Академический Документы
Профессиональный Документы
Культура Документы
Level 2
Semi-intentional Good intentions translated into practices that work. Program
Level 1
Accidental Practices defined by the relative selfinterest of faculty and staff Sensory
System/Principle Perceptual Control Theory Level Liberating Effect on Experience changes Students
Staff relations
Psychological Outcome
Perpetuating Experience has a mixed effect on students Congenial Promotes a Mixed Psychology
Domesticating Experience has a net negative effect on students Competitive Promotes a Psychology of Failure
Growth-Orientation
Fixed-Ability Orientation
Successful schools (3 level) have a psychology of success that pervades every aspect of the school.
Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. San Francisco: Jossey-Bass.
Divide teachers into groups of 3-4. Teachers are assigned different sections to read:
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
3.
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.
Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. San Francisco: Jossey-Bass.
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.
Student-Centered
Teacher-Centered
SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Teaching Practice
High Function/Intentional Internal Locus of Control
Student-Centered
4.8 SCAI @900 4.5 SCAI @800+
4 SCAI @800 3.5 SCAI @750
Teacher-Centered
2-Style
1-Style
3 SCAI @650 2.5 SCAI @550 2 SCAI @450 1.7 SCAI @400
3-Style
4-Style
SCAI School Climate Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice LHS 685/3.44
High Function/Intentional Internal Locus of Control
Student-Centered
4.8 SCAI @900 4.5 SCAI @800+
4 SCAI @800 3.5 SCAI @750
Teacher-Centered
2-Style
1-Style
3 SCAI @650 2.5 SCAI @550 2 SCAI @450 1.7 SCAI @400
3-Style
4-Style
SCAI
Teacher Ratings
Range 3.25-3.55
1. 2. 3. 4. 5. 6. 7. 8. 9.
Community Relations (Dimension 8) Student Interactions (Dimension 3) Physical Environment (Dimension 1) Leadership (Dimension 4) Overall Faculty Relations (Dimension 2) Learning/Assessment (Dimension 6) Attitude/Culture (Dimension 7) Management/Discipline (Dimension 5)
SCAI
D2
D3
D4
D5
D6
D7
D8
All
Student Ratings
Range 3.20-3.47
1. 2. 3. 4. 5. 6. 7.
Community Relations (Dimension 8) Management/Discipline (Dimension 5) Overall Physical Environment (Dimension 1) Student Interactions (Dimension 3) Learning/Assessment (Dimension 6) Attitude/Culture (Dimension 7)
5. Discipline Environment
6. Learning and Assessment 7. Attitude and Culture 8. Community Relations
SCAI
b. Establishing a Culture for Learning 4. Management of Parent Leaders, other Volunteers and 1. Importance of the Content 2. Expectations for Learning and Achievement 3. Student Ownership of their Work Paraprofessionals d. Managing Student Behavior 1. Expectations for Behavior
4. Physical Environment
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) 2a1 Teacher Interaction with Students (Martinez) 2a3 Classroom Climate (Lara) 2b2 Expectations for Learning Achievement (Rosas) 2c1 Management of Routines, Procedures, and Transitions (Nava) 2d2 Monitoring and Responding to Student Behavior (Robinson) Room 154 Room 155 Room 159 Room 157 Room 152
3.
4.
Work with your summary groups to complete graphic organizer and develop clear expectations for our staff
Next Steps
Self Reflection Conversations around data and strategies Professional Development tailored around your suggestion and needs