Facilitator notes This session is designed for approximately 90 minutes. Each slide includes - PowerPoint Presentation

Facilitator notes This session is designed for approximately 90 minutes. Each slide includes an appropriate amount of time for the discussion/activity. Materials needed for each participant:Interactive handoutCriterion 2c element rubricCriterion 2c critical attributes handoutChart paper, highlightersPaper end-of-session survey OR access to technology for online survey. We recommend the online survey for ease of data collection and review. The link to the survey is: https://tinyurl.com/CreatinganEnvironmentEach slide notes materials needed for that discussion/activityThere are talking points and directions included in the notes section of each slide. CAPITALIZED TEXT ARE NOTES FOR YOU TO CONSIDER, and regular case are script for you to say. 1

Creating an Environment to Support Learning DPAS-II Criterion 2c

Agenda Welcome, Objectives and AgendaUnpacking DPAS-II for Teachers: Criterion 2cReviewing and StrategiesSelf-reflection and Exit Ticket3

Objectives Teachers will develop a deeper understanding of Criterion 2c: Creating an Environment to Support LearningTeachers will build their skills in creating a culture for learning in their classroom4

Agenda Welcome, Objectives and AgendaUnpacking DPAS-II for Teachers: Criterion 2cReviewing and StrategiesSelf-Reflection and Exit Ticket5

WHAT DO YOU SEE AND HEAR IN A CLASSROOM WITH A STRONG CULTURE FOR LEARNING? 6

DPAS-II for Teachers 7

2c. Creating an Environment to Support Learning Independently read Criterion 2cHighlight statements that align to our brainstormed examplesCheck in with a partner8

2c. Creating an Environment to Support Learning Independently read the critical attributes at each level of the rubricHighlight statements that resonate in your own practice building classroom culture, and record your Ah-has! on the interactive handout 9

What does it look like? Count-off by 4sSplit into groupsIn your group, describe Creating an Environment to Support Learning at your assigned level – write your examples on a flip chartGroup 1: IneffectiveGroup 2: Needs ImprovementGroup 3: EffectiveGroup 4: Highly Effective 10

It’s all about relationships. Teacher StudentsStudents Students11

Do these meet the criteria of Criterion 2c? Students attend passively to the teacher, but tend to talk, pass notes, etc. when other students are talking.Teacher says, “Let’s work on this together; it’s hard, but you all will be able to do it well.”A student says, “I don’t really understand why it’s better to solve this problem that way.”Students turn in sloppy or incomplete work.The teacher greets students by name as they enter the class or during the lesson. The teacher says “Let’s get through this.” 12 From Delaware Critical Attributes document, Adapted with permission from Charlotte Danielson’s Framework for Teaching Evaluation Instrument (2013). 

See it in action. Video 1: KindergartenVideo 2: Grade 5Video 3: Grade 413

Agenda Welcome, Objectives and AgendaUnpacking DPAS-II for Teachers: Criterion 2cReviewing and StrategiesSelf-Reflection and Exit Ticket14

Sharing Strategies Elements of Criterion 2cTeacher interactions with studentsStudent interactions with other students Importance of the contentExpectations for learning and achievementStudent pride in work15

What are other strategies to consider? Greet each student as they enter the room.Practice self-disclosure. Positive FramingNormalize ErrorDon’t apologize for what you’re teachingUse surveys to get to know students at the beginning of the year/termSet the tone with a class meetingEncourage kindness with a compliments jar16 Positive Framing and Normalize Error are Teach Like a Champion strategies written by Doug Lemov .

Other possible examples from the Critical Attributes document The teacher says, “This is important; you’ll need to speak grammatical English when you apply for a job.”The teacher says, “Let’s work on this together; it’s hard, but you all will be able to do it well.”The teacher hands a paper back to a student, saying, “I know you can do a better job on this.” The student accepts it without complaint.Students get to work right away when an assignment is given or after entering the room.The teacher greets students by name as they enter the class or during the lesson.Students wait for classmates to finish speaking before beginning to talk.Students help each other and accept help from each other.The teacher and students use courtesies such as “please,” “thank you,” and “excuse me.” 17

Agenda Welcome, Objectives and AgendaUnpacking DPAS-II for Teachers: Criterion 2cReviewing and StrategiesSelf-Reflection and Exit Ticket18

Independent Reflection and Next Steps How do I build a strong culture of learning in my classroom? What outcomes does use of those techniques produce?How can I improve my classroom culture given what’s on the rubric? What impact would these changes have on student outcomes? What support do I have available? What additional support will I need? 19

20

21 Visit this site to complete the survey: https://tinyurl.com/CreatinganEnvironment

Questions 22