carry from the class

Implementation

-Whole school reform effort
-Lesson plans would be written in a backwards manner
-Teaching would have to [participate in the qualitative research methedologies 

Common Core State Standards
Implemented June 2, 2010 - not in all states but majority of the students (some states only participated in math or English not both)

Criteria for Creating Core Standards
-Aligned with college and work expectations
-Include rigorous content and application of knowledge throught high-order skills
-Build upon strenghts and lessons of current state standards
-Informed by top[preforming countries, so that all students are prepared to succeed in our global economy and society; and evidence and/or research based

Universal Design for Learning (UDL)
What is UDL?- curriculum that can be used by everyone, studies leaning neurologically

Why is it necessary? Students should be treated as individuals within the classroom and not put into a one size fits all classroom

 Based off of three principles- What/ How/ Why

What- perception, language, expression, symbols and comprehension
How- Physical action, expression and communication, executive finction
Why- Gaining interest, sustaining effort and persistence, self-regulation


Partnership for 21st Century Skills
-National organization dedicated to 21st century readiness for each student
-Learning life skills along with reading writing and arithmetic
Example: Students work in small groups to select an existing graphic novel and create alternative endings to  the story using animation

DBAE- Discipline Based Art Education


Visual Culture Studies
What is it? The study of images-- asking question about why it is a famous image (Why did Warhol screen print Marilyn Monroe?)


-Understanding other messages and their own
-Understanding peer work
-Explain the importance of symbolism


"Teaching children about Visual Culture helps them to not only create deeper meaning in their own artwork, but better understand the images in the world around them. Classrooms that utilize Visual Cultural Studies encourage critical analysis, abstract thinking, open discussion and personal reflection."



Walker Art Center- New Elements and Principles of Design


Reason: contemporary art goes beyond the traditional elements and principles of art

1. Appropriation- making new art through borrowing of pre-existing image
   
2. Time-
3. Performance-refers to an activity that is related to motion or actions and process that are presented to an audience and can be a mix. either a type of dance, acting and poetry etc.
   
4. Space
5. Hybridity- Idea of mixing qualities of two different things in order to make the overall piece better

-Important for teachers to remember and use these words in daily practice and remind students of the terms and recommend student use