New teacher should start by reaching out to their teacher mentor. If their school district does not offer mentors, then they could approach a senior teacher asking for assistiance in this matter. If they are not comfortable reaching out on grade level, they can go to their administration for assistance in this matter. Their administration should refer them to who they feel would be the best role model for this specific concern. There are so many aspects that incorporate good teaching, that it is impossible to be an expert at it all. That is why we collaborate, co-teach, observe mentor teachers, attend to professional learning, and improve ourselves through experience and seminars. We all have strengths and weaknesses and admitting that you have them is a huge step. New teacher needs to know that depending on peers and your administration will make you the best teacher you can be!

This teacher can provide quality instruction for his or her students by seeking out professional development opportunities concerning how to effectively utilize a variety of assessment data to drive instruction from either district sources or outside sources, such as enrolling in a college level course on assessment.

The teacher needs to really sit down with their mentor teacher. It also would help to ask other seasoned teachers as well. I would also talk to my administrators and ask them could they come observe me to provide me with some constructive criticism.

First of all, it is mandatory that you receive a certain amount of evaluations as a teacher. I would have to address that concern with your prinicipal. If your students take any assessments provided through the district, that data should be able to be examined by you. I would make sure I give a pre and post test for each unit. In addition, I would informally assess my students weekly and use that data to enrich or remediate.

Another possible solution would be to ask a teacher within their content area first how they use assessment to drive instruction. If she cannot find someone in his/her content area then they should go outside of that area for assistance. They should then look to find professional learning opportunities that address their concern.

To provide effective quality instruction, the teacher could first administer a Learning Inventory Survey where the students can express the way in which they learn best. Then the teacher should work on providing a variety of instruction so that the needs of each learner is met.

The new teacher can ask a teacher with experience to come during their planning to watch them teacher. The experienced teacher can give the new teacher feedback and guidance.

This teacher can meet with their colleagues who have been in the profession for many years. By observing or getting tips from their colleagues, they can gain some insight on how to give their students quality instruction.

Use a site such as Edmodo Snapshot to test students on every standard they are required to master that year. Based on that data, pull small groups and serve them on whatever standard they need help mastering. At the end of the small group, spend 5-10 minutes coverin and practicing the new standard required that week based on the curriculum map. If you don't address the old skills they are lacking, they will not master the new skills. After re teaching, give a Snapshot on that standard to see if they have improved. Drive instruction off of those results. Use a weekly standards based progress reports to inform students, parents, and other stakeholders of progress on each standard each week. This can also be used to assign differentiated homework, and it lets parents know what skills to also work on at home.