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