A research report recently published by Arizona State University’s Morrison Institute on Public Policy, Finding and Keeping Educators for Arizona Classrooms, aggregated concrete data along with information from a statewide teacher and administer survey to dig deep in the causes and best practices for addressing Arizona’s teaching shortage. Low teacher pay is an issue that has been widely discussed in Arizona and has prompted some bumps in teacher salary. Last year Prop 123 passed, giving schools an infusion of cash and the ability to raise teacher pay. Pay is a significant issue, but teacher retention is nuanced. The causes of teacher attrition varied. Several themes emerged to explain teacher attrition in Arizona in this report including:

1)Professional pay--teachers earn much less than others with four year degrees.
2)Increasing workload--teacher face increasing accountability for student performance and extra responsibilities like tutoring are often expected but not compensated.
3)Support for the profession--new support from colleagues, administrators, and the community and structured support in the first years is essential for teacher longevity.
4)Passion for the Profession--most teachers say that they are invested in their students and do the best they can for their students even in challenging circumstances.

One of the survey respondents put it this way: “Teacher retention requires a balance of workload, pay, and respect for the profession.”  Recruiting and retaining teachers in Arizona will require a varied, creative approach with schools, communities, teacher education programs, and teacher support organizations all playing a part in engaging and finding solutions.

Three best practices were listed as innovative measures to work on this issue, including National Board Certification, mentoring, and teacher support. The Teacher Retention Project was highlighted as an innovative teacher support program stating, “Recruiting and retaining Special Education teachers is especially difficult. The Teacher Retention Project provides support to Arizona Special Education teachers and those considering a career in the field. The goal of this program is to help teachers make a long-term commitment to special education.” The Teacher Retention Project is committed to ensuring teachers have the resources, tools, and support needed to be successful in their careers. To read further click here:  Finding and Keeping Educators for Arizona Classrooms.

By: Tiffany Sandoval
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I have a file folder full of report cards and progress reports from my oldest son. For me, they are a keepsake. My personal connection to my kid's report cards had me reflecting on the comments I have written on student report cards, which in turn has motivated me to be more intentional with my own report card comments. Here are a few tips for creating quality comments.


​Provide comments that are specific to the student and solution-focused.

​Give specific examples of student progress or struggles. "Excellent job in science" is too general and doesn’t give the student or parent an idea of that students’ strengths. "Needs improvement" in reading also lacks detail and might leave a parent or student feeling frustrated. Try to be both specific and solution-focused in your comments. For example, “Michael has improved in his reading fluency. He has increased from 60 words a minute to 75 words per minute” helps both parents and the student to understand how much growth has been made. “Michael mastered 2, 3, and 4 multiplication facts, but needs practice on the rest over the summer to ensure he is ready for the next school year,” presents a need and action for the parent and student to tackle over the summer.

Consider the fact that this comment is part of a student’s permanent record.

Is morning tardiness an issue that should be addressed on the report card? Probably not. Filter your comments through the lens of a this being a record which will might be saved and looked back upon in future years.  Make comments that are specific to student growth, strengths, and needs. When mentioning student struggles, try to focus on potential solutions and/or action steps.

Match report card comments to student grades.

It can very confusing to a parent to read needs improvement when the grades listed are straight As. It can be just as confusing reading positive comments and low grades. Comments should provide insight to student progress and further explain the grades awarded. Mismatches can be frustrating and confusing for both parents and students.

During this busy time of year, take a few extra minutes to provide specific and solution-focused feedback to each of your students. 

​This time of year brings state testing, end of the year awards, report cards, student events, and closing up your classroom for the summer. It also means a new contract offer is potentially in the works, and many teachers are thinking about what’s next. Some know right away that their current situation needs to change. Other teachers might not feel as black and white about their situation. Some things to consider when deciding whether or not you will be moving to a new position are your commute, whether a new, better suited teaching position has opened up, or maybe your desire to teach a different grade or subject. 
 
After all, change is hard. When you move to a new school, there are new systems to learn, copier tricks to master, and lesson plans to write. Those tasks paired with teaching could burn out even the most veteran teacher. It can also be tough leaving behind old friends and colleagues for the unknown.  However, leaving a toxic work environment, finding "the one" perfect teaching role, or a much more convenient commute might be the perfect motivation needed to make a move. 
 
If you have decided that a change is in your future, consider posing some of the key questions below during your interview. Change is hard, but finding the right fit for you is critical!
 

• How would you describe the staff culture at your school?  What types of activities do staff do throughout the year?
  • There’s something to be said for a staff that has traditions and an administration that actively creates the culture needed for the school to succeed.  Knowing that teachers are fun, active, and invested in their school is refreshing, and if you feel excited about your interviewer’s response to this question it can be a great sign that the school might be a fit for you.  We know that teachers are most satisfied at schools where they feel surrounded by inspiring colleagues and friends as well.
• What are you most proud of about your school?  
  • This question gets to the school's character and goals but also to where the school leader's heart is. Are they proud of their amazing students, 100% teacher retention, school music program?  Or maybe it is their brand-new gym? Knowing what your priorities are in the classroom and aligning them with the priorities of your workplace is important. Clashes arise when there is misalignment between what’s important to you and what’s important to your school leader.  Feel out the school’s unspoken priorities with this question.
• Aside from student achievement, what do you think characterizes your best teachers?
  • This question also hits on some (potentially unspoken) beliefs about what makes a great teacher, and you should check your own beliefs against those of your future administrator.  It’s important that you feel a shared philosophy about what’s best for students with your school leader to maximize your ability to grow and develop under their guidance. This question also can give you some insight into what things you can and should be doing to be most successful from Day 1 should you be offered a position at their school.  
• How do you work to retain your best teachers year after year?
  • Knowing whether or not your school leader has a plan for teacher retention can tell you a lot about them as a leader.  A leadership team that values its best teachers enough to make efforts to keep them is usually one you want to work for! And, knowing what those efforts are can help you decide whether or not their school is a place you can see yourself long-term.  This question also lets your future principal know that you are looking to build a future at their school and that it’s not just a stepping stone.

 
If you are considering a change in position, reach out to Nina Tinsley of OneTeacher for help finding your “perfect fit” school and role in general education or administration, or to Teressa Ribbens of Teacher Retention Project for Special Education teaching positions.
 

Testing season is upon us. What are some fun ways to keep students engaged and help them to persevere through the long exams? How can you keep your classroom on track when half of the students have finished and half are testing? Here are 5 tips for a smooth standardized testing process:
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1) Ask parents to write motivational notes to students and give them to students at the halfway point in the exam. One year we waited on the outside of the carpool lane with paper, stickers, and markers, and parents pulled over to write a quick note for their child the week prior to testing. If I wasn’t able to catch a family member, I would write my student a note. I would make sure and compliment them on specific accomplishments and remind them of my favorite Thomas Jefferson quote, “The harder I work the more luck I seem to have.”

2) When students seem tired, give out mints during testing or use peppermint scented pencils  According to the website Livestrong.com, a study published in the 2008 “International Journal of Neuroscience” found that participants exposed to peppermint oil experienced enhanced memory and processing speeds. Peppermint also increased their alertness while helping them maintain a sense of calm. Passing out peppermint candy or using scented pencils during testing is fun and helps keep students on track.

3) Plan a special seating chart for students and consider using testing carrels. During testing, I would create privacy shields by stapling two manila folders together. This reduced talking and helped students to focus on the task at hand. There are also great privacy shield options for purchase, but I generally went for the simple and affordable route in my classroom. 

4) Be proactive about eliminating potential problems with cell phones or other electronics. Collect all student cell phones and keep them in a locked drawer, labeled with student names. Rules are strict about student cell phone use during exams. Even a student checking the time using personal technology causes a problem during testing, so it is better to eliminate the problem before you start. 

5) Prep sudoku, dot-to-dots, mazes, and coloring sheets for students to work on after the test to keep the room calm as tests start rolling in.
 
Happy testing!

When I first started teaching, I adored my students, but I was also intimidated by the specificity of their needs. I wanted to find the best way to help all my students learn, but I often felt overwhelmed by the different strategies and approaches available. After teaching a wide variety of learners over the past five years, I’ve decided some of my most effective strategies are the simplest ones that are centered around habits of communication and reflection.  
 
Tips to Work with Resource Teachers
1. Create A Routine: It is easy to get caught up in the daily classroom hustle and lose touch with resource teachers. But with their heavy caseloads, it is essential that general educations teachers reach out regularly. Schedule a weekly day where you’ll commit to check in by email or in person. Making this communication a routine will make the communication more natural and effective.
2. Be Proactive: It is easy to wait until an IEP meeting to suggest changes or adjustments. However, students and staff benefit from you documenting your concerns and proposing changes to an IEP as soon as you see a need.
3. Share Curriculum: I have always found resource teachers are eager to help reinforce my content by incorporating information into students’ small group writing and reading time. By sharing unit plans, essential questions or key vocabulary for the month, resource teachers can reinforce information and students can gain better understanding.  
 
How To Help Students In General Education Classrooms:
1. Divide and Conquer: Every student receiving special education services has such diverse and individualized needs. It can feel overwhelming for one teacher to try to determine best techniques by themselves. Make it a weekly habit to check in with colleagues in your department to see what strategies they’re using with each kid. Sharing these techniques and findings will help bring stability and uniformity to these students’ routines.
2. Provide Choices Often: Any student wants to have the chance to feel successful. Sometimes Special Needs students struggle to articulate their wants and needs. By giving them small choices ranging from the way they demonstrate mastery to the order they tackle an assignment can help them feel empowered and capable.
3. Give Them Leadership Roles: It can feel easy for students with special needs to become isolated from peers, especially if they miss extensive class time for pull out resources. Make sure they are active in the classroom by allowing them to pass out papers, distribute supplies, or lead small groups.
4. Focus on Growth: It can be easy for students with special needs to focus on the ways that they are inadequate or behind their peers. However, it is imperative that these students recognize their individual strengths. Rather than focusing on mastery or specific letter grades, focus on growth. Celebrating students’ progress in skills that are difficult for them is critical. 

Written by guest blogger Christie Megura, 7th and 8th Grade History Teacher for NFL-Yet Academy.

Today is teacher appreciation day, and it has me thinking about some of my own teachers. Mr. Belcastro who met my DECA team on Saturday at Perkins for breakfast to help us nail down our project presentation. He taught me so much about professionalism and hard work. My science teacher Mr. Jahola, who helped me push my car out the ditch after I slid in on snowy Minnesota morning. And most recently, Mr. Harnell my high school history teacher who reminded me that I am still loved in my hometown. 

Mr. Harnell teaches and owns Proctor Builders Hardware Store. He has an electronic sign outside of his store welcoming you to Proctor, MN the home of "xyz." This week out of the blue he featured my name on the sign. I haven't lived in Proctor for ten years! It was surprising and sweet. I was lucky to have many teachers that inspired me in the classroom, found time to coach me, and   mentored me outside of school. I am thankful for everyone of them.

Thank you to all the inspirational, dedicated, and tired educators out there making a difference everyday. I am sending you warm, caffeinated thoughts today. Enjoy the deals below!

 Sea World: offers a complimentary Teacher Admission to all active and certified K-12 teachers in Florida, Texas and You will need to pre-register online your SeaWorld Florida Teacher Card eVoucher which you bring to the park. They cannot issue the Teacher Pass at the park without the eVoucher.

Organ Stop Pizza: Teachers can “come in to Organ Stop Pizza in Mesa ‪between May 2 and May 6th, 2016 during regular business hours, (‪5 p.m. – 9 p.m.), and get a gift card for a free pizza*. Any size pizza, no limit on toppings. Value up to $20.
Must be an employed K-12 teacher and show valid school ID. (Working at a school does not qualify).
*Free Pizzas are for dine-in only.
*Free pizza coupon may be redeemed immediately or on a future visit.
*Coupons expire ‪8/31/16″
 
McDonalds:  “Phoenix and northern Arizona McDonald’s restaurants will thank local teachers with a special Teacher Appreciation Day offer available only through the McDonald’s Mobile App. The Mobile App one-day offer for a “Free Medium McCafé Beverage” will only be valid for 24 hours on Teacher Appreciation Day, May 3!
Phoenix and northern Arizona teachers are encouraged to download the McDonald’s Mobile App and register to receive the free offer at participating McDonald’s restaurants.  No purchase is necessary.

“We appreciate the hard work and dedication of our teachers and hope they download our convenient Mobile App to enjoy a free McCafé beverage on Teacher Appreciation Day,” said Michelle Slayton, president of McDonald’s Owner/Operator Association of Phoenix and Northern Arizona. “Whether it’s our freshly made coffee or our cool smoothies, rich shakes or a tasty frappé, we’ve got something guaranteed to make their day.”
 
Chipotle: “In honor of Teacher Appreciation Day, we’re giving all educators a BOGO. Teachers, faculty and staff: bring in your school ID to any Chipotle in the U.S. on Tuesday, May 3rd, 2016 from 3pm–close to receive a BUY-ONE/GET-ONE BURRITOS, BOWLS, SALADS, or ORDER OF TACOS. “

Apple
Apple offers an educator discount. An example? You can upgrade your Mac and save up to $200, or cut up to $20 off the price of a new iPad.
 
Banana Republic
Show your valid teacher ID in stores to get 15% off.
 
Barnes & Noble
Take part in the B&N Educators program to receive 20% off the publisher’s list price on all purchases for the classroom. Bonus: On Educator Appreciation Days, you’ll get  up to 25% off.
 
Lakeshore Learning
Join the Teacher’s Club to get 15% off hundreds of in-store items.
 
The Limited
Flash your school ID to get 15% off.


LOFT
The LOFT Loves Teachers program gets you 15% off full-price purchases, special teachers-only sweepstakes opportunities and fun teacher appreciation nights!

Michaels
Need supplies for classroom crafts? Michaels will give you 15% off your in-store purchases every day.
 
Office Depot
Through September 1, get 25% off qualifying purchases and a free calendar filled with savings.
 
Pets in the Classroom
This awesome organization offers grants to pre-K through eighth-grade classes to help buy and support pets or aquariums in the classroom “for the purposes of teaching children to bond with and care for their pets responsibly.” Just apply for a grant to get this lovely experience in your school.
 
Staples
With Staples Teacher Rewards, teachers earn 5% back for all purchases and 10% for teaching and art supplies. Free shipping is always included.

Read more: 

http://www.cbs5az.com/story/28982914/teacher-appreciation-week-deals-around-the-valley#ixzz47TG0zENM

http://truecouponing.com/teacher-appreciation-freebies/

http://teacherpop.org/2015/05/free-stuff-50-teacher-appreciation-week-deals-and-discounts/



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Ramona the Rereading Raccoon is one our strategy animals in Hazel's Reading Roost. Ramona motivates students to use context clues independently. Read more about Ramona's strategy below...
WHAT is rereading? Rereading along with using context clues can be used a word identification strategy. The context is the words, sentences, and ideas that come before and after a word or phrase. Context clues are words or phrases that hint at what the unknown word means. This helps readers build meaning to increase comprehension.
WHY is rereading important? Rereading using context clues is an essential decoding strategy that promotes independence in beginning readers. It also builds vocabulary, strengthens comprehension and can be used to build fluency.
HOW do I teach rereading? Explain that Ramona helps readers use clues from words and sentences surrounding an unknown word in order to decode it and make meaning. Provide explicit instruction in recognizing context clues and using them while reading authentic text. Incorporate think-alouds that focus on using each specific type of clue to decode and determine meaning (e.g., synonym, antonym, example, definition, inference). Model rereading the sentence and answering Ramona’s question prompts to determine if a word or meaning is correct.
Watch this video to see how to teach context clues in three easy steps.

WHEN should I use rereading? Explicit reading strategy instruction should be included in a balanced literacy program. Ramona the Rereading Raccoon can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Ramona:

• Ramona’s Re-Readers: Divide students into pairs or work in a small reading group and distribute Ramona’s Re-Readers to each pair or student in the small group, keeping one to use. Read Ramona the Rereading Raccoon Poem to introduce the strategy of using context clues to decode words and make meaning. Select targeted unfamiliar words from text to model using Ramona’s Re-Readers by placing her “tail” beneath the sentence with the unknown word. Demonstrate reading around the word (i.e., read text before and after the word). Make a prediction about what the word could be or its possible meaning. Reread the entire sentence using the predicted word and ask the following questions to confirm accuracy, “Does it look right? Does it sound right? Does it make sense?”. Explain that if the answer is “yes” to all three questions, then the word is correct.

• Guided Reading: Review the strategy by reading the Ramona Rereading Raccoon Poem. Read aloud your selected guided reading text and model using Ramona’s Re-Readers. Distribute text and Ramona’s Re-Readers to each student. Call on individual students to use the Ramona’s Re-Readers as they read aloud if they get stuck on decoding a word or are unsure of a meaning. Prompt students to use the questions listed on the Ramona’s Re-Readers as they reread to self-assess and monitor understanding. Discuss the context clues students used to help them determine unfamiliar words and meanings. Encourage students to use Ramona the Rereading Raccoon’s strategy when they are reading independently as well.

• Ramona’s Task Cards: For additional context clue practice, use Ramona’s Context Clue Task Cards during partner or independent work.  Students read sentences selected from authentic literature and use Ramona’s strategy to decode and make meaning of the underlined word.

• Independent Practice: Have Ramona’s Re-Readers available for student use during independent reading time. This promotes transfer of reading strategies and self-correction techniques while helping students stay focused on the text.

Helpful hints:

• Create a class set of Ramona’s Re-Readers. Print Ramona’s Re-Readers onto cardstock and laminate. Distribute to class and model how to use during reading. These can help keep students actively engaged during choral reading, independent reading and small group. Sturdy, pre-made Re-Readers can be purchased from Really Good Stuff here.

• Display an anchor chart of types of context clues. Print and post Types of Context Clues located in this folder or create your own anchor chart that includes the various types of context clues along with examples and visual cues. Display near your guided reading center for easy reference during reading time.

 
Ramona's unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit 

​Analyzing character traits using textual evidence is a critical skill for students. Since Martin Luther King, Jr. Day is around the corner, I decided to use Martin's Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport to create character analysis collages with my students.
 
In this pictorial biography, Rappaport provides an age-appropriate portrayal of this influential leader, adding key quotes from King's writing and speeches. These quotes are in bold, colorful print to capture students' attention and help them understand King's character. Before the lesson, I typed several quotes from the text, making each a different color, for students to use in their collages.
 
I read Martin's Big Words aloud to my students, stopping to discuss quotes, describe feelings and make connections. The students were so engaged with the text!  Afterwards, I gave each student a piece of 11x18 white construction paper to draw MLK. First, they lightly sketched with pencil, then they outlined with Sharpie and finally colored with different shades of crayon.
 
After recess, I read the book again, this time giving each student a Post-It to record key character traits during read-aloud. Students then selected two to three quotes that supported the character traits they recorded on their Post-Its.
 
Students glued their quotes and traits on their MLK drawings, creating these adorable character analysis collages.  This is a great alternative to standard worksheets as well as a way to incorporate art and hands-on activities.
 
About the Authors
Jessica Murphy and Jennifer Zoglman are founders of Astute Hoot: Tools for the Wise Teacher. With a combined total of almost 30 years experience in early childhood and special education classroom teaching, early literacy research, and teacher coaching, they joined forces with Jennifer’s sister, Tina, an award-winning graphic designer, to create a dynamic cast of reading and math strategy animals. The strategy animals made their way into a group of targeted teaching and learning tools that have contributed to the creation of proficient readers and mathematicians in classrooms across the country! Check out their blog: www.astutehoot.com to see how they awaken the joy of learning in all students!