Download
1 / 27
270 likes | 386 Views
Domain 2D Without Support? I Think Not…. Teacher’s Perspectives of the Implementation and Use of a Discipline Matrix in Secondary Schools. Domain 2. A . Creating an Environment of Respect and Rapport i . Teacher Interaction with Students ii . Student Interactions with One Another
E N D
Domain 2D Without Support? I Think Not… Teacher’s Perspectives of the Implementation and Use of a Discipline Matrix in Secondary Schools
Domain 2 A. Creating an Environment of Respect and Rapport i. Teacher Interaction with Students ii. Student Interactions with One Another B. Establishing a Culture for Learning i. Importance of the Content ii. Expectations for Learning and Achievement iii. Student Pride in Work C. Managing Classroom Procedures i. Management of Instructional Groups ii. Management of Transitions iii. Management of Materials and Supplies iv. Performance of Non-Instructional Duties v. Supervision of Volunteers and Paraprofessionals D. Managing Student Behavior i. Expectations ii. Monitoring of Student Behavior iii. Response to Student Misbehavior E. Organizing Physical Space i. Safety and Accessibility ii. Arrangement of Furniture and use of Physical Resources How does Administration help support this portion of domain 2?
Setting the Scene… Fall Semester of 2011 • The High School has received word that they will be designated at a Persistently Low-Achieving (PLA) School for the next three years. • The Principal will be replaced by January. • The State is set to intercede by the beginning of the school year next year.
Setting the Scene Cont’d • Over 30 fights had taken place in the school by Christmas • There was a clear disconnect between administrators with each other as well as between teachers and administrators. • Students committing the same crime would be punished differently based upon their rapport with administrators. • Spring Semester: The new Principal encouraged referrals being written in order to “whip everyone back into shape” • This was effective in holding students accountable, but the disconnect on the administrative level was still taking place.
Exploratory Study • Data Collection from three resources: • Teacher-Leader Focus Group Interview • Staff Survey • Numerical Data • Numbers of referrals written in 2011-2012, 2012-2013 and 2013-2014 school years.
Teacher Leaders? • Teachers from all content areas within the school used to disseminate information from administration to individual teachers.
“What relative changes have you noticed in our school that you would attribute to the use of the discipline matrix?”
In your own words, how has the way in which discipline was addressed changed over the last two years? My first year I saw 4 fights in the area near my classroom, since then 0. My first year when I wrote someone up, they were often back in class the next day. It seems like there is more consistency in the process and that behavior across classrooms is now accumulated against a student whereas before it seemed more isolated. It is now consistent. Everyone knows what is going to happen when a discipline referral is written, students, teachers, and parents Much more of a format now with the matrix...Before two kids would do the same thing and get different punishments. Since we have started using the discipline matrix, discipline at the high school has been much more uniform. Many teachers in the past felt that their referrals were being ignored. This feeling has improved, but occasionally there is still talk that some students get partial treatment. I am sure some degree of partial treatment is expected and necessary. The standard in which all children are treated equally is evident is a way that was not seen in previous years. We know as teachers that if we send a child down for a referral now, it will be handled the same way regardless of whom the child is. It has not changed much. Still have inconsistency among teachers
1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree Google Docs to the Rescue! The findings are overwhelmingly positive with nearly 70% of the respondents agreeing in some capacity with the statement.
1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree Survey Feedback Nearly 80% of the responders found themselves in the affirmative concerning the survey.
Survey Feedback 1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree Again, nearly 75% of teachers answered this question at least agreeing with the statement.
Survey Feedback 1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree Nearly 10% of all responders were found to disagree with administrator consistency and 66% concurred with the statement.
Survey Feedback 1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree Let it be noted that three out of 33 teachers have had this same experience because of a lack of trust in the administration, even with the implementation of the discipline matrix . However, 85% of the teachers who responded to the survey agreed with the findings.
Survey Feedback 1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree Over 70% of teachers surveyed agreed that the discipline matrix improved the administration’s ability to deal with behavior issues more effectively.
Survey Feedback 1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree This question focuses on the support that administration provides for teachers and gathers teachers’ true sentiments on how effective they believe the discipline matrix is at the participating high school.
Limitations HS named Kentucky "HUB" school by Commissioner Holliday Sept. 27, 2013 - HS in Top 3% of schools in Kentucky! (KDE School Report Card data) 2013 KPREP – School District– Score 71.8 – Distinguished Rating • A limitation for future research would be if a discipline matrix is procured, publicized but not implemented. It is not the drafting of a discipline matrix that has teachers responding the way that they did in this study; it is the way in which the administration follows through on the promises made by the matrix to students who commit those acts worthy of punishment. • The most glaring limitation is that the implementation of a discipline matrix was not the only reform that took place at the participating high school throughout the three years of the data provided. There were many advances in student achievement and recognition that changed the school climate and encouraged students to become more cognizant of their actions and other’s perceptions of them.
Recommendations • It is recommended that the behavior slip that teachers utilize when writing behavior referrals undergo modifications to become more aligned to the school’s behavior matrix for ease and clearer communication. • Of the options presented, the implementation of a more efficient and technologically savvy means of completing behavior referrals by using an application through Infinite Campus that is more aligned to the discipline matrix is most applicable.
In Conclusion D. Managing Student Behavior i. Expectations ii. Monitoring of Student Behavior iii. Response to Student Misbehavior • Is YOUR administration supporting teachers in regards to behavior?
