This is the PowerPoint for Orderly and Safe Schools presentation.

1. Learning-Centered Leadership Development
Program for
Practicing and Aspiring Principals
October 2010- September 31, 2015
Safe and Orderly School Operation

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
Safe and Orderly Schools
•What do they look like?
•Why are orderly schools
important?
•How do we get there?

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. 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. 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
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7. How do we get there?
•It all begins at the central office level
•Principals must then provide leadership
7

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
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9. Elements of Safe and Orderly
Schools
•Culture
•Climate
•Safety
•Bullying
•Discipline
•Managing Personnel
9

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. 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. Culture (cont)
• People who feed the negative culture
– Keepers of the nightmares
– Saboteurs
– Negaholics
– Prima Donnas
– Space Cadets
– Martyrs
– Deadwood
12

13. Culture (cont.)
• Principal must understand
• the culture
• Can be difficult to change – Why?
13

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
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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. 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. 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. 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. 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. 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. Developing a Positive Climate (Ubben, 2011)
•Celebrate the positive
•Create rituals and ceremonies
•Shield and support the
possible
21

22. Developing a Positive Climate
(Ubben, 2011) (Cont)
22
•Confront and eradicate the
negative influences
•Provide consistency
•Provide role models

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
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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
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25. Climate Surveys
• Many climate surveys exist
• Victoria Bernhardt
• http://eff.csuchico.edu/html
/download_center.html
25

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. 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. 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. Safe School Characteristics
•Cohesiveness among staff
•Cooperative classroom
environments
•Shared decision making
•Rules are enforced and
fairly administered
•Promote parent involvement with the school
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30. Bullying
•77% of students are
bullied in some manner
•43% fear harassment in
the bathrooms
30

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. 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. 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. 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. Cyberbullying Prevention Tips
35

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
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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. 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 myspace.com.
• 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. 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. 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. 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. 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.
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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
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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. 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. 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. 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
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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. 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. 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. Most Effective Behavior
Management Strategies
• The most effective behavior management
strategies address five areas of behavioral
intervention:
– Prevention
– Expectations
– Monitoring
– Encouragement
– Correction
51

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. 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.
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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. 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. 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. 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. 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. 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
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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. 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
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