Most Frequent Discipline Violations Reported to Virginia Department of Education (2006-2012)

2. Most Frequent Discipline Violations Reported to Virginia Department of Education (2006-2012) • Disorderly/Disruptive Behavior • Severe Disorderly Conduct/Disruptive Demonstrations • Classroom or Campus Disruption • Insubordination • Disrespect of Authority • Using Obscene Language/Gestures • Minor Insubordination Safe School Information Resource: https://p1pe.doe.virginia.gov/pti

3. Climate: Creating Positive Conditions For Learning • Safety and Well-Being • Teaching and Learning/Academic Environment • Interpersonal Relationship/Engagement • School Environment Student Assistance Programming: Creating Positive Conditions for Learning Resource, VDOE Web site, Student Support Services

4. Transformative Classroom Management Webinar #1 of 12 Introduction and Research Virginia Department of Education Office of School Improvement

5. Transformative Classroom Management Series • Series of Twelve Sessions • Facilitator and Participant Guide • Clips of Skills in Practice • Other Resources • Virginia Department of Education Web site

6. VDOE Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers • Offers professional development for Performance Standard 5: Learning Environment

7. Purpose The purpose of the webinar is to: Introduce the participants to Transformative Classroom Management Examine research about how classroom management relates to student achievement

8. Presenter - John Shindler • Dr. John Shindler is a Professor of Education at California State University, Los Angeles, and the Director of the Alliance for the Study of School Climate.

9. Today’s Agenda Welcome Research related to classroom management, school climate and student achievement Developing your personal classroom management vision Reflections and Activities (See TCM Webinar Guidebook)

10. TCM • Transformative Classroom Management (TCM) is an approach to management and discipline that offers suggestions for creating optimal conditions for learning, motivation, achievement and growth. It focuses on achieving long-term meaningful results.

11. We as Teachers Make the Weather in the Room Few of us truly appreciate the powerful influence that we ultimately have - our classroom management choices can either: • Promote community or fragmentation • Lead to clarity or confusion • Create a psychology of success or failure • Be a liberating influence or perpetuate an unjust social class structure • Foster a climate of motivation and joy or disinterest and drudgery

12. Research Study • Ratings from Scale 5 (Discipline and Management) of the Alliance for the Study of School Climate: School Climate Assessment Instrument (ASSC SCAI) was compared to the Achievement Performance Index (API) of 40 schools. • A 0.7 correlation was found. • Schools where level 3 classroom management practices were used out-performed level 2 schools by 186 points (on a 200-1000 scale), and schools using level 1 practices by 372 points.

13. School Climate Score (SCAI) by Student Achievement (CA API)

14. ASSC SCAI School Climate Levels

15. The Core of a Sound and Healthy Classroom and/or School: A Psychology of Success (POS) Successful schools (level 3) have a “psychology of success” that pervades every aspect of the school.

16. Teaching Style Matrix – Orientation by Function Level

17. Teaching Style Matrix – Orientation by Function Level Level 3 Level 2 Level 1

18. SCAI Classroom Management Ratings, and Corresponding Predicted API Score Correlations by Teaching Practice System Principle Program Sensory

19. SCAI Classroom Management Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice Self-directed System community Principle Clear expectations belonging Social contract Program rewards praise Grades penalties Personal appeals and challenges Sensory

20. Q: Where would you place the practice of the last school that you observed on this diagram? belonging System Principle Clear expectations Self-directed community Program Social contract praise rewards penalties Grades Personal appeals and challenges Sensory

21. Developing a Personal Vision • Clarify your intention. • What are your goals for your students? • What are your goals for your class as a collective? • What are your goals for yourself? • Raise your level of awareness. • Recognize that every teaching practice has an effect. Everything is related.

22. Vision/Goals for your Students • Are we committed to find means (i.e., pedagogy, personal interactions and management/discipline) to help our students move to higher levels of growth? • From a Failure Psychology  Success Psychology • Irresponsible  Self-Responsible • Dysfunctional Patterns  Functional

23. Vision/Goals for the Class • Are we committed to helping the class grow as a collective? • Dysfunction  Function • Independent survival  Committed community • Egocentric  Contributors

24. Vision/Goals for Yourself • What are the areas of personal growth that would make you more effective and satisfied in the job of teacher? • Reactive or accidental  Intentional • Short-term survival  Long-term vision • Manager  Leader

25. Upcoming TCM Webinars Over the next 11 webinars you will be guided through the principles and practical strategies from TCM • Data shows Transformative Classroom Practices Increase Achievement • Moving Up the Function Continuum • Classroom Environment and Social Learning • Creating Clear and Effective Classroom Expectations • The Technical Management of a Classroom • Motivating Students to Learn • Creating a Class Social Contract and Logical Consequences • Implementing a Consequence and Dealing with Power Struggles • Instruction – Assessment - Management Connection • Facilitating Effective Cooperative Learning • Succeeding with Challenging Students • Creating the 1-Style Classroom

26. References • Shindler, J. (2010) Transformative Classroom Management. Jossey-Bass. San Francisco, CA