Principals and Coaches: Supporting Classroom Management What

Principals and Coaches:
Supporting Classroom
Management
Dr. Tom Edgar, Student Services Coordinator
Christa Donnelly, Learning Coordinator
Richard Schroeder, Middle School Principal
What is your role in your school
or district?
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• Randy Sprick, Safe & Civil Schools
• Need: Establishing the need with your staff
• Vision: Setting expectations and defining staff roles and
responsibilities
• Training: Providing staff with the necessary knowledge about
classroom management
• Resources: Establishing a coaching system to support
teacher implementation of effective classroom management
• Payoff: Danielson Domain 2
• Action Plan: Identify tools, timelines, roles, and supervision
plan
• Understand the
classroom management.
of effective
• Understand the necessary supports for
of classroom management
throughout a building or district.
• Leave with
to support
teachers in their implementation of effective
classroom management back in your
building(s)/district(s).
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1. Consider the current status of classroom
management implementation in your district(s)
or school(s)
–
–
–
–
Staff skills
Consistency among staff (common language)
Fidelity to research-based practices
Systematic and continual process improvement
2. Rank each of the above areas on a scale from 1
to 10 (10 being exceptional)
1. Online Survey Results
Establishing the Need
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Why is effective behavior
management needed?
• Every Teacher’s Vision:
The Reality!
• There is a substantial gap between the attitudes
of teachers in the classroom and those of the
professors who prepare them for their careers.
While virtually all classroom teachers (97%) say
that good discipline is “one of the most important
prerequisites” for a successful school, fewer than
4 in 10 education professors (37%) consider it
absolutely essential to train “teachers who
maintain discipline and order in their classroom.”
(Weiss, 2011)
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The Critical Role of Classroom
Management
Classroom management:
• continues to be a major concern for all educators
• represents a first-year teacher’s most serious
challenge
• continues to be a major factor in stress and turnover
for all teachers
Despite these concerns, classroom management
and discipline are often neglected in many
teacher training programs.
The Need for a Vision
What does effective classroom management
LOOK like? SOUND like? FEEL like?
“Students can hit any achievement target
they can see and that will hold still for
them.” – Richard Stiggens
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Successful Classroom Management
• The most effective behavior management
strategies address five areas of behavioral
intervention:
– Prevention
– Expectations
– Monitoring
– Encouragement
– Correction
Barriers To Implementation
Setting the Stage
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Staff Training
• Provide the Staff with the necessary
knowledge about classroom management.
• Provide the staff with a model for classroom
management that can be implemented.
• An example: CHAMPs, Marzano
STOIC
• We do not control student behavior, but we
do control 5 variables that impact it:
– Structure: plan and organize for success
– Teach: rules, expectations (activities and
transitions), and procedures
– Observe/Monitor: student behavior
– Interact: when students are being good or just
being
– Correct: brief, calm, consistent. Be fluent
CHAMPs
•
•
•
•
•
•
Conversation
Help
Activity
Movement
Participation
= Success!
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• Building-wide systems (PBIS) do not provide
sufficient direction for individual classrooms.
• It is difficult for people to change instinctual
patterns of behavior.
• In the classroom, teachers are faced with so
many minute-to-minute challenges, that ideas
from training are often lost.
We know that….
TRAINING
=
IMPLEMENTATION!
So, as an administrator or
coach, how do I help
ensure staff are using
evidence-based practices
…..with fidelity?
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• Administration needs to develop a vision for staffs’ use of proven
classroom management practices, set clear expectations for the use
of these practices, and implement a supervisory system to monitor
and support the use of these practices
• Provide teachers with evidence-based training, best-practice
examples & easy-to-use materials/tools (templates, selfassessments, etc.)
• Help staff schedule adequate time to develop products and reflect
on learning in a safe environment (matrices, posters, flip-charts,
etc.)
• Organize feedback loops and support systems for teachers in the
form of peer-coaching (grade-level meetings, feedback protocols &
timelines, etc.)
As administrators &
coaches, it is our job to help
remove any barriers that
may inhibit full
implementation!
Activity: Partner Share
• Think of a school (perhaps your own!) that may
be interested in implementing evidence-based
classroom management strategies as part of their
school-wide PBIS initiative
• Jot down one or two barriers that you know or
suspect this school may face during
implementation
• Share with your partner (one minute)
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THE
ADMINISTRATOR’S
ROLE
• Administrators need to…
– develop a vision of what classroom management will
look and sound like in the building
– know the critical features of effective classroom
management
– develop a training plan to ensure these features are
understood for implementation
– develop a support plan: sample mini in-services, peercoaching, use of self-assessments
– provide orientation and coaching for new teachers
– work with their district to ensure dedicated training
for teachers, principals, and coaches
• A big reason for the successful adoption of any
classroom management model is that staff
know what successful implementation will
look like (that stable “target” of which Stiggins
speaks- teachers need this too).
• As you go through the process, make sure
everyone is on the same page and speaking
the same language!
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#1 Structure and organize for success (physical layout, traffic patterns, level
of allowable student freedom)
#2 Identify, teach & practice expectations related to overall classroom rules,
daily schedule, transitions & routines
#3 Interact positively with students (5:1, build relationships, etc.)
#4 “With-it-ness” and active monitoring
#5 Actively engage students in observable ways
#6 Establish a continuum of strategies to acknowledge appropriate
behavior
#7 Establish a continuum of consequences to respond to inappropriate
behavior with emotional objectivity
•
One or two day of staff professional development for staff on CHAMPS
based classroom management during school year
•
One day of training (ideally summer) for identified staff on how to coach
teachers to implement CHAMPS based classroom management.
•
One day administrator academy for principals that develops a plan to
implement and support a CHAMPS based classroom structure in each
school
•
Clear direction for building leaders in terms of ongoing support system for
CHAMPS classroom management (Mini-inservices: monthly faculty study
on a particular module, monthly support groups, etc.)
•
Regular use of walkthroughs, self-assessment tools, and/or peer
observation
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Identify and Train a core group of
staff to be “Peer Coaches”
• The more “coaches” the better it is within a
building/district for quick access and variety of
personalities
• There are different kinds of “coaches”.
– Administrators are “evaluative coaches”
– Fellow teachers and consultants are “non-evaluative” coaches
– Goal is to have a coaching “culture” in the building (freely
flowing feedback/use of peer coaching)
• Seek out training and support networks for your peer
coaches (building, district, county, etc.)
• Encourage administrators to allocate quantities of time
for the learning and practice of skills (PD, etc.)
• New Staff: receive a brief overview of CHAMPS
during their summer orientation
• New Staff: attend a two day CHAMPS training
during their first year
• Substitute teachers are provided with a half day
CHAMPS training as part of their sub training. They
are also allowed/encouraged to attend the two day
training.
– That staff are expected to use the critical strategies/features of
effective models
– That staff are expected to share ideas during grade-level
meetings, staff meetings and also informally (in the hall,
during planning time, etc.)
– That staff are expected to give regular, non-evaluative
feedback to one another regarding use of the strategies (be
sure to model how to do this and/or provide a feedback-giving
protocol)
– What they expect to see when they visit classrooms during
administrative walk-throughs
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1) We know that effective classroom management is
necessary for student achievement. The CRITICAL
FEATURES of effective classroom management are welldocumented in the research literature.
2) We want to be sure that our classroom management
practices are centered around the CRITICAL FEATURES
that have been found to be the basis of effective plans.
3) Any time you have a student exhibiting behavior
problems in your room, be sure to FIRST analyze and
experiment with one or more of these features.
–Classroom structures & routines in place
–Behavioral & academic expectations,
outcomes/goals defined & transparent
–Explicit teaching of your expectations
–Active monitoring
–Positive Interactions & active instructional
engagement
–Consistent, non-emotional, pre-planned
correction procedures
COACHING
STRATEGY
From “Coaching Classroom Management”
Randy Sprick, Safe & Civil Schools
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Use of self-assessments to get a
conversation started
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EQUALITY
VOICE
CHOICE
DIALOGUE
REFLECTION
PRAXIS
Based on material from “Coaching Classroom Management” by Randy Sprick
• In a true partnership, one partner does not tell the other what to
do – they discuss ideas together as equal partners.
• GOAL: NOT to win staff over to the “right” view, but to find a
match between what training, coaching & discussions have to offer
and what each person can use.
• Allowing everyone to have a voice can seem messy, inefficient, and
time consuming – until you compare it with the opposite.
• A partnership approach lets the coach view resistance as a product
of the INTERACTION between the coach and teacher
Coaching Classroom Management” by Randy Sprick
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• All individuals are given the opportunity to express their points of
view – everyone gets a chance to learn from others.
• Seek first to understand the teacher’s perspective.
• Ask more questions and offer fewer prescriptive suggestions.
• Focus on teachers’ needs for improving student outcomes, not the
coach’s ideas.
Coaching Classroom Management” by Randy Sprick
• “The sunset of choice is the dawn of resistance.” Taking
away teacher choice takes away their professionalism.
• Partners CHOOSE to work together and each participates in
making choices.
• Each partner can say yes and sometimes no.
• Administrators need to set crystal clear standards but
ensure staff are able to choose where they can adapt
instruction and still meet requirements.
Coaching Classroom Management” by Randy Sprick
• Lecturing isolates people, but dialogue brings
people together – learning, sharing, and
exploring.
• Dialogue is not debate. Dialogue includes
reflection on the content that is present.
• Create opportunities for staff to participate in
open, robust, and freewheeling brainstorming
sessions.
Coaching Classroom Management” by Randy Sprick
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• Provide opportunities for staff to reflect on
what they are learning and how it makes
sense for them.
• Offer teachers the freedom to consider ideas
before adopting them.
Coaching Classroom Management” by Randy Sprick
• Reflect on what you’ve learned so far and how
it might apply to the building you thought of
earlier in the session.
• What do you need to do to help them get
started?
• Jot your ideas down and then share with your
partner.
• Document your next steps on your action
plan.
CLASSROOM
MANAGEMENT
TOOL KIT
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