Most Frequent Discipline Violations Reported to Virginia Department of

Education (2006-2012)• Disorderly/Disruptive Behavior • Severe Disorderly Conduct/Disruptive

Demonstrations • Classroom or Campus Disruption • Insubordination • Disrespect of Authority • Using Obscene Language/Gestures

• Minor Insubordination

Safe School Information Resource: https://p1pe.doe.virginia.gov/pti

Climate: Creating Positive Conditions For Learning

• Safety and Well-Being

• Teaching and Learning/Academic Environment

• Interpersonal Relationship/Engagement

• School Environment

Student Assistance Programming: Creating Positive Conditions for Learning Resource, VDOE Web site, Student Support Services

Transformative Classroom Management

Webinar #1 of 12Introduction and Research

Virginia Department of EducationOffice of School Improvement

Transformative Classroom Management Series

• Series of Twelve Sessions• Facilitator and Participant Guide• Clips of Skills in Practice • Other Resources • Virginia Department of Education Web site

VDOE Guidelines for Uniform Performance Standards and

Evaluation Criteria for Teachers

• Offers professional development for Performance Standard 5: Learning Environment

PurposeThe purpose of the webinar is to:

1. Introduce the participants to Transformative Classroom Management

2. Examine research about how classroom management relates to student achievement

Presenter - John Shindler • Dr. John Shindler is a Professor of

Education at California State University, Los Angeles, and the Director of the Alliance for the Study of School Climate.

Today’s Agenda1. Welcome2. Research related to classroom management, school

climate and student achievement3. Developing your personal classroom management

vision4. Reflections and Activities (See TCM Webinar

Guidebook)

TCM• Transformative Classroom Management

(TCM) is an approach to management and discipline that offers suggestions for creating optimal conditions for learning, motivation, achievement and growth. It focuses on achieving long-term meaningful results.

We as Teachers Make the Weather in the Room

Few of us truly appreciate the powerful influence that we ultimately have - our classroom management choices can either:• Promote community or fragmentation• Lead to clarity or confusion• Create a psychology of success or failure • Be a liberating influence or perpetuate an unjust social class

structure• Foster a climate of motivation and joy or disinterest and drudgery

Research Study• Ratings from Scale 5 (Discipline and Management)

of the Alliance for the Study of School Climate: School Climate Assessment Instrument (ASSC SCAI) was compared to the Achievement Performance Index (API) of 40 schools.

• A 0.7 correlation was found.

• Schools where level 3 classroom management practices were used out-performed level 2 schools by 186 points (on a 200-1000 scale), and schools using level 1 practices by 372 points.

School Climate Score (SCAI) by Student Achievement (CA API)

200 300 400 500 600 700 800 900 10000

0.51

1.52

2.53

3.54

4.55

Discipline (SCAI Scale 5)/Student Achievement (API)

Climate/SCAI

Level 3 Level 2 Level 1System Intentional Semi-intentional Accidental

EthosSound vision translated into effective practice Transformative Classroom Management

Good intentions translated into practices that “work”

Practices defined by the relative self-interest of faculty and staff

Powers Level System/Principle Program Sensory

Effect on Students

LiberatingExperience changes students for the better

PerpetuatingExperience has a mixed effect on students

DomesticatingExperience has a net negative effect on students

Staff relations Collaborative Congenial Competitive

Psychological Outcome

Promotes a Psychology of Success

Promotes a Mixed Psychology

Promotes a Psychology of Failure

ASSC SCAI School Climate Levels

A Psychology of Success (POS)

Successful schools (level 3) have a “psychology of success” that pervades every aspect of the school.

The Core of a Sound and Healthy Classroom and/or School:

Success Psychology (POS)

Failure Psychology (POF)

Internal Locus of Control External Locus of Control

Belonging & Acceptance Alienation and Worthlessness

Growth-Orientation Fixed-Ability Orientation

High Function/IntentionalInternal Locus of Control

Student-Centered Teacher-Centered1-Style

Functional/Student-CenteredFacilitator/Leader

Self-Directed Students“Our Class”

2-StyleFunctional/Teacher-Centered

Conductor /ManagerWell Trained Students

“My Class”

3-StyleDysfunctional/Student-Centered

Enabler/PassiveSelf-Centered/Chaos

“The Students”

4-StyleDysfunctional/Teacher-Centered

Authoritarian/HostileDefiance/Obedience or Rebellion

“Those Students”

Low Function/AccidentalExternal Locus of Control

Teaching Style Matrix – Orientation by Function Level

High Function/IntentionalInternal Locus of Control

Student-Centered Teacher-Centered1-Style

Functional/Student-CenteredFacilitator/Leader

Self-Directed Students“Our Class”

2-StyleFunctional/Teacher-Centered

Conductor /ManagerWell Trained Students

“My Class”

3-StyleDysfunctional/Student-Centered

Enabler/PassiveSelf-Centered/Chaos

“The Students”

4-StyleDysfunctional/Teacher-Centered

Authoritarian/HostileDominance/Obedience or Rebellion

“Those Students”

Low Function/AccidentalExternal Locus of Control

Teaching Style Matrix – Orientation by Function Level

Level 1

Level 2

Level 3

High Function/IntentionalInternal Locus of Control

Student-Centered Teacher-Centered4.8 SCAI@900

4.5 SCAI@800+

1-Style 4 SCAI@800 2-Style

3.5 SCAI@750

3 SCAI@650

2.5 SCAI@550

2 SCAI@450

1.7 SCAI@400

3-Style 1.5 SCAI@350 4-Style1.0@250

Low Function/AccidentalExternal Locus of Control

SCAI Classroom Management Ratings, and Corresponding Predicted API Score Correlations by Teaching Practice

Sensory

Program

PrincipleSystem

High Function/IntentionalInternal Locus of Control

Student-Centered Teacher-Centered4.8 SCAI@900

4.5 SCAI@800+

1-Style 4 SCAI@800 2-Style

3.5 SCAI@750

3 SCAI@650

2.5 SCAI@550

2 SCAI@450

1.7 SCAI@400

3-Style 1.5 SCAI@350 4-Style1.0@250

Low Function/AccidentalExternal Locus of Control

SCAI Classroom Management Ratings, and Corresponding Predicted API Score Correlations by Specific Teaching Practice

Sensory

Program

PrincipleSystem

PERSONAL APPEALS AND CHALLENGES

GRADESREWARDS

PENALTIESPRAISE

SOCIAL CONTRACT

CLEAR EXPECTATIONS

SELF-DIRECTED

BELONGINGCOMMUNITY

High Function/IntentionalInternal Locus of Control

Student-Centered Teacher-Centered4.8 SCAI@900

4.5 SCAI@800+

1-Style 4 SCAI@800 2-Style

3.5 SCAI@750

3 SCAI@6502.5 SCAI@5502 SCAI@450

1.7 SCAI@400

3-Style 1.5 SCAI@350 4-Style1.0@250

Low Function/AccidentalExternal Locus of Control

Q: Where would you place the practice of the last school that you observed on this diagram?

Sensory

Program

PrincipleSystem

PERSONAL APPEALS AND CHALLENGES

GRADES

REWARDS

PENALTIES

PRAISE

SOCIAL CONTRACT

CLEAR EXPECTATIONSSELF-DIRECTED

BELONGING

COMMUNITY

Developing a Personal Vision• Clarify your intention.

– What are your goals for your students?– What are your goals for your class as a

collective?– What are your goals for yourself?

• Raise your level of awareness.• Recognize that every teaching practice has

an effect. Everything is related.

Vision/Goals for your Students

• Are we committed to find means (i.e., pedagogy, personal interactions and management/discipline) to help our students move to higher levels of growth?– From a Failure Psychology Success

Psychology– Irresponsible Self-Responsible– Dysfunctional Patterns Functional

Vision/Goals for the Class• Are we committed to helping the class

grow as a collective?– Dysfunction Function– Independent survival Committed community– Egocentric Contributors

Vision/Goals for Yourself• What are the areas of personal growth that

would make you more effective and satisfied in the job of teacher?– Reactive or accidental Intentional– Short-term survival Long-term vision– Manager Leader

Upcoming TCM WebinarsOver the next 11 webinars you will be guided through the principles and practical strategies from TCM

1. Data shows Transformative Classroom Practices Increase Achievement

2. Moving Up the Function Continuum3. Classroom Environment and Social Learning4. Creating Clear and Effective Classroom Expectations5. The Technical Management of a Classroom6. Motivating Students to Learn7. Creating a Class Social Contract and Logical Consequences8. Implementing a Consequence and Dealing with Power Struggles9. Instruction – Assessment - Management Connection10. Facilitating Effective Cooperative Learning11. Succeeding with Challenging Students12. Creating the 1-Style Classroom

References• Shindler, J. (2010) Transformative

Classroom Management. Jossey-Bass. San Francisco, CA