1. Behavior Management and Relationship Building Alejandrina Vasquez Alvord Unified School District Capstone Project June 2016 Teacher Leadership Certification Academy

2. RATIONALE  Teachers need guidance on how to build connections and have positive relationships with their students.  Students need to be encouraged and taught how to be accountable for their learning.

3. CONNECTION TO TEACHER LEADER MODEL STANDARDS  Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning  1.1 Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict and promote meaningful change  Domain II: Accessing and Understanding Research to Improve Practice and Student Achievement  2.1 Assists colleagues in accessing and using research in order to select appropriate strategies to improve student learning

4. RESEARCH  http://www.apa.org/education/k12/relationships. aspx http://www.apa.org/education/k12/relationships. aspx  http://www.ascd.org/publications/books/105124/ chapters/Developing_Positive_Teacher- Student_Relations.aspx http://www.ascd.org/publications/books/105124/ chapters/Developing_Positive_Teacher- Student_Relations.aspx  http://www.pbis.org/school/primary-level http://www.pbis.org/school/primary-level  Improving Students' Relationships with Teachers to Provide Essential Supports for Learning  Educator's Guide to Preventing and Solving Discipline Problems  Student–Teacher Relationships Bridget K. Hamre Robert C. Pianta University of Virginia  Strategies for Improving Student Behavior by M. Lee Manning, Ph.D.

5. GOALS  Goal 1:To equip teachers with strategies they can use to establish a positive relationships with their students.  Goal 2:To equip students and encourage them to take responsibility for their learning.

6. IMPLEMENTATION Step 1 Establish the Classroom’s code of conduct and explain rewards and consequences Step 2 Give Students a survey s so the teacher can get to know them Step 3 Invite Grade level to talk about strategies to build relationships with their students and monitor progress of learning. Step 4 Students reflect on what they can do to get better grades in both ELA and Math Step 5 Students and teacher reflected on how behavior has impacted class learning

7. EVIDENCE AND DATA Goal 1  Through student survey students expressed how they liked and enjoy being with their teachers especially when they do fun activities.  4th Grade Character Citations were reduced by 10% within the first 3 months of school.  Two out of three students that were on behavior contracts in one class met their behavior goal and were able to stay out of trouble for some time  Unfortunately, as a grade level we still need to work on strategies that will help the students whose negative behavior regresses.  4th grade teachers reflected on what worked or not for this year.  Our school counselor created student groups to discuss with students ways to improve behavior.  Unfortunately, she started these counseling groups a bit late in the year and state testing has interrupted the intervention. Goal 2  ​ All 4th grade students kept a journal in which they wrote their thoughts about what they thought helped or hindered their learning in both ELA and Math.  As a 4th grade we made consistent growth in ELA and Math.  Our school counselor created student groups to discuss with students strategies they can use to develop better study habits and will keep a record of their progress in AERIES.  Unfortunately, she started these counseling groups a bit late in the year and state testing has interrupted the intervention.

8. Next Steps…  Invite teachers and administrators to develop a disciplinary school wide behavior plan tailored to their school.  Establish a school wide behavior intervention program.  Use the school counselor to work with at risk students struggling both academically and behaviorally for EACH grade level.  Encourage parents to be active in their child’s development by having communication.  Start the Counselor intervention groups a lot earlier in the year  Train ALL staff member on how to guide or deal with students with bad behavior and low academics

9. LEVERAGING THE FIVE PRACTICES OF EXEMPLARY LEASDERSHIP  Model the Way  Inspire a Shared Vision  Challenge the Process  Enable Others to Act  Encourage the Heart  I identified a need for my classroom that was also a need for the grade level.  Invited my grade level to discuss ways to help students improve their behavior and start taking accountability for their learning.  Invite students to act on what they believe will help them grow  Encourage students to get involved in their learning  Do what is best for all students

10. LEARNING AND GROWING  I learned that leadership CAN be taught and that leaders CAN grow.  On a personal level I have found my voice again and have become less of an introvert.  Although I still have weaknesses I now have the tools to help myself THRIVE.  Best of all I know I CAN help others GROW and THRIVE as well.