Coaching Classroom Management
|
|
- Edmund Little
- 8 years ago
- Views:
Transcription
1 Presented by Randy Sprick, Ph.D. NorthWest PBIS Conference Eugene, OR March 1, 2011
2 Objectives: Participants will: Evaluate the applicability of a generic model for coaching classroom management. Identify strengths and weaknesses of current levels of training and support for classroom teachers regarding classroom management/discipline. Introduction: One role of a PBIS leadership team should be to develop a model that supports classroom teachers regarding classroom management/discipline. Components of one such model: Training on a specific approach (e.g., CHAMPS) Clear expectations from administrators on the outcomes of good classroom management Non-evaluative personnel who can provide coaching and support to teachers to achieve those outcomes. Training on a specific approach Staff development training workshops, classes, seminars Faculty study Voluntary study group Presentation within staff for new teachers Other ways to organize training: A sample: Page 2 Clear expectations from administrators on the outcomes of good classroom management Pages 3-9 Non-evaluative personnel who can provide coaching and support to teachers to achieve those outcomes. Pages The following pages are reprinted from Coaching Classroom Management, by Sprick, Knight, et. al. published by Pacific Northwest Publishing. Safe & Civil Schools 1
3 Introduction to the CHAMPS Approach I. Our model for classroom and behavior management is the CHAMPS approach. II. What is the CHAMPS approach? A. B. C. D. The CHAMPS approach is not a canned discipline plan. CHAMPS is a decision-making template. Any time student behavior is a problem, experiment with one or more aspects of your CHAMPS classroom management plan. As you build or revise your management plan, take into account the following factors: 1. Your personal style 2. Your students need for structure (high, medium, or low) 3. The school and teacher effectiveness literature (CHAMPS has done this for you everything in CHAMPS is based on the research literature) III. The CHAMPS approach encourages you to experiment with five major categories of procedures variables that can be easily remembered with the acronym STOIC. Structure for success. Teach expectations. Observe and monitor. Interact positively. Correct fluently respond to misbehavior calmly, consistently, briefly, and immediately. IV. The only absolute rule within the CHAMPS approach is this: All people should be treated with dignity and respect. Techniques such as humiliation or belittlement of students should never be part of any educator s repertoire. V. All teachers are expected to read CHAMPS: A Proactive and Positive Approach to Classroom Management (2nd ed.) or, for high school staff, Discipline in the Secondary Classroom (2nd ed.). Teachers are also expected to participate in professional development activities to learn the CHAMPS approach. A schedule of training opportunities will be provided. 2
4 Memo to Staff in Preparation for Walk-Through Visits Date: Memo to staff: My goal is to visit all classrooms as frequently as possible. When I drop in unannounced, I will stay for about 3 to 5 minutes. I have no specific agenda and will be looking at quality of instruction and classroom management. Plan to carry on as if I were not in the room. Let your students know in advance that when I (or any other visitor) visit the classroom, they should simply stay focused on the lesson or task. Following is a list of classroom management variables I will be looking at. 1. Student behavior. Are students... Actively engaged in the lesson? Behaving respectfully toward one another and toward you? Complying with your posted expectations? 2. Students connection with instruction. I will be looking at... Opportunities to respond (OTRs). Percentage of correct academic responses (PCR). Other instructional variables that have been a focus of staff development. 3. Teacher behavior. Are you... Actively observing (circulating and scanning)? Using praise effectively (at least a 3:1 ratio of positive to negative interactions)? Correcting misbehavior fluently (calmly, consistently, briefly, and immediately)? I will obviously not be able to observe all these things at each visit, but I will attempt to notice several strengths and one or two areas to suggest possible improvement. If at any point you disagree with feedback I provide, please discuss it with me the walk-throughs are mainly a way for us to create a dialogue about how best to approach and implement effective classroom management practices. 3
5 CHAMPS Game Plan for Walk-Through Visits CHAMPS game plan for walk-through visits 1. Observe student behavior. Are students... a) Actively engaged in the lesson (at least 90%)? b) Behaving respectfully toward one another and toward the teacher (at least 95%)? c) Complying with the teacher s posted expectations (at least 95%)? If the answer to all of these questions is yes, focus the rest of the observation on students connection with instruction (Step 2). If the answer to any of the questions is no, divide the remainder of your time between Steps 2 and Observe student engagement. Look at... a) Opportunities to respond (estimate OTRs per minute). b) Percentage of correct responses (PCR). c) Any other instructional variables that have been a focus of staff development. 3. Observe teacher behavior. Is the teacher... a) Actively observing (circulating and scanning)? b) Using praise effectively (at least a 3:1 ratio of positive to negative interactions)? c) Correcting misbehavior fluently (calmly, consistently, briefly, and immediately)? 4
6 Drop-In Observation (General) This form is open-ended and can be used to provide positive or corrective feedback, to make notes of observations for further discussion with the teacher, and for other general purposes. Teacher: Date/Time: Lesson/Activity: Notes: Observer: 5
7 Drop-In Observation (Academic) Use to provide feedback about student engagement within academic activities. At the bottom of the form, make notes on the type of work students are being required to do: Is it relevant? Is it age-appropriate? Does it conform to district and state standards? Teacher: Date/Time: Subject/Lesson/Activity: Active student engagement: TOT: (Time on Task percentage of students engaged and on task) OTR: (Opportunities to Respond) PCR: (Percentage of Correct Responses) Meaningful student work: Observer 6
8 Drop-In Observation (Classroom Management) This form focuses specifically on essential classroom management behaviors of the teacher. When noting posted expectations, answer basic questions regarding them: Are they understandable? Age-appropriate? Stated positively? Are they used by the teacher in correcting misbehavior? Teacher: Posted expectations: Date/Time: Ratio of Interactions + Fluent corrections: Observer 7
9 Drop-In Observation (CHAMPS Game Plan) This is the most comprehensive of the drop-in observation forms. It directly parallels the items on the CHAMPS Game Plan for Walk-Through Visits (Reproducible 3.1) and provides space to elaborate on student behavior, connection to instruction, and teacher conduct. Teacher: Class/Activity: Date/Time: 1. Observe student behavior. Are students... a) Actively engaged in the lesson (at least 90%)? % b) Behaving respectfully toward one another and toward the teacher (at least 95%)? % c) Complying with the teacher s posted expectations (at least 95%)? % Notes:c 2. Observe student engagement. a) Opportunities to Respond. Estimated OTR per minute: % b) Percentage of correct academic responses. Estimated PCR % c) Any other instructional variables that have been a focus of staff development: Notes:c 3. Observe teacher behavior. Is the teacher... a) Actively observing (circulating and scanning)? Yes/No: % b) Being positive (at least a 3:1 ratio of positive to negative interactions)? Estimated ROI : c) Correcting misbehavior fluently (calmly, consistently, briefly, immediately)? Yes/No: % Notes:c Observer 8
10 Record of Walk-Through Visits Date: Teacher MON TUE WED THU FRI MON TUE WED THU FRI MON TUE WED THU FRI MON TUE WED THU FRI 9
11 Roles in Collaborative Observation If you are the teacher being observed Prepare to discuss with the coach: Goals for the class. What your typical classroom schedule is. What you want the observer to notice. Tell the coach: Where you d like the coach to sit. Where the class meets and when. Whether and how you ll introduce the observer to the students. If deemed appropriate, introduce the coach to the class and provide a brief explanation of the purpose of the observation to the students. ( Jim is here today to see what we do during math period. Wendy is visiting to see what kinds of things third graders do in school. ) Afterward, write down your thoughts and reflections on the class and prepare to discuss them with the coach. If you are the coach observing Clarify the purpose of the observation: To guide collaborative development of a classroom management plan. To monitor progress over time. Meet with the teacher to discuss: What will happen in class that day. What specifically the teacher hopes you ll notice. What you ll be doing during the observation. Schedule a meeting to discuss the information you collect. Record observations: Use a formal observation tool such as the Basic 5 (Reproducible 5.2) or Classroom Check-Up observation form (Reproducible 7.4). Record anecdotal information. Jot down questions you want to discuss with the teacher after the observation. Be sure to enter time intervals of your observations in your notes. Remain as unobtrusive as possible. With the coach, reconstruct what happened in class. Think about goals for the class and the specific class session that was observed. Be prepared to describe: What you thought went well. What you would change. What was typical or atypical about the class. Ask for specific descriptions and constructive suggestions. With the coach, develop a plan of action for improving classroom management. Develop a time frame for monitoring, reviewing, and revising the plan. With the teacher, reconstruct what happened in class. Ask the teacher to describe: What he or she thought went well. What he or she would change. What was typical or atypical about the class. Describe rather than evaluate what you saw. Offer constructive feedback and suggestions. With the teacher, develop a plan of action for improving classroom management. With the teacher, develop a plan and specific time frame for monitoring, reviewing, and revising the plan. 10
12 The Basic 5 Behavior Benchmarks Dark = Stop (do something different) Medium = Caution (intervention recommended) Light = Keep going (keep doing what you re doing) Benchmark Dark Medium Light Form to use Time on Task (academic engagement) Opportunities to Respond (per 10-minute interval) Less than 80% 81 90% % Academic Engagement Monitoring Form (5.4) 5-minute recording time Use during teacher-guided instruction Use for classwide monitoring Fewer than More than 40 Opportunities to Respond Monitoring Form (5.5) 10-minute recording time Use during teacher-guided instruction Use for individual or classwide monitoring Ratio of Interactions (positive to negative) Less than 1:1 or less than 1 interaction per minute At least 1:1 consistently At least 3:1 consistently Ratio of Interactions Monitoring Form (5.6) 20-minute recording time Any activity Use for individual or classwide monitoring Disruptions (per 10-minute interval) More than Fewer than 5 Misbehavior Monitoring Form (5.7a or 5.7b) Use for duration of one activity or entire period Any activity Use for classwide monitoring Alignment with Expectations Mostly 1s & 2s Mostly 2s & 3s Mostly 4s & 5s Expectations Versus Daily Reality Scale (5.8) Use for duration of one activity or entire period Any activity Use for classwide monitoring 11
13 Basic 5 Observation Form (15 minutes) Teacher: Date: Time: Observer: Class: Activity: Step 1 (10 minutes) During a 10-minute observation period, record simple tally marks for each of the following behaviors. Benchmark (Positive) Observation period (10 minutes) (Negative) Total Ratio of Interactions Opportunities to Respond Disruptions Ratio of interactions = : (Positive : Negative) Step 2 (5 minutes) For the next 5 minutes, focus on a different student every 5 seconds. Record a + symbol to indicate on-task or engaged behavior and a symbol to indicate off-task behavior. When each student has been observed, begin the progression again. Continue until 5 minutes has elapsed Divide the number of on-task (+) marks by the total number of marks (60). Time on Task (percentage of on-task behavior) = %. 12
14 Sample Menu of Interventions Time on Task Opportunities to Respond Ratio of Interactions Disruptions Alignment with Expectations Use content enhancement routines* to deliver instruction. Apply partnership learning principles to lesson plans. Use at intervals to determine if daily schedule of activities could be revised. A * set of teacherfocused interventions that are part of the Strategic Instruction Model (SIM) developed by Dr. Don Deshler and colleagues at the University of Kansas. Be careful not to back students into a corner. Give option to pass. Kids use lifelines (as on Who Wants to Be a Millionaire) to seek help. Have students call on each other. Begin with questions that many students know as a review. Let students know everyone will have to answer at least one question. Monitor using tally marks in a grade book, etc. Create response cards using Yes/No or symbols on each side. Use write on/wipe off boards for every student to respond at the same time. Greet students at door. Discuss how teacher feels when supported by a 3:1 ratio. Model during a lesson. Have kids look for behaviors and engage in positive interactions. Brainstorm a variety of positive responses. Stress that an interaction counts as positive or negative based on when it occurs. Teachers write specific positive statements on sticky notes to hand out during instruction. Paper Clip Trick. Teacher moves paper clip from right to left pocket based on positive interactions. Have teacher tally on board own response to blurt-outs from students; explain to class that the goal is to accept fewer blurt-outs. Use three-step teaching process (teach > monitor > feedback) to explain expectations. Use visual display to cue expectations. Try using precorrections. 13
15 Ratio of Interactions Monitoring Form (20 minutes) Teacher: Date: Time: Observer: Class: Activity: Coding system (if used) M = Male = F = Female = C = Classwide = I = Individual = Attention to Positive Attention to Negative Actual Ratio of Interactions: : Goal is 3:1 or better. It is the student behavior that is occurring at the time the interaction is initiated, not the tone of the interaction, that determines whether an interaction is positive or negative. When a teacher interacts with a student who is exhibiting appropriate behavior, count the interaction as positive. When a teacher interacts with a student who is exhibiting inappropriate behavior, count the interaction as negative. Responses to negative behavior do not mean the teacher is responding poorly. 14
16 Reproducible 5.6 R E P R O D U C I B L E Coaching Classroom Management F O R M Coaching Cl 5.6 ratio of interactions Monitoring Form (20 minutes) Teacher: Mr. Jackson Date: 9/28 Time: 9:15 9:30 1st Grade Small Teacher-directed Observer: Mrs. Rogers Class: Group Reading Activity: instruction Coding system (if used) M = Male N = Nick F = Female = C = Classwide = I = Individual = Misbeh Teacher: Observer: Cod N T O H Name Attention to positive Attention to Negative M M M F M F F C F N F M C M M N F M M N M N F F N N C M N M N Name Name Actual Ratio of Interactions: : ~ Goal is 3:1 or better. It is the student behavior that is occurring at the time the interaction is initiated, not the tone of the interaction, that determines whether an interaction is positive or negative. When a teacher interacts with a student who is exhibiting appropriate behavior, count the interaction as positive. When a teacher interacts with a student who is exhibiting inappropriate behavior, count the interaction as negative. Responses to negative behavior do not mean the teacher is responding poorly. Name Name Name 2010 Pacifi c Northwest Publishing 15
Proactive and Positive Approach to Classroom Management
Proactive and Positive Approach to Classroom Management Presented by: Randy Sprick, Ph. D. MSLBD Symposium Kansas City, MO February 27, 2014 For more information contact Safe & Civil Schools 800-323-8819
More informationPrincipals and Coaches: Supporting Classroom Management
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
More informationA Positive and Proactive Approach to Classroom Management: IMPACT on Behavior
A Positive and Proactive Approach to Classroom Management: IMPACT on Behavior Presented by Thomas J. Stacho, Ed.S. Positive Behavior Interventions & Supports (PBIS) Trainer/Consultant/Coach www.behaviorinschools.com
More informationClassroom 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 informationSALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers
SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers Mentor Signature: Mentee Signatures: MONTH: What s Working: Current Focus
More informationClassroom Management:
Classroom Management: Authentic Classroom Learning Opportunities Coaching Guidelines for Achieving Success with Classroom Management and Instruction Version 1.0 October 15, 2008 Instructional Coaching
More informationStudent 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 informationMarzano 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 informationFUNCTIONAL BEHAVIORAL ASSESSMENT
FUNCTIONAL BEHAVIORAL ASSESSMENT Funded by Safe Schools, Healthy Students and developed at The University of Arizona, College of Education Functional Behavioral Assessment: Online Prevention Module at
More informationPOWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS
POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element
More informationTier 3 Individual Behavior Support Plan
Tier 3 Individual Behavior Support Plan : Dale Bailey School: Washington Elementary Grade: 5 th Age: 10 Teacher: Joyce A Williams, Teacher Date Plan Developed: 9/20/10 Date Plan Implemented: 9/21/10 Target
More informationInstructional Rounds in Education
Instructional Rounds in Education By Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel Chapter 1: The Instructional Core In its simplest terms, the instructional core is composed of
More informationIllinois 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 informationAPPENDIX A: Examples of Observations and Documentation
APPENDIX A: and Documentation 1. Centering instruction on high expectations for student achievement. Students communicate goals and objectives. Teacher communicates goals and objectives in lesson opening
More informationProactive and Positive Approach to Classroom Management
Proactive and Positive Approach to Classroom Management Presented by Randy Sprick, Ph.D. NorthWest PBIS Conference Eugene, OR March 2, 2011 Basic Beliefs: Introduction Notes: 1. The way a setting is structured
More informationEssential 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 informationNC 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 informationSCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT. Review of Tier 1: School-wide Positive Behavior Support
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Brandi Simonsen, Ph.D. (brandi.simonsen@uconn.edu) & Martha Wally (wallym@worc.k12.ma.us) Review of Tier 1: School-wide Positive Behavior Support SWPBS Logic: Successful
More informationNORFOLK PUBLIC SCHOOLS SUMMATIVE SPECIAL EDUCATION TEACHER EVALUATION. Summative Evaluation Directions
Teacher: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents of the
More informationRole Plays for Teacher Classroom Management
Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about
More informationPROFESSIONAL BACKGROUND
Statement of Benjamin S. Fernandez, MSEd, Lead School Psychologist Loudon County Public Schools, Virginia NASP Briefing: Effective Discipline Policies and Practices Thursday, April 18, 2013 My name is
More informationClassroom Management Strategies. Classroom Management Resource Guide
Classroom Management Strategies \ Classroom Management Resource Guide Classroom Management Resource Guide 2014, Prevention First Page 1 Funding provided in whole or in part by the Illinois Department of
More informationSELF-REGULATION. Keys to Understanding and Help
SELF-REGULATION Students with learning disabilities and/or Attention Deficit/Hyperactivity Disorder (AD/HD) often have difficulty with managing their behaviour. They need to recognize, channel and manage
More informationSCORING GUIDE: Completing the Benchmarks of Quality (Revised) for School-wide Positive Behavior Support (SWPBS) Procedures for Completing
SCORING GUIDE: Completing the Benchmarks of Quality (Revised) for School-wide Positive Behavior Support (SWPBS) When & Why Benchmarks of Quality (Revised) for School-wide Positive Behavior Support should
More informationClassroom Management. Pre-K, Kinder, First Grades RGCCISD 2013-2014
Classroom Management Pre-K, Kinder, First Grades RGCCISD 2013-2014 Classroom Management Classroom management refers to all the things a teacher does to organize students, space, time and materials so that
More informationCLARK COUNTY SCHOOL DISTRICT CURRICULUM &PROFESSIONAL DEVELOPMENT DIVISION
CLARK COUNTY SCHOOL DISTRICT CURRICULUM & DEVELOPMENT DIVISION Licensed Employee Appraisal System Enhancing Professional Practice Professional Domain Standards and Indicators Levels of Performance Rubric
More informationFirst Day of School Scripts
Unit C Chapter 13 Page 110 First Day of School Scripts The scripts of these successful teachers, Melissa, Sacha, and John, are in the Going Beyond folder for Chapter 13 at EffectiveTeaching.com. Football
More informationDomain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent
Form1: FfT Rubrics Special Education Teacher Name: Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent 1a Demonstrating Knowledge of
More informationIncreasing Teachers Use of Evidence-based Classroom Management Strategies Through Consultation: Overview and Case Studies
Increasing Teachers Use of Evidence-based Classroom Management Strategies Through Consultation: Overview and Case Studies Ashley S. MacSuga AND Brandi Simonsen, University of Connecticut be quiet now!
More informationDiscussion Board Best Practices. DeAnna Kirchen
Discussion Board Best Practices DeAnna Kirchen The foundation of our webinar Sharing of Ideas and Best Practices at the Online Teaching Conference (OTC 13) Adapted from: Ten Best Practices for Teaching
More informationAshley S. MacSuga, MA & Jennifer Freeman, MA
Evidence-based Classroom Management Moving from Research to Practice New England Positive Behavioral Interventions and Supports Conference October 6, 2011 Ashley S. MacSuga, MA & Jennifer Freeman, MA Presentation
More informationSCHOOL IMPROVEMENT GRANT (SIG) PRACTICE:
SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE: JOB-EMBEDDED PROFESSIONAL DEVELOPMENT CRIM OPEN CAMPUS HIGH SCHOOL ATLANTA PUBLIC SCHOOLS ATLANTA, GEORGIA Crim Open Campus High School (Crim) 1 faced an ongoing
More informationPyramid 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 informationLincoln Park Public Schools Special Education Teacher Consultant Evaluation
Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Teacher Consultant: Evaluator: Date: Domain 1: Planning and Preparing for Student Learning The teacher consultant uses a wide
More informationI. Students succeed because teachers plan with individual learning results in mind.
A. Students understand daily, weekly and unit learning goals and objectives. 1. The teacher designs and shares daily learning objectives for student reference. 2. Instructional strategies and learning
More informationStudent Accident Insurance
Student Accident Insurance Park Hill School District annually offers parents/ guardians the opportunity to enroll their child/children in a low cost insurance program. As per Board of Education policy
More informationSample Teacher Interview Questions
Center for Academic Advising & Career Planning The Sage Colleges 1 Relationships with Students Sample Teacher Interview Questions What kind of students do you like to work with? What type of students could
More informationObservation and Practice Teaching Course Rationale
Observation and Practice Teaching Course Rationale One of the key components of the Concurrent Education Program is the practicum placements that student teachers undertake. The practicum, EDUC 1123 Primary/Junior,
More informationAn Overview of Conferring
An Overview of Conferring You may have several important questions about writing conferences: ª What are the goals of a writing conference? ª When should I confer with students about their writing? ª What
More informationCyber 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 informationProgram Models. proficiency and content skills. After school tutoring and summer school available
Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or
More informationTeacher Rubric with Suggested Teacher and Student Look-fors
Teacher Rubric with Suggested Teacher and Student Look-fors This document is intended to inform school communities in recognizing the performance levels for key elements defined in the Teacher Rubric and
More informationNorfolk Public Schools Teacher Performance Evaluation System
Norfolk Public Schools Teacher Performance Evaluation System The Norfolk Public Schools does not discriminate on the basis of race, sex, color, national origin, religion, age, political affiliation, veteran
More informationCOACHING TO IMPROVE CLASSROOM MANAGEMENT
COACHING TO IMPROVE CLASSROOM MANAGEMENT Lori Newcomer Wendy Reinke Keith Herman Melissa Stormont University of Missouri Missouri Prevention Center Review impact of systematic coaching on the implementation
More informationADD/ADHD in the Classroom
ADD/ADHD in the Classroom TIPS FOR TEACHERS AND PARENTS At any given time, a teacher can expect to have at least one student with ADHD. The impulsive and hyperactive behavior of such students can be distracting
More informationCCSD CLASS KEYS CLASSROOM TEACHER EVALUATION SYSTEM PERFORMANCE RUBRIC WITH EXAMPLES OF TEACHER EVIDENCE
CURRICULUM AND PLANNING STANDARD (CP): The teacher makes decisions about planning that demonstrate a deep understanding of grade level content knowledge, pedagogy, and GPS or Stateapproved curriculum implementation
More informationThings to Do. Data Collection. Data collection is collecting specific information about
Data collection is collecting specific information about a student s academic or behavioral performance. Collecting data helps an instructor determine a program s effectiveness. By collecting and analyzing
More informationHow To Teach Your Students To Be Respectful
E-RATE TOOLKIT Show Respect Online LESSON PLAN Essential Question: How can I make sure my emails are clear and respectful? Learning Overview and Objectives Overview: Students explore the similarities and
More informationSummer Activities to Keep Your Teaching Fresh
May/June 2015 Welcome to the CETL s Insider newsletter that contains tech tips, teaching resources, and a schedule of events. The mission of the CETL is to promote excellence in teaching to assist in the
More informationMost teachers believe that it is important to set the tone of the class
Chapter 1 Setting the Tone in the Classroom Most teachers believe that it is important to set the tone of the class early on. This chapter deals with creating the right atmosphere in the first week or
More informationGUIDELINES FOR THE IEP TEAM DATA COLLECTION &
GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward
More informationADEPT Performance Standards. for. Classroom-Based Teachers
ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching
More informationNAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment
GRADE: Third Grade NAME OF ASSESSMENT: Reading Informational Texts and Opinion Writing Performance Assessment STANDARDS ASSESSED: Students will ask and answer questions to demonstrate understanding of
More informationModel for Instructional Improvement. Teacher Evaluation
Model for Instructional Improvement Teacher Evaluation Implemented 2008-09 Revised August 15, 2011 Table of Contents Vision and Mission Statements... 2 Teacher Evaluation Philosophy... 2 Purpose... 3 Objectives...
More informationMountain Home School District #193 Formal Evaluation
Mountain Home School District #193 Formal Evaluation Appendix A NAME: DATE: Certificated Employees new to the profession are responsible for ten components in the four domains. Second year Certificated
More informationNew Jersey Department of Education, Office of Charter Schools TEAM CHARTER SCHOOLS Collection of Best Practices
New Jersey Department of Education, Office of Charter Schools TEAM CHARTER SCHOOLS Collection of Best Practices NJDOE, Office of Charter School Collection of Best Practices Name of Charter School: TEAM
More informationTreasure the Silence! Using Non-Verbal Cues to Manage Behaviors
Treasure the Silence! Using Non-Verbal Cues to Manage Behaviors Would you like to. Be able to deter negative behaviors without speaking a word? Be able to change behaviors without stopping your instruction?
More informationOnboarding New Teachers: What they Need to Succeed. HISD Staffing Training and Support Spring 2012
Onboarding New Teachers: What they Need to Succeed HISD Staffing Training and Support Spring 2012 Objectives Identify and discuss why onboarding/induction is an integral part of teacher retention Identify
More informationREILEY 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 informationLesson Plan for Media Literacy
Constructions Beliefs & Values Audience Intent Form Lesson Plan for Media Literacy Text Production Audience Lesson Focus: What is the focus of the lesson? How will I teach it? The focus of this shared
More informationRISS 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 informationTHE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION
THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement
More informationMATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS
MATTOON COMMUNITY UNIT SCHOOL DISTRICT #2 SCHOOL SOCIAL WORKER EVALUATION PROCEDURES AND FORMS Revised 07/03/12 By David R. Skocy, Ph.D. Purpose: NON-TENURED SCHOOL SOCIAL WORKER EVALUATION PROCEDURES
More informationThe IEP is written by a Team. The Team works together, collaborates, and decides by consensus not by vote. Everyone on the team has an equal voice.
What is an IEP? IEP stands for Individualized Education Program. It s a legal document which is a written agreement between you and the school. This annually written plan is a map of your child s education
More information14 Sep 2015-31 Jul 2016 (Weeks 1 - V14)
Mon MAN2012L/Employability and Enterprise Skills/ Mrs. F Malik, Mrs. J Morgan MAN2012L/Employability & Enterprise Skills/ Mrs. F Malik, Mrs. J Morgan Assignment Success Workshop NOT COMPULSORY Wks 3,5
More informationTeacher 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 informationCambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248
Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 For examination in 2015 Preface This syllabus sets out the details of the
More informationMonitoring Instructional Programs
March 13, Mary Ellen Seaver-Reid, M.Ed. Why Collect Data? Monitoring Instructional Programs Mary Ellen Seaver-Reid Vermont State I-Team Allows for precise and accurate evaluations of instructional strategies
More informationPBIS and the Responsive Classroom Approach
PBIS and the Responsive Classroom Approach Positive Behavioral Interventions and Supports (PBIS), an evidence-based framework for developing positive behavior, is used in schools nationwide to create a
More informationMarch/April 2015. In This Issue. Book Review: What the Best College Teachers Do. Page 1
March/April 2015 Welcome to the CETL s Insider newsletter that contains tech tips, teaching resources, and a schedule of events. The mission of the CETL is to promote excellence in teaching, to assist
More informationPrinciples to Actions
Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and
More informationWORKSHEET Meeting ONE (1/27/09) Technical Writing Sp 09 / Harvard / Kalo
You don't have to do ANYTHING with this Worksheet except print it out and bring it to class WORKSHEET Meeting ONE (1/27/09) Technical Writing Sp 09 / Harvard / Kalo Our Syllabus/Course Memo outlines everything
More informationQUALITIES OF EFFECTIVE TEACHERS James Stronge
QUALITIES OF EFFECTIVE TEACHERS James Stronge The positive and negative behaviors exhibited by teachers determine, to a great extent, their effectiveness in the classroom and, ultimately, the impact they
More informationI m in the Principal s Seat, Now What??? Five Things You Can Do Tomorrow To Create an Exemplary School
I m in the Principal s Seat, Now What??? Five Things You Can Do Tomorrow To Create an Exemplary School VISIBILITY If you listen to nothing else, you need to internalize the importance of the leader s VISIBILITY.
More informationPOSITIVE BEHAVIORAL SUPPORT PLAN
POSITIVE BEHAVIORAL SUPPORT PLAN Center for Positive Behavioral Support Research & Development- University of Kansas IDENTIFYING INFORMATION Student Name: Drew Smith Parent or Guardian Names: Karen and
More informationHow To Improve A Child'S Learning Experience
Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values During the past years as an outcome of the UN Study on Violence against
More informationSample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems
Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems for Developed by: Date: This behavior intervention plan has been created to support the goals and objectives
More informationCourse Outline and Suggested Syllabus The Field Guide to RTI Implementation Online Learning Modules, K-6
Course Outline and Suggested Syllabus The Field Guide to RTI Implementation Online Learning Modules, K-6 Course and Purpose This online field guide was created to provide schools with a cost-effective
More informationIf You Can t Manage Them, You Can t Teach Them!
If You Can t Manage Them, You Can t Teach Them! Creating a Culture of Learning Kim Campbell Proud Middle School Teacher Hopkins School District, Hopkins, MN kim.mtm@gmail.com Follow me on Twitter: @KimCamp4Kids
More informationVan Buren School District Teacher Evaluation Revised 9/05/14 Speech Language Pathologist
Van Buren School District Teacher Evaluation Revised 9/05/14 Speech Pathologists are required to participate in all aspects of TESS and the VBSD Teacher Evaluation Plan. Speech Pathologist will follow
More informationClassroom Management: An Ecological Model Donald F. Perras, Ph.D.
Classroom Management: An Ecological Model Donald F. Perras, Ph.D. Help Wanted! Teachers prepared to manage students limited behavioral readiness for school. This national dilemma reflects students changing
More informationUnit 2 Module 3: Generating Examples and Nonexamples
Unit 2 Module 3: Generating Examples and Nonexamples Section 1 Slide 1 Title Slide Welcome to the third module in the Vocabulary Instructional Routines unit, Generating Examples and Nonexamples. Slide
More informationRUBRIC FOR LIBRARY MEDIA SPECIALISTS (LMS) DOMAIN 1: PLANNING AND PREPARATION
DOMAIN 1: PLANNING AND PREPARATION 1a: Demonstrating knowledge of current trends in library media practice, information technology, and literature Library Media Specialist demonstrates little or no understanding
More informationINTERVIEW QUESTIONS FOR TEACHERS
INTERVIEW QUESTIONS FOR TEACHERS The following questions are examples of questions frequently asked by school system recruiters. This list is certainly not all inclusive and should be used as a starting
More informationOhio School Counselor Evaluation Model MAY 2016
Ohio School Counselor Evaluation Model MAY 2016 Table of Contents Preface... 5 The Ohio Standards for School Counselors... 5 Ohio School Counselor Evaluation Framework... 6 School Counselor Evaluation
More informationSteps in Implementing Self-Monitoring
14 Mason, Reid, & Hagaman not they are paying attention. This is typically done by cuing students to self-assess through the use of an auditory cue (e.g., taped tones presented at random intervals). After
More informationHigher Performing High Schools
COLLEGE READINESS A First Look at Higher Performing High Schools School Qualities that Educators Believe Contribute Most to College and Career Readiness 2012 by ACT, Inc. All rights reserved. A First Look
More informationNAME OF ASSESSMENT: Nonfiction Reading and Research-Based Argument Essay Writing Performance Assessment
GRADE: Fifth NAME OF ASSESSMENT: Nonfiction Reading and Research-Based Argument Essay Writing Performance Assessment STANDARDS ASSESSED: Students will quote accurately from a text when explaining what
More informationTIME MANAGEMENT ACTIVITY (LED BY GEAR UP MENTORS)
(LED BY GEAR UP MENTORS) Purpose: Students will practice time management skills that are essential to college readiness. Grades: 6-10 WWW.GEARUP4LA.NET @GEARUP4LA TOPIC SCRIPT/ DIRECTIONS MATERIALS 1 copy
More informationLeadership Development Handbook
Leadership Development Handbook Presented by: Langara College Human Resources Prepared by: Jackson Consulting Group Aim of the Handbook is to provide: Leadership Development Handbook - Introduction help
More informationTeacher Leadership 1
Teacher Leadership 1 Reflections on Teacher Leadership at Shanghai American School Bo Green Plymouth State University ED 5500 Teacher Leadership March 2010 Teacher Leadership 2 Reflections on Teacher Leadership
More informationUsing Rounds to Enhance Teacher Interaction and Self Reflection: The Marzano Observational Protocol
Using Rounds to Enhance Teacher Interaction and Self Reflection: The Marzano Observational Protocol Marzano Research Laboratory 9000 E. Nichols Ave. Ste. 210 Englewood, CO 80112 October 2009 Robert J.
More informationQuestions Related to Implementation
Questions Related to Implementation Question I work for an online school, and behavior isn't as prominent as in the traditional classroom, but I have experienced a lot of refusal behaviors that impact
More informationSchool-wide Positive Behavior Support (SWPBS)
School-wide Positive Behavior Support (SWPBS) Kansas Institute for Positive Behavior Support at the University of Kansas What is School-wide Positive Behavior Support? Volume 1, Issue 1 March, 2009 SWPBS
More informationA Scho ol Reform Framework for Improving Adolescent Literacy for All Students
The Content Literacy Continuum: A Scho ol Reform Framework for Improving Adolescent Literacy for All Students B. Keith Lenz, Barbara J. Ehren, and Donald D. Deshler Making the commitment to improve literacy
More informationDOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating Knowledge Of Content And Pedagogy In planning
More informationModule 6; Managing Large Classes
Module 6; Managing Large Classes Approaches to Language Teaching: Extension; Video Length: Approximately 11 Minutes; Notes to the Trainer; For best results, have participants go through the readings for
More informationCLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND
STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS
More informationStudying Skillful Teaching
Lane County Consortium: Studying Skillful Teaching Research for Better Teaching Inc, On Acton Place, Acton, MA 01720 978-263-9449 1 Research for Better Teaching Mission More high-expertise teaching for
More informationGaPSC Teacher Leadership Program Standards
GaPSC Teacher Leadership Program Standards Purpose: Georgia has identified a need to improve P-12 students academic performance as measured by various assessments. One method to ensure improved student
More information