GRAMMAR SCHOOL TEACHERS cohort
Meet Your Cohort Leader
Direct access to a seasoned mentor in between monthly virtual meetings when special needs/issues arise.
Intimate group of 10 participants to ensure relational depth and connection with colleagues from across the country.
Access to a “tool box” via a shared folder of carefully curated collection of tools, resources and articles.
Social gatherings with cohorts at SCL regional and national gatherings.
This cohort is designed for grammar school teachers who are new to teaching or experienced teachers who are looking for guidance in best practices in the classroom. Each discussion will provide strategies that are ready for implementation over the course of the year. The course will also feature wisdom and insight from a variety of veteran teachers who can provide insight into what they wish they would have known when they started.
Virtual meetings, 60-90 min. length covering:
- A key topic with discussion introducing new area of practice and recap of prior discussion
- Interactive conversation to discuss common challenges and successes
- 1-3 hours of independent study between sessions
- Resources ready for adaptation and implementation across academic disciplines
- Access to Rachel Greb as a mentor as needed
- Time for fellowship and encouragement with other teachers of similar experience levels
We will be addressing successful tools for a nurturing and peaceful classroom. Specific topics will be developing routines, establishing calm in the classroom, the importance of greeting, making every minute meaningful, and communicating clear expectations.
In this module, we will discuss high level view of the year and strategies for covering curriculum that meets administrative expectations and provides a framework for the year.
Using the principles from Module 2, we will work through breaking the year down into smaller segments, discuss different examples of good lesson planning, how much detail should be included, and making adjustments when needed.
In Module 4, we will be discussing professional conduct and appearance, including interactions with parents, the importance of punctuality, boundaries with students, social media, interacting with other school constituents such as donors and prospective parents, and working in a dynamic environment of a young institution.
This module will be focused on better understanding of realistic and age-appropriate expectations of students. The reading material will specifically address language processing speed, developmental milestones, behavioral expectations, and personal responsibility. Emphasis will be on how this information can assist in knowing how to create high expectations within reason.
In this module, we will review the curriculum framework overviews in Module 2 and assess progress. Emphasis here is on what is working, what’s not, and how to make mid-year adjustments.
In this module, we will be reviewing examples of larger project and substantial assignments and looking at various ways to create projects that are mindful of family life, meaningfully connected to classroom content, and realistic in terms of expectations. Guidance will be provided for writing instructions that help parents understand the scope and nature of the project.
The first part of Module 8 will focus on hands preparing for the inevitable need for a sub. We will take a look at a model sub binder, and discuss how best to personalize this important tool and create reminders timely updates with the following information included:
- Emergency information (drills, actual, medical & special cases in the classroom)
- Student helper
- Daily and weekly schedule
- School calendar
- Resources in the building
This part of Module 8 will be focused on providing reasonable review materials and time for review leading up to assessments, as well as writing meaningful assessments that can be graded in a timely fashion.
We will discuss navigating the demands of teaching, taking time to rest, effective strategies for using planning periods well, completing grading on time, and when and how to ask for help.
This module will provide insight into effective communication with parents, including addressing concerns with struggling students, informational updates, and composing report card comments that are both gracious and true.
We will discuss here strategies for addressing difficult challenges in the classroom and when to ask for administration to be involved. Areas of focus will be:
- Academic outliers
- Behavioral outliers
- Parent interactions
- Asking for help
GRAMMAR SCHOOL TEACHERS COHORT
Receive 25% monthly discount for the first year
SCL Member Schools receive 10% discount
Monthly Payment Options Available