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1、WEST MECKLENBURG HIGH SCHOOLNew Teacher HandbookA survivalguide for your1st year ofteaching at West Mecklenburg High SchoolTable of ContentsTopic PagesWhos Who page3-4Technology Policy5-7Beginning Teacher Support Program8-11Getting Started Teacher and Student Basics12-16Health and Wellness Services1

2、7-19Building Information20-21Start of School Checklist22-25Classroom Community “Open House”26-28Report Cards29Classroom Management30-39Lesson Plans40-42Substitute Teachers43-48Definitionof Terms and Acronyms49-51“Whos Who”ADMINISTRATION and ADMINISTRATIVE SUPPORTPrincipal:Eric WardAssistant Principa

3、l of Instruction: Brigitte BrownAssistant Principal: Marvin YorkDean of Students: Tyrone CorlewDean of Students/Math Facilitator: Sara DoggettData Analyst: Stephanie HoodAcademic Facilitator: Phyllis ButcherAcademic Facilitator for Common Core Standards: Falisa HankinsTesting Accountability Facilita

4、tor: Marquitta RaynorSchool Improvement Grant Literacy Coach:School Improvement Grant Math Coach:Crystal JonesSchool Improvement Grant SIOP Coach: Elizabeth AshurstSchool Improvement Grant EC Coach:Debbie BrooksAVID Coordinator:Tracy ForstLead Guidance:Grady CatheyInstructional Technology Support:Mi

5、ndra WiseSCHOOL SUPPORT PERSONNELSr. Administrative SecretaryAdministrative SecretaryYvonne SharpeFinancial SecretarySecretaryAttendance SecretaryJoyce CarterSecretaryVeronica NeroComputer TechnicianRandy KellySchool Resource OfficerOfficer Ray HughesNurseJuanita PyantHead CustodianThomasina CraigDi

6、scipline Support DutiesBrigitte BrownAssistant Principal12th GradeTyrone CorlewDean of Students10th &11th GradesMarvin YorkAssistant Principal9th Grade RepeatersSara DoggettDean of Students9th GradeTECHNOLOGYSTAFF ACCEPTABLE USE POLICYThe Technology Mission of Charlotte Mecklenburg Public School Sys

7、tem is to ensure access to appropriate technology in our educational community to support and enhance student learning, staff instruction, school communication and data management.The Charlotte Mecklenburg Public School fulfills its technology mission by offering an institutional network between the

8、 schools and Internet access for staff and students. This is referred to as the CMS Network. Our goal in providing this service to students is to promote educational excellence by facilitating resource sharing, innovation and communication.It is the responsibility of all Charlotte Mecklenburg School

9、 employees to read and sign the policy and it is the responsibility to the CMS Principals to deny Internet access to staff members who have not read and signed the policy.POLICIESStaff Internet Access􀀂 All staff will have access through their classroom, library/media center, or computer lab

10、 to the following information resources:􀀁 Electronic mail communication with people all over the world􀀁 Library Collections including Library of Congress􀀁 Public domain software and graphics􀀁 World Wide Web 􀀁 News and information􀀁 Discussion grou

11、p􀀂 All staff will have an e-mail account.Unacceptable UsesThe use of the CMS Network is provided to facilitate education. Inappropriate use will result in cancellation of computer (internet) privileges. Users should not expect privacy in the contents of personal files on the district system

12、. Routine maintenance and monitoring of the CMS Network may lead to discovery that a staff member has violated this Policy, or the law. All e-mail is considered public record.The Superintendent of Schools, Assistant Superintendent of Curriculum, Telecommunications Technology Specialist or designee s

13、hall have the right to access e-mail. The following unacceptable uses include (but are not limited to):􀀁 Illegal Activitiesa. Transmission of copyright or trade information.b. Transmission of obscene or threatening material.c. Staff shall not attempt to gain unauthorized access to the CMS N

14、etwork or to any other computer system through the CMS Network or go beyond authorized access. This includes attempting to log in through another persons account or access another persons files. These actions constitute vandalism and are illegal, even if only for the purpose of browsing.d. Staff sha

15、ll not use the CMS Network for commercial or personal purposes, which includes offering, providing, or purchasing products or services through the CMS Network.􀀁 System Securitya. Staff are responsible for their individual file account and should take all reasonable precaution to prevent oth

16、ers from accessing their files. Under no conditions should staff provide their password to another person.b. Staff shall not download or transfer files without the proper software license.c. Staff shall not make deliberate attempts to disrupt the CMS computer system, or other district computer syste

17、ms and networks, nor destroy data by spreading computer viruses or by any other means. These actions are illegal.TEACHER E-MAIL USE POLICY E-mail will be used as an integral form of communication within the Charlotte Mecklenburg Public School network. Teachers are encouraged to use this form of comm

18、unication to facilitate communication with parents. Faculty e-mail names will be first name. last .(for example : Janice Doe) : In many schools, teachers are expected to check their e-mail at the beginning and end of each school day to keep current with news, meeting information, and administrative

19、updates and policies within the building.STUDENT INTERNET ACCEPTABLE USE POLICYWest Mecklenburg is fortunate to have internet access in the classroom, media center and computer labs. In order to promote the expectation of appropriate use of this medium for educational purposes, all students are requ

20、ired to have a signed copy of theCharlotte Mecklenburg Schools Acceptable Use Policy on file. CHARLOTTE-MECKLENBURG SCHOOLS BEGINNING TEACHER SUPPORT PROGRAMApplicationCharlotte-Mecklenburg Schools provides a Beginning Teacher Support Program (BTSP) for teachers in their first- third years of practi

21、ce. The induction program provides the structure that maximizes beginning teacher learning in the context of classroom experience. New teachers learn from veteran teachers; schools increase the possibility of retaining strong, well-trained educators; and most important, student achievement can be el

22、evated.StandardsWest Mecklenburgs induction programs shall meet the following requirements: An orientation for beginning teacher and all other incoming teachers orientation program for beginning teachers and all other incoming teachers Assignment of a support team that shall consist of, but not be l

23、imited to, the academic facilitator a mentor an administrator qualified to evaluate teachers, and a lead teacher. Opportunities to participate in professional development and common planning (i.e.: Critical Friends, Math, Reading, etc.)The intent of the induction program is to provide teachers with

24、a systematic structure of support that helps them become familiar with their school and district refine their practice and better understand their professional responsibilities. The program is an integral part of a teachers first year of teaching and is the beginning of a teachers professional devel

25、opment activities.The induction program is a fundamental part of the West Mecklenburgs Professional Development Plan as well as the school Improvement Plan.MentoringMentoring provides the beginning teacher with a one on one relationship with an experienced teacher. The mentoring relationship can be

26、very rewarding, both professionally and personally, for the beginning teacher and the mentor. While the beginning teacher acquires support and a practical understanding of teaching trough the mentoring relationship, the mentor teacher is able to reflect upon and improve his/her own practice by shari

27、ng experiences and expertise.Core Mentoring ActivitiesThe mentoring relationship is shaped by the activities that a mentor and beginning teacher participate in together. As part of the licensure regulations include classroom observations and other mentoring activities. These activities should help t

28、he beginning teacher improve upon practice and develop an understanding of the Professional Standards for Teachers. The activities may include: Meeting frequently during the school year to plan curriculum and lessons Observing one anothers classroom Co-teaching the beginning teachers class Analyzing

29、 and assessing the beginning teachers practice in relation to evaluation criteria in order to help the beginning teacher improve.Roles and ResponsibilitiesBeginning Teacher: Play an active role in the mentoring relationship. A beginning teacher can do this by offering critical reflections on his (he

30、r) own practice and identifying areas in which assistance is needed. Seek out help. The beginning teacher must understand that he or she must seek out support team members, be forthright in communicating classroom issues, and remain open to feedback in order to develop as a professional. Observe exp

31、erience teachers at work. The beginning teacher should adhere to a schedule of observations of experienced teachers. The beginning teacher could keep a log to record and reflect on the diversity of their styles. Participate regularly in programs organized for beginning teachers. These include peer s

32、upport groups, professional development seminars and beginning teacher workshops.Mentor: Ensure a strong start to the year. Mentors can help beginning teachers launch into a productive year by making sure they know where to obtain all needed materials and are familiar with routinesand schedules. Pro

33、vide instructional support. This includes, but is not limited to:o Regular observation of and conferencing with the beginning teacher;o Support in teaching and learning standards of the state curriculum frameworks;o Refining various teaching strategies;o Addressing issues such as classroom managemen

34、t and communicating effectively with parents;o Recognizing and addressing multiple learning styles and individual student needs. Provide professional support. Beginning teachers need to be informed of school policies and procedures, particularly regarding standards and procedures for teacher evaluat

35、ion. Principals and Directors as well as Mentors should be a resource for information on evaluation and professional practice. Provide personal support. Mentors can help relieve the stress on first time teachers by introducing them to other faculty member and helping the beginning teacher to put pro

36、blems in perspective with support and encouragement. Maintain a confidential relationship with the beginning teacher. It is important that the beginning teacher be able to discuss problems openly with the mentor, so that they may be addressed in a timely and informed manner. Serve as a liaison. The

37、mentor should have the knowledge and skills to refer the beginning teacher to others teachers and educational resources, so that the beginning teacher is exposed to a variety of perspectives and instructional practices. Serve as a resource. Inform the beginning teacher of opportunities and supports

38、provided by various professional associations. Attend mentor training Attend district wide scheduled mentor meetings throughout the yearPrincipal:The roles and responsibilities of the principal may vary by level. The principal may choose to share the following responsibilities with the assistant pri

39、ncipal, deans or academic facilitator. Establish a school culture that is built on collegiality and supports professional collaboration among new and veteran teachers. Ensure reasonable working conditions for the beginning teacher, which might include schedule modifications. For example, the beginni

40、ng teacher could be assigned a moderate teaching load, a course load with relatively few preparations, few extra-curricular duties, and a schedule that is compatible with the mentors.Resources for Beginning Teachers and Mentors The mentor and the beginning teacher can use the following documents to

41、structure their work:o State curriculum frameworks and locally aligned curricula materialso Support materials for student assessments, including Charlotte Mecklenburgs Comprehensive Assessment System)o School Improvement Plano District Professional Development PlanGetting Started Basics you need to

42、know from the district and our schoolPROFESSIONAL BEHAVIORS/EXPECTATIONS􀀁 ABSENCEIf you have to be out for any reason, you must call the Substitute SmartFind Call in Line (1-800-309-0661). You must call this line whether a substitute is required or not for your absence.This line is availabl

43、e 24 hours a day. When you know that you will be absent, please call as soon as possible. You are also expected to provide lesson plans for the substitute who will be assigned to cover your class. (Please see substitute section of this handbook for additional information.)􀀁 COMMUNICATIONEdu

44、cating students is a team effort involving the student, parent, teacher, and administrators. Open communication is the key success. Parents will want to know that the teacher is willing to talk, listen, and work cooperatively. It is important to establish contact as early as possible in the school y

45、ear, preferably before a problem escalates. It is recommended that the teacher either make a phone call or send home a letter of introduction during the first few days of school. Frequent contact will improve the effectiveness of communication.Note: It is a district expectation that all phone calls

46、directed to your attention be returned within 24 hours.􀀁 CONFIDENTIALITYAs a professional, it is expected that you maintain a sense of CONFIDENTIALITY when dealing with colleagues, students, and parents. 􀀁 DRESSAlthough the Charlotte Mecklenburg Schools does not have a formal dress

47、 code, it is important to remember that as an educator you are a leader and role model for children. You should make appropriate decisions in your attire. No jeans, tank tops, sweat suits, flip flops􀀁 E-MAIL ELECTRONIC MAILNearly all communication is done in the form of e-mail. Please be sure to check your e-mail at least twice a day.􀀁 EXTRA DUTIESTeachers will be required to serve in many capacities, which may include bus duty, ha