Transcript Morning Procedure - Campbell County Schools

MORNING PROCEDURE
• Make sure you sign in---this takes the place of roll
call and make your name card (color sentence
strip)
• Grab breakfast items and a drink
• Have your materials ready
• Complete your Bell Ringer /“DO Now Activity”:
Think about your all time favorite teacher. List five
special qualities they possessed. (White paper, 8 ½ X 11))
• Be ready to share at the assigned time.
Anchor Activity: (for early finishers) Draw a picture of
your favorite vacation.
INTRODUCTIONS
Myssi Turner
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Teaching and Learning Leader
Rank 1
16 years of experience
Educator: preschool, 2nd, 3rd, 4th, 5th
Staff Developer: K, 1, 2, 3, 4, 5– modeled
lessons in all grades
Golden Apple Recipient
Outstanding Teacher of the Year Recipient
Albright Nominee
KTIP Resource Teacher
SBDM
Member of numerous Education
Organizations and panels
Featured in Ky Teacher and various
newspaper articles and on KDE channel
PDs at school, district, and state level
Julie Kuhnhein
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Teaching and Learning Leader
Masters +
11 years of experience
Educator: 9-12th, Social Studies
Staff Developer: 9-12, Social Studies
American Civic Education Teacher Award
UK Teacher Who Made A Difference Award
Who’s Who
Program Coordinator for Office of Civic
Education & Engagement; U of L, College
of Ed.
• Featured in Ky Teacher and various
newspaper articles and on KDE channel
• PDs at school, district, and state level
When we want your attention, we will use the following signal:
Our hand will be raised in the air. When our hand is in the air, you
will be expected to have your eyes on the speaker, be quiet, be
still, hands free, with one hand in the air and listen.
FRAMEWORK FOR
TEACHING
CAMPBELL COUNTY SCHOOLS
FRAMEWORK FOR
TEACHING
CAMPBELL COUNTY SCHOOLS
Charlotte
Danielson
WHAT IS C.H.A.M.PS??
• CHAMPs is a decision-making template to assist
educators in developing a classroom management
plan and implementing it successfully.
• CHAMPs provides a common vocabulary for all to
use in the promotion of a positive, learning
centered culture.
CHAMPS CLASSROOM ACTIVITY
Conversation
Can students engage in conversation with each other during this activity?
If yes, about what? With whom? How many students can be involved in a
single conversation? How long can the conversation last?
Help
How do students get questions answered? How do they get your attention?
If they have to wait, what should they do while they wait?
Activity
What is the expected end product of this activity?
Movement
Can students get out of their seats? If yes, acceptable reasons include:
pencil, restroom, materials, other; Do they need permission to get up?
Participation
What behaviors show that students are participating fully and responsibly?
What behaviors show that a student is not participating?
LEARNING TARGETS
I can…
• explain the importance of teacher effectiveness on
student achievement.
• describe how the framework is organized and what
tools are available to assist me with its
implementation.
• use the framework to analyze my own teaching
and develop strategies to enhance my practices.
WHY TPGES?
Teachers matter more to student achievement than any other aspect of school.
•In Texas, the increase student test scores can be traced to a teacher’s
effectiveness and it is 20 times more likely to improve student achievement
than any other variable.
•In North Carolina a strong teacher in a classroom has 14 times the impact
on student achievement as decreasing the class size by five students.
•MET study has worked within districts across the nation to identify
effective teaching.
•A growing body of research shows that student achievement is more
heavily influenced by teacher quality than by students’ race, class, prior
academic record, or school a student attends.
TWO PURPOSES OF
EVALUATION
Measurement
OR
Development
FRAMEWORK FOR TEACHING
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
PLAN
APPLY
TEACH
REFLECT
COMMON LANGUAGE
PERFORMANCE LEVELS: KEY
WORDS
Teacher-directed
success!
Student-directed
success!
Ineffective
Developing
Accomplished
Exemplary
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Subtle
Skillful
Preventative
Leadership
STUDENTS
Always
Levels of cognition and constructivist learning increase
THE CLASSROOM
ENVIRONMENT
DOMAIN #2
FOUR CORNERS/CHIP’S STRATEGY
How it works: DOMAIN 2
1. You were already assigned to a group (this will be shared shortly). You
will move to the table with your corresponding letter.
Everyone will take their materials with them.
2. Introduce yourself to your new group and discuss the teacher qualities
that you listed.
3. Read the Framework component that corresponds to your table letter.
Each person will need to add to the discussion using their two chips. After
you have discussed the component, you will teach the rest of the room
about it with a picture representation on your poster and what the
important indicators of your component are. Be ready to present your
picture and domain component.
4. As people present take notes.
5.
While you view examples jot down strategies.
DOMAIN #2A - ACCOMPLISHED
2A – Creating an Environment
of Respect and Rapport
• Talk between teacher and
students and among students is
uniformly respectful.
• Teacher responds to
disrespectful behavior among
students.
• Teacher makes superficial
connections with individual
students.
Positive Framing, Clip 19
Teachscape Clip
EXAMPLES
•
Teacher greets students by name as they
enter the class or during the lesson.
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The teacher gets on the same level with
students, kneeling, for example, beside a
student working at a desk.
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Students attend fully to what the teacher is
saying.
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Students wait for classmates to finish
speaking before beginning to talk.
•
Students applaud politely following a
classmate's presentation to the class.
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Students help each other and accept help
from each other.
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Teacher and students use courtesies such
as "please," "thank you," "excuse me."
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Teacher says, "Don't talk that way to your
classmates," and the insults stop.
TEACHER’S CREED
My Promises to You, My Students:
I promise to be nice and smile often.
I promise to care about each of you.
I promise to be understanding.
I promise to help you when you are struggling.
I promise to be patient with you.
I promise to be fair and consistent.
I promise to enjoy teaching you.
I promise to be trustworthy.
I promise never to scream at you.
I promise that I will get to know you.
I promise to believe in you.
I promise to make learning interesting and meaningful.
I promise that I will not intentionally embarrass you.
I promise that I will challenge you to be your very best.
I promise to do everything I can to help you succeed.
And I promise that, no matter what, I will never give up on you.
From Seven Simple Secrets: What the BEST Teachers Know and Do
2A RESPECT AND RAPPORT
Compete Only Against Yourself
There is only one person in the world you need to
compete against, and that is yourself.
Strive each day to be the best person possible.
Your mission in life is not to get ahead of other
people; your mission is to get ahead of yourself.
But while you are competing against yourself, you are
expected to work with everyone else in this classroom
cooperatively and respectfully.
You are responsible not only for your own learning but
for the learning of your group-mates as well.
DOMAIN #2B - ACCOMPLISHED
2B – Establishing a Culture
for Learning
• The teacher communicates the
importance of learning and the
assurance that with hard work
all students can be successful
in it.
• The teacher demonstrates a
high regard for student abilities.
• Teacher conveys an
expectation of high levels of
student effort.
• Students expend good effort to
complete work of high quality.
Right is Right, clip 4 TLC
Teachscape Secondary A; Elem. B
EXAMPLES
• Teacher says, “This is important:
you’ll need to speak grammatical
English when you apply for a job.”
• Teacher says, “This idea is really
important! It’s central to our
understanding of history.”
• Teacher says, “Let’s work on this
together; it’s hard, but you all will
be able to do it well.”
• Teacher hands a paper back to a
student, saying, “I know you can
do a better job on this.” The
student accepts the comment
without complaint.
• Students get down to work right
away when an assignment is given
or after entering the room.
DOMAIN #2C - ACCOMPLISHED
2C – Managing Classroom
Procedures
• The students are productively
engaged during small-group work.
• Transitions between large- and
small-group activities are smooth.
• Routines for distribution and
collections of materials and
supplies work efficiently.
• Classroom routines function
smoothly.
Teachscape Sec. A; Elem. B
Clip 13; Tight Transitions
Clip 21; TLC
EXAMPLES
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Students get started on an activity while the
teacher takes attendance.
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Students move smoothly between largeand small-group activities.
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The teacher has an established timing
device, such as counting down to signal
students to return to their desks.
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Teacher has an established attention signal,
such as raising a hand, or dimming the
lights.
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One member of each small group collects
materials for the table.
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There is an established color-coded system
indicating where materials should be
stored.
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In small-group work, students have
established roles, they listen to one another
summarize different vies, etc. Cleanup at
the end of a lesson is fast and efficient.
WHY PROCEDURES ARE IMPORTANT
Students must know from the very beginning how they are
expected to behave and work in a classroom work
environment. Discipline dictates how they are to behave,
and procedures and routines dictate how they are to work.
Procedures and routines, especially, offer security.
Students want instruction and guidance on all the how-to’s
in class.
Since a PROCEDURE explains how you want something
done, it is your responsibility to have procedures clearly
stated. A ROUTINE is what the student does automatically,
without prompting or supervision. Thus a routine becomes
a habit, practice, or custom for the student.
GIVE ME FIVE!
1. Eyes on speaker
2. Quiet
3. Be still
4. Hands free
(put things down)
5. Listen
SLANT
Sit Up
Listen
Ask
and
Answer
Nod Your Head
Track
the
Speaker
The goal of positive behavior
support is not “perfect”
children. Rather, the goal
should be the perfect
environment for enhancing
their growth.
-John Marzano
WHY SHOULD WE HAVE
PROCEDURES IN OUR
CLASSROOM?
PROCEDURES ARE A PART OF LIFE.
THEY ALLOW COMPLEX OPERATIONS TO
RUN SMOOTHLY WITH MINIMAL
CONFUSION, LOW STRESS, AND LESS
WASTED TIME.
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Airports
Driving
Restaurants
Movies
School
Where else are procedures practiced?
CLASSROOM AND ACADEMIC
EXPECTATIONS
CLASSROOM EXPECTATIONS
The atmosphere in this classroom will be
formal and academic, but comfortable.
Students will work hard, learn biology, and
enjoy the process.
If a visitor walked into our classroom during
the day, what should they see?
ENTERING THE CLASSROOM
PROCEDURE
1.
2.
3.
4.
Enter the room quickly and quietly.
Pick up handouts on the bellwork table.
Get materials and be seated.
Read the bellwork assignment posted
on the board and start working.
5. If you finish the bellwork assignment
early, work on something else quietly.
6. Quietly, patiently wait for instruction.
BELLWORK PROCEDURE
1. Pick up handouts, be seated, and gather
materials for class.
2. Read the bellwork assignment on the
board and start working.
3. Do not wait for the teacher or the bell.
4. If you finish the bellwork assignment
early, find something quiet to work on
while others are finishing.
WHEN YOU
FINISH WORK EARLY . . .
 quietly read a book.
 organize your planner or homework.
 use your hand held computer for academic work.
 sit quietly.
 do a puzzle.
 work on homework.
 wait patiently.
CLASS OPENING
PROCEDURES
I. Bellwork assignment time
A. Students work on bellwork
B. Teacher takes attendance,
returns papers and checks on
individual students as needed.
II. After the bellwork assignment
A. Teacher announces daily/weekly
agenda.
B. Teacher discusses returned
papers/feedback.
C. Bellwork follow up.
D. Daily lesson begins.
TARDY PROCEDURE (1)
Enter the classroom quietly,
pick up the daily handouts,
and join in the classroom activities with
minimal disruption.
You must fill out a pink “tardy form”
explaining the reason for the tardy.
The teacher will provide the form
and you will turn it in by the end of the
class period.
TARDY PROCEDURE (2)
 If you accumulate 3 tardy forms or more in
one grading period, you will have a
consequence (detention with teacher
and/or a phone call to parents).
 If you accumulate 4 tardy forms or more in
one grading period, an office referral will be
written with the tardy forms attached.
 If you are more than 10 minutes late to class
(unexcused), it will be counted as an
unexcused absence.
BELLWORK PROCEDURE
1. Pick up handouts, be seated, and gather
materials for class.
2. Read the bellwork assignment on the
board and start working.
3. Do not wait for the teacher or the bell.
4. If you finish the bellwork assignment
early, find something quiet to work on
while others are finishing.
WHEN YOU
FINISH WORK EARLY . . .
 quietly read a book.
 organize your planner or homework.
 use your hand held computer for academic work.
 sit quietly.
 do a puzzle.
 work on homework.
 wait patiently.
CLASS OPENING
PROCEDURES
I. Bellwork assignment time
A. Students work on bellwork
B. Teacher takes attendance,
returns papers and checks on
individual students as needed.
II. After the bellwork assignment
A. Teacher announces daily/weekly
agenda.
B. Teacher discusses returned
papers/feedback.
C. Bellwork follow up.
D. Daily lesson begins.
TARDY PROCEDURE (1)
Enter the classroom quietly,
pick up the daily handouts,
and join in the classroom activities with
minimal disruption.
You must fill out a pink “tardy form”
explaining the reason for the tardy.
The teacher will provide the form
and you will turn it in by the end of the
class period.
TARDY PROCEDURE (2)
 If you accumulate 3 tardy forms or more in
one grading period, you will have a
consequence (detention with teacher
and/or a phone call to parents).
 If you accumulate 4 tardy forms or more in
one grading period, an office referral will be
written with the tardy forms attached.
 If you are more than 10 minutes late to class
(unexcused), it will be counted as an
unexcused absence.
DOMAIN #2D - ACCOMPLISHED
2D – Managing Student
Behavior
• Standards of conduct appear to
have been established.
• Student behavior is generally
appropriate.
• The teacher frequently monitors
student behavior.
• Teacher’s response to student
misbehavior is effective.
EXAMPLES
• Upon a nonverbal signal from
the teacher, students correct
their behavior.
• The teacher moves to every
section of the classroom;
keeping a close eye on student
behavior.
• The teacher gives a student a
hard look, and the student
stops talking to his neighbor.
• Teacher acknowledges good
behavior.
100%, Clip 15– There is one acceptable percentage of
students following a direction: 100% and next few.
Clip 17; Strong Voice
What is the difference between classroom
procedures and classroom rules?
Rules are meant to guide student behavior. Procedures tell students how to
do certain things. Rules have consequences (penalties and rewards).
Procedures have no penalties or rewards.
Sample Classroom Procedures
Entering the class
■Walk into the classroom quietly.
■Remove your jacket or coat. Hang it up.
■Sharpen your pencils.
■Read the materials listed on the board and place them on your desk.
■Read the agenda (advanced organizer) for the day.
■Begin bell work.
RULES
Effective teachers spend more time promoting responsible behavior than responding
to irresponsible behavior. They recognize that misbehavior occurs for a reason, and
take the reason into account when determining how to respond to the misbehavior.
Have five specific rules.
Examples:
Be in class on time.
Keep your hands, feet, and objects to yourself.
Listen to instructions the first time they are given.
Do not use offensive language.
Have all materials ready to use when the bell rings.
Consequences can be positive or negative.
Positive: rewards that result when abiding by the rules
Negative: penalties that result when people break the rules.
Do not stop instruction to give out a consequence. Tell the class to keep on track
while you speak to the student. “Julie, what can I do to help you master rule #2? You
seem to have trouble keeping your hands to yourself. Maybe I did not spend
enough time demonstrating that rule for you. Julie, I will give up my recess to help
make sure you understand that rule.”
DOMAIN #2E - ACCOMPLISHED
2E – Organizing Physical
Space
• The classroom is safe, and all
students are able to see and
hear.
• The classroom is arranged to
support the instructional goals
and learning activities.
• The teacher makes
appropriate use of available
technology.
EXAMPLES
• There are established
guidelines concerning where
backpacks are left during class
to keep the pathways clear;
students comply.
• Desks are moved to make
tables so students can work
together, or in a circle for class
discussion.
• The use of an Internet
connection enriches the lesson.
REFLECTION- GIVE ONE, GET ONE
• List your biggest challenges in the classroom under
this domain.
• While the music plays, seek out another person to
give one strategy to and one person to get one
strategy from that would help address your
challenges
http://youtu.be/MwPsA5psiS8
PROCEDURE
• Using your domain packet, read and review
domain #4
• Individually brainstorm different artifacts you could
use as evidence of your performance in these
components.
• You will share your ideas with the group.