How much time do we have until we start ?

Bell Ringer

Take out your homework and share your take aways with any 2 other people. Be prepared to share one take away you learned from the people with whom you shared. For each person you share with, make sure you get their names, where they will teach teach, and what subject they will be teaching. Be ready to share what you learned.

July 23, 2015 NEW TEACHER ORIENTATION CLASSROOM MANAGEMENT & STUDENT ENGAGEMENT

 Management strategy used to redirect students and gain control of the classroom.  Count down (usually )  End with an “echo” for the students to complete.  For example: Albert Einstein, Julius Caesar, etc…  Today we will use the following: Teacher: “ ”

Daily Outcome Sheet Reflect – After the lesson place a √ in the appropriate space. Today’s Outcomes Choose TWO words from each outcome that you think are the most important and explain why. What did you do today to understand these outcomes? I know this. I am getting there. I made the attempt. The learners will identify critical language and expectations from the Compass Rubric in order to assess effective classroom management and student engagement. The learners will analyze classroom situations and collaboratively develop potential solutions.

O UTCOMES The learners will identify critical language and expectations from the Compass Rubric in order to assess effective classroom management and student engagement. The learners will analyze classroom situations and collaboratively develop potential solutions. Our purpose is to provide essential knowledge of components of the COMPASS rubric to support teachers new to SCPPS for the 2015—2016 school year. P URPOSE

DAVID SPADE USES C LASSROOM M ANAGEMENT + ∆

DAVID SPADE VIDEO During the video, each person records positives + and “even better if’s” ∆ about Mr. Spade’s teaching practices. After the video, group members will share their notes and come up with a positive and an “even better if” to share out to the whole group. While listening, highlight any duplicated responses. When it is your turn to share, make sure not to repeat any suggestions. + ∆

COMPASS Indicators for Classroom Management and/or Student Engagement √ indicators that you do well; * indicators that you could do better Supporting Evidence from the Video COMPASS Rating Little or no loss of instructional time Effective management of instructional groups Consistent management of materials and supplies Students follow classroom routines Student enthusiasm, interest, thinking, problem-solving, etc. Students highly motivated to work on all tasks and are persistent even when the tasks are challenging

T HE L OTTERY – S TUDENT E NGAGEMENT AND C LASSROOM M ANAGEMENT Expectations for viewing: Self-reflect – take 3 minutes to fill in the 1 st column. Evidence – while watching the video, record evidence for each indicator on the graphic organizer. Score with COMPASS – after watching the video, take one minute per element and as a group, score the lesson using the compass rubric (model)

The Lottery – Student Engagement and Classroom Management

T HE L OTTERY – S TUDENT E NGAGEMENT AND C LASSROOM M ANAGEMENT Socratic Seminar – half in and half out members in the circle will take part in a discussion on the 1 st three elements citing evidence to support statements members outside of the circle will record evidence from the discussion using a different color of ink after each element is discussed, listeners will have a chance to challenge or ask questions swap inner and outer groups and repeat for the next three elements.

S OCRATIC S EMINAR

5 MIN BREAK

COMPASS

When moving into small groups, students are confused as to where they are supposed to go, whether they should take their chairs, etc Ineffective 2--- Effective: Emerging 3---Effective Proficient 4---Highly Effective

Students redirect classmates in small groups not working directly with the teacher to be more efficient in their work Ineffective 2--- Effective: Emerging 3---Effective Proficient 4---Highly Effective

Some students not working with the teacher are not productivity engaged in learning Ineffective 2--- Effective: Emerging 3---Effective Proficient 4---Highly Effective

Reference COMPASS rubric – give participants a copy of component 2C printed on cream colored paper Read independently Highlight key words Shoulder partner Share out

Domain 2: Classroom Environment Ineffective 1Effective: Emerging 2Effective: Proficient 3Highly Effective 4 Component 2c: Managing classroom procedures A Much instructional time is lost due to inefficient classroom routines and procedures. Some instructional time is lost due to only partially effective classroom routines and procedures. There is little loss of instructional time due to effective classroom routines and procedures. Instructional time is maximized due to efficient classroom routines and procedures. B There is little or no evidence of the teacher managing instructional groups. The teacher’s management of instructional groups leads to some disruption of learning. The teacher effectively manages instructional groups. Students contribute to the management of instructional groups. C Management of materials and supplies is ineffective. Management of materials and supplies is inconsistent, leading to some disruption of learning. The teacher consistently manages materials and supplies. Students contribute to the successful management of materials and supplies. D There is little evidence that students know or follow established routines. With regular guidance and prompting, students follow established routines. With minimal guidance and prompting, students follow established classroom routines. Routines are well understood and may be initiated by students LDE COMPASS Domain 2:Classroom Environment St. Charles Parish External Observation COMPASS Domain 2:Classroom Environment

Count off 1-4 Component 2c Example sort – page 7 of LDE Compass Rubric 10 evidence (possible examples)(not top row) – print on cards for sorting. 4 cards each with a performance level(Ineffective 1, Effective: Emerging 2, Effective: Proficient, Highly Effective)

Show pg.6 (next slide #20) with indicators/critical attributes & direct participants to make any needed changes to their sorts. Found on back of indicators handout.

Check answers” with pg. 7 examples (see slide #21) Discuss whole group if there were any surprises, concerns, or questions. “Ask participants to reflect and Highlight one area of strength and put 4 stars next to it. Then ask participants to identify one of their challenge areas and place 1 star next to it.

Revisit key words and COMPASS rubric

Daily Outcome Sheet Reflect – After the lesson place a √ in the appropriate space. Today’s Outcomes Choose TWO words from each outcome that you think are the most important and explain why. What did you do today to understand these outcomes? I know this. I am getting there. I made the attempt. The learners will identify critical language and expectations from the Compass Rubric in order to assess effective classroom management and student engagement. The learners will analyze classroom situations and collaboratively develop potential solutions.

 Initials required!

Results --- Process --- Relationships PLUS (+)DELTA ( ) Even better if…

Daily Outcome Sheet Reflect – After the lesson place a √ in the appropriate space. Today’s Outcomes Choose TWO words from each outcome that you think are the most important and explain why. What did you do today to understand these outcomes? I know this. I am getting there. I made the attempt. The learners will identify critical language and expectations from the Compass Rubric in order to assess effective classroom management and student engagement. The learners will analyze classroom situations and collaboratively develop potential solutions.

COMPASS Indicators for Classroom Management and/or Student Engagement √ indicators that you do well; * indicators that you could do better Supporting Evidence from the Video COMPASS Rating Little or no loss of instructional time Effective management of instructional groups Consistent management of materials and supplies Students follow classroom routines Student enthusiasm, interest, thinking, problem-solving, etc. Students highly motivated to work on all tasks and are persistent even when the tasks are challenging

Domain 2: Classroom Environment Ineffective 1Effective: Emerging 2Effective: Proficient 3Highly Effective 4 Component 2c: Managing classroom procedures A Much instructional time is lost due to inefficient classroom routines and procedures. Some instructional time is lost due to only partially effective classroom routines and procedures. There is little loss of instructional time due to effective classroom routines and procedures. Instructional time is maximized due to efficient classroom routines and procedures. B There is little or no evidence of the teacher managing instructional groups. The teacher’s management of instructional groups leads to some disruption of learning. The teacher effectively manages instructional groups. Students contribute to the management of instructional groups. C Management of materials and supplies is ineffective. Management of materials and supplies is inconsistent, leading to some disruption of learning. The teacher consistently manages materials and supplies. Students contribute to the successful management of materials and supplies. D There is little evidence that students know or follow established routines. With regular guidance and prompting, students follow established routines. With minimal guidance and prompting, students follow established classroom routines. Routines are well understood and may be initiated by students LDE COMPASS Domain 2:Classroom Environment St. Charles Parish External Observation COMPASS Domain 2:Classroom Environment