Safe and orderly schools 6 7-13


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Safe and orderly schools 6 7-13

  1. 1. Learning-Centered Leadership Development Program for Practicing and Aspiring Principals October 2010- September 31, 2015 Safe and Orderly School Operation
  2. 2. Goals Goal 1: Principals and aspiring principals will become familiar with the components of safe and orderly schools. Goal 2: Principals and aspiring principals will understand the principal‟s role in creating and maintaining safe and orderly schools. Goal 3: Principals and aspiring principals will begin thinking about the development and implementation of a renewal activity focusing on safe and orderly school issues in their building. 2
  3. 3. 3 Safe and Orderly Schools •What do they look like? •Why are orderly schools important? •How do we get there?
  4. 4. What do they look like? •Students feel safe and free from physical harm •Collegial relationship among staff •There is a positive culture and climate •High expectations on the part of staff and students •Expectations and rules are known by all and enforced •Students are involved and take ownership of the school •Student achievement increases in orderly schools 4
  5. 5. Why are Orderly Schools Important? Lezotte’s Correlates of Effective Schools •Instructional Leadership •Clear and Focused Mission •Safe and Orderly Environment •Climate of High Expectations •Frequent Monitoring of Student Progress •Positive Home-School Relations •Opportunity to Learn and Time on Task 5
  6. 6. Why are Orderly Schools Important? What Works in Schools – Marzano School Level Factors 1. Guaranteed and viable curriculum 2. Challenging goals and effective feedback 3. Parent and community involvement 4. Safe and orderly environment 5. Collegiality and professionalism 6
  7. 7. How do we get there? •It all begins at the central office level •Principals must then provide leadership 7
  8. 8. Safe and Orderly School Activity #1 Trouble in River City • Break into groups of 6 – 8 people • Discuss how you would resolve the issues and answer the questions • Each group will briefly report their findings • You have 20 minutes to complete the task 8
  9. 9. Elements of Safe and Orderly Schools •Culture •Climate •Safety •Bullying •Discipline •Managing Personnel 9
  10. 10. Culture A schools culture is a complex pattern of norms, attitudes, beliefs, behaviors, values, ceremonies, traditions, and myths that are deeply ingrained in the very core of the organization (Barth, 2002). An inner reality that influences the way people interact, what they will or will not do (Robbins & Alvy, 2002) The way we do things around here. 10
  11. 11. Culture (cont) •Yields tremendous power over the way people think, act and behave. •Can be positive or toxic •Negative values •Fragmentation in thinking •Wide use of I, me and my •Not democratic 11
  12. 12. Culture (cont) • People who feed the negative culture – Keepers of the nightmares – Saboteurs – Negaholics – Prima Donnas – Space Cadets – Martyrs – Deadwood 12
  13. 13. Culture (cont.) • Principal must understand • the culture • Can be difficult to change – Why? 13
  14. 14. Five components of a positive school culture (Deal & Peterson, 2002) 1. A shared sense of purpose and values among staff 2. There are group norms of continuous learning and the group reinforces the importance of staff learning with a focus on school improvement 3. A sense of responsibility for student learning shared by all staff 14
  15. 15. Five Components (cont) 4. Collaborative and collegial relationships between staff members. 5. A focus on professional development, staff reflection, and sharing of professional practice. 15
  16. 16. Cultural Norms Affecting School Improvement (Saphier & King, 1985) 1. Collegiality 2. Experimentation 3. High expectations 4. Trust and confidence 5. Tangible support 6. Reaching out to the knowledge base 7. Appreciation and recognition 16
  17. 17. School Climate •Related to school culture •Compilation of all interactions by all people, both positive and negative •All staff, especially the principal, are constantly on duty promoting school climate •Leadership style affects school climate 17
  18. 18. A Positive School Climate Promotes: •Higher grades, improved attendance, greater expectations, a sense of academic competence, and fewer suspensions •Greater self-esteem and self-concept •Less anxiety, depression and loneliness •Less substance abuse 18
  19. 19. Four Categories Promoting a Positive School Climate 1. Safety : Rules and norms Physical safety Social and emotional safety 2. Teaching and Learning: Support for learning Social and civic learning 19
  20. 20. Four Categories Promoting a Positive School Climate (cont.) 3. Interpersonal Relationships: Respect for diversity Social support – adults and students 4. Institutional Environment: School connectedness and engagement Physical surroundings 20
  21. 21. Developing a Positive Climate (Ubben, 2011) •Celebrate the positive •Create rituals and ceremonies •Shield and support the possible 21
  22. 22. Developing a Positive Climate (Ubben, 2011) (Cont) 22 •Confront and eradicate the negative influences •Provide consistency •Provide role models
  23. 23. Promoting a Positive School Climate •Focus on recruitment and retention of quality staff •Clean up and clear out •Create and share the new stories of success and accomplishment 23
  24. 24. Safe and Orderly Schools Activity #2 School Climate Survey • Please complete the survey individually. • Each principal and aspiring principal compare their results. • Identify areas needing improvement. • You have 20 minutes for this activity 24
  25. 25. Climate Surveys • Many climate surveys exist • Victoria Bernhardt • /download_center.html 25
  26. 26. Safe Schools •63 out of every 1,000 students are victims of violence at school. •Those students are more likely to feel isolated, depressed, frustrated and be absent from school. •Marzano found that students do less well academically and are less likely to graduate in violent schools. 26
  27. 27. Low School Violence •Positive teacher relationships •Students have feelings of ownership of their school •Positive school and classroom environments •Safety procedures focus on the physical environment and reducing physical disorder 27
  28. 28. Safe School Characteristics •Personnel to support students, staff and parents •Offer instruction on self-awareness, social relationships and personal development •Create a perception of belonging to the school •Recognize student successes •Principals create a positive environment •Principals are transformational leaders 28
  29. 29. Safe School Characteristics •Cohesiveness among staff •Cooperative classroom environments •Shared decision making •Rules are enforced and fairly administered •Promote parent involvement with the school 29
  30. 30. Bullying •77% of students are bullied in some manner •43% fear harassment in the bathrooms 30
  31. 31. Bullying 31 •100,000 students carry guns to school •28% of students who carry weapons have witnessed violence at home •8% of students miss 1 day of class per month for fear of bullies •Staff can be held personally liable
  32. 32. Cyberbullying – What is it? • Cyber-bullying is "the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others“ Leneway and Winters (2008) 32
  33. 33. CyberBullying • 42% of kids have been bullied while online. One in four have had it happen more than once. 33 Percent Non Bullied Bullied A national survey of 1500 4th – 8th graders
  34. 34. Cyberbullying (cont) • 58% of kids admit someone has said mean or hurtful things to them online. More than four out of ten say it has happened more than once. • 55% of the 58% have not told their parents or an adult about something mean or hurtful that happened to them online. 34
  35. 35. Cyberbullying Prevention Tips 35
  36. 36. What Can Be Done • Students need to be reminded that what they do in cyberspace is not really anonymous. • Behaviors and words are downloadable, printable and sometimes punishable by law. • They can be traced on the Internet • Reminded not to share personal information 36
  37. 37. What Can be Done (cont) • Clearly explained in the School‟s AUP or Handbook. • Graduated consequences and remedial actions • Clear procedures for reporting • Procedures for investigating • Specific language that if a student's off-school speech or behavior results in "substantial disruption of the learning environment," the student can be disciplined 37
  38. 38. Layshock v. Hermitage School District (2006) • A student created a website from his grandmother's home computer creating a parody of the school principal on his • While the site was non-threatening and created off-campus, school officials were able to prove a major disruption to the school day. Officials pointed out that staff devoted a lot of extra time diffusing and resolving the situation. 38
  39. 39. Acceptable Use Policy Guidelines • Clear, Specific Language • Detailed Standards of Behavior • Detailed Enforcement Guidelines/Standards in the Event of Violations • A Comprehensive Internet Policy Statement • Outline/list of acceptable vs. not acceptable uses 39
  40. 40. Acceptable Use Policy Guidelines • Outline/list of acceptable vs. not acceptable • Student and parent consent forms • Description of online etiquette • Privacy Statement - School‟s right to see • Disclaimer of liability 40
  41. 41. Burlington H.S. Tech/Network AUP Example • Mission Statement - Prepares students for lifelong learning and responsible citizenship by offering a challenging, relevant curriculum and varied activities in a safe environment. 41
  42. 42. Responsible Citizenships • Respect yourself – Inappropriate online name, information and images • Protect yourself – Publishing personal details • Respect Others – Not use technology to bully or tease others. • Protect others - Report abuse and not forward “bad stuff.” • Respect intellectual property – suitably cite work of others • Protect others – Request to use software or media produced by others. 42
  43. 43. Discipline 1. Clear, firm and high teacher and administrator expectations 2. Consistent rules and consequences that directly related to breaking these rules 3. A program emphasizing self-esteem 4. Acknowledging and rewarding positive behavior by students 43
  44. 44. Glasser – Reality Therapy 1. What are you doing? 2. What do you want? 3. Did you get what you want? 4. What can you do differently next time to get what you want? 44
  45. 45. Best Practice – Orderly Environment Marzano 1. Establish rules and procedures for behavioral problems that might be caused by the school‟s physical characteristics or routine 2. Establish clear school-wide rules and procedures for general behavior 3. Establish and enforce appropriate consequences for violation of rules 45
  46. 46. Best Practice – Orderly Environment (cont.) 4. Establish and program that teaches self-discipline and responsibility to students 5. Establish a system that allows for the early detection of students who have high potential for violence and extreme behaviors 46
  47. 47. Positive Behavior Intervention Supports (PBIS) What is PBIS? • Framework for supporting the continuum of student socio-emotional behaviors across school settings • Research validated • Prevention model 47
  48. 48. PBIS Research Base • The research-base supporting PBIS is based on Applied Behavior Analysis (ABA), the Institute for Education Science (IES) Practice Guide and predicated on the following assumptions: – All behavior is learned and serves a function – Behavior can be changed – Adults must recognize that they need to manipulate the variables that are within their control and not worry about those outside their control. – A continuum of behavioral supports are provided based on student need 48
  49. 49. Overly Punitive Approaches • If such a model is in place in your school, ask the following questions: – Are students frequently missing instruction because they are being sent out of the classroom (to the office, the hall, or another classroom?) – Are the same “banished” students sent from the room over and over? – Are you committed to implementing research-based practices in your building? • If yes, you need to provide the leadership to change the classroom management model. 49
  50. 50. Selecting a Classroom Management Approach • When choosing an approach, two primary considerations should govern your choice: 1. Determine if the approach is consistent with the findings of the best research (school and teacher effectiveness literature) as it relates to classroom management. 2. Determine if the approach provides plenty of “how-to” information. 50
  51. 51. Most Effective Behavior Management Strategies • The most effective behavior management strategies address five areas of behavioral intervention: – Prevention – Expectations – Monitoring – Encouragement – Correction 51
  52. 52. Well Managed Classrooms A Well Managed Classroom Should Include These Research Based Practices: • Maximum structure and predictability in routines & environment. • Positively, stated expectations posted, taught, reviewed, prompted, & supervised. • Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices 52
  53. 53. Well Managed Classrooms A Well Managed Classroom Should Include These Research Based Practices: • Continuum of strategies to acknowledge appropriate behavior including contingent & specific praise, group contingencies and behavior contracts. • Continuum of strategies for responding to inappropriate behavior including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout. 53
  54. 54. Safe and Orderly Schools Activity #3 Rewards and Recognition Discuss your results Share any unique activities within your group You have 15 minutes to complete this activity 54
  55. 55. Recognition and Rewards (Hoopla) Rewarding students and staff for quality work is a major component of positive cultures and climates. Staff (Feed the teachers so they won‟t eat the kids) Feed „em and lead „em – Monthly birthday cakes – Staff appreciation week – M&M‟s on desk – Celebration lunches – 301 party 55
  56. 56. Recognition & Rewards (con’t) News articles highlighting their accomplishments All-star staff picture wall Staff pictures with personal vision statement Business cards Praise in public – criticize in private New staff welcome gift (sweatshirt, coffee mug, etc.) Pocket praise (McNotes) Golden Apple Years of service awards 56
  57. 57. Recognition & Rewards (con’t) Fun contests – Beautiful baby, Who did that, Ugliest man alive ABCD awards (Above & Beyond the Call of Duty) Secret Staff Spirit Week (something each day – Tie One On – everyone wears a tie, Blue Monday, etc) Students Academic All Stars BUG Award (bringing up grades) Principal‟s Advisory Council 57
  58. 58. Recognition & Rewards (con’t) Super student lotto Academic team t-shirts Large picture board with student pictures New student – ambassadors and BB All A‟s awards – cookies, leave early for lunch, etc All A‟s assembly Star-bucks Birthday box Positive postcards 58
  59. 59. Recognition & Rewards (con’t) Celebrations MEAP kick-off Festival of Trees Leaf raking All school Olympics Spirit days Family Fun Night (silent auction, pig roast, 3 on 3 BB) Breakfast of Champions STAR Night Mom‟s and Muffins - Doughnuts and Dad‟s 59
  60. 60. In Summary – Orderly Schools • Students feel safe and free from physical harm • Collegial relationship among staff exists • There is a positive culture and climate • High expectations on the part of staff and students • Expectations and rules are known by all and enforced • Students are involved and take ownership of the school • Facilities are conducive to student safety • Parents are involved with the school 60
  61. 61. Renewal Activity Exploration • Divide into groups • Principals and aspiring principals discuss possible renewal activities for your building using the matrix as a guide • Share ideas with your group • At the end we will gather as the entire group and share ideas • You have 30 minutes for this exploration activity 61
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