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  1. ASSC School Climate Assessment Instrument (SCAI) Results and Initial Reflections and Recommendations Lincoln High School April 13, 2013 Alliance for the Study of School Climate (ASSC)

  2. Journal – 5 minutes (T-Chart) Think about when you were a student: • List and describe the characteristics of and strategies used by your best/favorite teacher. • List and describe the characteristics of and strategies used by your worst teacher.

  3. School Climate: The Eight Dimensions used in the ASSC SCAI • Physical Appearance • Faculty Relations • Student Interactions • Leadership and Decision-Making • Discipline Environment • Learning and Assessment • Attitude and Culture • Community Relations

  4. School Climate Score (SCAI) by Student Achievement (CA API) School Climate Rating API – Student Achievement Scores

  5. School Climate Levels

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

  7. A Psychology of Success (POS) Jigsaw and Gallery Walk (See Directions) • Promoting Growth Versus Fixed Ability Orientation (129-132) • Sense of Belonging and Acceptance Within the Class (132-135) • Promoting an Internal Locus of Control (135-137) Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. San Francisco: Jossey-Bass.

  8. A Psychology of Success (POS) Jigsaw Directions • Divide teachers into groups of 3-4. • Teachers are assigned different sections to read: • Promoting Growth Versus Fixed Ability Orientation (129-132) • Growth Ability • Fixed Ability • Sense of Belonging and Acceptance Within the Class (132-135) • Promoting an Internal Locus of Control (135-137) • External Locus of Control • Internal Locus of Control • In groups, summarize section (gist statement 63 words) on chart paper and list characteristics of a classroom that possesses an internal locus of control, external locus of control, sense of belonging and acceptance, growth ability, and fixed ability. Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. San Francisco: Jossey-Bass.

  9. A Psychology of Success (POS) Gallery Walk Directions • Rotate around the library visiting each station. • On the graphic organizer, add more characteristics to the display using post-its and list characteristics from display on to your graphic organizer. • Rotation will occur every 5 minutes. Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. San Francisco: Jossey-Bass.

  10. A Psychology of Success (POS) - Journal • Explain how your favorite teacher promoted a Psychology of Success (POS) and how your worst teacher promoted a Psychology of Failure (POF)? • Describe how you promote a sense of POS in your classroom.

  11. Moving Up or Down the Continuum Attitude Defined by:

  12. Moving Up the Continuum • Clarity • Consistency • Pedagogy that supports your goals • Basic Needs satisfying environment • Social Bonds • Teach and practice your management • Psychology of Success • Leader, not manager • Community

  13. Moving Down the Continuum • Relying on Bribes and Gimmicks (extra credit, candies, classroom dollars, etc.) • Incorporating negative strategies (disappointment, lectures, putdowns) • Punishment and “pain-based” logic (detention during lunch, “do you want extra work”, etc.) • Intermingling the personal and the performance (you’re lazy so your failing, These students are lazy, its their parents fault, etc.) • Involving those that were not involved (calling parents, sending student to dean, etc.)

  14. Self Evaluation • Reflect on the strategies you use in your classroom and check the strategies that you use often in you classroom on the handout.

  15. Teaching Style Matrix – Orientation by Function Level

  16. SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Teaching Practice System Principle Program Sensory

  17. SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice – LHS 685/3.44 Self-directed 3 System community Principle Clear expectations belonging 2 Social contract Program rewards praise Grades penalties 1 Personal appeals and challenges Sensory

  18. Steps forImprovement Changes in practice that will get us the most positive outcomes for the least effort • Stop trusting what has not worked • Create Shared Expectations • Promote consistent and effective technical management • Develop social contracts and student ownership of rules • Effectively working with the most challenging students • Recognize connectedness – (i.e., to instructional and assessment choices) • Assess Process/Investment – systematically and deliberately

  19. LHS SCAI Teacher Rating by Dimension

  20. Teacher RatingsRange 3.25-3.55 • Community Relations (Dimension 8) 3.55 • Student Interactions (Dimension 3) 3.51 • Physical Environment (Dimension 1) 3.50 • Leadership (Dimension 4) 3.46 • Overall 3.44 • Faculty Relations (Dimension 2) 3.43 • Learning/Assessment (Dimension 6) 3.42 • Attitude/Culture (Dimension 7) 3.41 • Management/Discipline (Dimension 5) 3.25

  21. LHS SCAI Student Rating by Dimension

  22. Student RatingsRange 3.20-3.47 • Community Relations (Dimension 8) 3.47 • Management/Discipline (Dimension 5) 3.31 • Overall 3.31 • Physical Environment (Dimension 1) 3.30 • Student Interactions (Dimension 3) 3.28 • Learning/Assessment (Dimension 6) 3.27 • Attitude/Culture (Dimension 7) 3.20

  23. School Climate: The Eight Dimensions used in the ASSC SCAI • Physical Appearance • Faculty Relations • Student Interactions • Leadership and Decision-Making • Discipline Environment • Learning and Assessment • Attitude and Culture • Community Relations

  24. LHS SCAI Teacher Rating by Dimension

  25. Dimension 5-Discipline Environment Explanation: Examines the relationship between the management and discipline approaches used within the school and the climate that is created as a result. This dimension includes the degree to which management strategies promote higher levels of responsibility and motivation. It also examines teacher-student interactions as a source of management and motivation. Question Topics: • Consistency of Discipline Policy 2.78 • Student-Generated Ideas for Rules 2.91 • Clear Expectation of Discipline Policy 2.93 • Promotion of Student Self-Direction 3.17 • Promotion of Community in Class 3.19 • Teacher-Student Supportive Interaction 3.36 • Discipline for Functionality 3.40 • Classroom Climate 3.50 • Effective Discipline 3.61 • Focus on Problematic Behavior 3.63

  26. Teacher and Learning Frameworks

  27. Standard 2: Classroom Environment a. Creating an Environment of Respect and Rapport 1. Teacher Interaction with Students 2. Student Interactions with One Another 3. Classroom Climate b. Establishing a Culture for Learning 1. Importance of the Content 2. Expectations for Learning and Achievement 3. Student Ownership of their Work 4. Physical Environment c. Managing Classroom Procedures 1. Management of Routines, Procedures, and Transitions 2. Management of Materials and Supplies 3. Performance of Non-Instructional Duties 4. Management of Parent Leaders, other Volunteers and Paraprofessionals d. Managing Student Behavior 1. Expectations for Behavior 2. Monitoring and Responding to Student Behavior

  28. Teacher and Learning Frameworks-Jigsaw Jigsaw Directions • Divide teachers into groups of 5. (Summary Group) • Teachers are assigned different sections to read in Standard 2: • Creating an Environment of Respect and Rapport (2a1 & 2a3) • Establishing a Culture for Learning (2b2) • Managing Classroom Procedures (2c1) • Managing Student Behavior (2d2) • Expert Groups (Teacher and Learning Frameworks-Danielson) • 2a1 Teacher Interaction with Students (Martinez) Room 154 • 2a3 Classroom Climate (Lara) Room 155 • 2b2 Expectations for Learning Achievement (Rosas) Room 159 • 2c1 Management of Routines, Procedures, and Transitions (Nava) Room 157 • 2d2 Monitoring and Responding to Student Behavior (Robinson) Room 152 • Summary Group Meeting • Work with your summary groups to complete graphic organizer and develop clear expectations for our staff

  29. Welcome Back to Summary Groups Work with your Summary Groups to complete the “Matrix for Level 3 Schools with Style 1 Teachers”graphic organizer and create clear expectations for all teachers at Lincoln High School.

  30. Next Steps • Self Reflection • Conversations around data and strategies • Professional Development tailored around your suggestion and needs