TEACHER GUIDE

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Getting Organized Tips to get you started. Page 4. One Teachers Journey A blog by a first-year teacher. Page 7. Social Media Some good advice for educators. Page 35.

TGUIDE EACHER
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Published by the Virginia Education Association. 116 South 3rd Street, Richmond, Virginia 23219 Tel: 804-648-5801 n Fax: 804-775-8379 n www.veanea.org
VEA PRESIDENT VEA VICE-PRESIDENT EXECUTIVE DIRECTOR Dr. Kitty Boitnott - kboitnott@veanea.org Meg Gruber - mgruber@veanea.org Philip Forgit - pforgit@veanea.org

EDITOR GRAPHIC DESIGNER Tom Allen - tallen@veanea.org Lisa Sale - lsale@veanea.org

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contents

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New Teacher Guide

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Reflections on Year One. Pages 7-11.

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Getting in Tune. Pages 15-18.

Above: Laura Mathurin, who describes entering the classroom beginning on page 7. On Cover: Chesterfield Education Association member Samantha Salmon.

features
Page 3 Helping You Meet the Challenge Pages 4-6 Get Organized Pages 7-11 One Teachers Journey Pages 12-14 Weve Been There Pages 15-18 Getting in Tune Pages 19-30 Tips for Your Journey Pages 31-32 Navigating Trouble Spots Page 33 VEAYour Guide Along the Way Page 34 VEA Members Get Results Page 35 Watch Your Step in Cyberspace!

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Grading. Page 23.

Navigating Trouble Spots. Pages 31-32.

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Helping You Meet the Challenge

As educators of the 21st century, we face challenges of which our predecessors of 100 years ago or 50 years agoeven 25 years agonever even dreamed. We are witnessing the effects of an increasingly shrinking world and a struggling global economy; the explosion of technology affecting every aspect of our modern lives; and mounting concerns about diminishing resources that are already impacting our collective quality of life. As individuals who have an eye toward the future, we must join together and step up to meet those challenges head-on so that our students can continue to enjoy the prosperity that their parents and grandparents have enjoyed. Teachers traditionally have an eye toward the future or they wouldnt be teachers. They are concerned about the future of their students and about the world that we will ultimately leave to them. As a new teacher just starting out, whether youre a recent college grad or someone whos entered the classroom through a career change, you may not always be thinking of these various social and economic challenges. Some days, you will just be focused on the challenges of running your own classroom and making it through the day or through the week. That is where this New Teacher Guide will help. Developed by the Virginia Education Association, this guide is intended to help you with suggestions and tips that some of our veteran members have found useful over the years. Their advice covers the gamut of topics from classroom management to communicating effectively with parents, and offers many other useful tidbits designed to help make your first year as successful as possible. And a successful first few years are vital to our professionstatistics show that far too many beginning teachers leave the classroom within their first five years. This guide is just one way that the VEA hopes to support you professionally as you begin your teaching career. We also invite you to become part of our professional community by joining the VEA and taking advantage of the full array of benefits afforded to our members. You will find as a member of the VEA that you are supported in numerous ways. We want you to join with us so that we can help you become the best teacher you can be. At the same time, your membership will add to the strength of our Association as you bring your own unique talents, skills, and interests to our organization. We believe that we are innovators in the world of teaching, learning, and leading, and we cordially invite you to join with us as we collectively look to the future and face the various challenges of the 21st century world. Alone we cannot accomplish what we can accomplish together. Please join with us as we move boldly into the 21st century.

Kitty Boitnott, NBCT, PhD President, Virginia Education Association Elementary Library Information Specialist, Henrico County
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GET ORGANIZED! > > >

ITS THE kEY TO SUCCESS. Linda N. Thompson, a member of the Education Association of Norfolk, has spent more than 10 years in the classroom. Here, she offers some hard-earned insight into what can help a new teacher get off to a smart start. Every year, eager students graduate from college enthusiastic to begin a fulfilling career in education. Theyve taken classes and completed student teaching under the guidance of master teachers. However, while the institutions and master teachers may guide students in the process of teaching facts, they often fail to mention one important thing: knowledge of the material is not enough. To be a successful, productive teacher, you must learn to be organized. This doesnt mean to make neat little piles all around your new classroom, but entails orderliness in every aspect of your teaching experience. Ive collected some basic ideas that will help you run your classroom more smoothly. To make the list seem a little less overwhelming, its divided into three main areas: your classroom, your students and your curriculum. Please rememberyou have to make your room your own, so do what works for you.

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Linda Thompson

Your Classroom > Make your classroom happy and bright. Remember, your students will spend a lot of time here. Start with some posters placed around the room and continue to add material with each topic you cover. Leave plenty of room to display student workthis helps them develop a real connection to the classroom. > Keep your classroom countertops and tables free of clutter. If you dont have time to put materials away as you go, have a designated spot to put them. At the end of the day you can put everything back, and if you need to put your hands on something fast, youll know where to look first. Always know where everything is. Periodically browse through any stacks on your desk, your drawers, closet, etc., to refresh your memory. Often, youll find things you forgot you had.
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Purge! Purge! You must dispose of extraneous papers at least weekly. This will help to alleviate clutter and free up space for the next weeks activities. Its surprising how much you accumulate in just one week.

Your Students > Spend time at the beginning of the year teaching your students the rules and routines of your classroom. Be patient: It takes a few weeks for them to become completely acclimated to their new environment. Make sure you practice what you preach. Students will be watching your every move, so take the opportunity to model everything you want them to emulate. > Teach your students to keep their workspace clear, keeping out only materials that are necessary for the current activity. Once they get used to the idea, it will become a habit and will also help you monitor them to ensure that they are on-task. Teach your students to be flexible. Sometimes you just have to go to Plan B. Once again, practice what you preach: Plan B happens more than you think. If possible, assign each student additional storage space to put his or her things. Theres never enough room for all their extraneous stuff in their desks. This will help prevent students from being distracted while youre teaching. Another way to help keep elementary students organized is to hold periodic desk clean-outs. Some students are natural packrats and start to have difficulty during transitions because they have to weed through all the trash. Additionally, if students see you consistently straightening the room and returning items to their proper places, they will follow suit quickly. They actually do like a clean environment.

sparks catch fire

The first few years of teaching are especially challenging, so its important for new teachers to form a social network of colleagues sharing some of the same experiences. Thats the idea behind Sparks, a program conducted by the VEA that brings together groups of young teachers in a retreat setting to discuss their issues, become oriented to life in the classroom, and learn about VEA. Sparks graduates say the program has helped rejuvenate them and they feel less isolated after they return to their schools. Sparks programs are organized based on demand from members, so ask your VEA-NEA UniServ director if Sparks training could be offered in your region. For more information, contact VEAs Tami Sober at tsober@ veanea.org. or Sonia Lee at slee@veanea.org

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Create a fair discipline plan that is realistic and enforceable. The most important thing to remember about discipline is to be consistent and avoid making idle threats to get students to behave. The students know you better than you know yourself. Remember, if you lose your temper you lose control.

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Your Curriculum > First and foremost, become very familiar with what youll be teaching. Get any and all information you can from the other teachers in your grade level or subject area. Dont try to re-create the wheel at first. Its great to come up with new and innovative ideas, but save the flashy stuff until you really feel comfortable with your students. You dont want to appear like you dont know what youre doing. > Always plan your day. Its extremely important to be ready before you start a lesson. Have all your supplies and copies ready to distribute so you have as little down time as possible. It doesnt take long for the students to find other things to spark their interest. When transitioning to a new subject, always explain what the lesson is before beginning. Let students know what your expectations are and provide any instructions they might need. This helps put students in the right frame of mind and gives them an opportunity to ask questions. > Keep a binder for your daily lesson plans. Use page protectors to keep each days plan and supplemental pages. If you have a binder for each quarter, using the page protectors will help you locate information to use in the future. > Create a quarterly road map for all content areas to help in pacing what you teach. This will help you plan ahead and gather necessary materials. > To cut down on stress, do your best to stay current on grading papers. They can pile up quickly. As a new teacher, youll soon learn that time is in short supply. It can be overwhelming trying to figure out how to get everything accomplished. Being and staying organized is essential in helping you become successful in achieving the goals you set for yourself when you entered the classroom.n

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ONE TEACHERS JOURNEY THROUGH YEAR ONE During the 2006-07 school year, her first as a teacher, Fairfax Education Association member Laura Mathurin, a middle school English teacher, blogged about her experiences on the VEA website. Here are some of her thoughts on year one:

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I arrived at school at 7:20 to make sure everything was in order, and to prepare myself for the 130 students that I would call my own. Fifteen minutes later, seasoned teachers entered the building and walked the halls with a confidence that I envied. The principal stopped by my room to wish me good luck. If the kids can tell that you like them, and that you like teaching, youll do fine, he reminded me, reading the helplessness in my face. At 7:50, I took a deep breath, and greeted my first students with a big smile. Throughout the whirlwind of the day, I became more comfortable. I welcomed each of my five classes, and instructed the students to find their seats (according to a pre-arranged seating chart that I posted on the overhead projector), and to begin working quietly on their warm-up assignment. This structured start made the rest of the class time flow very smoothly. I then spent the rest of class time discussing classroom procedures, and having student volunteers act out the procedures. The novelty of the role-play was an immediate hit with the class, especially because they were receiving classroom procedures lectures from most of their teachers that day. The students enjoyed making lots of noise, and then quickly becoming silent when I rang the little bell on my desk. They also enjoyed my lesson on dont touch anything on Ms. Mathurins desk. I tossed a bag of candy on my desk and had a student with a self-proclaimed strong will stare at it, without touching it, as the rest of the class egged him on. By the end of the day, I was happy but extremely exhausted. My feet, shins and lower back all ached from all the laps I had (compulsively) walked around student desks. Emotionally, I felt especially drained. I had been anxiously awaiting this day for months. Now that it was over, I felt Laura Mathurin as though all that nervous energy had been suddenly expelled like air from a balloon, leaving me weak and flimsy.

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SEPTEMBER

After three weeks of teaching, I can finally say that Ive memorized the names and faces of all my students. Its amazing how much more comfortable I feel in front of my classes now that the 131 names on my roster have evolved into unique kids who wave to me in the hallways. Although each class has a unique atmosphere, there are a few commonalities. Classroom leaders have emerged in each class. Class clowns have also been auditioning. My most ambitious clown is Joseph. His goal is to make his peers laugh each day, whether its by mispronouncing words when reading aloud or tripping as he walks to the pencil sharpener. Unfortunately, Josephs goal sometimes collides with my goal of teaching an effective lesson. When this happens, I shoot Joseph one of my teacher glares, and the ball is back in my court (at least until the next day). A substitute teacher asked me, Do you like teaching? A lot of things came to my mind; unfortunately the negative thoughts tend to float to the surface first. I thought about my first parent conference, which occurred just a few weeks ago. A parent sent me an angry e-mail, scolding me for not contacting her about the C that her son received in my class on his interim report. She referred to my lack of communication as being unacceptable, and demanded that I meet with her within three days. Our school counselor, Maria, called the angry parent and set up the conference. During the conference, Maria worked her magic, somehow calming the parent down enough to tell her that Cs are not poor enough grades to warrant a phone call home, considering that each teacher has 130 students to monitor. By the end of the conference, the parent was thanking us for our time (and I was thanking Maria for her time!). Thats when the positive thoughts surfaced. I thought about the time I spent after school consoling a sobbing student whose PowerPoint presentation had partially deleted when she tried to send it to me. I remembered how she hiccupped tearfully while we worked together on my classroom computer to redo the missing parts, and the e-mail that she sent me that evening. I thought about parents and students who have donated new books to my ever-growing classroom library. I thought about a phone conversation I had with one parent who applauded me for helping her son fall back in love with learning after a difficult sixth grade year. I thought about how the kids moan when I tell them that Ill be absent for another in-service. Im tired, but its completely worth it. How many other jobs give you the opportunity to be a part of so many lives, and have an impact?
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JANUARY

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I have my principal to thank for todays opportunity to sit down and reflect. About a month ago, he invited all the new teachers to join him for coffee and a chat. My colleague Maggie and I used this time to tell him everything we love about our first year of teaching, and the one thing we have the most trouble with: time. We want to use the many resources that our school and our county have to offer to create phenomenal lesson plans, but a lack of time keeps us digging through the same book or online database in order to be prepared for the next day. Mr. Parris responded by giving us each two days of administrative leave to familiarize ourselves with the available resources and plan ahead. Today I am poring over my resources and coming up with lessons to start the next quarter off strong. Maggie and I have decided to take the other day off together to create some cross-content lessons that we can implement this spring. Not only is the time beneficial, but knowing we have the support from our principal encourages us to do our best. At the beginning of the school year, if I had a bad day I could just blame it on my lack of experience. Now, a bad day has the potential of turning me into one of those poisonous, bitter teachers for an entire week if I allow it to go unchecked. I had my first really bad day about two weeks ago. The students had become a little wild and unruly (due to the chaos caused by multiple snow days), and the workload was intense. The last straw was a parent who e-mailed my counselor, accusing me of not replying promptly to e-mails. I felt tired and angry. I was mad at my students for treating me with disrespect after all the time Id put into their lessons. I was mad at the parent for not understanding how committed I was to each and every one of my 130 students. I was even mad at myself for not using the snow days more constructively. I didnt feel like a new teacher, but like a haggard, overworked babysitter. Its funny how things work out. This was the day that my principal decided to make an impromptu visit to my classroom. I was in the middle of a lesson when he quietly entered my room and sat down at a desk in the back. I became immediately aware of and ashamed of my negative attitude. Yet, I realized that I had still remained professional, and my students had no clue that I had been feeling poorly all day. In fact, the kids were completely engaged in my lesson. I had neglected to notice how alert and involved they were because I was too focused on my own bad mood. >>>

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My mentor, Anna, came to me at the end of that day and told me that the principal had stopped by her room after visiting mine, and had praised me, calling me a dynamic teacher. The new teacher part of me blushed at this. The other part of me, that part that is just emerging, and was noticed even by my principal, took pride in the knowledge that Ive come a long way since September, and comfort in the realization that Im still a work in progress.

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Today was one of those really good days: The kind of day where you leave work singing, the kind of day that only comes after youve had a lot of really not good days. I have now learned that singing-days are scarce for teachers during the month of May. May is SOL season. Even if I had been unaware of the looming state test, I would have felt the change in my schools atmosphere as May approached. The tension was palpable, noticeable in the tired faces and curt voices of my coworkers, whom I only seemed to meet in the copy room while running-off hundreds of copies of released-SOL packets. Even the students seemed more sour than usual. Two weeks ago, one of my top students came in, her eyes brimming with tears. When I asked her what was wrong, she whimpered about the amount of SOL prep homework she had received in her classes and suddenly cried out, All you teachers care about are the SOLs! I couldnt help but feel guilty that the days lesson involved working in our SOL packets. That night I went home and watched my favorite movie from my ever-growing motivational teacher movie collection. I began the collection over a year ago during my tough student-teaching semester and have been adding movies to it ever since. Motivational teacher movie therapy comes in handy on days when you start to wonder whether working as a teacher is really more fulfilling than asking for your old college job back as a grocery store cashier. The empty classroom surrounding me serves as inspiration today. It hasnt been this quiet in here since that very first day when I, bewildered and wide-eyed, opened the door to room 118. After spending all of yesterday cleaning and packing, my room looks remarkably like it did on that first day. The floors are not as pristine, and the chalkboards are covered in farewell wishes from the students, but otherwise this classroom is just as I found it. I, on the other hand, am much changed. Just as my once-bare file cabinets are now brimming with materials, I can now say that I am brimming with teaching experience. I know so much more than when I started:
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I know what its like to teach a lesson which really excites the students, and also what to do when a lesson takes a nosedive and an impromptu back-up plan becomes necessary. I know now how to communicate with upset parents, and also how uplifting it feels to receive a parents compliment. I know now that you should keep half of your art supplies (markers, glue and colored pencils) hidden for the first part of the school year, so you can pull it out for the second half when the children have somehow lost/destroyed the first batch of supplies. I know that asking for help is not admitting defeat, but honoring the experience of your co-workers. I know that e-mails should always be responded to promptly. I know that games are the best way to review content with students, and that every teacher should keep a ball, a bag of candy, a pack of flashcards, a timer or stop watch, and a set of white boards with markers in their classroom. I know that all students enjoy being read to aloud. I know that students are more likely to follow your rules when they see you following your rules. I now know that you should always keep band-aids, tissues and hand-sanitizer close by. I know that when a student comes to your class, he or she is not always searching for education, but is always seeking respect and acceptance, and will eventually gain the former so long as you ensure the latter.

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I thought Id feel sad in those last few days of school, but instead I just felt proud and extremely satisfied. Im lucky in that I will be able to see my kids again next year when they rule the school as eighth graders. Many of them wrote in my school yearbook that they would be back to visit me. Many said I was one of their favorite teachers this year. These messages all helped to confirm my confidence, but none did so as much as the message written by Joseph. As I sit here in my empty classroom, I reflect on how teaching is all about having chances. This year was my first chance to teach a group of kids. This was my first chance to touch their young lives in a positive way. It was my first chance, and I believe I did fairly well.n
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POINTERS FROM PROS.

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WEVE BEEN THERE

We asked some Virginia teachers with a little experience under their belts what advice they could offer new teachers, and here are some of their suggestions: > Make some time for you. The job will be overwhelming. Dont give up all your personal time to meet the impossible demands of the first year of teaching. Success in the classroom requires you to be happy, so be sure to do things to recharge your own batteries regularly. Youll find yourself with more energy and enthusiasm if you balance your time, and that translates into getting more done for your kids each day. Build positive relationships with kids and parents, because that is what teaching is really all about. If you have a good working relationship with your students, they will work harder for you than if they dont see that you respect them. My kids will go to the wall for me, because they trust me. Keep a positive relationship with parents, co-workers and supervisors, too. To forge a positive relationship with parents, call each one within the first two to four weeks of school and share a positive message about their child. If you start the year sharing how excited you are that little Tommy or Sally is so enthusiastic about learning, the parents will be more inclined to support you later in the year. The first call must be genuine praise, so look for anything you can turn into a positive. I do this every year, and it pays huge dividends when I have to call back with concerns about behavior or academic progress. Parents love to hear good things about their children, and by starting the year off positively, those parents will not cringe when they see a school number on caller ID.

Peter Pfotenhauer, Spotsylvania County

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Sample Rules
Elementary Rules Chat Be polite Let others work Raise hands to talk Work quietly Middle School Rules Enter class quietly Raise hands to talk Work quietly Respect the rights of others
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High School Rules Enter class quietly Raise hands to talk No putdowns Respect others

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Jim Alberston, Chesterfield County

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Be prepared in your content area. Always review stories, video and pictures you will use. Do not be afraid to say that you do not know the answerbut get back to the student ASAP with the information. Take lots of classes in the summer. Go to lectures, join historical groups. Learn and meet the experts. Do not get too down or too excited about the many situations that you will run across during a typical school year. There are too many factors you have no control over. Stay well-balanced! Get involved as a coach or club sponsor. Let the students see you as a good role model in these situations. Enjoy your free time away from school with your family and friends.

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Amanda McCulla, Prince William County

> Set expectations immediately. Make known from the start what expectations you have in the classroom, both for your students and for yourself. Then stick to those expectations!

Cammie Williams, NBCT, Roanoke County

> Never underestimate the value of a well-controlled classroom. It doesnt mean being harsh; it means having an organizational method for seating, behavior and class work. Take time to teach this up front with each new activity you plan until your students get your routine. Find a veteran teacher who will support you by listening and making suggestions. It should be someone from whom you feel comfortable accepting correction. Try to look at student successes rather than your failures. Keep good messages from parents, observations, and cards from students in a place where youll see them to give yourself a regular pick-me-up. Enjoy!

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quieting the chit chat

One of the most commonand annoyingclassroom management challenges is off-task chitchat. Some tips for nipping it in the bud, drawn from an article by Kenneth Shore in the Virginia Journal of Education: > Change the seating assignment. Move the talkers away from their favorite audience. > Pause or drop by. Stop talking for a moment to give the chit-chatter a chance to quiet down, or continue talking yourself and move next to the offender. > Signal or cue. Teach students a signal or cue that you need quiet, such as when you flip the classroom lights off and on or sound a chime. > Dont repeat. The talkers ask (without a trace of irony), What are we supposed to be doing? just after youve finished giving the class directions. Dont repeat yourselfforce the chatty one to find out another way. > Provide a stage. Give talkative students a chance to express themselves verbally when you deem it acceptable. Maybe the talker can lead the Pledge of Allegiance or give the morning announcements.

Elizabeth Wimmer, Stafford County

> Befriend the custodians, cafeteria workers and office staff in your school. There will be many times when you need them! Keep materials, files and everything else organized. Life has enough sources of unavoidable stress without adding the preventable kind, such as not being able to find your notes from a certain meeting.

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Susan Ritter, Frederick County

> Take excellent care of your health exercise, eat well, sleep! I used Tai-chi the first year and it made a huge difference. Practicing a martial art is very good preparation for the classroom! Dont let the students see your jaw fall open in response to their shocking behavior. That first year took me off-guard. I couldnt believe the language, the public displays of affection (outright lust) and the violence. I developed a closed-mouth, non-emotional response to whatever extremes presented themselves. It defuses their behavior. Make your personal best your goal, but realize that you are working with a lot of human beings and they will be very unpredictable. Throw in fire drills, flu season, fights and absenteeism and you have a lot of unpredictability to deal with. A well thought-out lesson plan is a great anchor, but you have to ride the waves. So loosen up, expect the unexpected, and go with the flow. Save perfection for your hobbies; it is a discouraging way to evaluate your teaching.

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Jeff Weaver, Augusta County

> Find someone in the building who is recognized as a strong teacher and pick his or her brain for good ideas. Overplan your lessons. The longest part of the day is the time you did not plan for. And what you dont finish today, you can do tomorrow.n

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WElCOME TO YOUR PROFESSION! After years of training for your chosen profession, youre finally getting a classroom to call your own. You should take tremendous pride in that fact, but the truth is most beginning teachers also experience a lot of butterfliesmaybe even some sleepless nightsas the school year approaches. Relax. Millions before you have survived their first year and gone on to thrive as career educators. Preparation is the key. Time you spend planning your units of instruction and myriad details, from how youll take attendance to your grading policies, will smooth the way. Moreover, your skill at planning and organizing your classroom will pay off not only in terms of student achievement; it should allow you needed time to recharge your batteries. Thats critical, because many first-year teachers struggle to maintain their enthusiasm and morale, so caught up are they in meeting the demands of lesson planning, parent contacts, paperwork, and so on. Counting down the days So how do you get off to a good start in the classroom? Countdown to the First Day of School, published by the NEA Professional Library, walks you through comprehensive checklists of tasks you need to complete before you walk through the classroom door. Among the guides tips: > Do your homework before preparing instructional units. Ask for, and consult, your districts curriculum guides, textbooks, and other instructional resources for your grade and subject. Find out about any mandated district or SOL tests and get sample copies or questions, if possible, to help you plan your instruction. Get the lay of the land. Get a map of the school district and school attendance zones, and take a drive through the neighborhoods your students live in. Of course, youll also want to review the layout of your assigned school and walk the building as early as possible to get a sense of where the copier, computer labs, nurses office, and other facilities and equipment are. Go by the book. As early as you can, obtain a copy of the school and/or district handbook and begin to review it. It will spell out what your duties are and go over rules and procedures for everything from bomb threats to how to deal with tardy students. Can you possibly memorize everything in the handbook(s)? Of course not. But developing a passing knowledge of the material before school starts will greatly reduce the confusion during your first week and month on the job.
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Consider your classroom procedures, routines, and rules. Consistent with school rules and procedures, youll need to figure out myriad issues such as how youll handle missed assignments, the collection of grading and homework, and many other classroom situations. In the weeks leading to your first day in the classroom, youll want to figure out what role you want students to play in these classroom rituals. If you serve younger students, will you use line leadersor lunch count recorders? If you teach in high school, will you have student volunteers doing filing or setting up computers? Will you involve students in developing classroom rules, or will you draw up the rules and distribute them the first day of classes? And how will you handle common problems like late assignments? Dont put off developing plans to handle these circumstances, and ask a colleague or mentor for help if youre getting stuck. Chapter 3, Tips for Your Journey, contains many time-tested tips from veteran teachers to assist you. Put it in writing. Youll want to write at least a couple of handouts to give to students your first week of class. The first is a set of behavioral expectations or (unless you plan to involve students in rule-writing at the start of the school year). For older students, plan to make the course syllabus and academic expectations (including grading and homework policies) available in writing as well. And dont forget parents! You may wish to send a variation of your classroom expectations and objectives, written in an inviting and jargon-free style, home with students the very first day. Part of your letter should invite parents to share any educational ideas and concerns with you, and you should be sure to let them know how best to reach you. > Get decorating. Bulletin boards should convey information about your curriculum and your students, and the way you prepare and update them says a little about you as well. Kidsand parentswill notice. Keep them functional as well as decorative. If you have space for more than one bulletin board, consider preparing one with only a nice border and use it the first week of school to help students get to know one another or to display their work. You may want to involve students in decorating or updating your bulletin boards. But dont overdo it: too much content and color can be distracting, especially to younger students.

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The First Days of School Your success during the school year will be determined by what you do on the first days of school. So states Harry Wong, classroom management guru and author of The First Days of School, a popular book that aims to prepare new teachers for their first assignment. Wong makes a convincing case. On the very first day, during the first few minutes of class, students are forming an impression of the classroomand of you as the classrooms leader. Establish that youre organized and know your stuff, and the kids will buy in. Stumble badly and youll probably spend months trying to regain your footing. Consistency is the watchword. Your first meeting with your class should establish in their minds that youll be providing a consistent, productive, and (even) fun environment for the lessons youll be learning together the whole year long. Youre gaining control of the classroom, establishing that youll be firm but fair. So what are the secrets to getting off to a great start those first days of school? Among Wongs many ideas: > A warm welcome. Most kids have a very basic question the first day of class: Am I in the right place? Literally, they need to know that theyve arrived at the right door. And, in the broader sense, they need to feel that the classroom is a place theyll be welcomed and accepted. Wongs suggestions? Put a sign outside your door with your name, the name of the class or grade level, as appropriate, and a warm greeting. Make sure to greet each child outside the classroom door that first day; introduce yourself and direct students to their seat. Seating: To assign or not? Wong strongly advises that you assign seating, especially for the first day. Doing so will reduce confusion and create a predictable pattern that will help students get to work more quickly. Youll vary seating patterns throughout the year based on your instructional aims (for group work, presentations, or other activities), but having assigned seats with desks placed in rows is likely to make the class run more smoothly out of the gate. On the blackboard or bulletin board. Have your name and class title on the board, as well as your class rules and that days first assignment. As a general rule, its best to place the days schedule and first assignment in the same location each day so students can find it easily.
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Getting right to work. Introduce students to the routine of finding the days first assignment on the board (or on their desks, as appropriate) and getting right to work as soon as theyre in the classroom.

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Your first words. As you take your spot in front of the class, Wong suggests your first words to students should cover two items: your name (and how it should be pronounced) and your expectations for the year. Dont try to jump into explaining every rule or procedure at first, but sketch out your broad expectations for the class, and say a little about your background that prepares you to make this a great school year.n

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ClASSROOM MANAGEMENT Pull together any group of first-year teachers and ask them their number one challenge in the classroom. Chances are, youll find classroom management or maintaining an orderly class at the top of the list. Without an orderly and efficient classroom, youre not going to be able to get students to experience those Aha moments that drew you into teaching in the first place. Or, one student may experience a breakthrough, but 24 others missed the point because of too many distractions. And youll lose valuable instructional time. According to a review of research by the Northwest Regional Educational Laboratory, almost one-half of instructional time in a typical classroom is lost to disciplinary infractions and repercussions. Another study found that many classrooms lost five to 15 minutes of instructional class time at the beginning of every period because of poor or non-existent start-up routines. As a new teacher, your first responsibility is to learn and enforce your school or district code of discipline. So make sure to consult your handbook to find out what guidelines youre provided with, and ask a colleague or your supervisor if you have questions. Some schools participate in formal schoolwide discipline programs; if your school does, make sure you get materials as soon as possible and that your school or division provides you appropriate training. In most cases, developing the specifics of your classroom management plan will fall on you. You probably received some training in classroom management in your preparation program, but to be successful your first year youre going to need a plan of attack and the ability to adjust on the fly. Veteran teachers say that being a successful classroom manager requires mastering the three Rs: rules, routines, and reinforcement.

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Rules Students need clear expectations, and good rules help them understand which behaviors are acceptable or forbidden. If you have too many rules, or theyre not easily understood, youre headed for discipline problems. According to the National Education Associations I Can Do It training module, whether you prepare rules yourself or involve students in setting class rules, make sure to: > > > > State them in a positive fashion Ensure that they are age-appropriate and use kidfriendly language Post the rules prominently Have students discuss the rules and rehearse them the first week of school, and have a rules refresher as necessary.

Routines If you visit an orderly classroom, you may be amazed how efficient it is. Students begin working the moment they find their seats, while the teacher takes roll. Homework helpers collect papers and place them in a box on the teachers desk. A student who returns to school after being absent consults a learning log notebook to copy down a missed assignment, instead of loudly demanding, Did we do anything yesterday? And so on. Chances are, the teacher in such a classroom has carefully mapped out and taught her students how theyll manage a host of routine tasks to get their work done together. You should begin identifying how to handle routines before school begins, and be prepared to begin teaching students your classroom routines the very first day. Some of themsuch as fire drills or procedures for using the media centermay be dictated by the school. Plan to develop most of them yourself, and ask a colleague or mentor for suggestions.

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The NEAs Discipline Checklist suggests some common routines you should establish and teach to students, as appropriate: > > > > how to enter and leave the classroom where to store belongings in the classroom how materials such as class papers will be distributed and collected what to do when a student needs to use the bathroom, get a drink of water, or sharpen a pencil how the roll and lunch counts will be taken how youll signal the class for attention (such as flicking the light switch on and off or raising your hand) how students should enter and leave the playground, and what expectations you have for their play what students who miss school should do upon their return.

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example, if a student keeps exclaiming that he hates school, offer that student the chance to write out his feelings for 10 minutes before resuming his classwork. > Give a last option or choice. For example, the student must choose to follow the group work rules or accept a detention. Approach the offender as privately as possible. Ask the student to stand in the hallway and wait for you.Wait a few minutes and discipline in private. Remind the student that hes broken class rules or norms, and that he needs to accept them and cease the conduct to be allowed back in.

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A reminder: make sure you know your school violence prevention guidelines, if any, and apply them as appropriate. HOMEWORk I didnt know we were supposed to do all the odd-numbered problemsI did all the even-numbered problems! I did my homework, but I left it in Ms. Martins room; want me to go get it? My dog ate it. Homework provokes so many headaches that some teachers are assigning it less and less. But homework complements direct instruction in the classroom and gives kids extra time to hone their skills. It provides valuable reinforcement for in-class activities. Follow these tips to avoid homework hassles: > > > > Explain the purpose of every homework assigment. Dont give homework as punishment. Dont give spur-of-the-moment homework assignments. Dont assume that because no questions are asked when you give the assignments that there are no questions. Ask one or two students to repeat or paraphrase the assignment. Consult school or district policy and ask fellow teachers at your grade level how much homework seems appropriate. About 10-20 minutes of daily homework, on average, is about right for students in grades K-2. Pupils in grades 3-6 can probably handle about 30-60 minutes of homework a day. Averages dont readily apply to older students, since theyre handling both daily and long-term assignments in multiple classes.
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Dont expect students (even your top achievers) to always have their homework done. Kids are human. Understand that not all kinds of homework assignments are equally valuable for all students. Acknowledge and be thankful for students effort to complete homework. Listen to what students say about their experiences with homework. Encourage students to involve their parents in their homework. Keep in mind that many parents may not have the skills to help out but would like to know what their child is learning. Dont confuse excuses for incomplete homework assignments with legitimate reasons. Be firm but flexible. Make every effort to acknowledge completed homework assignments. Give credit for completion rather than grades. Have students grade their own homework whenever appropriate to maximize learning.

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GRADING What grade did you give me? How come Im getting a C when I did all my homework? Cant you grade on the curve? Grades cause more consternation among students and parents alike than almost any other aspect of teaching. So youll need to make sure your grading plan and procedures are sound. Some tips: > Begin by consulting any school policies. Your school may have a grading scale youre required to use. Check with your supervisor or with your department head if youre a secondary school teacher. Determine how youll rank various types of student work. How much will quizzes, mid-terms or final exams, homework, and class participation count toward your final average? One technique is to assign percentages of the overall mark to each component. Another is to determine a total number of points for the components and determine how many points net a student an A, B, and so on. >>>

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Use numerical grades for assignments, and show students how many points they received and how many were possible (e.g., 22/25 = 88%). Numbers can be converted to letter grades at reporting time. Think twice before allowing extra credit assignments at the end of the marking period to raise the grade of students who failed to complete required assignments. Doing so sends the message that your required work is actually optional. Extra credit assignments should be open to all students. Make sure your students, and their parents, understand your grading policies. Get help from a colleague or mentor if youre being pressured to change a grade, and inform your VEA-NEA UniServ Director. Also, keep the school counselor in the loop if you see a students grades drop precipitously or if you have a student headed toward a failing grade.

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WORkING WITH PARENTS Next to classroom management, establishing smooth relations with parents may be the toughest challenge for the new teacher. Ideally, parents can be a strong ally reinforcing your curriculum and behavioral expectations at home. In todays fast-paced and stressful environment, though, many teachers say that some parents have become invisible or, in some cases, hinder their efforts. Some ideas for maximizing parental support: > Make time to regularly communicate with parents and guardians of your students, and be sure to open those lines of communication early in the school year. Some teachers visit students homes early on. Try at least to make a call home within the first few weeks. Ask parents about their childs strengths and weaknesses. Theyll be glad you asked, and the information they share can give you a head start in providing for that student. And let them know when and where they can reach you, providing a phone number and/or e-mail address as appropriate. Keep parents informed about your curriculum, especially projects that require special materials from home or the crafts store. Some teachers do this through regular, informal newsletters or on a classroom website. Invite parents to visit or to volunteer, as appropriate. (Make sure to consult your school or district policies first.) Parent-volunteers can help you with administraNEW TEACHER GUIDE

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tive tasks, work with small reading or task groups, or perform other duties. Familiarity tends to breed mutual respect and support. Successful Conferences Within your first couple of months on the job, youll lead your first round of parent-teacher conferences. Some tips for making the conferences run smoothly: > Prepare your records and samples of student work for each appointment and be ready to find them quickly as you need them. Outline what you plan to say about each students strengths and weaknesses and how you plan to address problem areas. Provide comfortable seatingsitting together at a table is better than having you sit behind your desk. Allow 20-30 minutes per conference and at least five minutes between each one to record notes and quickly review for your next appointment. Greet parents at the door to allay their anxiety and let them know theyre in the right place. Make sure you get the name right (its more common these days for a child and his parent or guardian to have different last names). Start the conference on a positive note by offering an observation about the child positive achievements or interests. Then let parents know the agenda for the conference, and assure them theyll have time to ask specific questions. Keep your comments specific. Amanda had a whole week to finish up her book report, but she wrote only two paragraphs is better than Amanda doesnt accept responsibility. Be ready to discuss a plan of action to address problems, both in terms of schoolwork and at-home support. Speak clearly and eliminate jargon unfamiliar to most parents. Invite parents to give their opinions and ideas. Accentuate the positive. Recognize that no parent wants to hear a litany of complaints about his childs problems. Make sure to include strengths when possible.
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Pay attention to your body language. Smile, nod, make eye contact and lean forward slightly. This sends the message that youre interested and approving. Stress collaboration. Example: Id like to discuss with you how we might work together to improve Johnnys study habits. Find out more. Ask parents if theres anything they think you should know about a child (such as study habits, relationship with siblings, important events in his life) which may affect his schoolwork. Listen. You may be nervous and dominate the talk. Take time to ask questions and really listen to the responses. And dont judgeit can be a roadblock to a productive relationship with them. Summarize. Before the conference ends, summarize the discussion and what actions you and the parents have decided to take. Finish on a positive note. When you can, save at least one encouraging comment or positive statement about the student for the end of the conference. Keep a record of what was said at the conference, what suggestions for improvement were made, and so forth. Make notes as soon as possible after the conference, while details are fresh.

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MANAGING YOUR TIME No doubt about ityour first year in the classroom will keep you busy, at school and home. Sometimes, it will feel like the job has completely taken over your life. Every new teacher goes through it! After all, youre learning a new job, and a new work site, carrying a full load of students. So dont feel alone. Ask your mentor(s) or friendly faces in the teacher lounge how they coped with the workload, or if they have some suggestions for time savers. Find other new teachers and organize an informal support group or regular Friday afternoon social get-together. (Also, get involved with other younger Association members at your local meetingsthe time you spend bonding and blowing off steam will help.) Inevitably, the pressures of your new job will produce stress. A little stress is actually good. It can cause us to be more creative, to meet that deadline, or check-off that To-Do list. But too much stress is counterproductive for most of us. If youre constantly feeling stressed-out, chances are youre not feeling creative and may even be struggling to get your work

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done in an efficient and organized manner. Some pointers: > Take stock. Ask yourself: What do I like doing? What skills or talents could I develop more fully? What causes me the most grief? Then plan your days so that you take time to do things you like, develop your special skills and avoid situations that cause you grief. Set reasonable goals. Be sure to set realistic goals for yourself. Dont try the impossible, but if there are things you want to accomplish, decide to do them. Divide them into manageable chunks and start chipping away at them. Manage your time. Recognize when lack of time becomes your enemy. Set personal and professional prioritiesand act on them. Anticipate when you will get in a time crunch, ask for help and head off problems. Do the musts early. If you do the absolute musts early in the day, you will avoid feeling frantic. Do important things when you have the most energy. Accept your limits. Do your best job, but remember that you do not have to be perfect. Allow for failure, and for improvement, the next time you do the same task. Learn to say NO. No is a responsible answer if it wont result in losing your job, your family, or your life. If you find it difficult to say no, try to be direct, honest and brief. Avoid defensiveness, and suggest alternatives. Dont procrastinate. Procrastination leads to a sense of having more to do than you can ever possibly accomplish. Set deadlines and schedules for your work and stick to them. Use positive self-talk to get going. Be sure to reward yourself once the task is completed. Get and stay healthy. When you are well rested, eat well and get enough exercise, you will naturally reduce your stress level. Do you need to make any changes in your lifestyle? Give yourself a break. Learn to get away from your routine. Take short trips on the weekend. Relieve the pressure during the day with short walks or simple stretches. Make time for a hobby or activity that you love, no matter how busy your schedule is.

start your portfolio now

Every educator should have a portfolio or accordion-style file space to hold professional records and documents relating to employment. Your file should include such records as: > > > > Letter of employment Teaching license Teaching contract and any supplemental contracts School division handbook or other statement of personnel policies Records relating to license renewal, including college transcripts Evaluations of your performance Any school-related insurance policies Commendations, awards, honors Records of job-related seminars, workshops, or conferences you attend Record of leave days accumulated and used Your written records of any incidents which may increase your liability, such as disciplinary actions or students accidents Record of assaults, violence, or classroom thefts Correspondence to or from supervisors, including notes, self-development plans, plans of action, and records of compliance with requests

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MAkING THE MOST OF THE WEB Thanks to cheaper computers, the rise of the World Wide Web, and innumerable gizmos, youre part of the bestconnected cadre of teachers ever to enter the classroom. Compared to past generations of new teachers, youll draw more of your instructional resources and professional information from online resources, and youre far more likely to use various technologies in the classroom and at home. Thats a big plusbut make sure the newer technologies serve your aims, since youll have little time to waste your first year. Where the Web is concerned, aim to draw upon a limited number of reliable and helpful sites this year. Sift through them regularly to glean ideas and tips to help you teach your class, plan lessons, or involve yourself professionally. 14 Hot Spots There are a limitless number of great sites on the Web. Which ones are most worth your time? Youll have to discover some of them for yourself, because any list is incomplete, but here are 14 that could prove helpful:

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For a well-balanced site offering instructional resources, tips, and professional information, its hard to beat www.nea.org, the home page of the National Education Association. Youll find tips on managing your classroom, news stories on trends in your profession, discussion boards to put you in touch with colleagues around the country, and much more. While youre at the site, you can sign up for one of several online newsletters that deliver the sites newest highlights to you every week or so. Youll also want to follow developments in Virginia education, such as regulations and funding decisions that affect you and your fellow professionals. The VEA home page (www.veanea.org) keeps you informed, focusing on the implications for you and your students. The site also features stories on your colleagues and professional information from the Virginia Journal of Education.

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Want tips or ideas you can put to use right away? Check out Education World (www. educationworld.com), one of the best resources of very practical strategies and tips for beginners. It also provides links on technology, parent involvement, and much more. Of course, you need to stay current with instructional issues in your content area. Professional content-area organizations, such as the National Council of Teachers of Mathematics (www.nctm.org), the International Reading Association (www.reading. org), and others are a great way to stay on top of the latest trends in your field. If you dont know which professional organization applies to your field, just Google your subject area.

steer clear of trouble spots

Even the most cautious educator can get snared by a spurious allegation. But legal experts interviewed by NEA Today say you can reduce your risk. Some tips: > Avoid touching a student, if possible. Avoid initiating hugs, especially with students in the upper grades. If you must break up a fight, try to use the least amount of force possible and contact an administrator immediately. Try not to be alone with a student, especially in an isolated location. Dont drive a student home. And be sure to report any incident to your supervisor afterward. Avoid saying things or writing notes to a student that could be misconstrued as personal or romantic. Also, avoid making off-thecuff comments on a students personal appearance. If a student confides in you on a personal topic of a sexual nature, refer him or her to a school counselor. Also, make sure you know your obligation to report students comments on such topics as suicide, pregnancy, abortion, or abuse under state law or division policy. If a student says he or she has a crush on you, make it clear that a romantic relationship would be wrong and is simply not possible. And notify your administrator.

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Testing for the Virginia Standards of Learning looms large in most of the Commonwealths schools. Your school or department chair can provide loads of information, but the Virginia Department of Educations SOL site (www.doe. virginia.gov/testing/index.html) also provides guidance. Useful resources include past versions of SOL tests that you can use for practice or to become familiar with the format and content.

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Do you ever wish somebody compiled great lessons or materials in every content area and placed them online? Somebody did. The Gateway to Educational Materials project (www.thegateway.org) contains more than 50,000 records. May save you some work or provide some ideas. Its that time of year. Lesson plans and other resources at www.edhelper.com/ are catalogued by months of the year. Perfect for lessons commemorating holidays, historical events, and the like. Several sites target new teachers. One of the best is www.teachers.net, which features articles and ideas from Harry Wong, author of The First Days of School. The site offers free lessons, chat areas, and free classified ads for teachers.

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The Teachers Network (www.teachersnetwork.org) also offers lesson plans and boasts teacher research and online courses. Youre not alone. Jump on a discussion board at www.theteacherscorner.net/forums/ and share your first-year experiences with other teachers. Got a burning question your colleagues cant answer? Post it on the Works4Me web site (www.nea.org/works4me) and get a response.

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If youre not getting enough of the nitty gritty reality in your faculty lounge, check out a teacher blog. One of the most popular is http://hipteacher.typepad.com/. Follow her diary online and post a comment.

Remember to keep your spirits up! If youre at a low point, take time to laugh at some of the school humor at www.teachersfirst.com/humor.shtml. As you progress in your teaching career, professional development will be crucial to maintaining and increasing your expertise. Check out Virginias Community of Anytime Knowledge (VCAK) for lots of online courses you can take when its most convenient for you to take them. VCAK is a partnership between Virginia public broadcasting station WHRO and the Virginia Society for Technology in Education. Learn about course offerings and graduate credit at www.anytimeknowledge.orgn

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FOR 10 YEARS, Rob Gray taught music in the Petersburg public schools, serving 600 students every week. He loved the job, and was well-liked and respected by students, parents, and faculty alike. Then, with one unfounded accusation from a troubled student, his career was nearly derailed. While assisting another staff member in that teachers classroom, Gray was struck by a student who already had been suspended from school earlier that day and was returning to collect his belongings. Gray restrained the boy and took him to the nurses office to be treated for a cut lip (that, a later investigation revealed, the child had incurred prior to the incident). At the office, the child erroneously claimed that Gray had struck him. Before he knew it, Gray was facing a criminal charge of assault, and he had to Rob Gray go to the police station to be fingerprinted. The school division suspended him without pay, and he found himself being investigated by Social Services as well. He went three months without pay and began seeing a counselor for stress. Fortunately, Gray was not alone. Working with students and parents, educators are vulnerable to unfounded accusation and charges. Thats one of the reasons the VEA and NEA stand ready to assist. In Grays case, a local UniServ representative helped answer his questions and apply for legal assistance. The VEA hired a lawyer to defend him. His attorney represented him and helped assure that hed receive his back pay and have the chance to teach again when he was eventually exonerated, and his attorneys fees of nearly $7,000 were covered by the NEAs Educators Employment Liability (EEL) Policy. Even the best educator can be blindsided by an unfounded allegation. Thats why VEA and NEA offer comprehensive resources should a member confront a legal situation. They include: > liability coverage. This is perhaps the best-known benefit protecting members, but not the only one. Under the EEL program, members receive such benefits as $1 million of liability coverage, reimbursement of attorney fees up to $35,000 for defending you
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in employment-related criminal matters for which you are successfully defended, and $1,000 of bail bond coverage. > Protecting your job rights. Under a program known as the Kate Frank/DuShane Unified Legal Services Program (ULSP), the VEA and NEA share the cost of defending member job rights. UniServ support. Your local UniServ director can familiarize you with your rights and responsibilities, attend some administrative meetings with you, help you apply for legal assistance, and provide a friendly ear in a time of need.

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Gray is back on the joband more convinced than ever of the value of his Associations advocacy. This is a very hazardous job, he says. My whole livelihood, my reputationeverything could have been taken away, just like that. Thats why Im so glad I paid my dues religiously. Never go into the classroom without someone at your back. Problems on the Job Legal issues are perhaps the most serious of challenges on your professional journey, but other potholes lurk as well. At some point in your career, you may have a disagreement with a supervisor over an assignment or evaluation, for example. Call your VEA-NEA UniServ Director for help looking at school board policy or determining what action you should take. If appropriate, your UniServ Director can assist you with filing a grievance. Virginias statewide grievance procedure exists to provide school personnel with an orderly way of resolving differences with their employers. In most cases, problems can be resolved to your satisfaction at an early stage through consultation with your immediate supervisor or principal. In other cases, the dispute may have to be carried to the superintendent or the school board, or go to a panel hearing. Be advised that Virginia law requires that you file notification of your grievance within 15 work days of the event (or when you discover the problem).n

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THE VIRGINIA EDUCATION ASSOCIATION, draws upon the collective strength of its 55,000 members to make public schools a better place to learn and to work.

Ways Youll Benefit By Joining Our Professional Community

Influence. As the largest organization of professional educators in Virginia, we have the clout to influence salaries, working conditions, and budgets for quality school programs that benefit all students.

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Collegiality. Teachers understand and support one another. Through the Association, you and your colleagues have the opportunity to discuss and act on the professional issues that matter to you. And our free or low-cost seminars are a great opportunity to meet and learn from new colleagues! Classroom ideas. Youll benefit from great instructional ideas through your subscription to the Virginia Journal of Education, included in your membership. Add to that your access to the VEA and NEA websites, and you have a treasure trove of strategies and tips to sharpen your craft. Grant opportunities. Every year, VEA members earn thousands of dollars in competitive grants from the VEA and the NEA Foundation to support instructional innovation, leadership, and other priorities. If you have a great idea, we can help make it happen.

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Advocacy and legal protection. It takes only one unfounded accusation to turn your career upside down. If the worst happens, your Association membership is your lifeline. Youll be represented by a skilled, locallybased VEA/NEA UniServ Director and, if necessary, an attorney. And youll be covered by the Association Educators Employment Liability policy with its $1 million of insurance for claims relating to your education employment activities. Cost-saving member benefits. Through the buying power of the NEAs 3 million members, youll be eligible for a host of great programs from NEA Member Benefits. Check out www.neamb.com for their great rates on insurance, mobile phone plans, home financing, and much more!n

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VEA members get results. (i.e. We rock.)

WE GAINED long-sought, and long-needed, planning time for teachers in elementary
schools.

WE SAVED jobs and avoided painful budget cuts during tough economic times, and made sure federal stimulus funds were directed to schools and educators, as VEA members lobbied hard in Richmond. WE WON a major increase in the dollars youll receive to cover health care costs when you retire. For some retired teachers, the stipend amounts to a 50 percent increase. And VEA members, working with state lawmakers, made it happen. WE NETWORkED, at Association-sponsored seminars and leadership opportunities
around the state, such as Sparks and The Savvy Professional. And VEA supported national board certification candidates through the difficult process with Jump Start training. Through VEA, youll make professional connections that will last your entire career.

WE GOT CREATIVE, earning thousands of dollars in grants from VEA and NEA to
support innovative ideas to help all students succeed.n

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Watch Your Step in Cyberspace!

As a teen and during your college years, you likely used Facebook and other forms of social media routinely to communicate with family and friends. Nothing wrong with thatbut when you enter your own classroom, you will face more scrutiny. Here is some advice on surviving in cyberspace as a public educator: Know your school systems Internet and social networking policies. Assume that nothing you post is private. Put up only material youd be comfortable seeing on the front page of your local paper. Stop and think before you post or hit send. Youre responsible for what you post. Maintain professional boundaries in cyberspace, just as you do in person. Dont accept friend requests from current or potential students or their family members. Never post any negative information about your students, co-workers or administrators. Keep personal information private! Remember that a deleted file, including an e-mail message, can often be recovered. Google your name periodically to check whats out there online about you. Always use good judgment and common sense.

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STUFF I NEED TO KNOW

My local association president is My presidents e-mail address is My presidents phone number is My presidents mailing address is . My UniServ director is The UniServ e-mail address is The UniServ phone number is The UniServ mailing address is . The Virginia Education Associations toll-free number is (800) 552-9554. . . . . . .

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