ACHIEVEMENT-CENTERED LEADERSHIP DEVELOPMENT PROGRAM FORPRACTICING AND ASPIRING PRINCIPALS

WESTERN MICHIGAN UNIVERSITY

MANAGING SAFE AND ORDERLY SCHOOLS

Safe and Orderly School Operation

GOALS

Goal 1: Become familiar with the components of safe and orderly schools.

Goal 2: Understand the principal’s role in creating and maintaining safe and orderly schools.

Goal 3: To begin thinking about the development and implementation of a renewal activity focusing on safe and orderly school issues in your buildings.

2

3

Sly sdSlkkchoolss

•What do they look like?

•Why are orderly schools important?

•How do we get there?

WHAT DO THEY LOOK LIKE?

4

•Students feel safe and free from physical

harm

•Collegial relationship among staff

•There is a positive culture and climate

•High expectations on the part of staff and

students

•Expectations and rules are known by all and

enforced

•Students are involved and take ownership of

the school

•Student achievement increases in orderly

schools

WHY ARE ORDERLY SCHOOLS IMPORTANT?

5

Lezotte’s Correlates of Effective Schools

•Instructional Leadership•Clear and Focused Mission•Safe and Orderly Environment•Climate of High Expectations•Frequent Monitoring of Student Progress•Positive Home-School Relations•Opportunity to Learn and Time on Task

WHY ARE ORDERLY SCHOOLS IMPORTANT?

6

What Works in Schools – Marzano

School Level Factors1. Guaranteed and viable curriculum2. Challenging goals and effective

feedback3. Parent and community involvement4. Safe and orderly environment5. Collegiality and professionalism

ELEMENTS OF SAFE AND ORDERLY SCHOOLS

7

•Culture

•Climate

•Safety

•Bullying

•Discipline

•Managing Personnel

CULTURE

8

A schools culture is a complex pattern of norms, attitudes, beliefs, behaviors, values, ceremonies, traditions, and myths that are deeply ingrained in the very core of the organization (Barth, 2002).

An inner reality that influences the way people interact, what they will or will not do (Robbins & Alvy, 2002)

The way we do things around here.

CULTURE (CONT)

9

•Yields tremendous power over the way people think, act and behave.

•Can be positive or toxic-Negative values-Fragmentation in thinking-Wide use of I, me and my-Not democratic

CULTURE (CONT)

People who feed the negative culture

Keepers of the nightmaresSaboteursNegaholicsPrima DonnasSpace CadetsMartyrsDeadwood

10

CULTURE (CONT.)

• Principals must understand the culture of their building

• Can be difficult to change – Why?

11

FIVE COMPONENTS OF A POSITIVE SCHOOL CULTURE (DEAL & PETERSON, 2002)

12

1. A shared sense of purpose and values among staff

2. There are group norms of continuous learning and the group reinforces the importance of staff learning with a focus on school improvement

3. A sense of responsibility for student learning shared by all staff

FIVE COMPONENTS (CONT)

13

4. Collaborative and collegial relationships between staff members.

5. A focus on professional development, staff reflection, and sharing of professional practice.

CULTURAL NORMS AFFECTING SCHOOL IMPROVEMENT (SAPHIER & KING, 1985)

14

1. Collegiality

2. Experimentation

3. High expectations

4. Trust and confidence

5. Tangible support6. Reaching out to the knowledge base

7. Appreciation and recognition

ACTIVITY #1 – SCHOOL CULTURE

Discuss with your team the existing culture of your building.

Identify areas that need improvement.

What are the obstacles for changing the culture?

You have 15 minutes and then we will report back.

15

SCHOOL CLIMATE

16

•Related to school culture

•Compilation of all interactions by all people, both positive and negative

•All staff, especially the principal, are constantly on duty promoting school climate

•Leadership style affects school climate

A POSITIVE SCHOOL CLIMATE PROMOTES:

17

•Higher grades, improved attendance, greater expectations, a sense of academic competence, and fewer suspensions

•Greater self-esteem and self-concept

•Less anxiety, depression and loneliness

•Less substance abuse

FOUR CATEGORIES PROMOTING A POSITIVE SCHOOL CLIMATE

18

1. Safety : Rules and norms

Physical safety Social and emotional safety

2. Teaching and Learning: Support for learning

Social and civic learning

FOUR CATEGORIES PROMOTING A POSITIVE SCHOOL CLIMATE (CONT.)

19

3. Interpersonal Relationships:Respect for diversitySocial support – adults and

students – build relationships

4. Institutional Environment:School connectedness and engagementPhysical surroundings

DEVELOPING A POSITIVE CLIMATE (UBBEN, 2011)

20

•Celebrate the positive

•Create rituals and

ceremonies•Shield and support the possible

DEVELOPING A POSITIVE CLIMATE (UBBEN, 2011) (CONT)

21

•Confront and

eradicate the

negative influences

•Provide consistency

•Provide role models

PROMOTING A POSITIVE SCHOOL CLIMATE

22

•Focus on recruitment and retention of quality staff

•Clean up or clear out

•Create and share the new stories of success and accomplishment

SAFE AND ORDERLY SCHOOLS ACTIVITY #2School Climate Survey

Please complete the survey individually.

Each principal and aspiring principal compare their results.

Identify areas needing improvement.

You have 20 minutes for this activity

23

CLIMATE SURVEYS

Many climate surveys exist

Victoria Bernhardt

http://eff.csuchico.edu/html/download_center.html

24

SAFE SCHOOLS

25

•63 out of every 1,000 students are victims of violence at school.•Those students are more likely to feel isolated,

depressed, frustrated and be absent from school.•Marzano found that students do less well academically and are less likely to graduate in violent schools.

LOW SCHOOL VIOLENCE

26

•Positive teacher relationships

•Students have feelings of ownership of their school

•Positive school and classroom

environments

•Safety procedures focus on the physical environment and reducing physical disorder

SAFE SCHOOL CHARACTERISTICS

27

•Personnel to support students, staff and parents

•Offer instruction on self-awareness, social relationships and personal development

•Create a perception of belonging to the school

•Recognize student successes

•Principals create a positive environment

•Principals are transformational leaders

SAFE SCHOOL CHARACTERISTICS

28

•Cohesiveness among staff

•Cooperative classroom

environments

•Shared decision making

•Rules are enforced and

fairly administered

•Promote parent involvement with the

school

EMERGENCY PLANS

Does your school and your district have emergency plans for bomb threats, unwanted visitors, guns in schools, etc?

Are they clearly explained and distributed?

Do parents and students know what to do in an emergency?

29

BULLYING

30

•77% of students are bullied in some manner

•43% fear harassment in the bathrooms

BULLYING

31

•100,000 students carry guns to school

•28% of students who carry weapons have witnessed violence at home

•8% of students miss 1 day of class per month for fear of bullies

•Staff can be held personally liable

SAFE & SCHOOL ORDERLY ACTIVITY #3

Please review the Safe School Self Assessment Checklist. (Minnesota Dept. Public Safety)

Are there areas of deficiency in your school?

How can they be corrected?

We will report back in 15 minutes.

32

CYBERBULLYING – WHAT IS IT?

Cyber-bullying is "the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others“

Leneway and Winters (2008) 33

CYBERBULLYING

• 42% of kids have been bullied while online. One in four have had it happen more than once.

34

Percent

Non BulliedBullied

A national survey of 1500 4th – 8th graders

CYBERBULLYING (CONT)

58% of kids admit someone has said mean or hurtful things to them online. More than four out of ten say it has happened more than once.

55% of the 58% have not told their parents or an adult about something mean or hurtful that happened to them online.

35

CYBERBULLYING PREVENTION TIPS

36

WHAT CAN BE DONE

• Students need to be reminded that what they do in cyberspace is not really anonymous.

• Behaviors and words are downloadable, printable and sometimes punishable by law.

37

WHAT CAN BE DONE?

• They can be traced on the Internet

• Reminded not to share personal information

38

WHAT CAN BE DONE (CONT)Clearly explained in the School’s AUP or

Handbook.

Graduated consequences and remedial actions.

Clear procedures for reporting

39

WHAT CAN BE DONE (CONT)Procedures for investigating

Specific language that if a student's off-school speech or behavior results in "substantial disruption of the learning environment," the student can be disciplined.

40

LAYSHOCK V. HERMITAGE SCHOOL DISTRICT (2006)

• A student created a website from his grandmother's home computer creating a parody of the school principal on his myspace.com.

• While the site was non-threatening and created off-campus, school officials were able to prove a major disruption to the school day. Officials pointed out that staff devoted a lot of extra time diffusing and resolving the situation.

41

OTHER DIGITAL CITIZENSHIP ISSUES

CopyrightSuitably cite work of others

Protect others – Request to use software or media produced by others.

Computer SecurityPhishing ScamsPassword SharingIllegal Downloads

42

43

Security

Access

RESPONSIBLE CITIZENSHIPS

Respect Yourself Inappropriate online name, information and images

Publishing personal details

Respect Others Not use technology to bully or tease others.Report abuse and not forward “bad stuff.” 44

ACCEPTABLE USE POLICY GUIDELINES

Clear, Specific Language

Detailed Standards of Behavior

Detailed Enforcement Guidelines/Standards in the

Event of Violations

45

ACCEPTABLE USE POLICY GUIDELINESA Comprehensive Internet

Policy Statement

Outline/list of acceptable vs. not acceptable uses

46

ACCEPTABLE USE POLICY GUIDELINES

Student and parent consent forms

Description of online etiquette

47

ACCEPTABLE USE POLICY GUIDELINES

Privacy Statement - School’s right to see

Disclaimer of liability

48

BURLINGTON H.S. TECH/NETWORK AUP EXAMPLE

Mission Statement - Prepares students for lifelong learning and responsible citizenship by offering a challenging, relevant curriculum and varied activities in a safe environment.

49

DISCIPLINE

50

GLASSER – REALITY THERAPY

51

1. What are you doing?

2. What do you want?

3. Did you get what you want?

4. What can you do differently next time to get what you want?

BEST PRACTICE – ORDERLY ENVIRONMENT

52

Marzano1. Establish rules and procedures for behavioral problems that might be caused by the school’s physical characteristics or routine

2. Establish clear school-wide rules and procedures for general behavior

3. Establish and enforce appropriate consequences for violation of rules

BEST PRACTICE – ORDERLY ENVIRONMENT (CONT.)

53

4. Establish a program that teaches self-discipline and responsibility to students

5. Establish a system that allows for the early detection of students who have high potential for violence and extreme behaviors

POSITIVE BEHAVIOR INTERVENTION SUPPORTS (PBIS)

What is PBIS?

Framework for supporting the continuum of student socio-emotional behaviors across school settings

Research validated

Prevention model

54

PBIS RESEARCH BASEThe research-base supporting PBIS is based

on Applied Behavior Analysis (ABA), the Institute for Education Science (IES) Practice Guide and predicated on the following assumptions:

All behavior is learned and serves a functionBehavior can be changedAdults must recognize that they need to manipulate the variables that are within their control and not worry about those outside their control.

A continuum of behavioral supports are provided based on student need

55

OVERLY PUNITIVE APPROACHES

Ask the following questions to determine if such a model is in place in your school :

Are students frequently missing instruction because they are being sent out of the classroom (to the office, the hall, or another classroom?)

Are the same “banished” students sent from the room over and over?

If yes, you need to provide the leadership to change the classroom management model.

56

SELECTING A CLASSROOM MANAGEMENT APPROACH

When choosing an approach, two primary considerations should govern your choice:

1. Determine if the approach is consistent with the findings of the best research (school and teacher effectiveness literature) as it relates to classroom management.

2. Determine if the approach provides plenty of “how-to” information.

57

MOST EFFECTIVE BEHAVIOR MANAGEMENT STRATEGIES

The most effective behavior management strategies address five areas of behavioral intervention:

PreventionExpectationsMonitoringEncouragementCorrection

58

WELL MANAGED CLASSROOMSA Well Managed Classroom Should Include These

Research Based Practices:

Maximum structure and predictability in routines & environment.

Positively, stated expectations posted, taught, reviewed, prompted, & supervised.

Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices

59

WELL MANAGED CLASSROOMS

Continuum of strategies to acknowledge appropriate behavior including contingent & specific praise, group contingencies and behavior contracts.

Continuum of strategies for responding to inappropriate behavior including specific, contingent, brief corrections for academic & social behavior errors, differential

reinforcement of other behavior, planned ignoring, response cost, & timeout. 60

SAFE AND ORDERLY SCHOOLS ACTIVITY #4

Rewards and Recognition

Discuss your results

Share any unique activities within your group

You have 15 minutes to complete this activity

61

RECOGNITION AND REWARDS (HOOPLA)

Rewarding students and staff for quality

work is a major component of positive cultures

and climates.

Staff (Feed the teachers so they

won’t eat the kids)

Feed ‘em and lead ‘emMonthly birthday cakesStaff appreciation weekM&M’s on deskCelebration lunches301 party 62

RECOGNITION & REWARDS (CON’T)

News articles highlighting their accomplishments

All-star staff picture wall

Staff pictures with personal vision statement

Business cards

Praise in public – criticize in private

New staff welcome gift (sweatshirt, coffee mug, etc.)

Pocket praise (McNotes)

Golden Apple

Years of service awards63

RECOGNITION & REWARDS (CON’T)

Fun contests – Beautiful baby, Who did that, Ugliest man alive

ABCD awards (Above & Beyond the Call of Duty)

Secret Staff Spirit Week (something each day – Tie One On – everyone wears a tie, Blue Monday, etc)

Students

Academic All Stars

BUG Award (bringing up grades)

Principal’s Advisory Council 64

RECOGNITION & REWARDS (CON’T)

Super student lotto

Academic team t-shirts

Large picture board with student pictures

New student – ambassadors and bulletin boards

All A’s awards – cookies, leave

early for lunch, etc

All A’s assembly

Star-bucks

Birthday box

Positive postcards

65

RECOGNITION & REWARDS (CON’T)

Celebrations

MEAP kick-off

Festival of Trees

Leaf raking

All school Olympics

Spirit days

Family Fun Night (silent auction, pig roast, 3 on 3 BB)

Breakfast of Champions

STAR Night

Mom’s and Muffins - Doughnuts and Dad’s 66

IN SUMMARY – SAFE & ORDERLY SCHOOLS

• Students feel safe and free from physical harm

• Collegial relationship among staff exists

• There is a positive culture and climate

• High expectations on the part of staff and

students

• Expectations and rules are known by all and

enforced

• Students are involved and take ownership of

the school

• Facilities are conducive to student safety

• Parents are involved with the school 67

RENEWAL ACTIVITY EXPLORATION

Divide into groups

Principals and aspiring principals discuss possible renewal activities for your building using the matrix as a guide

Share ideas with your group

At the end we will gather as the entire group and share ideas

You have 20 minutes for this exploration activity

68