First Year Teachers


A five-session roundtable series for teachers in their first year in the classroom.

First year teachers begin their careers with energy, idealism and a genuine desire to serve students. Their own education has taught them the principles of pedagogy and nuances of their subject areas. It does not, however, adequately prepare new educators for the reality of leading a classroom on their own. Building principals and faculty colleagues can offer helpful guidance and support, but few professional development opportunities for first year teachers are available. CASDA faculty member Casey Jakubowski, Ph.D. is launching the First Year Teacher Roundtable to support new educators as they bridge the gap between enthusiastic graduate and confident, competent professional.


CASDA will be offering this program as our first “Virtual Roundtable.” Dr. Jakubowski recognized the fact that first year teachers are often hired by smaller districts farther from the immediate Capital District. While the first meeting will take place at CASDA, presenting this program in a primarily web-based format allows schools from throughout our region to provide their new hires with essential professional development without missing time in the classroom. An informal needs assessment will be conducted at the first meeting to further customize subsequent, web-based sessions. This hybrid delivery aims to ensure that programming is relevant and responsive to the unique needs of new teachers and their districts.


Beginning a teaching career is daunting. The First Year Teacher Roundtable will provide the tools to navigate the inevitable challenges, improve instructional practice and nurture the ideals that inspire graduates to enter education.

Session One: In-Person on November 1, 2018

Engage in professional networking, collaboratively lay out the session agendas, identify meeting times via a Google site, and discuss classroom management successes and challenges. 

Session Two: Online on December 6, 2018
Focus on working with parents and how parent engagement is critical for success of the student and the teacher. Participants can post to the Google site, and a question will be answered within 24 hours. 

Session Three: Online on February 7, 2019
Discuss formative and summative feedback. Dissect the different styles of tickets in, ticket out, quizzes, homework, and tests. Help design at least one of these types of feedback that is classroom ready. Teachers will be able to post materials to the Google site for feedback and assistance. 

Session Four: Online on March 7, 2019
Effective unit and lesson planning using the data gathered from the assessment session. Show how the data can influence unit and lesson planning, and how standardized data can be useful to teachers during the planning process. 

Session Five: Online on April 18, 2019
Take a look at year two, and what is expected for developing a portfolio of student work, and how to begin engaging in a wide professional practice. 



4-6 p.m.



CTLE Credit:

10 hours


Casey Jakubowski, CASDA Faculty

Casey has served as a rural teacher, an urban administrator and a District Data Coordinator. He has experience as a state education department school improvement specialist, serving for six years in that position. He has specific expertise in on-site school improvement visitations from SURR, JIT, and DTSDE visits. Casey was actively involved in the social studies curriculum and test coordination for the state in the area of social studies, and has presented widely on the social studies frameworks.


At CASDA, Casey's work will include social studies curriculum, data and instructional improvement. Future projects may include data reviews, curriculum alignment reviews, and school improvement technical assistance with the new accountability requirements.

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University at Albany 
1400 Washington Ave
Catskill B27
Albany, NY 12222  

© 2019 Capital Area School Development Association