Powerpoint Templates

1. CLASS-S Survey Eisenhower High School April 16, 2013 Powerpoint Templates

3. The Emotional Support domain measures interactions that indicate positive relationships among teacher and students and the ability of the teacher to support the social and emotional functioning of students in the classroom.

4. Emotional Support *Positive Climate* • Relationships. The extent to which teacher and student interactions indicate that warm, supportive, and respectful relationships exist. • Positive affect. The extent to which smiling, laughter, and enthusiasm are present. • Positive communications. The degree to which positive comments and expectations are communicated. • Respect. The extent to which both the teacher and the students show respect for each other, illustrated through their language, listening, and cooperation. (All descriptions of CLASS‑S dimensions and behavior markers are summarized from Pianta et al., 2007.)

5. Emotional Support *Negative Climate* • Negative affect. The extent to which the teacher displays strong negative affect through irritability, anger, or harsh voice. • Punitive control. The extent to which the teacher controls the classroom through practices such as threats, yelling, and punishment. • Disrespect. The extent to which disrespect is observed through teasing, humiliation, sarcasm, or exclusionary behavior. (All descriptions of CLASS‑S dimensions and behavior markers are summarized from Pianta et al., 2007.)

6. Emotional Support *Teacher Sensitivity* • Awareness. The extent to which a teacher is aware of student needs, demonstrated by checking with students, anticipating problems, and noticing when students are struggling • Responsiveness to academic and social–emotional needs and cues. How the teacher provides individual support, reassurance, and assistance, adjusting pacing, reengaging students when off task, and providing timely responses to problems, needs, and cues for support • Effectiveness in addressing problems. The degree to which the teacher follows up to ensure that student questions are resolved • Student comfort. The extent to which students exhibit comfort in seeking support, participating in class discussions, and volunteering opinions (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)

7. Emotional Support *Regard for Adolescent Prospective * • Support for student autonomy and leadership.The degree to which students have choice, responsibility and leadership opportunities • Connections to current life.The extent to which the teacher connects content to adolescent life and communicates the usefulness of the lesson content • Student ideas and opinions.The extent to which the teacher encourages students to share their ideas and opinions and whether the teacher responds to and follows student comments • Peer interactions. The extent to which the teacher provides opportunities for peer interactions that are meaningful and relevant to the lesson and promotes peer conversations • Flexibility.The extent to which the teacher provides a relaxed structure for movement (All descriptions of CLASS‑S dimensions and behavior markers are summarized from Pianta et al., 2007.)

8. The Classroom Organization domain looks at the degree to which classrooms are well managed and provide students with frequent and engaging lessons and activities.

9. Classroom Organization • The domain of Classroom Organization consists of three dimensions: • Behavior Management • Productivity • Instructional Learning Formats

10. Classroom Organization BEHAVIOR MANAGEMENT The degree to which a teacher’s methods of encouraging positive behavior and avoiding and redirecting negative behavior are effective • Clear expectations. The extent to which the teacher conveys expectations that are explicit and consistent, with rules and behavioral expectations clearly stated or understood by all students • Proactive. How proactive a teacher is in preventing problem behavior, through monitoring, proximity to students, and attending to positive behaviors and achievements • Effective redirection of misbehavior. The degree to which a teacher consistently and effectively uses strategies to redirect student misconduct so that behavior management does not reduce learning time • Student behavior. The degree to which students are meeting behavioral expectations (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)

11. Classroom Organization PRODUCTIVITY The extent to which the teacher effectively manages time and routines to maximize instructional time and minimize periods of student inactivity • Maximizing learning time. The degree to which students have assigned tasks to perform • Routines. Whether there are classroom routines that students know • Transitions. The extent to which transitions between activities are efficient (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)

12. Classroom Organization INSTRUCTIONAL LEARNING FORMATS “The ways in which the teacher maximizes student engagement in learning through clear presentation of material, active facilitations, and the provision of interesting and engaging lessons and materials” (Pianta et al., 2007, p. 37) • Learning targets/organization. The extent to which instruction is clearly organized around learning objectives • Variety of modalities, strategies, and materials. The degree to which instruction uses different modalities, strategies, and materials • Active facilitation. How much the teacher encourages and questions students and fittingly paces the lesson to assist active student participation • Effective engagement. The degree to which students are participating and paying attention (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)

13. The Instructional Support domain measures the degree to which interactions in the classroom promote deep content understanding and higher-order thinking and provide ongoing support and feedback to students.

14. Instructional Support

15. Instructional Support Content Understanding As defined by the CLASS‑S Manual, content understanding refers to the depth of content that is addressed in the lesson and how that content is connected with previous knowledge to “to help students comprehend the framework, key ideas, and procedures in an academic discipline” (Pianta et al., 2007, p. 41). The indicators considered when rating content understanding are the following.

16. Instructional Support • Depth of understanding.The degree to which the lesson includes connections between discrete pieces of information, real-world connections, differing perspectives, and opportunities for application • Communication of concepts and procedures. The degree to which the communication related to the academic content includes essential characteristics of concepts and procedures, conditions for appropriate use and application, and numerous examples and non-examples • Background knowledge and misconceptions.The degree to which the teacher attends to prior student knowledge and explicitly integrates new information while addressing student misconceptions and providing opportunities for students to share knowledge and make connections • Transmission of content knowledge and procedures. The extent to which definitions are clear and accurate and clarifications and rephrasing are effective (All descriptions of CLASS‑S dimensions and indicators are summarized from Pianta et al., 2007.)

17. Instructional Support Analysis and Problem Solving According to the CLASS‑S Manual, analysis and problem solving refers to student use of higher-level thinking skills during a lesson. The dimension has three indicators:

18. Instructional Support • Opportunities for higher-level thinking. The extent to which the teacher promotes and facilitates student analysis, creation, and evaluation • Problem solving. Teacher support of student learning through the identification of problems, providing opportunities for new application as well as providing opportunities for hypothesis generation and testing • Metacognition.The degree to which the teacher models and asks students to explain thinking, self-evaluate, plan, and think about their thinking process

19. Instructional Support • Quality of Feedback In the CLASS‑S Manual, quality of feedback refers to the extent to which teacher feedback extends the learning, increases the understanding, and encourages the participation of students. In some cases, feedback may be provided by peers as well as the teacher. Five indicators are considered in this dimension.

20. Instructional Support • Feedback loops.The extent to which feedback in the classroom includes feedback loops (back-and-forth exchanges) that lead to students obtaining a deeper understanding of material and concepts • Prompting thought processes.The prevalence of students being asked to explain their thought processes and provide extended responses and actions • Scaffolding.The degree to which feedback promotes deeper student understanding through providing assistance, prompting, and hints • Providing information.The extent to which feedback gives additional information, clarification, and specific feedback that expand student understanding • Encouragement and affirmation. The degree to which students are recognized for their effort and encouraged to be persistent

21. Outcome • Boring Economics Teacher YouTube videohttp://www.youtube.com/watch?v=dxPVyieptwA

22. Outcome CLASS-S Student Engagement Results (highest level- is a 7 )

23. Outcome Overall Summary of CLASS-S Observation Results

24. Outcome I hear, and I forget; I see, and I remember; I do, and I understand. - Confucious

25. Outcome Five Levels of Student Engagement • Authentic Engagement • Ritual Engagement • Passive Compliance • Retreatism • Rebellion

26. Outcome Round Robin Share • Three minutes—think of a student and scenario that you think is representative of one of the levels of engagement • Taking turns, describe a student and scenario and let the group decide which level of engagement it represents--discuss

27. Outcome What is active learning? [it is] when students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking. (Bonwell, C., and Eison, J., 1991)

28. Outcome Types of activities • Small group work • Presentations and debates • Journaling • Role playing • Learning Games • Field Experiences • Case Studies • Class Discussions • Simulations….more! • (McKeachie, 1994 and Silberman, 1996)

29. Outcome Active learning types “simple tasks” ad hoc exercises; little or no advanced planning; e.g. “think-pair-share” “minute paper” “concept mapping” “complex tasks” longer duration, carefully planned and structured Cooperative learning a form of collaborative learning that has 5 specific criteria to maximize learning Collaborative learning carefully structured, group formation and student roles important

30. Outcome Standards for the Panther Way • Highly Engaged Classrooms • Satisfactory Student Achievement • Common Understanding of What Students Should Know and Be Able To Do • Organize Knowledge To Appeal to Students • Link Tasks to Performances and Products About Which Students Care • Communicate Standards for Work

31. Outcome Standards for a Panther Way • Physically and Psychologically Safe Place • Affirm Performances By Involving Significant Others • Provide Opportunities To Work With Others In Meaningful Ways • Novelty and Variety In Tasks • Incorporate Appropriate Choice • Assign Tasks That Are Real and Important

32. Outcome Personal Written Reflection Where do you think our school stands today in relation to the standards for the Panther Way? Are any of the standards topics on which a group within the PLC ought to focus? Which standards affect parent involvement and how could they influence the parent involvement plan at your school? Which standards focus on classroom instruction and how could they influence instruction in our school?

33. Rubric Each observation gives the classroom a score on each dimension. Dimensions are described in the instrument with indicators and behavior markers. The dimensions are coded on a scale of 1–7 according to the presence and absence of the indicators and behavior markers.

34. Rubric As is noted in the brief on the CLASS protocol created by the MET Project: “research findings from over 4,000 classrooms demonstrate that students in classrooms with higher CLASS ratings realize greater gains in social skill and academic development than students in classrooms with lower CLASS ratings” (MET Project, 2010, p. 2).

35. Rubric

36. CLASS-S Survey Part II May 1 3:15-4:45

37. Eisenhower High School Instructional Norms Every subject, Every class, Every day

38. Eisenhower High School Instructional Norms Every Subject, Every Class, Every Day • Focus on Literacy • Teachers will provide strategies for students to effectively read and write in every class. • Understood Learning Objective • Teachers ensure that each student understands the learning objective.

39. Eisenhower High School Instructional Norms Every Subject, Every Class, Every Day • Effective Instructional Practices • Teachers provide instruction and then check for understanding. • Teachers use student responses to differentiate instruction to meet diverse learner needs. • Teachers integrate technology into instruction. • Teachers provide bell-to-bell instruction. • Teachers employ strategies for students to develop and demonstrate higher-order thinking skills.

40. Eisenhower High School Instructional Norms Every Subject, Every Class, Every Day • Monitoring Student Learning • Teachers utilize multiple assessment methods. • Teachers provide frequent and varied opportunities for students to respond. • Teachers provide immediate, individual/group, qualitative and quantitative feedback. • Engaging Classroom Environment