1. CULTURE OF EXCELLENCE WELCOME Strategies for Creating a Culture of Excellence in Your Classroom DOE #IS 180440 Brandman University # EDCU 9094 Wifi:110JM$gu3$t

2. CULTURE OF EXCELLENCE Today is a review day. We will be going over the Portfolio page by page to make sure you are clear on what is expected from you for each question and what student evidence you need to provide.

3. CULTURE OF EXCELLENCE Once we have completed our review, you will have the remainder of the day to work on your Portfolios. You can complete that work here or any other location.

4. CULTURE OF EXCELLENCE What’s most important is that you don’t walk out of here today without all of your questions or concerns answered.

5. CULTURE OF EXCELLENCE Turn to page #1 in your Portfolios.

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7. In question #1 we asked that you assess your classroom in relationship to the 10 factors we covered in class. Those 10 factors were.

8. CULTURE OF EXCELLENCE VOICE This is the feeling or belief that you are being “heard” by the culture. That your thoughts, ideas, concerns, etc. matter.

9. CULTURE OF EXCELLENCE FAIRNESS That you live in a culture that is fair. Where the same rules apply to everyone and are enforced equally.

10. CULTURE OF EXCELLENCE PHYSICALLY SAFE You can only excel in a culture where you are free of fear for your physical safety.

11. CULTURE OF EXCELLENCE PSYCHOLOGICALLY SAFE That you feel you won’t be attacked emotionally for what you say or do. That the culture encourages you versus makes fun or belittles you.

12. CULTURE OF EXCELLENCE SENSE OF BELONGING While you may feel physically and emotional safe in the culture, do you feel connected to the culture. That you have a sense of belonging?

13. CULTURE OF EXCELLENCE ROLE In almost all situations you have a “role” to play. Understanding that role allows you to succeed in the culture.

14. CULTURE OF EXCELLENCE RECOGNITION Every successful culture must have a way to recognize those that contribute most to that culture.

15. CULTURE OF EXCELLENCE SUPPORT We all perform better in a culture where you feel people support you. That if you need help, there will be people there to provide that help.

16. CULTURE OF EXCELLENCE EXPECTATIONS We tend to live up to the expectations the culture has of us.

17. CULTURE OF EXCELLENCE CONTROL We all feel better and perform better when we feel we have some sense of control over our lives.

18. CULTURE OF EXCELLENCE Turn to page # 2 in your Portfolios.

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20. This page has the first two of the 10 factors you were to assess.

21. CULTURE OF EXCELLENCE What we wanted you to know from this activity, is where you need to put your energy into building and maintaining a culture of excellence in your classroom.

22. CULTURE OF EXCELLENCE As we have said, you can’t take them to where they need to be until you know where they are.

23. CULTURE OF EXCELLENCE Here are some examples of what you could write.

24. CULTURE OF EXCELLENCE VOICE: My classroom is not a quiet, controlled environment. I believe in the teachable moment, and that means that when students have questions or comments, I stop to address them. Sometimes we veer from plate tectonics to German history, but this is likely the information students remember. Students tell me they love the way we can delve deeper into topics and explore tangentially related topics. I think feeling as if their voices were heard and their opinions matter also leads to greater engagement and cooperation. In conferencing with individual students, they said that time goes by more quickly in class because it is always exciting and fun. All my students know that they can speak freely in my class without fear of angering me.

25. CULTURE OF EXCELLENCE VOICE: After the first class, I created survey questions for my students to see what kind of cultural climate I have in my class. My voice question was “Do you think your voice is heard in the Learning Center?" For example if you suggest something to your teacher will they listen and possibly use your suggestion? 15 out of 16 students responded yes and 1 student responded no. There were comments like, “ I think my voice is heard in the learning Center because they listen to me and help me.” Another student said, “Yes, they listen to my answers and sometimes they use my suggestions”. The one student who said no made a comment that only sometimes his voice is heard depending on if the suggestion is good enough. I have 100% confidence in my #1 question because I consciously try to listen to each student’s voice. I must have made some comments to students that made them feel that if their question is not good enough then it doesn’t count.

26. CULTURE OF EXCELLENCE FAIRNESS: My second survey question was “ Do you think your teacher treats you fairly? Do you think the same rules apply to everyone?” For this question 13 out of 16 students responded “Yes” and 3 students responded, “No”. I can understand why some students felt not everyone is treated fairly since occasionally some teachers and the EA have yelled at students out of their frustration. One of the positive comment for fairness was, “ I think my teachers treat everyone fairly because they make sure everyone takes turns.” One students said, “ Only sometimes they treat me fair, the other times they’re not easy on me.”

27. CULTURE OF EXCELLENCE You DID NOT have to provide any student evidence to support your assessment.

28. CULTURE OF EXCELLENCE Turn to page #7 in your Portfolios.

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30. We wanted you to identify 10 actions you could take in your classroom to build or maintain a culture of excellence. For each of the 10 you were to include the following:

31. CULTURE OF EXCELLENCE A.Name of the strategy and short explanation B.Which of the 10 factors of culture it is attempting to address C.Detail explanation of the strategy.

32. CULTURE OF EXCELLENCE Strategy: Identify what you are going to do. For example… I’m going to have my students be looking for acts of kindness on part of their peers throughout the day. We will talk about what they saw right before they leave at the end of the day.

33. CULTURE OF EXCELLENCE Factor: Identify which of the 10 factors this action relates to. For example… I am working on building a sense of “support” in the class. That if you need help, your peers in this room will provide it.

34. CULTURE OF EXCELLENCE Details: Provide specifics about you are going to do and if it relates to building or maintaining a culture of excellence.

35. CULTURE OF EXCELLENCE Examples…

36. CULTURE OF EXCELLENCE 1. STRATEGY: Monthly Class Meeting FACTOR: Voice DETAILS: I will set up a monthly meeting for my students. Since they are in different grade levels from 8 different classes they can share their concerns and celebrations with everyone. This will give every student a chance to speak their voice..

37. CULTURE OF EXCELLENCE 1. STRATEGY: Circulate around the room to spread attention towards students FACTOR: Voice DETAILS: I will create more movement around the room, so I can create more opportunities so my students can get more opportunities to ask me questions or receive feedback, or just have a small conversation about how their day went. I feel it will encourage students to feel comfortable enough with me to ask questions or approach me about personal and/or educational matters. I noticed that by favoring one side of the room or one area, there are always some students that don’t feel as comfortable with me enough to take the initiative to approach me with questions, which in turn means they won’t be fostering their own learning in voicing what they need to know..

38. CULTURE OF EXCELLENCE 3. STRATEGY: Choosing Assigned Seats FACTOR: Physically Safe DETAILS: I am going to continue to assign student seats to keep my student physically safe. By strategically spreading out the disruptive students and putting them next to my ‘natural-leader’ type students, I will be able to minimize the off-task behavior and to ensure physical safety for all my students. I notice that my disruptive students never converse much with my leadership students, and my leadership students don’t get off-task when or if bothered by the disruptive students. This will also ensure that their focus will improve because of the minimization of off-task behavior and conversation.

39. CULTURE OF EXCELLENCE For the 10 strategies, we didn’t want you to identify more than 2 strategies for any one factor. So, you can only come up with 2 strategies related to the factor of “Voice” for example. This means you will have to come up with strategies for at least 5 of the factors.

40. CULTURE OF EXCELLENCE Our goal is for you to have ideas and strategies for all of the factors, but understand that some are easier than others to implement based upon the age of your students and the subject you teach.

41. CULTURE OF EXCELLENCE Turn to page #10 in your Portfolios.

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43. We wanted you to implement 5 different culture building or maintaining strategies. In question #2, you identified 10 strategies you could use, so you simply had to pick 5 of those that you will implement in your classroom

44. CULTURE OF EXCELLENCE Strategy… Just a quick explaination of what you are going to do. This is what you were asked to do in question #2.

45. CULTURE OF EXCELLENCE Factor… Identify which of the 10 factors your action is addressing.

46. CULTURE OF EXCELLENCE Criteria… What measurements will you use to evaluate the effectiveness of your strategy?

47. CULTURE OF EXCELLENCE -Grades -Test scores -Homework turned in -Participation -Student behavior -Conflicts between students -Survey -Classroom disputes -Attendance

48. CULTURE OF EXCELLENCE We recommended surveys as it would give you accurate feedback about how the students are feeling and you can compare it to the assessment surveys you did earlier. In February they felt this way and now they feel…

49. CULTURE OF EXCELLENCE Details… Provide details related to the implementation of the strategy. Exactly what and how you are going to do it.

50. CULTURE OF EXCELLENCE -Groups that you put them in -New traditions you created -New recognitions you created -Speakers you might have brought in -Books you had them read -etc.

51. CULTURE OF EXCELLENCE Evaluation… A complete and comprehensive evaluation. Using the student evidence you collected as the basis for the evaluation.

52. CULTURE OF EXCELLENCE This is where providing the results of the surveys, both pre and post implementation will give you a very good idea of how effective your action was in impacting student behavior and feelings about your classroom culture.

53. CULTURE OF EXCELLENCE Examples…

54. CULTURE OF EXCELLENCE a. STRATEGY: Student of the Month b. FACTOR: Recognition c. EVALUATION CRITERA: (MUST HAVE AT LEAST 2) 1. Compare pre and post Classroom Culture Assessments 2. Individual evaluation survey with comment section

55. CULTURE OF EXCELLENCE d. IMPLEMENTATION: I established the student of the month and the highest earner of the month Program for the Learning Center to promote student recognition. Once a month we select the student of the month and the highest earner of the month. Student of the month is given to the student who shows the most progress throughout the month by demonstrating excellent effort to complete given assignments with a positive attitude. The highest earner of the month is given to students who gained the most stars by not only completing their assignments but also showing quality of work and getting good test scores for various activities.

56. CULTURE OF EXCELLENCE STRATEGY: Implement Shark Cards FACTOR: Physical Safeness EVALUATION CRITERA: (MUST HAVE AT LEAST 2) 1. When students are given their post survey, they must indicate with at least 1 score higher that they feel more physically safe. 2. When students are given a post survey, students will share why they now feel as though they are more physically safe.

57. CULTURE OF EXCELLENCE IMPLEMENTATION: If students receive 5 shark cards they get nominated by me to be the shark of the month. They also get to have their picture put up in the cafeteria so the whole school knows they were caught being safe, helpful, responsible, or kind. This is a way we are trying to encourage students to treat other students respectfully and that includes physical safeness. Things seem to be going much better and students seem to try to go out of their way to be kind to each other and be safe.

58. CULTURE OF EXCELLENCE Turn to page #11 in your Portfolios.

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60. This is where we wanted you to evaluate the action you took. Provide a clear and detailed evaluation and refer to the student evidence you collected to support your evaluation.

61. CULTURE OF EXCELLENCE Examples…

62. CULTURE OF EXCELLENCE STRATEGY: Posting Quality work around the classroom FACTOR: Recognition EVALUATION CRITERA: (MUST HAVE AT LEAST 2) 1. More students start looking and asking questions on the work recognized. 2. Students start turning in more quality and creative work.

63. CULTURE OF EXCELLENCE EVALUATION: I think that this helped a lot to motivate students to improve the quality of work. The students were so motivated they were challenging themselves and telling me, “Mr. T., watch! I’m going to be on that board soon.” This was for even the students that didn’t do work in the beginning of the quarter, they wanted to show everyone that they could make it on the recognition board. It was also pleasing to see classmates tell their peers good job and how nice their work looks and stuff. I would like to continue to keep doing this and maybe try to make it more competitive by making regulations such as, to make it to the recognition board, you have to have completed all assignments too.

64. CULTURE OF EXCELLENCE STRATEGY: Exit Passes to evaluate my class FACTOR: Voice EVALUATION CRITERA: (MUST HAVE AT LEAST 2) 1. I know I am meeting my goal if the student work (passes) express student feelings and opinions. 2. I know I am meeting my goal if students respond in a positive way when we discuss the results of the exit pass.

65. CULTURE OF EXCELLENCE IMPLEMENTATION: At the end of quarter 3, I gave students an exit pass with two questions: What type of activities did you enjoy in quarter 3? and How can this class be improved? I answered questions they had such as What did we do this quarter? and encouraged them to put some thought into their answers. After I collected their passes, I analyzed the results, noting similarities and especially meaningful answers. When we returned for quarter 4, I shared the results with all classes and facilitated a discussion about the results, the idea of voice, and the next steps. I look forward to implementing some of the suggestions I received.

66. CULTURE OF EXCELLENCE EVALUATION: My students took the time to do quality work on their exit passes. They asked questions about which activities we did this quarter and asked for guidance about what type of answer I wanted for How can this class be improved? I told them it could be anything from rules, to instruction, to activities, to assignments. I think part of the reason the activity went well was because I did it at the beginning of the period because I didn't want to run out of time. Most of my students agreed that the hands-on activities like labs and games were most enjoyable, and they felt that the class could be improved with more activities like this. Some students just listed activities, but others provided an explanation for their choices. Some students made valuable suggestions like giving short quizzes instead of big tests and reviewing what we learned briefly at the end of class.

67. CULTURE OF EXCELLENCE These observations and suggestions show me that students took the activity seriously and expressed their thoughts and feelings. On the first day of quarter 4, I shared the results. I projected my findings on the screen and discussed my reactions to the various things I learned. I told them which suggestions I wanted to implement and which suggestions I did not think would work. During this discussion, students were completely engaged. They laughed at the silly suggestions and commented when they recognized their own suggestions. I asked them if they felt the activity was useful, and they all agreed that giving their own input was fun. They did not say it was empowering, as I had hoped. Maybe they will fell that way when they see their suggestions implemented.

68. CULTURE OF EXCELLENCE Turn to page #12 in your Portfolios.

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70. We asked you to collect two pieces of student evidence for each strategy you implement in your classroom.

71. CULTURE OF EXCELLENCE You will need to complete a caption for each piece of student evidence you provide.

72. CULTURE OF EXCELLENCE Examples…

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74. Caption #1: What is this document? This is a photo of one of my recognition boards. All the student’s work that are of the best overall quality is posted for everyone to see. Why is this evidence? This is evidence because it recognizes students who work hard. It addresses GLO 1 Self-Directed Learner and GLO 4 Being a Quality Producer. What is this evidence of? This is evidence of students who meet or exceed the expectations of GLO 1 and GLO 4. These exemplars show my expectation and the kind of quality I expect from my students. It also allows students to be proud of their accomplishments and it is used as motivation for these students to continue high quality work and for others not reconized to strive for excellence.

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76. Caption #2: What is this document? This is an exit pass about suggestions for improving my class. Why is this evidence? It is evidence because it promotes GLO #1 (self-directed learner) and GLO #3 (complex thinker). Students must evaluate classroom activities and make suggestions to improve learning. What is this evidence of? This is evidence of proficient work because the student lists activities she enjoyed, critiqued the rigor of the class, and made a specific suggestion. She observed that the class is too easy and suggested that students be allowed to use notes on the test but not the textbook.

77. CULTURE OF EXCELLENCE Questions…

78. CULTURE OF EXCELLENCE Turn to page #25 in your Portfolios. On page #25 and #26

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80. On page #25 and #26 are 4 Reflection questions for you to answer. Take some time with these and provide some thoughtful insights about what you learned about differentiated instruction and your students.

81. CULTURE OF EXCELLENCE There are obviously no right or wrong responses to these 4 questions. What the reviewer is simply looking for is that you spent some time and effort in reflecting upon your answers.

82. CULTURE OF EXCELLENCE As we said before, do not leave here today without a clear understanding of what is expected of you in the Portfolio and specific ideas related to what strategies you are going to implement and the student evidence you are going to collect.

83. CULTURE OF EXCELLENCE A couple of important things to know. 1.10% of the Portfolios will be selected for review by the PDE3 office. When those are okayed by the PDE3 office, they will post credit for everyone in the class. 2.The reviewers for the PDE3 office are very thorough.

84. CULTURE OF EXCELLENCE They will look to make sure you answer each question and provide all the student evidence that is required. They are not looking at whether or not they agree with your answers, but rather that you gave clear and complete answers to each question.

85. CULTURE OF EXCELLENCE One word or short answers will be rejected and the Portfolio sent back to you to be corrected before they will give you credit. You will have 60 days to make the corrections and send the Portfolio back to the PDE3 office.

86. CULTURE OF EXCELLENCE Also, we have had teachers work together on their Portfolio. While we encourage this, each teacher must turn in a separate and unique Portfolio.

87. CULTURE OF EXCELLENCE This means that if you work together using the same action for instance in your classroom, you must each turn in different student evidence and write up different answers and captions.

88. CULTURE OF EXCELLENCE 3. If you answer each question we have in a clear and complete fashion and provide the required student evidence, your Portfolio will be approved. 4. We have to turn in all the grades at the same time, so if you are late in turning in your Portfolio, you holding up the credit for everyone in the class.

89. CULTURE OF EXCELLENCE 5. We strongly encourage you to turn your Portfolio in electronically. -They are so much easier for us to evaluate and you seem to put more thought into your answers when typing them up. -It is much easier to make any changes you might need to make.

90. CULTURE OF EXCELLENCE -They never can get lost. -It also works better when you send it from a personal email account versus your lotus notes. For whatever reason, some of the Portfolios won’t open when sent through your school email. If you send it through Google Drive, make sure you “share” it with Joe so he can open it up.

91. CULTURE OF EXCELLENCE If you have questions about the Portfolio requirements, contact Joe. JoeLoVerde@me.com

92. CULTURE OF EXCELLENCE When you submit your Portfolio electronically, Joe will send you an email within 24 hours confirming he received it. If you don’t get an email back from him, assume he didn’t receive it and send him an email to his personal account, JoeLoVerde@me.com

93. CULTURE OF EXCELLENCE We hope to see many of you at our summer classes. We have two new classes. One starting June 13 th and the other June 20 th. Both will be taught at the Cultural Center of Pearl City High School.

94. CULTURE OF EXCELLENCE Title: Reaching the Reluctant Learner Course#: IS 180836 EDDU 9005 Dates: June 13, 14 & 15, 2016 8:00- 4:00 October 1, 20168:00- 4:00 November 15, 20164:30- 8:30 Credit:3 “PD” credits Cost:$185 DOE $300 Brandman Location: Pearl City High School Cultural Center

95. CULTURE OF EXCELLENCE Title: Effective Questioning: A Proven Strategy for Promoting Complex Thinking and Student Achievement. Course#:IS 180852 EDDU 9006 Dates: June 20, 21 & 22, 2016 8:00-4:00 pm October 8, 2016 8:00-4:00 pm November 17, 2106 4:30-8:30 pm Credit:3 “PD” credits Cost:$185 DOE $300 Brandman Location:Pearl City High School Cultural Center

96. CULTURE OF EXCELLENCE If you have any questions or concerns about the Portfolio, please email Joe at: JoeLoVerde@me.com