Report+One

As one transitions from one building to another within a school district, there is a need for a training program that would highlight the basic managerial skills a new teacher will need to be proficient in so that he or she may spend more time on classroom instruction or planning for that instruction.There are many mundane tasks that few novice teachers are proficient in, if they are even aware that they exist. Simple tasks such as how to make copies within a district, the procedure for taking attendance and lunch count, that can take up precious instruction or planning time if not mastered quickly. This instructional design is intended to alleviate the overwhelming feeling of beginning a career as a teacher, or a relocating to a different classroom.

Primary teachers will increase instructional time by decreasing​ time on classroom management tasks.
 * __Goal Statement__**


 * __Goal Analysis__**
 * Step one:** The type of learning for this goal is verbal information. Verbal information indicates that primary teachers will be required learn the steps of mastering various managerial tasks within the classroom setting.
 * Step two:** Because the type of learning aquired is verbal information, the goal analysis manifests itself into categories rather than steps. These categories are not sequential, but list the "major topics of information that must be covered in the instruction." ( Dick, Carey pg . 52)




 * __Description of Performance Context__** **__:__**

Observation/ Interview/Personal experience || Principal and other administrative and office staff are very supportive and helpful of training program, as well as providing space and time for training to occur. Principal will be on hand if not present during training. || Observation/ Interview/Personal experience || All materials and tools necessary for learning and performance contexts will be available. || Observation/ Interview/Personal experience || The teachers are only acquaintances with their classmates.It may be beneficial to perform some ice breakers so that learners are more willing to and comfortable asking questions. || Observation/ Interview/Personal experience || A computer lab will be available when necessary during training.There is also a multi-purpose room that will be available to use which can house at least 20 professionals. || __**Description of Learner:**__
 * // Information Categories //** ||
 * // Data Sources //** ||
 * // Performance Site Characteristics //** ||
 * 1.Managerial/ supervisory support ** ||
 * 1.Managerial/ supervisory support ** ||
 * 1.Managerial/ supervisory support ** ||
 * 2. Physical aspects of the site ** ||
 * 2. Physical aspects of the site ** ||
 * 2. Physical aspects of the site ** ||
 * 3. Social and learning aspects of site ** ||
 * 3. Social and learning aspects of site ** ||
 * 3. Social and learning aspects of site ** ||
 * 4. A description of any tools the learners will have to accomplish the goals ** ||
 * 4. A description of any tools the learners will have to accomplish the goals ** ||
 * 4. A description of any tools the learners will have to accomplish the goals ** ||

A. Entry Skills || Personal Interview/ survey || Teachers are familiar with basic computer skills (i.e. word processing, logging into a network), utilizing a district system phone. || B. Prior Knowledge of the topic area || Personal Interview/ survey || Teachers have experience with checking personal email, and the flow of a school day because of their student teaching and their own personal experience in a school setting.Some teacher may know how to use a copier but not the particular machine provided. || C. Educational and ability levels || Personal Interview/ survey || All teachers have completed an accredited four year elementary education program, which includes a student teaching experience. Most new teachers in a younger generation are very technology literate.Some new teachers who are coming to teaching as a second career may have varying degrees of comfort with the technology aspect of the training. || D. General learning Preferences || Personal Interview/ survey || Teachers enjoy having short explicit instruction sessions, followed by break out sessions where they can kinesthetically perform the tasks that are procedural in nature. || A. Attitudes toward content || Personal Interview/ survey/general impression || Most teachers are eager to learn the information so that they can focus more time on instruction and planning instruction.Some teachers feel they will be able to figure it out on their own and think the training is a waste of time that could be spent in room or instruction preparation. || B. Attitudes toward potential delivery system || Personal Interview/ survey/general impression || New teachers will respond positively to the delivery systems because of the different modes of delivering the information. || C. Motivation for instruction (ARCS) || Personal Interview/ survey/general impression || The training is extremely relevant to the teachers so that they understand how to perform everyday management tasks.Because it is relevant to the teachers, they will be attentive to the instruction.The tasks are not very complex or require a high degree of mental energy, so teachers will feel successful.This combined with the idea that they teachers will be able to practice the skills in break out groups will aide in their success. || D. Attitudes toward training organization || Personal Interview/ survey/general impression || Teachers are required to take the training to help them succeed in transitioning, and they will feel positively about the organization because the trainer will have ethos with respect to the topic. || Personal Interview/ survey/general impression || The teachers are generally younger, and eager to begin their careers in education.They have a solid grasp on technology and prefer to learn by doing tasks. ||
 * // Information Categories //** ||
 * // Data Sources //** ||
 * // Learner Characteristics //** ||
 * I. Abilities ** ||  ||   ||
 * I. Abilities ** ||  ||   ||
 * I. Abilities ** ||  ||   ||
 * II. Attitudes ** ||  ||   ||
 * II. Attitudes ** ||  ||   ||
 * II. Attitudes ** ||  ||   ||
 * III. General Group Characteristics ** ||
 * III. General Group Characteristics ** ||
 * III. General Group Characteristics ** ||