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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)

Journal 5 minutes (T-Chart)


Think about when you were a student: 1. List and describe the characteristics of and strategies used by your best/favorite teacher. 2. List and describe the characteristics of and strategies used by your worst teacher.

School Climate: The Eight Dimensions used in the ASSC SCAI


1. 2. 3. 4. 5. 6. 7. 8. Physical Appearance Faculty Relations Student Interactions Leadership and Decision-Making Discipline Environment Learning and Assessment Attitude and Culture Community Relations

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


School Climate Rating API Student Achievement Scores

School Climate Levels


Level 3
System Ethos
Intentional Sound vision translated into effective practice

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

students for the better Collaborative Promotes a Psychology of Success

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

The Core of a Sound and Healthy School Climate:


A Psychology of Success (POS)
Success Psychology (POS) Internal Locus of Control Belonging & Acceptance Failure Psychology (POF) External Locus of Control Alienation and Worthlessness

Growth-Orientation

Fixed-Ability Orientation

Successful schools (3 level) have a psychology of success that pervades every aspect of the school.

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.

A Psychology of Success (POS)


Jigsaw Directions
1. 2.
Promoting Growth Versus Fixed Ability Orientation (129-132)
Growth Ability Fixed Ability

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.

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.

A Psychology of Success (POS) - Journal


1. Explain how your favorite teacher promoted a Psychology of Success (POS) and how your worst teacher promoted a Psychology of Failure (POF)? 2.Describe how you promote a sense of POS in your classroom.

Moving Up or Down the Continuum


Attitude Defined by:
Intentional Awareness Internal LOC

Accidental Unaware External LOC

Moving Up the Continuum


1. 2. 3. 4. 5. 6. 7. 8. 9. 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

Moving Down the Continuum


1. Relying on Bribes and Gimmicks (extra credit, candies, classroom dollars, etc.) 2. Incorporating negative strategies (disappointment, lectures, putdowns) 3. Punishment and pain-based logic (detention during lunch, do you want extra work, etc.) 4. Intermingling the personal and the performance (youre lazy so your failing, These students are lazy, its their parents fault, etc.) 5. Involving those that were not involved (calling parents, sending student to dean, etc.)

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.

Teaching Style Matrix Orientation by Function Level


High Function/Intentional Internal Locus of Control

Student-Centered

Teacher-Centered

1-Style Functional/Student-Centered Facilitator/Leader Self-Directed Students Our Class

2-Style Functional/Teacher-Centered Conductor /Manager Well Trained Students My Class

3-Style Dysfunctional/Student-Centered Enabler/Passive Self-Centered/Chaos The Students

4-Style Dysfunctional/Teacher-Centered Authoritarian/Hostile Dominance/Obedience or Rebellion Those Students

Low Function/Accidental External Locus of Control

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

1.5 SCAI @350 1.0 @250

4-Style

Low Function/Accidental External Locus of Control

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

1.5 SCAI @350 1.0 @250

4-Style

Low Function/Accidental External Locus of Control

Steps for Improvement


Changes in practice that will get us the most positive outcomes for the least effort
1. 2. 3. 4. 5. 6. 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) 7. Assess Process/Investment systematically and deliberately

LHS SCAI Teacher Rating by Dimension


SCAI
3.60 3.55 3.50 3.45 3.40 3.35 3.30 3.25 3.20 3.15 3.10 D1 D2 D3 D4 D5 D6 D7 D8 All

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)

3.55 3.51 3.50 3.46 3.44 3.43 3.42 3.41 3.25

LHS SCAI Student Rating by Dimension


SCAI
3.50 3.45 3.40 3.35 3.30 3.25 3.20 3.15 3.10 3.05 D1
n/a n/a

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)

3.47 3.31 3.31 3.30 3.28 3.27 3.20

School Climate: The Eight Dimensions used in the ASSC SCAI


1. 2. 3. 4. Physical Appearance Faculty Relations Student Interactions Leadership and Decision-Making

5. Discipline Environment
6. Learning and Assessment 7. Attitude and Culture 8. Community Relations

LHS SCAI Teacher Rating by Dimension


SCAI
3.60 3.55 3.50 3.45 3.40 3.35 3.30 3.25 3.20 3.15 3.10 D1 D2 D3 D4 D5 D6 D7 D8 All

SCAI

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 Student-Generated Ideas for Rules Clear Expectation of Discipline Policy Promotion of Student Self-Direction Promotion of Community in Class Teacher-Student Supportive Interaction Discipline for Functionality Classroom Climate Effective Discipline Focus on Problematic Behavior 2.78 2.91 2.93 3.17 3.19 3.36 3.40 3.50 3.61 3.63

Teaching and Learning Framework

Standard 2: Classroom Environment


a. Creating an Environment of Respect c. Managing Classroom Procedures and Rapport 1. Management of Routines, Procedures, and 1. Teacher Interaction with Students Transitions 2. Student Interactions with One Another 3. Classroom Climate 2. Management of Materials and Supplies 3. Performance of Non-Instructional Duties

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

2. Monitoring and Responding to Student Behavior

Teacher and Learning FrameworksJigsaw Jigsaw Directions


1. 2.

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.

Expert Groups (Teacher and Learning Frameworks-Danielson)

4.

Work with your summary groups to complete graphic organizer and develop clear expectations for our staff

Summary Group Meeting

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.

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