Preparation

1. Attend one of two scheduled teacher meetings before staff orientation. If unable to attend either meeting, make telephone contact with the academic coordinator. It is much better to be at the meeting!
2. Read all relevant sections of the Program Manual and Teacher Handbook, and understand how and why student performance objectives are used. Read handouts on objectives.
3. Formulate a set of performance objectives that can be assessed as mastered or not mastered, submitting a rough draft by the specified date before staff orientation so that objectives can be shared with tutors at staff orientation and students on the first day of classes.

   This set of performance objectives should be created in an acceptable computer format, currently Rich Text Format (or any Microsoft Word document). The academic coordinator will check for formatting and content prior to the students' arrival. These objectives should then be maintained/updated/edited on a regular basis throughout the summer program.

4. Make accommodations in your objectives for Upward Bound philosophies of heterogeneous grouping, process and product approaches, individualization within classes, the summer theme, study skills, and program-wide objectives.
5. Teachers should consider including an objective concerning notebook organization. The binder should be sectioned off for classes. Journals should be used for writing classes only.
6. Structure the classes toward the attainment of basic skills and problem-solving (critical thinking skills) instead of just preparing students for the first two months of their next school year.
7. Become familiarized with the materials available both within the Upward Bound program and on the Keene State College campus because you are a staff member of the college. Materials can include textbooks, notebooks/journals, paper, pens, lab equipment, videos and VCRs, overhead projectors, slide projectors, tape players, record players, and the like and you have access to all of it.
8. Determine class materials needed and turn in a materials' list to the Upward Bound secretary as soon as possible, preferably a week or so before classes begin. If materials (such as VCRs and overhead projectors) are needed from Keene State College, check with the Upward Bound media coordinator for scheduling and availability.
9. Teachers should hand out course objectives to each student in their classes and encourage them to keep track of their own masteries from Day One of the program.

Classes

1. Plan lessons in subject areas.
2. Teach contracted academic classes.
3. Provide makeup tests, quizzes, and other makeup work for APT (Academic/Personal Time) as students require it. Indicate on the assignment if student mastered (M0), not mastered (NM), etc.

Students

1. If problems arise, recommend class change for specific students early in the program when appropriate.
2. Provide feedback to students on academic growth and future goals.
3. Calculate percentage of objectives mastered for Wednesday of week 2 by period 1 for a report at staff meeting. Students who are in jeopardy of not meeting their academic obligations will be reported to the Advisory Committee.

   Review percent masteries on Wednesdays of the fourth and fifth week to follow up on students in jeopardy and to identify possible new candidates for the Advisory Committee.

   Calculate percent masteries and final class rankings for Monday of week six to help determine staff awards.

4. Present awards to deserving students during awards ceremony at the Friday banquet.
5. Keep record of cognitive evaluations of student growth and achievement throughout the program for the end of the summer, including comments (see Teacher Handbook for suggested content of cognitive comments).

Tutors

1. Support tutors in academic classes and encourage them to take an active role. Talk about how a role can vary.
2. Assess and utilize class-related strengths and interests of tutor/counselors during orientation.
3. Make a daily assignment file for APT and "Jail" tutors to use with your students.
4. Schedule meetings with tutors as need arises.
5. During Orientation Week, determine if you would like a Bridge tutor in your classes.

Required Participation

1. Participate fully in Orientation Week.
2. Attend Opening Day Events: Monday 4 -6:30 p.m., Tuesday 8-11:15 a.m. for live-out teachers; entire weekend for live-in teachers.
3. Teach one elective class - Monday afternoon (live-out), or Monday or Thursday evening (live-in).
4. Attend Movement and More.
5. Participate in Tuesday, Wednesday, and Thursday full staff meetings and Wednesday teacher meetings. Teacher meetings are for troubleshooting, idea sharing, the coordination of class project deadlines, space and equipment coordination, etc. They are one-half hour in length.
6. Participate in full staff meetings Monday, Tuesday, Wednesday, and Thursday of the sixth week.
7. Participate in awards banquet on final Friday night, final Saturday afternoon from 12:30 p.m. on, and evaluation week (8:30 a.m.-5 p.m.).
8. Following the program, prepare an evaluation of each course taught as part of the program component evaluation, assessing strengths and making recommendations.
9. Evaluate all students in your courses using cognitive templates handed out at the beginning of the summer.
10. Share in evaluation of other program components and student affectives; attend all relevant sessions.

Volunteer Participation (live-out teachers only)

1. Community meetings, activities (evenings), excursions (when space permits), Sunday Night Live, SPA, APT.
2. Advisory Committee membership (although not realistic unless meetings are scheduled during the day).
3. Sunday of Opening Weekend.
4. Staff get-togethers, scheduled and impromptu.
5. Orientation week staff party and Thursday night staff party of evaluation week.

Qualifications:

• Minimum of a bachelor's degree, teaching experience, knowledge of subject, and commitment to academics.
• Familiarity with innovative and flexible teaching methods; ability to establish strong rapport with economically and culturally disadvantaged youth.
• Sensitivity to special needs of these students and their families especially important.
• Commitment to Upward Bound concepts especially important.
• Willingness to work and share teaching time with tutors.
• Sense of humor Most Important!!