leadership and peer support - trillium lakelands district...

GPP3O

Leadership and Peer Support

Student Handbook 2012/2013

Remember that your peers have much to teach you.

2

Table of Contents

1. Welcome Message ...................................................................................................... 3

Course introduction and expectations

How to communicate with the GPP30 teacher

Student introduction and expectations

2. Course Description ...................................................................................................... 4

3. Assignments and Submission .................................................................................... 5

4. Due Dates ................................................................................................................... 6 5. What to do on the First and Second Days ................................................................... 10

6. Assignments with Evaluations ..................................................................................... 11

a. Letter ................................................................................................................ 12 b. Your Role ......................................................................................................... 13 c. Peer Support Daily Journal ............................................................................... 15 d. Reading #1 ....................................................................................................... 17 e. Monthly Journal Reflection (February) .............................................................. 20 f. Time Management ............................................................................................ 21 g. Monthly Journal Reflection (March) .................................................................. 23 h. Midterm Evaluation ........................................................................................... 24 i. Midterm Reflection ............................................................................................ 25 j. Reading #2 ....................................................................................................... 26 k. Monthly Journal Reflection (April) ..................................................................... 30 l. Course Culminating .......................................................................................... 31 m. Monthly Journal Reflection (May) ..................................................................... 36 n. Course Reflection ............................................................................................. 37 o. Final Evaluation ................................................................................................ 38

7. Host Teacher Information Form .................................................................................. 39 8. Student Information Form ........................................................................................... 40

This document was last updated: February 2013

3

Welcome Message! February 5, 2013 Dear Student, Welcome to Leadership and Peer Support GPP30. My name is Mr. Cowan and I will be guiding you through the course over this semester. This Grade 11 open level course will challenge you to be independent and become an increasingly empathetic learner and skillful peer supporter. The purpose of this letter is to provide you with an introduction to myself, in hopes that you will respond in kind. I moved to Huntsville twenty-one years ago from Waterloo. My wife and I are raising two children who are currently in elementary and secondary schools. Living in Muskoka I enjoy all seasons with winter being my favourite with the large volume of snow. I am not only a teacher but I have been a Chartered Professional coach for ten years coaching cross country skiing from grassroots to National Junior team athletes. Prior to moving to Huntsville I worked at the University of Waterloo as an instructor for Computer Science Department, instructor for 4th year Kinesiology course and the head coach for the UW Warriors Nordic Ski team. I have been an advanced leadership facilitator in teaching coaches on how to coach with the National Coaching Certification Program for the past twelve years. My highlight of coaching was attending the Torino Olympics in 2006. For the past twenty one years I have been teaching Physical Health Education courses from grade 9 to 12. I am now the Acting Vice Principal for Huntsville High School for an unknown amount of time. I am excited about ‘working’ with you in GPP3O. We will be meeting in the Library Reference Room for all class meetings. The first week we will meet everyday in the Library. All other Summative days (pink highlighted days) we will meet in the library. Please drop off your journal logs with the secretary Mrs. Crozier in the front office. I think that it will be a learning experience for all of us as well as for your host teachers. Regards, John Cowan ChPC Contact Information You will need to be in touch with me. Here are a variety of ways you can communicate with me: Come see me in the Main Office. e-mail me: [email protected] Call me: 789-5594 x222

mailto:[email protected]

4

HUNTSVILLE HIGH SCHOOL

COURSE DESCRIPTION

OPEN GRADE 11 LEADERSHIP AND

PEER SUPPORT

GPP30 2012 - 2013

COURSE OVERVIEW

This course prepares and motivates students to provide leadership and peer assistance to others in their schools

and communities. Students will develop skills in communication, interpersonal relations, coaching, leadership,

teamwork, and conflict management, and apply them in roles such as tutoring, mentoring, student council.

Students will also learn the value and complexity of social diversity, while acquiring an appreciation of the

importance of contributing to their community and helping others throughout their lives.

STUDENT EVALUATION

Course Work (4 Logs & 4 Summative Assignments) 30%

Culminating Activity 30%

Host Teacher Evaluations (Mid-term & Final) 40%

Note: students should familiarize themselves with the

HHS assessment and evaluation policy brochure.

________________________________________________________________________

Your GPP Teacher: John Cowan, Acting Vice-Principal – Please visit me in the main office or

communicate via email: [email protected]

Kim Williams

Principal

Tanya Fraser

Vice Principal

Trent Willett,

Vice Principal

PLAGIARISM

Using other people’s ideas or words in your work is not permitted, unless you acknowledge them properly (See the H.H.S style guide). The penalty for plagiarism is severe- A Zero. This applies to all assignments in all courses.

5

Assignments and Submission This part of the handbook will provide you with all of the information you need to complete the course assignments. Make sure you understand what the expectations are – ask your GPP30 teacher if there is any uncertainty. Below, you will find a summary chart of all the assignments you’re expected to complete and when they are due. In addition, the February assignments are explained further in the subsequent pages. You will be receiving the required documentation for the assignments due in March, April, May and June as the course progresses. These will be distributed to you via your host teacher. The evaluation forms that will be used to evaluate your performance by your host teacher and by your self are included.

How do you hand in your work? There are two ways to accomplish this. In order of preference they are:

1. e-mail your work to your GPP30 teacher (see contact information on the Welcome page of this handbook) at [email protected] .

2. hand in a paper copy to your GPP30 teacher’s main office mailbox through Mrs. Crozier in the Main Office.


6

Assignments and Evaluations: Summary Chart

Item Due Date 1. Host Teacher Confirmed (formative) February 7

2. Letter of Introduction – All About You (formative)

February 8

3. Ranking Tutoring Tips – Your Role (formative) February 12

4. Time Management (summative) February 15

5. Reading #1 (summative) February 21

6. Log Sheet #1(formative) February 22

7. GPP February Journal (summative) March 6

8. Log Sheet #2 (formative) March 8

9. Log Sheet #3 (formative) March 28

10. GPP March Journal (summative) April 3

11. Log Sheet #4 (formative) April 12

12. Mid Term Reflection (summative) April 12

13. Mid Term Evaluation from Host Teacher (summative)

April 16

14. Reading #2 (summative) April 19

15. Log Sheet #5 (formative) April 26

16. GPP April Journal (summative) April 30

17. Log Sheet #6 (formative) May 10

18. Culminating Choice #1 or 2 Declared (formative)

May 23

19. Log Sheet #7 (formative) May 24

20. GPP May Journal (summative) May 29

20. Log Sheet #8 (formative) June 7

21. Culminating Activity Due (Culminating) June 14

22. Final Evaluation from Host Teacher (Summative)

June 18

Readings Assignments Monthly

Journal Reflection

Host Teacher

(Mid Term)

Culminating Activity

Host Teacher (Final)

Weight 10% 10% 10% 15% 30% 25%

#1 #2 Time Mid 1 2 3 4

Total 10 10 10 10 10 10 10 10 10 10 10

7

February – GPP 30

Sun Mon Tue Wed Thu Fri Sat

1 2

3 4 5 First

Day

6 7 Host

Teacher

8 Letter 9

10 11 12

Your

Role

13 14 15

Time

Mgmt

16

17 18 19 20 21

Reading

#1

22 Log

#1

23

24 25 26 27 28

March – GPP 30


1 2

3 4 5 6 Feb

Journal

7 8 Log

#2

9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 Log

#3

29 30

31

8

April – GPP 30


1 2 3 Mar

Journal

4 5 6

7 8 9 10 11 12 Log

#4 &

Mid

Reflect

13

14 15 16 Host

Eval

17 18 19

Reading

#2

20

21 22 23 24 25 26 Log

#5

27

28 29 30 Apr

Journal

May – GPP 30


1 2 3 4

5 6 7 8 9 10 Log

#6

11

12 13 14 15 16 17 18

19 20 21 22 23 Culm

Declared

24 25

26 27 28 29 May

Journal

30

9

June - GPP 30


1

2 3 4 5 6 7 Log

#8

8

9 10 11 12 13 14

Culm

Due

15

16 17 18

Host

Eval

19 20 21 22

23 24 25 26 27 28 29

10

What to do on Days One and Two Use the following check lists to help you complete the tasks listed. Day One: February 5th

Task √ Check When Complete

Read this manual carefully

Fill out and submit the student information form*

Write letter of introduction**

* The student information form is attached to the back of this manual. You may tear it off, fill it out and submit it (see the Student Information Form section for details). ** See the Welcome page for details.

Day Two: February 6th

Task √ Check When Complete

Find a host teacher*

Notify the GPP30 teacher of your placement

Give host teacher the teacher letter**

* You will need to find a teacher that is willing to host you for the semester during the period in which you are scheduled to be in GPP30. Approach teachers who you know, and who are teaching subjects with which you are familiar. The best time for approaching teachers is when they are not teaching. Before school, between classes, at lunch or after school are ideal times. If you must disturb a class during an instructional period, peek in the door’s window first. If you see the teacher is teaching, or the class clearly needs to concentrate on something that is happening in the room, come back later. Introduce yourself (don’t assume the teacher remembers your name), and tell them you are a peer supporter/tutor and are looking for someone who could use some help in their classroom for the semester. ** When you find a host, please present them with the host letter to teachers attached to the back of this handbook (just tear it off). Also, let them know who the GPP30 teacher is this semester and inform them to contact this person with any questions or concerns.

Note: Should you have any trouble finding a host teacher, contact Mr. Cowan before the end of the third day of the semester (February 7th). He can help.

11

Assignments and Evaluations: Specifics Note: for due dates and submission instructions see the previous page.

1. Letter of Introduction

Please read the letter of introduction found just after the table of contents (in this handbook). Complete the following task and submit your work. This assignment is formative; there is no rubric.

All About You Complete the task below. If you have questions about what to do, please send a message via email:

Mr. Cowan: [email protected]

Write a letter to your peer tutor teacher (Cowan), explaining who you are. State three strengths and

three areas you would like to work on and explain how these may influence your work as a peer

tutor. Also, tell the teacher in your letter what courses you would be interested in peer tutoring and

why. Please also explain the things that you can do to help the class. Please see below for the letter

format you should follow:

GPP3OR Introductory Letter February 9, 2013 Dear Mr. Cowan: My name is Deklan Mason Simon and I am a peer tutoring student who is in your class. I am currently in grade…..and am very interested in peer tutoring because…. Rest of body paragraphs in this space (review criteria checklist on the back of this sheet. Sincerely,

Deklan Mason Simon

Deklan Mason Simon


12

Criteria Checklist

Your mark for this assignment will be based on meeting the criteria below. Please complete this checklist and submit with your letter.

I have identified three personal strengths.

I have identified three areas I need to further develop.

I have clearly explained how these strengths and areas for development may influence my work as a peer tutor.

I have identified a grade 9 or 10 course which I would like to participate as a peer tutor in.

I have explained why I chose the course I did, including how I feel I could contribute to this particular class.

I have included more than one course, in case my first choice is not an option.

I have reviewed my letter to ensure there are no spelling or grammatical errors.

I have followed the letter template above (date, signature, etc).

I have organized my thoughts into paragraphs and started each paragraph with a clear topic sentence.

I asked questions if I was unsure of something.

Due Date: Friday February 8th

13

2. Ranking Tutoring Tips

Refer to the page in the handbook entitled Your Role. Complete the task outlined there. This assignment is formative; there is no rubric.

Your Role

Once you have found a host teacher it is time to determine exactly what your role in the classroom will be. Please negotiate this with your host teacher. As you do so, remember that you are there to support the learning of your peers. Ideally you will work with a student or small group of students who are in need of some form of assistance. Facilitating some remedial work, helping a student comprehend a reading, assisting in research, coaching students to stay organized, helping with homework problems, helping a student catch up on missed work, etc., are all examples of how you might support the students in the class. You should not be involved in the assessment and/or evaluation of your peers. As you begin your work with your peers, please complete the following:

25 Pointers for Peer Helpers

Adapted from Tutoring Matters: Everything You Always Wanted to Know About How to Tutor (Jerome Rabow, Tiffani Chin, Nima Fahimian)

TASK Read the 25 pointers listed below carefully. Answer the following in a one page written response: If you had to reduce this list to only five pointers, which five would you keep? Why did you choose these five? How do you think each of your five chosen pointers will help you over the duration of the course? Submit your response (see the Assignments for Submission section of this handbook for submission details).

The Pointers …

Treat your peers as equals. Don't worry about mistakes - they provide the best opportunity for teaching and learning. Don't be critical of your peers. Recognize your differences, a vital step to building a tutoring relationship. Recognize your commonalities, a vital step to building a tutoring relationship. Be supportive of peers’ efforts as well as their accomplishments. Be hopeful. Make learning active, fun, visual, and hands-on.

14

Keep your eye on the significance of your effort in your peers’ lives. Do not use bribes or gifts to motivate your peer. Be willing to share your experience when you think it's appropriate. Don't make empty promises. Don't forget how important you are - your peers depend on you. Be on time. Use differences between you and your peers to open up honest conversations. Forgive your errors and those of your peers - they were unintentional. Be open-minded. Be empathetic toward your peers and their experiences. Be observant and pay attention to what your peers enjoy and how they learn. Incorporate peer interests into your activities. Be creative. Set educated goals and strive for them. Ignore labels - they only show you part of a person. Be respectful. Remember that your peers have much to teach you!

DUE: February 12th

15

3. Peer Support Daily Journal

For the duration of the course you will need to keep a daily journal in your peer tutoring class. I have attached Log Journal for ten days (two weeks). Additional logs can be found on my website at http://mail.tldsb.on.ca/~john.cowan . Submit your journal logs into office secretary Mrs. Crozier and pick up a new journal log. Obtain a binder to keep the bi-weekly logs in and begin your journal no later than Monday, February 11th. Take note of the due dates shown in the calendar.

What should an entry contain? Some or all of the following: 1. Duties given to you by the teacher (attendance, photocopying etc.) 2. The type of help and assistance that you have provided to students 3. Specific subject matter that you have helped students with 4. Observations that you have made regarding the learning behaviour of particular students 5. Connections that you have made with specific students 6. Progress you feel that you are making with students who have difficult situations 7. Frustrations that you may encounter around your tutoring tasks How long should an entry be? A few lines should be sufficient to capture what happened on a given day. Some days that are particularly eventful or meaningful may have you writing more. Feel free to write in any form you wish (sentences and paragraphs, point form, include cartoons, etc.). How will this be marked? It won’t. This is a formative activity. However, your journals will be checked for completion on a monthly basis. You will not know exactly when your progress will be assessed, as this will take place at a random time. Also, there is a monthly summative journal assignment that will be based on your work. Privacy **READ THIS CAREFULLY** In your journal please DO NOT refer to your peers or teachers by name when commenting on specific events that involve them. Use alternate names, or simply refer to them as Student X or Student Y or English teacher.

http://mail.tldsb.on.ca/~john.cowan

16

Time Period: _____________________ Log # _______ Student: ________________________________ Host Teacher: ______________________________

What are 3 peer tutoring/leadership tasks you performed during this 2 week time block? Signature of Host Teacher: _________________________________________ Host Teacher Comments: ____________________________________________________ __________________________________________________________________________

__________________________________________________________________________

Date Attended If absent, please note the reason here:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

17

4. Reading #1

Please note that Reading #1 is comprised of two sections (So You Want to be a Tutor: Set Your

Goals Now!, and Who is the Tutee?). Read them both and complete the task outlined at the end

of the selection.

So You Want to be a Tutor: Set Your Goals Now!

Purpose: To provide goals towards which you should strive.

Directions: Read and answer the questions on the next page.

Here you are, maybe wondering what will be expected of you, who you will be working with, and maybe even, why

you are here. Let me tell you something special about you. You are probably someone who likes to do well. You probably

enjoy games, follow directions well, and generally get along well with your family, friends, and teachers. You like people

and want to be liked too. You know how to be patient. You know how to make someone else feel special! That's what it is

all about. The special characteristics that you have to offer a person are qualities that join and build one thing: Caring.

Tutoring is caring.

There are six goals towards which the successful tutor will strive. Caring is the first. The most important

characteristic of a tutor is your ability to care. Only by caring can you make someone else feel special and cared about.

There is no other factor in the process of tutoring that will be more important or crucial to the success of tutoring than

caring.

If you care, then you are already on your way to achieving your first goal.

Your second goal is the companion to caring. It is Sharing - to share is to give of yourself. It is to put your best side in

front always and to give the best you have to offer. You must be willing to allow someone to share with you their

thoughts, feelings, disappointments and successes. Most of all, you must be willing to share you.

The third goal is a real challenge, in fact it is Challenge itself. You probably face tutoring as a personal challenge for

yourself. While it is good to consider tutoring a personal challenge, I am talking about the challenge which you must

present to the students with whom you work. You must challenge your tutees to work very hard to achieve much and gain

success in their endeavours. Truly that is a challenge.

As a tutor, you will assume the new roles of helper, friend, and teacher. These roles bring with them responsibilities,

one of which is to teach. The fourth goal is to teach. You will notice that it is fourth for a reason. Teaching is important,

but it cannot be done effectively until the other three goals have first been recognized and accepted as the base for your

interaction. The teacher, or you as the tutor must care, share, and challenge first, only then can you begin to teach. View

your responsibility to teach the assigned tasks as a very natural by-product of the first three goals. Once you have

established that 'caring’ relationship with your tutee, begin to teach. And remember you can teach many more things than

just what is written on the page in front of you.

A fifth goal is a bit more self-centred than the other four. Once you have achieved those four, you will deserve a little

self-satisfaction. That is exactly what this goal is: Satisfaction. By striving for quality and success, you will also be

realizing great satisfaction for yourself. You should look for it and then enjoy it.

Yes, you will take pleasure in helping others and in becoming a part of someone else's growth. Don't hesitate to seek

actively the sixth goal: Enjoyment. Once you are familiar with your students, the material, your responsibilities, and self-

discipline, the task of tutoring turns from duty to fun. You can enjoy being with someone who appreciates you and who

wants to see you. You will become something for that person who no one else can - that person's personal private tutor.

That means that you count as a special person. You will matter to someone else. Enjoy that.

Remember, success comes:

1. If you care,

2. If you will share,

18

3. If you will challenge,

4. If you will teach,

5. If you will satisfy,

6. If you will enjoy!

7. If you will tutor!

. . . I have learned to be more patient and I have a tendency to be shy. However, by tutoring I have gained confidence and

knowledge of other people. I feel that it is a stepping stone towards maturity. You are dealing with adult characteristics

such as: caring, sharing, helping and teaching. I feel this class has something worthwhile and important to offer

everyone.

Former Student Tutor

Who is the Tutee?

Purpose: To explain the term and concept "tutee."

Directions: Read and answer the following questions:

As a result of my tutoring experiences, I have learned how to relate to people who I work with. This year I learned that no

matter who you are, most everyone are alike in the things they do. Just because you happen to be a little better in one

thing doesn't mean you are better in everything. If you are tutoring in English or something like that, your tutee could

probably and most likely tutor you in one of the other school courses. We are not that much different.

Former Student Tutor

The tutee or student receiving service is a fellow student who receives your service. The tutee is the one who can use

help in some academic area. The tutee has strengths and weaknesses, as yo, do, but the strengths may be in subjects other

than your own. The tutee has talents that you may or may not possess. You may be a tutor in one subject and a tutee in

another.

The tutee is someone who feels strongly about some things and less strongly about others. That is also like you. The

tutee is a person with feelings who cares, shares, and wants to do well. Surprisingly, we all have feelings; we all want to

care for and be cared about. The tutee will care about school work and want to experience success. You will have an

opportunity, as a tutor, to be a part of that success. When you work with a student you must assume that the student can

learn.

A student may not have been successful in a particular subject for several reasons. Often it is because there was not

enough time spent to equip that student with adequate skills. Many times when one fails at something or is doing poorly,

feelings of failure turn inward and the student begins to feel negatively. If you are enthusiastic, positive and reassuring,

you can help reverse this attitude and provide an environment in which the student will want to learn and work hard. Once

people have been convinced that they cannot do something, they believe it. It will be up to you to provide success for

students and to help them recognize their potential.

The tutees to whom you are assigned will have an opportunity to get to know you, just as you will make the

opportunity to get to know them.

Success for your tutees means success for you! Your tutee is a worthwhile person and deserves the right to achieve.

Tutoring will be a learning experience for both of you.

19

TASK

Please answer and submit the following questions. Present your answers in sentences and paragraphs (one paragraph for

each question should suffice). Your work will be graded according to the rubric attached.

1. Describe who a tutee is.

2. What is your responsibility to the tutee?

3. How will you get to know the tutee? How will the tutee get to know you?

Elizabeth Sabrinsky Foster, Ed.D.

Excerpted from Tutoring: Learning by Helping, 1992.

Written Response Rubric

Criteria Level 1 5 marks

Level 2 6 marks

Level 3 7 marks

Level 4 8, 9 or 10 marks

Knowledge and

Understanding Work demonstrated limited

knowledge of facts, terms,

concepts, principles,

theories and/or

relationships.

Work demonstrated some



theories and/or

relationships.

Work demonstrated

considerable knowledge of

facts, terms, concepts,

principles, theories and/or

relationships.

Work demonstrated

thorough knowledge of



relationships.

Thinking/Inquiry Little understanding of

relationships between key

concepts is evident.

Some understanding of



Considerable

understanding of



Thorough understanding of



Communication

Information has been

communicated with limited

effectiveness.


communicated with some

effectiveness.


communicated with

considerable effectiveness.


communicated with a great

degree of effectiveness.

Application Work was not organized

and presented in an

effective manner.

Work was organized and

presented in a somewhat

effective manner.


presented in an effective

manner.


presented in a highly

effective manner.

20

5. Monthly Journal Summary (February) Prepare a February journal summary of maximum one page in length. Your summary should reflect what you’ve been writing about in your daily journal. Focus on recurring themes and patterns.

What should the summary contain? Some or all of the following: 1. Duties given to you by the teacher (attendance, photocopying etc.) 2. The type of help and assistance that you have provided to students 3. Specific subject matter that you have helped students with 4. Observations that you have made regarding the learning behaviour of particular students 5. Connections that you have made with specific students 6. Progress you feel that you are making with students who have difficult situations. 7. Frustrations that you may encounter around your tutoring tasks

Privacy **READ THIS CAREFULLY** In your journal please DO NOT refer to your peers or teachers by name when commenting on specific events that involve them. Use alternate names, or simply refer to them as Student X or Student Y or English teacher.

Your summary will be marked according to the written response rubric (found in your handbook, copy below).



Level 2 6 marks

Level 3 7 marks


Knowledge and




theories and/or

relationships.




theories and/or

relationships.

Work demonstrated




relationships.

Work demonstrated




relationships.







Considerable

understanding of






Communication



effectiveness.



effectiveness.


communicated with






and presented in an

effective manner.



effective manner.



manner.



effective manner.

21

6. Time Management Step One – Log of Time Spent Keep a log of what you do with your time from Monday to Friday of this week. For example: 7:30am I wake up and hit snooze on my alarm clock. 7:39am I get out of bed. 8:05am I catch the bus 8:32am I arrive to school. 8:32-8:50am I hang out with friends 8:50-10:05am Math class (worked relatively hard) 10:15-11:30am Spare – I went to Olivers; I drank a hot chocolate. I sent three text messages to a friend who was in English class AND SO ON…. 4:00 – 8:00pm Watched TV 8:00 – 8:45pm Facebook 8:45 – 9:15pm Worked on Peer Helping Assignment 9:15-11:45pm Watched TV. Step Two – Breaking it Down Sort your log into five categories. You can name the categories however you choose. To get you started, think about (Sleep, School, Work, Recreation, Eating, Homework, Miscellaneous, Time Wasted, Social, Family, Online, etc) Once you have determined your categories and sorted your log entries into these categories, determine how much time you spent during the school week in each. Step Three – Personal Reflection Please identify anything you could change in order to manage your time more effectively. Be specific and include a reflection on whether or not you feel your time management skills need to be improved and why. For example, have you ever found yourself rushing to complete something last minute and thought, ‘I wish I didn’t spend 3 hours on Facebook before starting this?’ Step Four – Setting Goals Goal setting is one way to help with time management. It also helps us focus on our priorities and sometimes can relieve pressures that we may feel. If we set SMART goals, then this can help us throughout our lives. Specific Measurable Attainable Reasonable Time frame Example of a SMART Goal: I would like to attain a minimum of 80% in GPP30 by December 21st by ensuring all my work is handed in on time and is completed as per the rubric. Set 3 SMART goals for yourself (educational, career, personal).

22

Step 6 – Applying Your Learning Use SMART goals to help students who struggle with time management. SMART goals could be attained within a class timeframe, over a couple days, or for much longer. Please record this SMART goal and be prepared to reflect on the experience of setting a SMART goal on the course examination.



Level 2 6 marks

Level 3 7 marks


Knowledge and




theories and/or

relationships.




theories and/or

relationships.

Work demonstrated




relationships.

Work demonstrated




relationships.







Considerable

understanding of






Communication



effectiveness.



effectiveness.


communicated with






and presented in an

effective manner.



effective manner.



manner.



effective manner.

23

7. Monthly Journal Summary (March) Prepare a March journal summary of maximum one page in length. Your summary should reflect what you’ve been writing about in your daily journal. Focus on recurring themes and patterns.



Your summary will be marked according to the written response rubric (found in your handbook, copy below).



Level 2 6 marks

Level 3 7 marks


Knowledge and




theories and/or

relationships.




theories and/or

relationships.

Work demonstrated




relationships.

Work demonstrated




relationships.







Considerable

understanding of






Communication



effectiveness.



effectiveness.


communicated with






and presented in an

effective manner.



effective manner.



manner.



effective manner.

24

8. Mid Term Evaluation Huntsville High School Host Teacher Evaluation of GPP Student

Midterm Report Student: _________________________ Host Teacher: _______________________________ Class: _________________________ Please return the report to J. Cowan: by Tue. Apr. 16, 2013

Thank you for completing this important report of your peer tutor’s performance. The purpose of this report is to determine some of the strengths and/or weaknesses exhibited by the student and to determine an accurate grade for the mid-term report. When evaluating your student, please keep in mind the expectations of a typical entry-level employee working in the field of leadership and/or education.

ATTITUDE

4-Outstanding interest in supporting peers and shows enthusiasm.

3-Good interest and enthusiasm.

2-Satisfactory level of interest and enthusiasm.

1-Definitely no interest or enthusiasm.

INITIATIVE

4-Self-starter. Proceeds well on his/her own.

3-Proceeds independently in most matters.

2-Does all assigned work.

1-Must be told frequently what to do.

DEPENDABILITY

4-Completely dependable.

3-Usually dependable.

2-Sometimes neglectful or careless.

1-Unreliable.

ORGANIZATION & PLANNING

4-Always plans, organizes and uses class time effectively.

3-Usually plans, organizes and uses class time effectively.

2-Sometimes fails to plan, organize and use time effectively.

1-Disorganized. Fails to plan and use class time effectively.

COLLABORATION SKILLS

4-Works exceptionally well with others.

3-Works well with others.

2-Sometimes has difficulty working with others.

1-Works poorly with others.

MATURITY/PROBLEM SOLVING

4-Above average maturity, common sense and problem solving skills.

3-Good maturity, common sense and problem solving skills.

2-Can apply maturity, common sense and problem solving skills to routine situations.

1-Often immature and uses poor common sense and problem solving skills.

RESPONSE TO SUPERVISION

4-Expresses appreciation and takes action on suggestions and criticism by host teacher.

3-Willingly accepts suggestions and criticism.

2-Reluctantly accepts suggestions and criticism.

1-Ignores and/or resents suggestions and criticism.

ADAPTATION TO YOUR CLASS

4-Excellent.

3-Good.

2-Adequate.

1-Poor. Refuses to recognize formal procedures

and rules.

ATTENDANCE

Regular

Irregular

PUNCTUALITY

Regular

Irregular

OVERALL PERFORMANCE

Outstanding (90-100%)

Very Good (80-90%)

Good (70-80%)

Adequate (60-70%)

Marginal (50-60%)

Unsatisfactory (below 50%)

ADDITIONAL COMMENTS:

Host Teacher Signature: ___________________________

25

9. Mid Term Self Reflection

It’s time now for you to set some goals for the rest of the semester. Think of 2 goals that you could set for yourself that would be measurable and achievable by the end of the semester. Please write one paragraph minimum for each of the goals, using the following 6 steps. Your submission will be graded using the Written Response Rubric (copy below). Due on April 12, 2013

1. State your goal.

2. Discuss why you think this is something that you need to achieve by January.

3. What strategies will you use to achieve this goal?

4. Will you need to enlist the help of someone else, or access some outside resources?

5. How will you know if you have achieved the goal? And lastly, ask yourself, “Am I making a difference for the students in the class?”



Level 2 6 marks

Level 3 7 marks


Knowledge and




theories and/or

relationships.




theories and/or

relationships.

Work demonstrated




relationships.

Work demonstrated




relationships.







Considerable

understanding of






Communication



effectiveness.



effectiveness.


communicated with






and presented in an

effective manner.



effective manner.



manner.



effective manner.

26

10. Course Reading #2 Due date: April 19, 2013.

Motivation and Needs: Useful Theories

Purpose

To provide information on the basic needs of each individual as applied to tutoring.

Directions

Read the following article and answer the four questions posed at the end.

Understanding interactions between people in dyads or groups begins with understanding the individual and

recognizing personal needs. People are highly motivated to satisfy their own needs. If we cannot satisfy our

needs, then the motive for doing so will become stronger and stronger until some resolution is found.

An example of this might be: Imagine someone staying awake for three days and nights in a row. A strong

need to sleep would surely develop. The motivating factor would be fatigue or tiredness. Without sleep there

would be very little productive work, in fact, the individual would probably think of nothing but sleep.

Personality is affected by physiological or biological needs, particularly when the needs are not met. An

ordinarily calm person who experiences body coldness because of the low temperature in a room may become

very irritable until able to meet the need for warmth. The biological or basic physiological needs of each must

be met for the personality to function satisfactorily.

When people function or interact in dyads or groups, their psychological needs must also be met before they

can be positive functioning members of the group. Insight into why people behave as they do can be gained by

exploring the developmental needs of humans. This information can be valuable in analyzing the best way to

interact with people. In tutoring, the recognition of individual needs is crucial to the success of the tutoring

environment and relationship. The tutor must understand that every individual has both basic and very

sophisticated needs. The tutor must understand that to prevent another person from satisfaction of needs will

only create a greater motivation to satisfy any probable frustration which might impede the progress of the

tutoring work. The tutor who understands can better predict the behavior of the tutees as well as facilitate a

warm learning environment.

A well known psychologist, Abraham Maslow, developed a theory regarding human needs and motivation

that is useful in understanding the motivating factors that affect behavior and personality.

Basic to Maslow's theory is a classification system of human needs. He presents a hierarchy of five

categories of need in the order of importance.

1. Physiological needs are directly related to survival and self preservation. Primary survival needs include such

things as the need for oxygen, food, water, rest, exercise, excretion, and avoidance of bodily harm. Maslow

believed these needs are so important that a person can do or think of little else until they are satisfactorily met.

However, their importance diminishes as they become satisfied or are in a state of equilibrium, and the next

category of needs on the hierarchy comes into play.

2. Safety needs are related to psychological safety or security and reflect a desire to be safe from personal

violence or harm, as well as to avoid the unpredictable.

3. Love needs are related to a desire for a sense of belonging and acceptance. Satisfaction involves both

opportunities for giving and receiving.

4. Esteem needs go beyond love needs into a more active desire for recognition and self-esteem. Maslow

classified these into two sub-categories: (1) the desire for strength or achievement and (2) the desire for

recognition, importance and appreciation. Satisfaction leads to self-confidence.

27

5. Self-actualization needs come into prominence once all the lower needs are met to a satisfactory degree.

These include the need for a person to maximize potential to reach the peak of unique abilities and talents.

Creativity, curiosity, ambition, and independence are all related to selfactualization. Unlike the house pet that

only strives to be well fed, warm and cuddled, the human animal strives for much more that often takes forms

of expression through creative or competitive efforts in the arts, sciences, athletics, or religious life.

Elizabeth Sabrinsky Foster, Ed.D.

Excerpted from Tutoring: Learning by Helping, 1992.

28

Maslow's Hierarchy of Needs

As lower level needs are met, higher levels come into play.

Highest Level

5

Self-Actualization Needs Self-fulfillment

Self-growth

Uniqueness

4

Esteem Needs Self-respect

Recognition

Self-esteem

Status

Prestige

Attention

3

Love Needs Acceptance

Love

Friendship

Understanding

2

Safety Needs Structure

Order

Security

Protection

Freedom from fear

1

Physiological Needs Food

Water

Air

Warmth

Lowest Level

29

Task Think about your experience in the classroom working with your peers and answer the following

questions. A short paragraph should be sufficient for each.:

1. What would the reaction be of one of your tutees if the need for food or warmth had not been met?

2. How does safety playa factor for tutees and their ability to concentrate? 3. What safety factors might concern your tutee? 4. What can you do to promote meeting the higher levels (4 and 5) of need as classified by Maslow? Your responses will be graded according to the GPP3O Written Response Rubric.



Level 2 6 marks

Level 3 7 marks


Knowledge and




theories and/or

relationships.




theories and/or

relationships.

Work demonstrated




relationships.

Work demonstrated




relationships.







Considerable

understanding of






Communication



effectiveness.



effectiveness.


communicated with






and presented in an

effective manner.



effective manner.



manner.



effective manner.

30

11. Monthly Journal Summary (April) Prepare a April journal summary of maximum one page in length. Your summary should reflect what you’ve been writing about in your daily journal. Focus on recurring themes and patterns.



Your summary will be marked according to the written response rubric.



Level 2 6 marks

Level 3 7 marks


Knowledge and




theories and/or

relationships.




theories and/or

relationships.

Work demonstrated




relationships.

Work demonstrated




relationships.







Considerable

understanding of






Communication



effectiveness.



effectiveness.


communicated with






and presented in an

effective manner.



effective manner.



manner.



effective manner.

31

12. Course Culminating Activity As stated in the letter you’ve received dated --------, last month was the time to think about and plan your culminating activity. Note that this activity is worth 30% of your final grade. Whether you choose option 1 or 2, culminating activities are to be completed in the first two weeks of June and submitted no later than June 14th.

You have two choices: 1. Negotiate with your host teacher an activity that you can complete under their supervision.

If this was your choice, your host teacher will evaluate (mark) your performance. OR 2. Complete a standardized course culminating activity. This will be in the form of a 3 to 5

page research paper. It will be marked by the course instructor (Mr. Cowan).

32

Culminating Activity Choice #1: This is an opportunity to showcase your leadership skills in a hands-on way. You will negotiate with your host teacher an activity that you can complete under their supervision. This activity must fit the curriculum guidelines for the course and be related to the big ideas of the course and/or the current unit of study. If this is your choice, your host teacher will evaluate your performance. You must submit your lesson plan and a 1 page reflection to Mr. Cowan after performing your activity. Examples of Leadership Activities: -lead part of or all of a daily lesson -lead a group activity, game, group work, or lab -demonstrate a skill -create and present a video presentation or powerpoint to introduce a skill or activity

The Leadership Activity must meet the following requirements:

A minimum of 30 minutes for the lesson/demo

Approved and supported by host teacher – date agreed upon for activity

Activity chosen is appropriate for class ability and time availability

Supplies are ready and set up in advance

Leadership skills demonstrated – good speaking voice

Directions/handouts (if needed) are copied and ready for students and host teacher

Demo clear and complete

Students well supported during activity

Activity cleaned up

Lesson plan and 1 page reflection submitted to Mrs. Fraser

Maximize your potential! Refer to the marking rubric

Communicate with your teacher – send an email verification to [email protected] to

indicate your culminating choice and detail your proposed Leadership Activity

Follow the information on this page

Hand report in on time!

Email Confirmation to Mr. Cowan: Due date - Thurs. May 23rd

Culminating Submission via email or to the main office: Due date – Fri. June 14th


33

Level 1 Level 2 Level 3 Level 4 Mark

Knowledge and Understanding *Choice of activity

Poor choice of activity for class ability and time availability.

Fair choice of activity for class ability and time availability.

Good choice of activity for class ability and time availability.

Excellent choice of activity for class ability and time availability.

/25

Thinking and Inquiry *planning: supplies *preparation: set up

Supplies not checked in advance. Set up not complete prior to beginning class.

Supplies checked in advance with many reminders. Set up somewhat complete prior to beginning demo.

Supplies checked well in advance with some reminders. Set up mostly complete prior to beginning demo.

Supplies checked well in advance with no reminder. Set up fully complete prior to beginning demo.

/25

Communication *voice: demo/class time *reflection

Speaking voice not clear during demo. Weak voice during class time. Reflection unclear and incomplete.

Speaking voice somewhat clear during demo. Fair voice during class time. Reflection somewhat clear and complete.

Speaking voice clear during demo. Strong voice during class time. Reflection clear and complete.

Speaking voice extremely clear during demo. Excellent voice during class time. Reflection thorough and thoughtfully written.

/25

Application *directions and instructions prepared/copied *demo *supporting students during activity *follow up with clean up

Directions for activity not copied. Demo incomplete. Students left on own during activity. No clean up.

Directions for activity copied but not in advance. Demo somewhat complete. Students supported somewhat during activity. Some clean up.

Directions for activity copied in advance. Demo complete. Students supported during activity. Good clean up.

Directions for activity copied and ready for students. Demo extremely clear and complete. Students very well supported during activity. Excellent clean up.

/25

Final Mark and Comments

/100

34

Culminating Activity Choice #2: This is a career research project. The career you choose to research must be something you are interested in doing and is related to leadership or peer support. Your career research will be presented in 1 of the following formats: a research paper, a powerpoint presentation or an information brochure. The career report must include the following information:

Duties and responsibilities

Skills and talents

Educational requirements

Salary range

Job prospects

Advantages and disadvantages of this career

Connection to GPP – a summary explaining how your GPP30 experience supports the career

you have profiled

References

Maximize your potential! Refer to the marking rubric

Communicate with your teacher – send an email verification to [email protected] to

indicate your culminating choice

Follow the information on this page

Hand report in on time!

Email Confirmation to Mr. Cowan: Due date - Thurs. May. 23th

Culminating Submission via email or to the main office: Due date – Fri. Jun. 14th


35

Peer Helper Career Report Marking Rubric

Criteria Level 1 Level 2 Level 3 Level 4

Knowledge/Understanding Includes information specific to chosen career: -duties/responsibilities -skills -educational requirements -salary range

Weak -Limited understanding of the career -Did not include all key components. Lacking information

Fair -Satisfactory understanding of the career -Includes key components with some of the required information

Good -Thorough understanding of the career -Includes key components with most of the required information

Super -High degree of understanding of the career -Includes key components with all of the required information

Thinking/Inquiry Insight into GPP related career including: -job prospects -advantages -disadvantages -connection to GPP

Weak explanation of job prospects, advantages and disadvantages, connection to GPP

Fair explanation of job prospects, advantages and disadvantages, connection to GPP

Considerable explanation of job prospects, advantages and disadvantages, connection to GPP

Thorough explanation of job prospects, advantages and disadvantages, connection to GPP

Communication -Use of proper writing conventions and suitable language for a report

Communicates information using writing conventions with limited clarity. Uses language with limited accuracy

Communicates information using writing conventions with some clarity. Uses language with some accuracy

Communicates information using writing conventions with considerable clarity. Uses language with considerable accuracy

Communicates information using writing conventions with a high degree of clarity. Uses language with a high degree of accuracy

Application -Effective design and layout

Using technology for layout and design with limited effectiveness.

Using technology for layout and design with some effectiveness.

Using technology for layout and design with considerable effectiveness

Using technology for layout and design with a high degree of effectiveness

36

13. Monthly Journal Summary (May) Prepare a May journal summary of maximum one page in length. Your summary should reflect what you’ve been writing about in your daily journal. Focus on recurring themes and patterns.



Your summary will be marked according to the written response rubric.



Level 2 6 marks

Level 3 7 marks


Knowledge and




theories and/or

relationships.




theories and/or

relationships.

Work demonstrated




relationships.

Work demonstrated




relationships.







Considerable

understanding of






Communication



effectiveness.



effectiveness.


communicated with






and presented in an

effective manner.



effective manner.



manner.



effective manner.

37

14. Course Reflection Prepare a course reflection of maximum one page in length. Your reflection should be based on what you’ve been writing about in your monthly journal summaries. Focus on recurring themes and patterns.

What should the reflection contain? Some or all of the following: 1. A recounting of your goals and some notes about how you were able to achieve them. 2. Some notes about what you got out of your experience and how it might help you in the future. 3. Positive or negative surprises. 4. Your feed back about the structure of the course. What did you like? What did you not like? If

you could recommend a change in the course, what would it be?

Privacy **READ THIS CAREFULLY** In your reflection please DO NOT refer to your peers by name when commenting on specific events that involve them. Use alternate names, or simply refer to them as Student X or Student Y.

Your reflection will be marked according to the written response rubric.



Level 2 6 marks

Level 3 7 marks


Knowledge and




theories and/or

relationships.




theories and/or

relationships.

Work demonstrated




relationships.

Work demonstrated




relationships.







Considerable

understanding of






Communication



effectiveness.



effectiveness.


communicated with






and presented in an

effective manner.



effective manner.



manner.



effective manner.

38

15. Final Evaluation Huntsville High School Host Teacher Evaluation of GPP Student

Student: ________________________Host Teacher: ______________________________ Class: ______________________ Please return the report to J. Cowan: by Tues. Jun. 18 Thank you for completing this important report of your peer tutor’s performance. The purpose of this report is to determine some of the strengths and/or weaknesses exhibited by the student and to determine an accurate grade for the final report. When evaluating your student, please keep in mind the expectations of a typical entry-level employee working in the field of leadership and/or education.

ATTITUDE

4-Outstanding interest in supporting peers and shows enthusiasm.

3-Good interest and enthusiasm.

2-Satisfactory level of interest and enthusiasm.

1-Definitely no interest or enthusiasm.

INITIATIVE

4-Self-starter. Proceeds well on his/her own.

3-Proceeds independently in most matters.

2-Does all assigned work.

1-Must be told frequently what to do.

DEPENDABILITY

4-Completely dependable.

3-Usually dependable.

2-Sometimes neglectful or careless.

1-Unreliable.

ORGANIZATION & PLANNING

4-Always plans, organizes and uses class time effectively.

3-Usually plans, organizes and uses class time effectively.

2-Sometimes fails to plan, organize and use time effectively.

1-Disorganized. Fails to plan and use class time effectively.

COLLABORATION SKILLS

4-Works exceptionally well with others.

3-Works well with others.

2-Sometimes has difficulty working with others.

1-Works poorly with others.

MATURITY/PROBLEM SOLVING

4-Above average maturity, common sense and problem solving skills.

3-Good maturity, common sense and problem solving skills.

2-Can apply maturity, common sense and problem solving skills to routine situations.

1-Often immature and uses poor common sense and problem solving skills.

RESPONSE TO SUPERVISION

4-Expresses appreciation and takes action on suggestions and criticism by host teacher.

3-Willingly accepts suggestions and criticism.

2-Reluctantly accepts suggestions and criticism.

1-Ignores and/or resents suggestions and criticism.

ADAPTATION TO YOUR CLASS

4-Excellent.

3-Good.

2-Adequate.

1-Poor. Refuses to recognize formal procedures

and rules.

ATTENDANCE

Regular

Irregular

PUNCTUALITY

Regular

Irregular

OVERALL PERFORMANCE

Outstanding (90-100%)

Very Good (80-90%)

Good (70-80%)

Adequate (60-70%)

Marginal (50-60%)

Unsatisfactory (below 50%)

ADDITIONAL COMMENTS:

Host Teacher Signature: ___________________________

39

Leadership and Peer Support (GPP30) 2012/13 February 2013 Dear Host Teacher: Thank you for accepting a peer supporter into your classroom. Your acceptance of the student and the programme is very much appreciated. Your peer supporter should be in attendance every day. Because you will not be able to enter your peer supporter’s attendance into Powerschool, we ask that you contact me if he/she is away. Please contact me via email ([email protected]). You will be asked to evaluate your peer supporter twice in the term -- once at the mid-term and again at the end of the semester. In addition, each peer supporter must complete a culminating activity in your classroom. Students will have the option to either complete a culminating activity that is designed with or by you, or they may complete a short paper assigned by the GPP30 teacher. When working with your peer supporter to determine what his or her role or roles will be in your classroom, please be guided by the idea that they are there to support the learning of your students. Ideally the peer supporter will work with a student or small group of students who are in need of some form of assistance. Facilitating some remedial work, helping a student comprehend a reading, assisting in research, coaching students to stay organized, helping with homework problems, helping a student catch up on missed work, etc., are all examples of how you might utilize this helpful addition to your class. The peer supporter should not be involved in the assessment and/or evaluation of your students. Please be advised that your peer supporter has been provided with a course handbook that contains further information. You may wish to have a look at it. Also, as the course progresses I will check in with you and provide additional materials such as mid-term evaluation forms and culminating activity outlines. Again, thank you for accepting a peer supporter into your classroom. If you have any questions or concerns, please contact me. Yours in sport, John Cowan ChPC


40

GPP30 Student Information Form Please fill out the information below and submit this form to the GPP30 teacher via his or her main office mailbox. You may give it to one of the secretaries. Student Name __________________________ Contact Information:

e-mail ________________________ phone ________________________ other _________________________

What is your timetable this semester? Please note the course, teacher and room number so you can be easily located if/when necessary. Period 1: ____________________________________________ Period 2: ____________________________________________ Period 3: ____________________________________________ Period 4: ____________________________________________

leadership and peer support - trillium lakelands district...

Documents