Principals and Coaches: Supporting Classroom Management

Size: px
Start display at page:

Download "Principals and Coaches: Supporting Classroom Management"

Transcription

1 Principals and Coaches: Supporting Classroom Management Dr. Tom Edgar, Student Services Coordinator Christa Donnelly, Learning Coordinator Richard Schroeder, Middle School Principal What is your role in your school or district? 1

2 Randy Sprick, Safe & Civil Schools Need: Establishing the need with your staff Vision: Setting expectations and defining staff roles and responsibilities Training: Providing staff with the necessary knowledge about classroom management Resources: Establishing a coaching system to support teacher implementation of effective classroom management Payoff: Danielson Domain 2 Action Plan: Identify tools, timelines, roles, and supervision plan Understand the classroom management. of effective Understand the necessary supports for of classroom management throughout a building or district. Leave with to support teachers in their implementation of effective classroom management back in your building(s)/district(s). 2

3 1. Consider the current status of classroom management implementation in your district(s) or school(s) Staff skills Consistency among staff (common language) Fidelity to research-based practices Systematic and continual process improvement 2. Rank each of the above areas on a scale from 1 to 10 (10 being exceptional) 1. Online Survey Results Establishing the Need 3

4 Why is effective behavior management needed? Every Teacher s Vision: The Reality! There is a substantial gap between the attitudes of teachers in the classroom and those of the professors who prepare them for their careers. While virtually all classroom teachers (97%) say that good discipline is one of the most important prerequisites for a successful school, fewer than 4 in 10 education professors (37%) consider it absolutely essential to train teachers who maintain discipline and order in their classroom. (Weiss, 2011) 4

5 The Critical Role of Classroom Management Classroom management: continues to be a major concern for all educators represents a first-year teacher s most serious challenge continues to be a major factor in stress and turnover for all teachers Despite these concerns, classroom management and discipline are often neglected in many teacher training programs. The Need for a Vision What does effective classroom management LOOK like? SOUND like? FEEL like? Students can hit any achievement target they can see and that will hold still for them. Richard Stiggens 5

6 Successful Classroom Management The most effective behavior management strategies address five areas of behavioral intervention: Prevention Expectations Monitoring Encouragement Correction Barriers To Implementation Setting the Stage 6

7 Staff Training Provide the Staff with the necessary knowledge about classroom management. Provide the staff with a model for classroom management that can be implemented. An example: CHAMPs, Marzano STOIC We do not control student behavior, but we do control 5 variables that impact it: Structure: plan and organize for success Teach: rules, expectations (activities and transitions), and procedures Observe/Monitor: student behavior Interact: when students are being good or just being Correct: brief, calm, consistent. Be fluent Conversation Help Activity Movement Participation = Success! CHAMPs 7

8 Building-wide systems (PBIS) do not provide sufficient direction for individual classrooms. It is difficult for people to change instinctual patterns of behavior. In the classroom, teachers are faced with so many minute-to-minute challenges, that ideas from training are often lost. We know that. TRAINING = IMPLEMENTATION! So, as an administrator or coach, how do I help ensure staff are using evidence-based practices..with fidelity? 8

9 Administration needs to develop a vision for staffs use of proven classroom management practices, set clear expectations for the use of these practices, and implement a supervisory system to monitor and support the use of these practices Provide teachers with evidence-based training, best-practice examples & easy-to-use materials/tools (templates, selfassessments, etc.) Help staff schedule adequate time to develop products and reflect on learning in a safe environment (matrices, posters, flip-charts, etc.) Organize feedback loops and support systems for teachers in the form of peer-coaching (grade-level meetings, feedback protocols & timelines, etc.) As administrators & coaches, it is our job to help remove any barriers that may inhibit full implementation! Activity: Partner Share Think of a school (perhaps your own!) that may be interested in implementing evidence-based classroom management strategies as part of their school-wide PBIS initiative Jot down one or two barriers that you know or suspect this school may face during implementation Share with your partner (one minute) 9

10 THE ADMINISTRATOR S ROLE Administrators need to develop a vision of what classroom management will look and sound like in the building know the critical features of effective classroom management develop a training plan to ensure these features are understood for implementation develop a support plan: sample mini in-services, peercoaching, use of self-assessments provide orientation and coaching for new teachers work with their district to ensure dedicated training for teachers, principals, and coaches A big reason for the successful adoption of any classroom management model is that staff know what successful implementation will look like (that stable target of which Stiggins speaks- teachers need this too). As you go through the process, make sure everyone is on the same page and speaking the same language! 10

11 #1 Structure and organize for success (physical layout, traffic patterns, level of allowable student freedom) #2 Identify, teach & practice expectations related to overall classroom rules, daily schedule, transitions & routines #3 Interact positively with students (5:1, build relationships, etc.) #4 With-it-ness and active monitoring #5 Actively engage students in observable ways #6 Establish a continuum of strategies to acknowledge appropriate behavior #7 Establish a continuum of consequences to respond to inappropriate behavior with emotional objectivity One or two day of staff professional development for staff on CHAMPS based classroom management during school year One day of training (ideally summer) for identified staff on how to coach teachers to implement CHAMPS based classroom management. One day administrator academy for principals that develops a plan to implement and support a CHAMPS based classroom structure in each school Clear direction for building leaders in terms of ongoing support system for CHAMPS classroom management (Mini-inservices: monthly faculty study on a particular module, monthly support groups, etc.) Regular use of walkthroughs, self-assessment tools, and/or peer observation 11

12 Identify and Train a core group of staff to be Peer Coaches The more coaches the better it is within a building/district for quick access and variety of personalities There are different kinds of coaches. Administrators are evaluative coaches Fellow teachers and consultants are non-evaluative coaches Goal is to have a coaching culture in the building (freely flowing feedback/use of peer coaching) Seek out training and support networks for your peer coaches (building, district, county, etc.) Encourage administrators to allocate quantities of time for the learning and practice of skills (PD, etc.) New Staff: receive a brief overview of CHAMPS during their summer orientation New Staff: attend a two day CHAMPS training during their first year Substitute teachers are provided with a half day CHAMPS training as part of their sub training. They are also allowed/encouraged to attend the two day training. That staff are expected to use the critical strategies/features of effective models That staff are expected to share ideas during grade-level meetings, staff meetings and also informally (in the hall, during planning time, etc.) That staff are expected to give regular, non-evaluative feedback to one another regarding use of the strategies (be sure to model how to do this and/or provide a feedback-giving protocol) What they expect to see when they visit classrooms during administrative walk-throughs 12

13 1) We know that effective classroom management is necessary for student achievement. The CRITICAL FEATURES of effective classroom management are welldocumented in the research literature. 2) We want to be sure that our classroom management practices are centered around the CRITICAL FEATURES that have been found to be the basis of effective plans. 3) Any time you have a student exhibiting behavior problems in your room, be sure to FIRST analyze and experiment with one or more of these features. Classroom structures & routines in place Behavioral & academic expectations, outcomes/goals defined & transparent Explicit teaching of your expectations Active monitoring Positive Interactions & active instructional engagement Consistent, non-emotional, pre-planned correction procedures COACHING STRATEGY From Coaching Classroom Management Randy Sprick, Safe & Civil Schools 13

14 Use of self-assessments to get a conversation started EQUALITY VOICE CHOICE DIALOGUE REFLECTION PRAXIS Based on material from Coaching Classroom Management by Randy Sprick In a true partnership, one partner does not tell the other what to do they discuss ideas together as equal partners. GOAL: NOT to win staff over to the right view, but to find a match between what training, coaching & discussions have to offer and what each person can use. Allowing everyone to have a voice can seem messy, inefficient, and time consuming until you compare it with the opposite. A partnership approach lets the coach view resistance as a product of the INTERACTION between the coach and teacher Coaching Classroom Management by Randy Sprick 14

15 All individuals are given the opportunity to express their points of view everyone gets a chance to learn from others. Seek first to understand the teacher s perspective. Ask more questions and offer fewer prescriptive suggestions. Focus on teachers needs for improving student outcomes, not the coach s ideas. Coaching Classroom Management by Randy Sprick The sunset of choice is the dawn of resistance. Taking away teacher choice takes away their professionalism. Partners CHOOSE to work together and each participates in making choices. Each partner can say yes and sometimes no. Administrators need to set crystal clear standards but ensure staff are able to choose where they can adapt instruction and still meet requirements. Coaching Classroom Management by Randy Sprick Lecturing isolates people, but dialogue brings people together learning, sharing, and exploring. Dialogue is not debate. Dialogue includes reflection on the content that is present. Create opportunities for staff to participate in open, robust, and freewheeling brainstorming sessions. Coaching Classroom Management by Randy Sprick 15

16 Provide opportunities for staff to reflect on what they are learning and how it makes sense for them. Offer teachers the freedom to consider ideas before adopting them. Coaching Classroom Management by Randy Sprick Reflect on what you ve learned so far and how it might apply to the building you thought of earlier in the session. What do you need to do to help them get started? Jot your ideas down and then share with your partner. Document your next steps on your action plan. CLASSROOM MANAGEMENT TOOL KIT 16

Coaching Classroom Management

Coaching Classroom Management Presented by Randy Sprick, Ph.D. NorthWest PBIS Conference Eugene, OR March 1, 2011 Objectives: Participants will: Evaluate the applicability of a generic model for coaching classroom management. Identify

More information

Directions: Complete assessment with team. Determine current level of implementation and priority. Level of Implementation. Priority.

Directions: Complete assessment with team. Determine current level of implementation and priority. Level of Implementation. Priority. Adapted from SERC SRBI Self Assessment October, 2008 SRBI Self-Assessment Directions: Complete assessment with team. Determine current level of implementation and priority. Level of Component 1: Core Curriculum

More information

Essential Principles of Effective Evaluation

Essential Principles of Effective Evaluation Essential Principles of Effective Evaluation The growth and learning of children is the primary responsibility of those who teach in our classrooms and lead our schools. Student growth and learning can

More information

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE S The Framework of Supports are a set of Practice Profiles that serve as an implementation overview of Support for Personalized Learning (SPL). Practice

More information

Possible examples of how the Framework For Teaching could apply to Instructional Coaches

Possible examples of how the Framework For Teaching could apply to Instructional Coaches Possible examples of how the Framework For Teaching could apply to 1b. Specific Examples 1b. Demonstrating Knowledge of Students 1a. Specific Examples 1a. Demonstrating knowledge of Content and Pedagogy

More information

March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0

March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0 March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0 Table of Contents STRAND I: TEACHING FOR LEARNING... 3 Standard 1: Curriculum... 3 A. Alignment... 3 B. Coherence... 3 Standard 2: Instruction... 3 C. Instructional

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

Classroom Management that Works. Researched-Based Strategies for Every Teacher Robert J. Marzano

Classroom Management that Works. Researched-Based Strategies for Every Teacher Robert J. Marzano Classroom Management that Works Researched-Based Strategies for Every Teacher Robert J. Marzano Session Objectives Participants will identify the key components of successful classroom management based

More information

Kansas Multi-Tier System of Support

Kansas Multi-Tier System of Support Kansas Multi-Tier System of Support MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring

More information

Evaluation of School Psychologists

Evaluation of School Psychologists Evaluation of Psychologists 2013 Directors Institute Dr. Elizabeth Danielson Coordinator of Psychological Services Mesa Public s Context for Evaluation of Psychologists in Arizona 2010 Arizona Statute

More information

Standards for Professional Development

Standards for Professional Development Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students

More information

Classroom Management: From Critical Features to Successful Implementation. Brandi Simonsen, Ph.D. & Heather Peshak George, Ph.D.

Classroom Management: From Critical Features to Successful Implementation. Brandi Simonsen, Ph.D. & Heather Peshak George, Ph.D. Classroom Management: From Critical Features to Successful Implementation Brandi Simonsen, Ph.D. & Heather Peshak George, Ph.D. Part II Classroom Management: From Critical Features to Successful Implementation

More information

Date Self-Assessment Evaluator Assessment

Date Self-Assessment Evaluator Assessment Rubric for BEHAVIOR SPECIALIST/ANALYST (BS/BA) Date Self-Assessment Evaluator Assessment 1a: Demonstrating Knowledge of Behavior Analysis Principles, Laws, Regulations, and Research Domain 1: Planning

More information

Principal Leadership Performance Review

Principal Leadership Performance Review Principal Leadership Performance Review A Systems Approach Developed by and for Iowa School Leaders with support from the School Administrators of Iowa and The Wallace Foundation This document is designed

More information

The Massachusetts Tiered System of Support

The Massachusetts Tiered System of Support The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

Classroom Management that Works. Researched-Based Strategies for Every Teacher adapted from Robert Marzano Sharon M. Cournoyer

Classroom Management that Works. Researched-Based Strategies for Every Teacher adapted from Robert Marzano Sharon M. Cournoyer Classroom Management that Works Researched-Based Strategies for Every Teacher adapted from Robert Marzano Sharon M. Cournoyer Learning Targets: Session Objectives I can identify the key components of successful

More information

Illinois PBIS Network Classroom Management Module. Version 1, 5/2011

Illinois PBIS Network Classroom Management Module. Version 1, 5/2011 Illinois PBIS Network Classroom Management Module Version 1, 5/2011 Expectation Be Respectful Prior to In-service Thoughtfully complete the selfassessment Participation at In-service Listen, process and

More information

Educator Evaluation Model

Educator Evaluation Model Spencer East Brookfield Regional School District 306 Main Street, Spencer, Massachusetts 01562 Phone: (508) 885-8500; Fax: (508) 885-8504 Superintendent: Dr. Reza Namin Educator Evaluation Model On June

More information

Source- Illinois State Board of Education (www.isbe.net)

Source- Illinois State Board of Education (www.isbe.net) Wise Ways / Center on Innovation & Improvement CL17 Indicator: Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate

More information

Fidelity Integrity Assessment (FIA)

Fidelity Integrity Assessment (FIA) Fidelity Integrity Assessment (FIA) Version 1.1 SWIFT Center University of Kansas www.swiftschools.org This document was produced under U.S. Department of Education, Office of Special Education Programs

More information

01/08/2015. Classroom Management that Works. Session Objectives. Session Expectations. Researched-Based Strategies for Every Teacher Robert J.

01/08/2015. Classroom Management that Works. Session Objectives. Session Expectations. Researched-Based Strategies for Every Teacher Robert J. Classroom Management that Works Researched-Based Strategies for Every Teacher Robert J. Marzano Learning Targets: Session Objectives I can identify the key components of successful classroom management

More information

SCHOOL CITY OF MISHAWAKA TEACHER EVALUATION RUBRIC (SCHOOL SOCIAL WORKERS)

SCHOOL CITY OF MISHAWAKA TEACHER EVALUATION RUBRIC (SCHOOL SOCIAL WORKERS) APPENDIX E DOMAIN A: PURPOSEFUL PLANNING 1. Utilizing Student, School, and Community Data to Plan. The school social worker does not monitor academic achievement. The social worker rarely or never uses

More information

Benchmarks for Advanced Tiers (BAT)

Benchmarks for Advanced Tiers (BAT) The allows school teams to self-assess the implementation status of Tiers (secondary, targeted) and 3 (tertiary, intensive) behavior support systems within their school. The BAT is based on factors drawn

More information

Dimensions and Functions for School Leaders

Dimensions and Functions for School Leaders Dispositions, Dimensions, and Functions for School Leaders Preparation and Support for the Next Generation of Kentucky s School and District Leaders Kentucky Cohesive Leadership System Continuum for Principal

More information

Georgia District Performance Standards

Georgia District Performance Standards Vision and Mission: Purpose and direction for continuous improvement with a commitment to high expectations for learning and teaching VM 1: Creates and communicates a collaboratively-developed district

More information

Tips for Designing a High Quality Professional Development Program

Tips for Designing a High Quality Professional Development Program BUILDING A COMMUNITY OF R E A D I N G E X P E RT S Tips for Designing a High Quality Professional Development Program PROFESSIONAL DEVELOPMENT. A critical component of Reading First is a strategic, systematic

More information

Self-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4

Self-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4 Standard 1: Purpose and Direction 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide propose for the student success. The system

More information

Student Services Classroom Management Courses

Student Services Classroom Management Courses Course Title Student Services Classroom Management Courses Teachscape: Online Classroom Management 7 Credit Hours Audience: Teachers with 0-3 yrs experience, Teachers in need of assistance, struggling

More information

Marzano Center Non-Classroom Instructional Support Member Evaluation Form

Marzano Center Non-Classroom Instructional Support Member Evaluation Form Marzano Center Non-Classroom Instructional Support Member Evaluation Form Prepared by Learning Sciences Marzano Center for Teacher and Leader Evaluation March, 2013 OUR MISSION The Learning Sciences Marzano

More information

Illinois Center for School Improvement Framework: Core Functions, Indicators, and Key Questions

Illinois Center for School Improvement Framework: Core Functions, Indicators, and Key Questions Framework: Core Functions, Indicators, and Key Questions The Core Functions and Indicators, which form the structure for the delivery and execution of (Illinois CSI) services, describe the big ideas or

More information

Texas Teacher Evaluation and Support System FAQ

Texas Teacher Evaluation and Support System FAQ A. Overview 1. *What is T-TESS? Texas Teacher Evaluation and Support System FAQ T-TESS is the Texas Teacher Evaluation and Support System. It is a new teacher evaluation system for the state of Texas designed

More information

MTSS Implementation Components Ensuring common language and understanding

MTSS Implementation Components Ensuring common language and understanding MTSS Implementation Components Ensuring common language and understanding Table of Contents about MTSS Page # Multi-tiered systems of supports defined What are the basic components of the problem-solving

More information

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)

CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE) Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program

More information

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014 Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED

More information

Side by Side Comparison of Standards

Side by Side Comparison of Standards Side by Side Comparison of Standards Planning Standards 1.1.1. Individual Needs Assessment: The educator identifies individual professional learning goals with primary emphasis on student learning needs

More information

2013 Marzano School Leader Evaluation Model Rubric

2013 Marzano School Leader Evaluation Model Rubric 2013 Marzano School Leader Evaluation Model Rubric Exclusive partners with Dr. Robert J. Marzano for the Teacher Evaluation Model and School Leader Evaluation Model Learning Sciences International 175

More information

Carbondale Community High School District 165 Restructuring Plan

Carbondale Community High School District 165 Restructuring Plan Background: Carbondale Community High School District 165 Restructuring Plan Carbondale Community High School has a history of strong academic programs and successful student performance. However the PSAE

More information

Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment. Study Guide

Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment. Study Guide Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment Study Guide This study guide is a companion to the book Pyramid of Behavior Interventions: Seven Keys to a Positive Learning

More information

Framework for Leadership

Framework for Leadership Framework for Leadership Date Leader Self-Assessment Evaluator Assessment Domain 1: Strategic/Cultural Leadership Principals/school leaders systemically and collaboratively develop a positive culture to

More information

Principal Appraisal Overview

Principal Appraisal Overview Improving teaching, leading and learning T e x a s P r i n c i p a l E va l u a t i o n S y s t e m Principal Appraisal Overview Design and Development a collaborative effort McREL International Texas

More information

NCNSP Design Principle 1: Ready for College

NCNSP Design Principle 1: Ready for College College Credit College Ready Skills (High School) Course of Study NCNSP Design Principle 1: Ready for College Students are tracked according to past performance into regular and honors level courses. All

More information

Screen, Intervene, and Monitor Behavior and Social Skills

Screen, Intervene, and Monitor Behavior and Social Skills Screen, Intervene, and Monitor Behavior and Social Skills Use AIMSweb Behavior to Support: Positive behavior programs: When coupled with a positive behavior support program, AIMSweb Behavior can be used

More information

Possible Guiding Questions: Strategic Discussions between Supervising Administrators and Curriculum & Instruction Supervisors

Possible Guiding Questions: Strategic Discussions between Supervising Administrators and Curriculum & Instruction Supervisors Strategic Discussions between Supervising Administrators and Curriculum & Instruction Supervisors This document utilizes the components within the Framework for Leadership to provide possible guiding questions

More information

Self Assessment Tool for Principals and Vice-Principals

Self Assessment Tool for Principals and Vice-Principals The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry

More information

Overview of EDI Services

Overview of EDI Services Overview of EDI Services The Education Delivery Institute (EDI) is a nonprofit organization that partners with education systems in K12 and Higher Education. When education leaders commit to graduating

More information

Indiana School Nurse Effectiveness Rubric

Indiana School Nurse Effectiveness Rubric Indiana School Nurse Effectiveness Rubric This rubric combines many of the professional requirements of a professional School Nurse with those of the RISE Model. It is a working revision of the School

More information

Safe & Caring Schools Policy Revised 2013

Safe & Caring Schools Policy Revised 2013 Safe & Caring Schools Policy Revised 2013 1. Background and Purpose Increased public awareness and concern regarding the societal issues of bullying and violent behaviour among youth prompted the Department

More information

Addressing Equity through Accelerated AVID. Molly Ouche-Annette Sweeney-Whitney Alfrey

Addressing Equity through Accelerated AVID. Molly Ouche-Annette Sweeney-Whitney Alfrey Addressing Equity through Accelerated AVID Molly Ouche-Annette Sweeney-Whitney Alfrey Race/Ethnicity Distribution Special Populations 69% 12% 9% 26 Languages Spoken Referral Data Slide Achievement Gap-

More information

Cyber School Student Teaching Competencies

Cyber School Student Teaching Competencies Cyber School Student Teaching Competencies Introduction The Pennsylvania Department of Education (PDE) has developed a general set of student teaching competencies that afford a student teacher the opportunity

More information

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002 Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation

More information

There was some evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard.

There was some evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in ir careers, and as citizens. We

More information

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002 Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional

More information

SUBSIST PBS Sustainability Checklist: Self Assessment and Action Planning Tool for School Teams

SUBSIST PBS Sustainability Checklist: Self Assessment and Action Planning Tool for School Teams SUBSIST Checklist 1 SUBSIST PBS Sustainability Checklist: Self Assessment and Action Planning Tool for School Teams Purposes: This self-assessment has been designed to assist school teams in identifying

More information

Possible Guiding Questions

Possible Guiding Questions Possible Guiding Questions Strategic Discussions Between Supervising Administrators and Principals This document utilizes the components within the Framework for Leadership to provide possible guiding

More information

ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION

ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION TM ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION This publication has been adapted from Assessing Implementation of the Common

More information

Using Student Achievement Data to Support Instructional Decision Making

Using Student Achievement Data to Support Instructional Decision Making Using Student Achievement Data to Support Instructional Decision Making Sharnell S. Jackson Data-Driven Innovations Consulting March 18, 2013 1 The Panelists and Co-Authors Laura Hamilton (Chair), RAND

More information

Teaching All Students to Read: With Strong Intervention Outcomes

Teaching All Students to Read: With Strong Intervention Outcomes Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs

More information

The University of Mississippi School of Education

The University of Mississippi School of Education The University of Mississippi School of Education Master s Degree in Literacy Education Department of Teacher Education Educators as Reflective Professionals Graduate Handbook Revised Fall 2012 1 Table

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information

Childhood Learning in Charter Schools

Childhood Learning in Charter Schools SEA Webinar Series: Early ENGAGING ENGLISH LEARNER FAMILIES IN CHARTER SCHOOLS Childhood Learning in Charter Schools www.safalpartners.com About the National Charter School Resource Center Funded through

More information

Ontario Leadership Strategy. Leadership Succession Planning and Talent Development Ministry Expectations and Implementation Continuum

Ontario Leadership Strategy. Leadership Succession Planning and Talent Development Ministry Expectations and Implementation Continuum Ontario Leadership Strategy Leadership Succession Planning and Talent Development Ministry Expectations and Implementation Continuum Contents 1. Purpose 2. Why Succession Planning and Talent Development?

More information

REILEY ELEMENTARY SCHOOL

REILEY ELEMENTARY SCHOOL REILEY ELEMENTARY SCHOOL SCHOOL COUNSELING ADVISORY COUNCIL Initial Meeting December 1 st 2014 ROLE OF ADVISORY COUNCIL Introduction of Members Role of Advisory Council ROLE OF ADVISORY COUNCIL The advisory

More information

Teacher Induction Program

Teacher Induction Program Teacher Induction Program Professional Development Jamalya Jackson Director of Professional Development and Teacher Induction Shannon Bogle Supervisor of Teacher Training Instructional Services Center

More information

Positive Behavioral Interventions and Supports (PBIS)

Positive Behavioral Interventions and Supports (PBIS) Positive Behavioral Interventions and Supports (PBIS) Adapted from power point: March 3, 2014 MiMi Gudenrath Georgia Department of Education Building positive school cultures in Georgia. Learning Objectives

More information

ESA s Role in Educator Evaluation:

ESA s Role in Educator Evaluation: ESA s Role in Educator Evaluation: Assisting Districts & Schools in Building Expertise AESA, Summer 2012 Good Afternoon! Vikki Clemons, Executive Director of Instructional Services Hamilton County ESC

More information

CENTRAL WASHINGTON UNIVERSITY GUIDELINES FOR SCHOOL PSYCHOLOGY INTERNSHIP PROGRAMS

CENTRAL WASHINGTON UNIVERSITY GUIDELINES FOR SCHOOL PSYCHOLOGY INTERNSHIP PROGRAMS CENTRAL WASHINGTON UNIVERSITY GUIDELINES FOR SCHOOL PSYCHOLOGY INTERNSHIP PROGRAMS Rationale Over the past two decades, the role and function of school psychologists has been changing and expanding. While

More information

Murray State University COURSE SYLLABUS. DEPARTMENT: Educational Studies, Leadership & Counseling CREDIT HOURS: 3

Murray State University COURSE SYLLABUS. DEPARTMENT: Educational Studies, Leadership & Counseling CREDIT HOURS: 3 Murray State University COURSE SYLLABUS DEPARTMENT: Educational Studies, Leadership & Counseling CREDIT HOURS: 3 COURSE NUMBER: ADM 675 I. TITLE: Introduction to Alternative Education Settings II. III.

More information

Appendix B Guidelines and Template for Conducting an Annual Time/Task Analysis

Appendix B Guidelines and Template for Conducting an Annual Time/Task Analysis Appendix B Guidelines and Template for Conducting an Annual Time/Task Analysis Missouri Comprehensive Guidance Programs: Linking School Success with Life Success 92 Guidelines And Template for Conducting

More information

Webinar Topic: Roles of Learning Coaches

Webinar Topic: Roles of Learning Coaches Webinar Topic: Roles of Learning Coaches Overview: You will understand the 9 roles of instructional coaches as defined in Taking the Lead as compared to the 9 roles of learning coaches as defined by the

More information

Wisconsin Response to Intervention

Wisconsin Response to Intervention What is the SIR? Who should take the SIR? How is the SIR organized? How do schools score themselves on the SIR? Why use the levels of implementation? How often and when should schools complete the SIR?

More information

Oak Park School District. Administrator Evaluation Program

Oak Park School District. Administrator Evaluation Program Oak Park School District Administrator Evaluation Program Table of Contents Evaluation Purpose...1 Evaluation Timeline...2 Rubric for Instructional Administrator Standard 1...3 Standard 2...5 Standard

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Domain 1: Strategic/Cultural Leadership

Domain 1: Strategic/Cultural Leadership Framework for Leadership Types of Evidence Supervisor: Curriculum and Instruction Please note: The evidence identified here is provided to stimulate conversations that occur between a supervising authority

More information

The Flip n Flipping Ticket Systems: Why Classroom or School-wide Response Cost is Not PBIS and How to Put the P Back in Positive

The Flip n Flipping Ticket Systems: Why Classroom or School-wide Response Cost is Not PBIS and How to Put the P Back in Positive The Flip n Flipping Ticket Systems: Why Classroom or School-wide Response Cost is Not PBIS and How to Put the P Back in Positive Pat Red University of Southern Maine Maine PBIS LPC November 5, 2013 objectives

More information

Board Leadership Development Strategy- Feb 2012

Board Leadership Development Strategy- Feb 2012 Board Leadership Development Strategy- Feb 2012 Superior-Greenstone District School Board believes both leadership and excellence are important at all levels within the organization and contributes to

More information

ACGC Teacher Growth Model

ACGC Teacher Growth Model Revised 3/28/14 ACGC Teacher Growth Model Leading Forward is providing this document as a resource to demonstrate how the Minnesota Marzano Teacher Evaluation Model brings districts into compliance with

More information

Connecting Social and Emotional Learning with Mental Health

Connecting Social and Emotional Learning with Mental Health Connecting Social and Emotional Learning with Mental Health Introduction In 1999, the U.S. surgeon general defined mental health as successful functioning that results in productive activities, fulfilling

More information

Chapter 6: Develop a Stakeholder Engagement Strategy

Chapter 6: Develop a Stakeholder Engagement Strategy Chapter 6: Develop a Stakeholder Engagement Strategy Questions from Diagnostic Tool Have we created core messages for our adoption and implementation plan? Have we identified the stakeholders whose support

More information

CII - Promising Practices

CII - Promising Practices March 2011 The Oklahoma Story CII - Promising Practices Situating School Improvement Grants within a Coherent System of Support Prepared by Julie Corbett of Corbett Education Consulting for the Center

More information

Delaware Performance Appraisal System

Delaware Performance Appraisal System Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Principals) Principal Practice Rubric Updated July 2015 1 INEFFECTIVE A. DEVELOPS

More information

School-Wide Positive Behavior Support: Coaching Readiness Self- Assessment 12

School-Wide Positive Behavior Support: Coaching Readiness Self- Assessment 12 Coaching Readiness Self-assessment Page 1 School-Wide Positive Behavior Support: Coaching Readiness Self- Assessment 12 George Sugai, Brandi Simonsen, Jen Freeman, & Anne Todd Center on Positive Behavioral

More information

The school principal practices effective cultural leadership when he or she

The school principal practices effective cultural leadership when he or she Strategic Leadership Summary: School leadership creates conditions that result in the strategic re-imaging of the school s vision, mission, and goals in the 21 st Century. The leader exhibits the understanding

More information

The School Leadership Collaborative Intern and Administrative Mentor Guide

The School Leadership Collaborative Intern and Administrative Mentor Guide Gonzaga University School of Education The School Leadership Collaborative Intern and Administrative Mentor Guide Principal Certification Program Administrator Certification Department of Educational Leadership

More information

Teacher Evaluation. Missouri s Educator Evaluation System

Teacher Evaluation. Missouri s Educator Evaluation System Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.

More information

PBIS & the ASCA National School Counseling Framework: Building Student Success

PBIS & the ASCA National School Counseling Framework: Building Student Success PBIS & the ASCA National School Counseling Framework: Building Student Success Celeste Rossetto Dickey, Placer County Office of Education, Auburn, CA Session Learning Targets I will be able to understand

More information

Licensure Program Content Guidelines Matrix for Principal

Licensure Program Content Guidelines Matrix for Principal Licensure Program Content Guidelines Matrix for Principal IHE: UW La Crosse Licensure Program: PRINCIPAL (51) ADMINISTRATION Category Certification Only Masters Program Content Standards PI 34.15 (2) (a)

More information

Howard Lake-Waverly-Winsted Teacher Evaluation System

Howard Lake-Waverly-Winsted Teacher Evaluation System Howard Lake-Waverly-Winsted Teacher Evaluation System 1 Marzano Teacher Evaluation Model Howard Lake-Waverly-Winsted Schools The system described in this resource is the Minnesota Marzano Teacher Evaluation

More information

School Counseling Programs and Services

School Counseling Programs and Services REGULATION Related Entries: IJA Responsible Office: Special Education and Student Services MONTGOMERY COUNTY PUBLIC SCHOOLS IJA-RA School Counseling Programs and Services I. PURPOSE A. To ensure that a

More information

RISS RtI Needs Assessment and Planning Process

RISS RtI Needs Assessment and Planning Process RISS RtI Needs Assessment and Planning Process RISS RtI Project Summary The RISS (Response to Intervention Support System) project was funded in August 2009 with a Maine Department of Education IDEA professional

More information

William S. Hutchings College & Career Academy STRATEGIC SCHOOL IMPROVEMENT PLAN

William S. Hutchings College & Career Academy STRATEGIC SCHOOL IMPROVEMENT PLAN William S. Hutchings College & Career Academy STRATEGIC SCHOOL IMPROVEMENT PLAN Strategic Goal 1: Student Achievement Objective 1: Increase Content Mastery Initiative: To increase content mastery in grades

More information

North Carolina New Schools Design Principle 1: Ready for College. Beginning Early Steps Growing Innovations New Paradigms

North Carolina New Schools Design Principle 1: Ready for College. Beginning Early Steps Growing Innovations New Paradigms North Carolina New Schools Design Principle 1: Ready for College (High School) Course of Study Students are tracked according to past performance into regular and honors level courses. Students are allotted

More information

North Carolina New Schools Page 1 of 14

North Carolina New Schools Page 1 of 14 Design Principles Overview North Carolina New Schools partners with local school districts and higher education institutions to help secondary schools become nimble, rigorous and focused institutions that

More information

The Framework for Gifted Endorsement Guidelines

The Framework for Gifted Endorsement Guidelines The Framework for Gifted Endorsement Guidelines March/2015 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us Commonwealth of Pennsylvania

More information

Asheboro City Schools

Asheboro City Schools Asheboro City Schools the subject is excellence Office of the Superintendent P.O. Box 1103, Asheboro, NC 27204-1103 1126 S. Park St. (336) 625-5104 (336) 625-9238, fax Asheboro City Schools Beginning Teacher

More information

Cobb Keys School Counselor Evaluation System Performance Rubric with Examples of School Counselor Evidence

Cobb Keys School Counselor Evaluation System Performance Rubric with Examples of School Counselor Evidence Foundation Standard (F): The professional school counselor plans and organizes the foundation of a standards-based, data-driven comprehensive school counseling program that is aligned with the school strategic

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the

More information

University of Florida Certified Instructional Coaching

University of Florida Certified Instructional Coaching University of Florida Certified Instructional Coaching 2 University of Florida Certified Instructional Coaching Program The University of Florida offers schools a powerful program for developing highly

More information

1 of 5 10/30/2008 7:22 AM

1 of 5 10/30/2008 7:22 AM 1 of 5 10/30/2008 7:22 AM September 2007 Volume 65 Number 1 Teachers as Leaders Pages 74-77 Ten Roles for Teacher Leaders Cindy Harrison and Joellen Killion The ways teachers can lead are as varied as

More information

School Linked Mental Health in MN: Envisioning the Future Where can we go?

School Linked Mental Health in MN: Envisioning the Future Where can we go? School Linked Mental Health in MN: Envisioning the Future Where can we go? Mark Sander, PsyD, LP Senior Clinical Psychologist Mental Health Coordinator Hennepin County/Minneapolis Public Schools November

More information