 Professor of Education at Peabody College of Vanderbilt University  Doctorate in Ed. Psy from U of Texas, Austin  Developed COMP: Creating Conditions.

Slides:



Advertisements
Similar presentations
Leon County Schools Performance Feedback Process August 2006 For more information
Advertisements

Supplemental Instruction in Precalculus
PD Plan Agenda August 26, 2008 PBTE Indicators Track
Professional Development Standards William E. Dugger, Jr., DTE Shelli Meade Lisa Delany.
Teacher Preparation and Education Reform: A Behavioral Systems Perspective Çhair: Ronnie Detrich, Wing Institute Discussant: Chuck Salzberg, Utah State.
Domain 4: Professional Responsibilities
Chapter 10 Teaching and Learning Strategies
Administrative Entry Plan
Campus Staffing Changes Positions to be deleted from CNA/CIP  Title I, Title II, SCE  Academic Deans (211)  Administrative Assistants.
Inclusion: Helping All Students Succeed “Children that learn together, learn to live together Irene Elliott Director, Pupil Personnel Services Encinitas.
Effective Classroom Management Strategies: Preventing Discipline Problems Donna K. Milanovich, Ed.D. Mr. Randal A. Lutz Baldwin-Whitehall School District.
INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS Susan Brody Hasazi Katharine S. Furney National Institute of Leadership, Disability, and Students Placed.
7/14/20151 Effective Teaching and Evaluation The Pathwise System By David M. Agnew Associate Professor Agricultural Education.
Unit Assessment Plan Weber State University’s Teacher Preparation Program.
Chapter 2: Becoming a Teacher
CSU Summit on the Preparation of Teachers Irvine, California February 14, 2011 Connecting Teacher and Administrator Preparation with After-School Learning.
Community Planning Training 1-1. Community Plan Implementation Training 1- Community Planning Training 1-3.
Library Instruction in North America Library Orientation (before 1980) –Tour of library, instruction in using card catalog, print indexes, reference works.
Beyond the Parent-Teacher Conference: Partnerships that Enhance Student Learning Developed by Mary Louise Silva, Director of Parent & Community Engagement.
Carly Roberts Reading Instruction for Students with Significant Cognitive Disabilities.
Meeting SB 290 District Evaluation Requirements
Copyright © 2007 National Comprehensive Center for Teacher Quality. All rights reserved. Innovation Configurations Daniel J. Reschly, Ph.D., and Susan.
Union University (Germantown Campus)
Effective Use of Instructional Time Jane A. Stallings Stephanie L. Knight Texas A&M University.
Effective Teachers of literacy use:
Welcome! Informational meeting on the Preparing Future Faculty Graduate Certificate Program Dr. Margaret Hanson Associate Dean of the Graduate School and.
Creating Web-based Learning Activities to Support the Needs of Diverse K-12 Learners.
Classroom Management Strategies Marjorie Eubanks/ED 565/May2013
Reaching for Excellence in Middle and High School Science Teaching Partnership Cooperative Partners Tennessee Department of Education College of Arts and.
40 Performance Indicators. I: Teaching for Learning ST 1: Curriculum BE A: Aligned, Reviewed and Monitored.
Targeted Assistance Programs: Requirements and Implementation Spring Title I Statewide Conference May 15, 2014.
Staff Development Approaches at The University of Georgia: Philosophy, Models, and Financial Support University of Georgia Institute of Higher Education.
Investigating K-12/University Partnerships: A Case Study Analysis Zulma Y. Méndez, Ph.D. Rodolfo Rincones, Ph.D. College of Education Department of Educational.
Teaching Students in Inclusive Settings. Getting Started Course Overview Discussion Posts and Rubrics Major Assignments Q & A Dr. Phyllis Schiffer-Simon.
Effective Classroom Practice: Expectations and Rules MO SW-PBS Center for PBS College of Education University of Missouri.
Teaching in a Web-Based Distance Learning Environment: An Evaluation Summary Based on Four Courses Charles Graham, Joni M. Craner, Byung-ro Lim, & Kursat.
Overall Concept Food Safety Professional Development for Early Childhood Educators Teacher Training Teaching practices Children’s practicing food safety.
Marzano Causal Teacher Evaluation Model Based on the Art and Science of Teaching © 2011 Learning Sciences International Oklahoma Teacher.
Findings from the Perceptions of Success Inventory for Beginning Teachers Northeast Collaborative July 10, 2007 Presented by: Alan Reiman Kristen Corbell.
South Western School District Differentiated Supervision Plan DRAFT 2010.
CommendationsRecommendations Curriculum The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop.
Agenda for SSS General Membership Meeting (Tuesday, August 17, 1999) Annual Report Treasurer’s Report HP Name Change Executive Council Minutes Director.
 Professor of Education at Peabody College of Vanderbilt University  Doctorate in Education Psychology from University of Texas, Austin  Developed.
Integrated Specialized Services 2005 Inclusion Institute Chapel Hill, NC Peggy Freund, Ph.D. National Individualizing Preschool Inclusion Project Center.
TRHS Action Plan Goal 1 O Goal #1: In the School Year TRHS will further develop our Response to Instruction (RTI) model to ensure.
Positive Behavior Intervention and Supports: A Brief Introduction.
CaMSP Cohort 8 Orientation Cohort 8 State and Local Evaluation Overview, Reporting Requirements, and Attendance Database February 23, 2011 California Department.
Individual Learning Styles Shanetta Holman
Leading Beyond the Institution: Graduates as Learners, Leaders, and Scholarly Practitioners Drs. Ron Zambo, Debby Zambo, Ray R. Buss.
Building a Culture of Leadership at Belmont High School Michael M. Harvey, Ed.D. Principal, Belmont High School.
Stacy Keyte EDCI 538 Dr. Stetson. Rules and Procedures What I learned:  I learned the difference between rules and procedures as well as the way to effectively.
Statewide Evaluation Cohort 7 Overview of Evaluation March 23, 2010 Mikala L. Rahn, Ph.D.
Lincoln Elementary Math and Science Learning Academy.
Science Notebooks Research-Based Strategies on how to implement them in today's science classroom by Karen Shepherd.
The First Days of School
Schools NEED Librarians! Achievement Scores Improve with School Library Media Programs Christy Falls 6466 Achievement Scores Improve with School Library.
Welcome Back to Day Two Q and A Professional Learning Communities SMART Goals Mission Statement for improving parent-school relations Book Study “ The.
Dr. Leslie David Burns, Associate Professor Department of Curriculum and Instruction UK College of Education
Purpose of Teacher Evaluation and Observation Minnesota Teacher Evaluation Requirements Develop, improve and support qualified teachers and effective.
New Teacher Orientation 2009 Cheryl Dyer Assistant Superintendent Teacher Observation and Evaluation in BRRSD.
Practice learning of social work students is composed of practical education and field education and has visible place in a curricula of higher education.
 The area of focus consists of teachers creating an environment to help express how children learn through play.  The purpose of this study is to.
Can You Enhance Knowledge and Stimulate Excellence One STEM Unit at a Time? AEA – October 16, 2014 Panel: Evaluating STEM Professional Development Interventions.
Equity and Deeper Learning:
New Jersey Tiered System of Supports (NJTSS)
Professional Development: Imagine Difference Shapes and Sizes
Schoolwide Discipline
Using Data Based Decision Making to Improve On-Task Behavior and Reduce Problem Behavior Bob Putnam May Institute.
Theoretical Framework
Inclusion A school district shall use the term “inclusion” to mean that a student is receiving education in a general education regular class setting,
Presentation transcript:

 Professor of Education at Peabody College of Vanderbilt University  Doctorate in Ed. Psy from U of Texas, Austin  Developed COMP: Creating Conditions for Learning  Written over 100 chapters, articles and books on teacher education, including our textbook!  2 best selling textbooks for teacher ed. › One of them is our class textbook  interested in the social contexts of classrooms and how these contexts influence what students have an opportunity to learn and how learning gets defined by the participants.  She is also interested in understanding the developmental process of learning to teach and how experienced teachers (mentors) can influence this process. She and her colleagues have been studying this process through interviews and journals written by interns as they become certified teachers.

 Taught in Nashville, TN for 16 years › suburban, inner city and private school classrooms  PhD in education and human development at Vanderbilt  Interested in secondary science education  3 years research assistant professor of Special Ed › classroom management, effective teaching mainstreamed students  10 years Research Assistant Professor of Education › COMP -Creating Conditions for Learning -Developed workshop curricula  Director of Educational Program for the VaNTH (Vanderbilt-Northwestern-University of Texas-Harvard/MIT Health Sciences)  Workshops for Biomedical Engineering

 Did 12 studies in regular and special education resource settings (K-12), spanned 15 years, over 4000 hours of observation in 581 classrooms in 100 schools.  Studies identified difference in teacher management practices that correlated with student outcomes of task engagement, appropriate behavior, positive attitude, and achievement.  Manual made from research  Teachers were then taught ways to implement findings and put into practice  Results were higher task engagement. Less inappropriate and disruptive behavior and higher academic success.

 Use time as effectively as possible  Implement group strategies with high levels of involvement and low levels of misbehavior  Choose lesson formats and academic tasks conducive to high student engagement  Prevent problems by implementing a system at the beginning of the school year

 A systematic, research-based, common- sense approach to effective classroom management that increases academic achievement and reduces discipline problems and office referrals.  This led to the creation of COMP

 Classroom Organization and Management Program (COMP) Classroom Organization and Management Program (COMP)  conduct teacher workshops year-round throughout the US, helping teachers learn to create smoothly running learning environments in their classrooms.  By creating the conditions for learning, teachers can ultimately foster student achievement and reduce discipline problems.  COMP is developed by and based on the research of Dr. Carolyn M. Evertson.Dr. Carolyn M. Evertson  The program incorporates the findings of 12 studies in regular and special education resource settings, grades K-12, that span 15 years and involve over 4,000 hours of observation in 581 classrooms in 100 schools.  Since 1989, the program has served over 60,000 teachers and administrators in 33 states and American territories.  Findings from evaluation studies show clearly that teachers who use COMP principles experience a decrease in student misbehavior while enjoying increases in student academic engagement, student achievement, and personal satisfaction in teaching.  This web site gives COMP Trainers, COMP teachers, and other professional educators a place to solicit and discuss information about how classrooms work.

 Teachers who have implemented this program have seen fewer students who interrupted and called out, who were inattentive, disruptive, and unengaged  Teachers have found that students were engaged, completing assignments, successful in classroom lessons, and higher students achievement

 Students of teachers who have participated in COMP realize greater gains in academic achievement as measured by standardized tests that students of teachers who have not participated in programs  Teachers who have participated in COPM workshops show changed classroom practices that result in classroom environments more conducive to students’ learning  Students of post workshop teachers show a significant decrease in inappropriate and disruptive behavior and a significant increase in academic engagement

 Evertson, C.M. Classroom Organization & Management Program Retrieved  October 21, 2007 from,  Evertson, C.M. & Harris, A.H. What We Know About Managing Classrooms. Retrieved  October 21, 2007 from  Picture of Evertson, C.M retrieved October 21, 2007 from: evertson.jpg. evertson.jpg  Picture of Harris, A.H. retrieved October 21, 2007 from sA.jpghttp://peabody.vanderbilt.edu/images/people/Harri sA.jpg.