Day 4 Induction

1. Day 4 Induction Pennsbury School District Maureen Gradel

2. Welcome! Please… • Sign-in for either Act 48 or Stipend • Find your assigned seat • Help yourself to refreshments • Peruse the provided materials • Catch up with your colleagues

3. Reminders… Due Session B… • Verification Signature Form • Mentor Induction Log • Inductee Induction Log • Special Time Report

4. Agenda • Welcome/Reminders • Character Education Overview • Restorative Practices Overview • Grading for Learning Overview • Final Presentation • Completion Party

5. www.character.org Character Education Partnership (CEP)

6. Character Education • What is character education? Character education is the intentional effort to develop in young people core ethical and performance values that are widely affirmed across all cultures. To be effective, character education must include all stakeholders in a school community and must permeate school climate and curriculum.

7. Character Education • Why “do” character education? “Throughout history, and in cultures all over the world, education rightly conceived has had two great goals: to help students become smart and to help them become good.” -Thomas Lickona & Matthew Davidson, Smart and Good High Schools

8. The Eleven Principles… • The school community promotes core ethical and performance values as the foundation of good character. • The school defines “character” comprehensively to include thinking, feeling, and doing. • The school uses a comprehensive, intentional, and proactive approach to character development. • The school creates a caring community.

9. The Eleven Principles Continued… • The school provides students with opportunities for moral action. • The school offers a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed. • The school fosters students’ self-motivation. • The school staff is an ethical learning community that shares responsibility for character education and adheres to the same core values that guide students.

10. The Eleven Principles Continued… • The school fosters shared leadership and long-range support of the character education initiative. • The school engages families and community members as partners in the character-building effort. • The school regularly assesses its culture and climate, the functioning of its staff as character educators, and the extent to which its students manifest good character.

11. Turn & Talk • How familiar are you already with Character Education? • In what ways does your school follow the 11 Principles of CEP?

12. What can you do? Brainstorm some ways that you can implement the 11 Principles of Character Education into your own classroom.

13. www.iirp.edu International Institute for Restorative Practices (IIRP)

14. Restorative Practices The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, rather than to them or for them.

15. Restorative Practices Restorative practices is a social science that studies how to build social capital and achieve social discipline through participatory learning and decision-making. The use of restorative practices helps to: • reduce crime, violence and bullying • improve human behavior • strengthen civil society • provide effective leadership • restore relationships • repair harm

16. Burning Bridges DVD clip

17. Restorative Circles • Ask the class to form a circle of chairs. • Pose the processing questions to the group. • Ask for a volunteer to begin the go-around and to determine the direction of the circle. • Proceed around the circle until everyone has had an opportunity to contribute. • Ask a new question and repeat the process. Begin responses with a new volunteer each time.

18. Restorative Questions I • What happened? • What were you thinking of at the time? • What have you thought about since? • Who has been affected by what you have done? In what way? • What do you think you need to do to make things right?

19. Restorative Questions II • What did you think when you realized what had happened? • What impact has this incident had on you and others? • What has been the hardest thing for you? • What do you think needs to happen to make things right?

20. Restorative Practices In schools, the use of restorative practices has been shown to reliably reduce misbehavior, bullying, violence and crime among students and improve the overall climate for learning. Everyone who finds themselves in positions of authority — from parents, teachers and police to administrators and government officials — can benefit from learning about restorative practices.

21. Turn and Talk • How do you see Restorative Practices playing a role in your school community and/or classroom? • How might you implement Restorative Practices?

22. Induction Year 1 Closure Activity In groups, prepare a closure activity to describe your experiences in the Year 1 Induction program. You may choose to use something from the Day 3 workshop, such as: • Biopoem • ABC Summary • Skit • Song Plan on presenting your closure activity during Session B.

24. Welcome Back! Please… • Sign-in for either Act 48 or Stipend • Find your assigned seat • Help yourself to snacks and fruit (sandwiches and cookies will be served a little later) • Turn all paperwork into the bin at the front of the room • Fine tune your group presentation

25. www.oconnorgrading.com Grading for Learning – Ken O’Connor

26. Grading for Learning Power point based upon O’Connor

27. 15 Fixes for Broken Grades - O’Connor Problem #1 Fix #1 Include only achievement. This provides more meaningful feedback. Don’t include student behavior (effort, participation, adherence to class rules, etc.) in grades.

28. 15 Fixes for Broken Grades – O’Connor Problem #2 Fix #2 Provide support for learners. Don’t reduce marks on “work” submitted late.

29. 15 Fixes for Broken Grades – O’Connor Problem #3 Fix #3 Seek only evidence that more work has resulted in a higher level achievement. Don’t give points for extra credit or use bonus points.

30. 15 Fixes for Broken Grades – O’Connor Problem #4 Fix #4 Apply other consequences and reassess to determine actual level of achievement. Don’t punish academic dishonesty with reduced grades.

31. 15 Fixes for Broken Grades – O’Connor Problem #5 Fix #5 Report absences separately. Don’t consider attendance in grade determination.

32. 15 Fixes for Broken Grades – O’Connor Problem #6 Fix #6 No student’s grade should depend on the achievement (or behavior) of other students.

33. 15 Fixes for Broken Grades – O’Connor Problem #7 Fix #7 Organize and report evidence by standards/learning goals. Don’t organize information in grading records by assessment methods or simply summarize into a single grade.

34. 15 Fixes for Broken Grades – O’Connor Problem #8 Fix #8 Performance standards specify ‘How good is good enough’? They relate to issues of assessment that gauge the degree to which content standards have been attained…They are indices of quality that specify how adept or competent a student demonstration should be.

35. 15 Fixed for Broken Grades – O’Connor Problem #9 Fix #9 Compare each student’s performance to preset standards. Don’t assign grades based on a student’s achievement compared to other students.

36. 15 Fixes for Broken Grades – O’Connor Problem #10 Fix #10 Rely only on quality assessments. Don’t rely on evidence from assessments that fail to meet standards of quality.

37. 15 Fixes for Broken Grades – O’Connor Problem #11 Fix #11 Consider other measures of central tendency and use professional judgment. Data should be used to inform and not determine decisions. Don’t rely on the mean.

38. 15 Fixes for Broken Grades – O’Connor Problem #12 Fix #12 Use alternatives, such as reassessing to determine real level of achievement or use “I” for Incomplete or Insufficient evidence. Don’t include zeros in grade determination when evidence is missing or as punishment.

39. 15 Fixes for Broken Grades – O’Connor Problem #13 Fix #13 Use only summative evidence…Students should be assessed/checked on everything they do, BUT everything that is assessed/checked does not need a score, AND every score should not be included in the grade. Don’t use information from formative assessments and practice to determine grades.

40. 15 Fixes for Broken Grades – O’Connor Problem #14 Fix #14 In those instances, emphasize more recent achievement. Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities.

41. 15 Fixes for Broken Grades – O’Connor Problem #15 Fix #15 Involve students; they can – and should – play key roles in assessment and grading that promote achievement. Don’t leave students out of the grading process.

42. Turn and Talk • How do these problems/fixes compare with our current practices? • What change(s), if any, do you feel should be considered?

43. Celebration! • Enjoy your dinner celebration • Complete the Staff Development Workshop Evaluation form and submit • Practice/prepare your closure presentation