Quote “It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement.”

Quote “It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement.” John Hattie To Know: This quote and a brief discussion could replace a pre-reading activity. To Do: Show this quote on the screen as participants enter the room. To Say: Think about this quote from John Hattie. We will discuss it in just a few minutes. Think about how you create positive teacher-student relationships with your students? Reference: The Australian Society for Evidence-Based Teaching (2017). What everyone needs to know about high-performance, teacher student relationships. Retrieved from (The Australian Society for Evidence-Based Teaching, 2017)

Teacher-Student Relationships
To Know: The title of this learning package was changed from Student-Teacher Relationships to Teacher-Student Relationships to align with John Hattie’s labeling in his meta-analysis research. To Know/To Say: Good morning/afternoon! We will begin in _____ minutes. To Do: Greet participants. Purpose: Participants will learn about and plan to effectively implement the practice of positive Teacher-Student Relationships in their classroom to increase student learning. Content: Introductory slides This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

1/6/2011 Acknowledgements Special thanks to all contributors to the development and revision of this module. Student-Teacher Relationships was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in July 2014 after being developed by a team of content experts. This version completed in 2017 was retitled Teacher-Student Relationships in order to align with John Hattie’s research on Visible Learning. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individual/groups are thanked immensely for their hard work in developing this package. Content Development and Revision Support UMKC Institute for Human Development Ronda Jenson, Director Stefanie Lindsay Arden Day Carla Williams Jodi Arnold SPDG Management Team To Know/To Say: Special thanks to all contributors to the development and revision of this module.

1/6/2011 Initial Content Development Team, Darlene Jones, StL RPDC Sam MacCauley, StL RPDC Chris Montgomery, StL RPDC Bertha Richardson, StL RPDC Jeanne Rothermel, StL RPDC Randy Speers, StL RPDC Julie Speery, StL RPDC Beth Robin, StL RPDC 2016 Revision Team Susan Hekmat, SE RPDC Ginger Henry, DESE Cheryl LeFon, SC RPDC July McClung, C RPDC Mary McConnell, KC RPDC Tammy Ratliff, NE RPDC Linda Shippy, C RPDC Sarah Spence, C SIS Nancy Steele, Facilitator, NE SIS To Know/To Say: Thank the contributors.

Welcome and Introductions
To Know/To Say: Welcome to Teacher-Student Relationships. The introductions may be formal or informal depending on how well you know the group. Trainers should use whatever process is comfortable for introductions. I am/we are _______________ (provide some background about trainers.) Please introduce yourself to the group (name, district, position.) To Do: (optional) Consultant develop an ice-breaker or introductory activity.

Who is Here? That’s Me! To Know: Optional activity. The purpose is to know the audience. You can make it fit the presentation or just ask questions that are funny. To Do/To Say: Ask participants to stand when they hear a questions that applies to them. Sample questions can be adapted to fit the audience attending. 1. Who is a first grade teacher? 2. Who is a teacher for grades 9-12? 3. Who is an administrator? Director of Special Education? Curriculum Director? Etc. 4. Do you agree that building relationships with students is important? 5. Who has been on home school visits? 6. Who has heard of John Hattie? 7. Who has a definition for Teacher-Student Relationships?

Session-at-a-Glance Introductory materials
Building strong, positive teacher-student relationships Classroom practices Assessment and reflection Closing and next steps To Know/To Say: In this training, we will focus building strong, positive teacher-student relationships and classroom practices supporting these relationships. At the end of the training, action planning is provided for teams to determine their next steps. To Know: The times are approximate as it depends on what you choose to use and the size of your group. Please adjust to your training. Introductory materials; 10 minutes Building Strong, Positive Teacher-Student Relationships; 1 hour-2 hours (if you do some of the optional activities) Classroom Practices, Practice Profile; 1 hour and 40 minutes (if you show the entire Darby Valenti video) Self-Reflection; 10 minutes Closing; 5-10 minutes with evaluations

To Know: This is an animated slide.
To Know/To Say: Missouri’s professional development learning packages are organized in three categories: Foundations, Effective Teaching & Learning Practices, and Implementation Supports. All schools begin their professional development journey with the Foundations, as these learning packages provide foundation knowledge in three key areas: Collaborative Teams, Data-based Decision-making, and Common Formative Assessment. Effective Teaching & Learning Practices encompass research-based instructional practices for deepened learning. These learning packages address ways of connecting with students, ways of helping students learn how to learn, and feature specific instruction practices. Implementation Supports are learning packages designed to help school staff support and enhance the Implementation of Effective Teaching & Learning Practices through using technology and peer coaching supports. To Do: Explain how the graphic depicts professional development in Missouri. To Know/To Say: Teacher-Student Relationships is an Effective Teaching & Learning Practice.

To Know/To Say: The Teacher-Student Relationships infographic summarizes key content from the learning package. Handout: Teacher-Student Relationships (infographic).

Hattie’s “Barometer of Influence”
Medium hp= 0.40 Low High Negative To Know: EFFECT SIZE “An effect size is a useful method for comparing results on different measures (such as standardized, teacher-made tests, student work), or over time, or between groups, on a scale that allows multiple comparisons independent of the original test scoring (for example, marked out of 10, or 100), across content , and over time. This independent scale is one of the major attractions for using effect sizes, because it allows relative comparisons about various influences on student achievement.” (Hattie, 2012) To Know/To Say: John Hattie’s 2009 book, Visible Learning, was based on more than 800 meta-analyses of 50,000 research articles, about 150,000 effect sizes, and about 240 million students. “Effect size is a standard measure that can be calculated from any number of statistical outputs.” (Biddix, 2009) Perhaps the most significant discovery from evidence was almost any intervention can stake a claim to making a difference to student learning. Any effect above zero means that achievement has been raised by the intervention. The average effect size is 0.40; there are just as many influences on achievement above the average as there are below the average. For any particular intervention to be considered worthwhile, it needs to show an improvement in student learning of at least an average gain – that is, an effect size of at least 0.40, referred to as the hinge-point for identifying what is and what is not effective. Half of the influences on achievement are above this hinge-point. This is a real-world, actual finding and not an aspiration claim. That means that about half of that we do to all students has an effect of greater than 0.4 or greater, while half are in classes that get less than the 0.4 effect. (Hattie, 2012) Hattie’s Barometer of Influence represents a summary of the effect size from the studies that were reviewed. The average effect size, 0.40, may be viewed as a typical one year of growth in student learning. Missouri’s Collaborative Work has identified from Hattie’s research Effective Teaching and Learning Practices which are in the high rank of desired effects for student learning outcomes. To Do: Explain Hattie’s Barometer of Influence. References: Hattie, J. (2009). Visible learning A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. (Hattie, 2009)

(.52 effect size) To Know/To Say: Of the 195 influences studied by Hattie in 2015, it was determined Teacher-Student Relationships had an effect size of The learning package is titled Teacher-Student Relationships. To Do: Let’s review John Hattie’s quote from earlier. How do teachers create positive teacher-student relationships? What are ways you create those relationships with your students? Reference: Hattie, J. (2015). Hattie Ranking:195 Influences And Effect Sizes Related to Student Achievement. Visible Learning. Retrieved from (Hattie, 2015)

Teacher-Student Relationships and Missouri Teacher Standards
Standard #2: Student Learning, Growth and Development Standard #5: Positive Classroom Environment Standard #6: Effective Communication Standard #8: Professionalism Standard #9: Professional Collaboration To Know: This is an animated slide To Know/To Say: Teacher-Student Relationships aligns with Missouri Teacher Standards. Standard #2 Quality Indicator 1: Cognitive, social, emotional and physical development Quality Indicator 2: Student goals Quality Indicator 4: Differentiated lesson design Quality Indicator 5: Prior experiences, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community values Standard #5 Quality Indicator 3: Classroom, school and community culture Standard #6 Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences Standard #8 Quality Indicator 1: Self-assessment and improvement Quality Indicator 2: Professional learning Quality Indicator 3: Professional rights, responsibilities and ethical practices Standard #9 Quality Indicator 3: Cooperative partnerships in support of student learning Reference: Missouri Department of Elementary and Secondary Education (2013). Teacher standards: Missouri’s educator evaluation system. Retrieved from: (Missouri Department of Elementary and Secondary Education, 2013)

Quote “It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement.” John Hattie To Know: This quote and a brief discussion could replace a pre-reading activity. To Say: Think about this quote from John Hattie. We will discuss how you create positive teacher-student relationships with your students? Reference: The Australian Society for Evidence-Based Teaching (2017). What everyone needs to know about high-performance, teacher student relationships. Retrieved from (The Australian Society for Evidence-Based Teaching, 2017)

Guiding Questions What are elements/practices of a strong, positive teacher-student relationships that foster high intellectual performance? What might be some adult behaviors that would have a high degree of influence on building strong, positive teacher-student relationships? How might strong, positive teacher-student relationships be promoted? To Know/To Do/To Say: Ask participants to read the slide and then talk at your table about all three questions.

Expectations for Training
Develop effective classroom methods for building strong, positive relationships with students. Encourage teacher self-reflection. Improve students’ academic development. Develop students’ socially appropriate behaviors. To Know/To Say: These are the expectations for this training.

Norms Begin and end on time. Be an engaged participant.
Be an active listener—open to new ideas. Use notes for side bar conversations. Use electronics respectfully. To Know/To Do: It is important to establish norms for training. Trainers are free to add to this list additional norms. Consider including a check mid-way through trainings to assess a norm or norms. The presenter may want to use norms printed on agenda handouts, in addition to or in place of presentation slides, so the norms are always available in print for participants. Norms may be added to address specific school needs. Some schools already have established norms for all professional development. In that case, adapt to their norms.

A-Z Taxonomy A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
To Know: The A-Z Taxonomy activity sheet is used throughout this presentation. To Say/To Do: You will be given the task of A-Z Taxonomy. This begins as a solo activity. Have participants brainstorm as many words as they can think of individually that are associated with Teacher-Student Relationships. Write the word by the corresponding letter. If you have already use the letter it will not be available for another word. Pair with a shoulder partner and share answers. Share out from each group any words that they think might be unique. Add to your list when you hear a new word. Have each group use three of their words to create a summary sentence, that helps to define Teacher-Student Relationships. Whip around to each group and have them read their sentence. Handout: A-Z Taxonomy

Favorite Teacher Who was your favorite teacher?
Why was this person your favorite teacher? Share out with a partner Shout out your descriptors To Know: This slide is animated for each step of the activity. To Do/To Say: Hand out index cards for the participants to write down the name of their favorite teacher. Also, write down reasons why he/she was their favorite teacher using one word descriptors. How did this person make an impact on you? What are some qualities that made this teacher memorable? Share descriptors with a partner. Partners then shout out one word that described their favorite teacher as the words are written on chart paper. Wordle or Tagxedo may be used if available. To Know: Allow ten minutes depending on the size of your group. If you have only one hour, do this verbally. Words to Describe Favorite Teacher: Caring Expectations Interesting Unique Innovative Fun Understanding Hands-On Engaging Management Supportive Possible Additional Talking Point: Think of a teacher who did not possess the qualities just discussed.

"No significant learning occurs without a significant relationship."
James Comer Building a respectful relationship doesn't mean becoming the student's buddy. It means that teachers both insist on high-quality work and offer support. To Know/To Do/To Say: Read slide. Keep this quote in mind while watching the upcoming video. Reference: Payne, R. (2008). Nine Powerful Practices. Educational Leadership, 65 (7), pp Retrieved from (Payne, 2008)

Preparatory Reading (Ferlazzo, 2012)
To Know/To Do/To Say: Utilizing a cooperative learning structure (jigsaw), read and discuss Fostering Relationship in the Classroom. Allow 10 minutes for this activity. If you are limited in your time, hand this out and go over it with them. Handout: Fostering Relationships in the Classroom Reference: Ferlazzo, L. (2012, May 16). Fostering relationships in the classroom [blog post]. Edutopia. (Ferlazzo, 2012)

Why should we be concerned about building positive teacher-student relationships?
To Know/To Say/To Do: Ask participants why we should be concerned about developing positive teacher-student relationships? Share out. Keep the responses while watching Rita Pierson.

http://www.youtube.com/watch?v=SFnMTHhKdkw (Pierson, 2013)
To Know: This slide appears as an animated slide. To Know/To Say/To Do: Show the entire video. The URL is below: The video is 7:48. It is hyperlinked on the slide. To Do/To Say: After video, turn and talk with a partner about what stood out. How does what Rita Pierson say match what you discussed at your table? Reference: Pierson, R. (2013, May). Every kid needs a champion [video file]. Retrieved from (Pierson, 2013)

“Students are more likely to be emotionally and intellectually invested in the classes in which they have positive relationships with their teachers.” To Say/To Do: Please read this slide. Do you agree or disagree? Discuss. Reference: Phelan, P., Davidson, A. L., & Cao, H. T. (1992). Speaking up: Students' perspectives on school. The Phi Delta Kappan, 73(9), (Phelan, Davidson, & Cao, 1992)

Definition “Building relations with students implies agency, efficacy, respect by the teacher for what the child brings to the class (from home, culture, peers) and allowing the experiences of the child to be recognized in the classroom. Further, developing relationships requires skill by the teacher – such as the skills of listening, empathy, caring and having positive regard for others.” To Know: Agency is in a behavioral sense the capacity of individuals to act independently and to make their own free choices. Efficacy is the expectations, descriptions, and prescriptions that one holds about one's self. To Say/To Do: Have participants read the slide. Pay particular attention to the last sentence. How many used some to these or similar thoughts in your Taxonomy? As we go along through the training feel free to add additional ideas to your A-Z Taxonomy. Reference: Hattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. (p. 118). New York, NY: Routledge. (Hattie, 2009, p. 118)

Teacher and Child I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming. To Know/To Say/To Do: As I read the quote, follow along on your handout by underlining three phrases/words/statements where the adult behaviors might have an effect on student behaviors. What phrase/words/statements stand out to you? This is quote widely attributed to German writer and statesman Johan Wolfgang von Goethe. Henry Ginot adapted it for the teacher-student relationships in his 1972 book Teacher and child: A book for parents and teachers. Handout: Teacher and Child Reference: Ginot, H. (1972). Teacher and child: A book for parents and teachers. New· York, NY: The Macmillan publishing. (Ginot, 1972)

Hattie’s Ten Mindframes for Educators
Teachers/leaders believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement. Teachers/leaders believe that success and failure in student learning is about what they, as teachers or leaders, did or did not do… We are change agents! Teachers/leaders want to talk more about the learning than the teaching. Teachers/leaders see assessment as feedback about their impact. Teachers/leaders engage in dialogue not monologue. Teachers/leaders enjoy the challenge and never retreat to “doing their best.” Teachers/leaders believe that it is their role to develop positive relationships in classrooms/staffroom. Teachers/leaders inform all about the language of learning. My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement. The success and failure of my students’ learning is about what I do or don’t do. I am a change agent. I want to talk more about learning than teaching. Assessment is about my impact. I teach through dialogue not monologue. I enjoy the challenge and never retreat to “doing my best”. It’s my role to develop positive relationships in class and staffrooms. I inform all about the language of learning. I recognize that learning is hard work. I collaborate. To Know/To Say/To Do: Read the slide and participants should be drawn to the fact that this Ten Mindframes can an are incorporated into Teacher-Student Relationships. In Visible Learning for Teachers (p. 159), Dr. Hattie claims that “the major argument in this book underlying powerful impacts in our schools relates to how we think! It is a set of mindframes that underpin our every action and decision in a school; it is a belief that we are evaluators, change agents, adaptive learning experts, seekers of feedback about our impact, engaged in dialogue and challenge, and developers of trust with all, and that we see opportunity in error, and are keen to spread the message about the power, fun, and impact that we have on learning.” John Hattie believes “that teachers and school leaders who develop these ways of thinking are more likely to have major impacts on student learning.” Handout: Hattie’s Ten Mindframes for Educators Reference: Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London, UK: Routledge. (Hattie, 2013)

One Teacher’s Idea Cape Girardeau Middle School teacher, Kelly Branch, asked her students at the beginning of year to create their own unique handshake that she could then learn and greet them with at the door each and every day. To Know/To Say/To Do: This is an example of a teacher building positive teacher-student relationships. The video is about two minutes in length. The video is hyperlinked on the slide or you can visit the URL below. Reference: Ruch, A. (2017). Teacher has special handshake for each student [video file]. Retrieved from (Ruch, 2017)

Teacher-Student Survey
Use the survey to rate yourself on these behaviors. Use a scale of 1-5 with 1 indicating you think you have difficulty with this and 5 indicating you are pretty effective in this area. To Know: This is an optional activity. If time allows, this activity goes with the previous hidden slides. To Know/To Do/To Say: Complete the Teacher-Student Survey. Find a partner and share one area in which you are strong and one area you would like to improve upon. Handout: Teacher-Student Survey Reference: Adapted from Ferguson, R. F. (2011, May 13). Tripod classroom-level student perceptions as measures of teaching effectiveness [powerpoint slides]. The Tripod Project School for Improvement, the Achievement Gap Initiative at Harvard University, the Wiener Center for Social Policy at the John F. Kennedy School of Government, and the Harvard Graduate School of Education. Retrieved from (Ferguson, 2011)

Challenges and Resolutions
What are some of the challenges to developing strong positive teacher-student relationships? How might you use what you have learned to overcome these challenges? Create a T-chart with a partner. On the Left On the Right Challenges Resolutions To Know/To Say: Keep the yes, and kick the but… Find ways to overcome the challenges with strong positive teacher-student relationships. The T-chart activity serves as a graphic organizer for the participants to discuss challenges and possible resolutions when building positive relationships with students. With a partner discuss the challenges or barriers placing them on the left side of the T-chart. Place possible resolutions on the right slide of the T-chart. Participants will share with the full group and add to their lists. Possible challenges are in bold followed by possible resolutions. Time Adjust schedules 5 minutes at the beginning of the day to set mood Personalized handshake Hey, Lindamichellebaron (rhythm and rhyme) Kids (ELL, Sped, Poor, Title I, etc.) Integrate/Embed procedures and routines Amplify the student voice Authentic Interaction Teachers not knowing what to do Focus on Student strengths Good modeling Professional Development

You are a positive influence on the students in your room!
Take the A-Z Taxonomy words and take a few minutes to turn the word list into statements of affirmation. C = care I will be caring when I speak to students. To Know/To Say/To Do: This is an optional activity. Take the A-Z Taxonomy words and turn them into statements of affirmation. Another example: If a student is absent or has been ill say, “I am glad you are back.”

Assessment and Reflection Purpose: Provide opportunity for the learners to reflect on their learning and potential implementation challenges. Content: Post-assessment learner knowledge Reflect on personal teaching context and implementation

Letter Create an open letter to teacher candidates or fellow colleagues on ways to better establish Teacher-Student Relationships. To Know/To Do/To Say: Give participants lined paper for them to write a letter. Allow ten minutes to write and then brainstorm who would benefit from suggestions.

Reflection Based on what you have learned today
1/6/2011 Reflection Based on what you have learned today What steps might you take in order to develop strong, positive relationships with your students? What potential challenges do you foresee? How might these be overcome? What strategies, practices and/or resources might you use to ensure that your relationships are positive and lasting? To Know/To Say/To Do: This might be an optional activity dependent, on how much time is available. You might use Line Up (form a line depicting the continuum of beginning to more advanced) depending on the size of your audience. Sample: How are you feeling now about your journey to build a strong relationship with your students? Long and Winding Road Uphill Smooth Riding Ease on down the Road Other sample questions their journey might come from these topics. Developing ideas on measuring and tracking fidelity of implementation, Addressing potential challenges and solutions Developing steps to outline implementation Gaining ideas as to what type of follow-up coaching and resources might be needed to ensure success These topics could also be discussed in a small group format.

Missouri Teacher of the Year
To Know/To Say/To Do: Watch the entire video and this will make the connection of why teacher-student relationships are so important! It is 40 minutes, but worth every minute. Here are some times: 0:00-2:37. Darbie shares the Starfish story; BOLD indicates sections to show. 2:38-4:18 is a piece of her story 4:10-9:19 is a song Concrete Angel that is mentioned in her story (optional to use) 9:20-11:24 is her story of abuse-psychological, verbal and physical 11:54-13:44 is about the shaping of her 13:45-22:41 is the pastor and teachers who didn’t notice the abuse going on 23:00-30:30 is how the teacher and pastor help her and remove her from the abuse and the S-T relationship forms Reference: MSBATube [username] (2016, October 5). Darbie Valenti at the 2016 MSBA Annual Conference. Retrieved from (Darbie Valenti, 2016)

Teacher-Student Relationships Closing & Next Steps
Purpose: Provide opportunity for learner to outline their implementation steps and plans for follow-up coaching. Content: Practice Profile Self Assessment Practice Profile Workbook Next Steps: Action = Results Presenter Contact Information

Exemplary Implementation
Practice Profile Teacher-Student Relationships Practice Profile Essential Function Exemplary Implementation Proficient Close to Proficient (Skill is emerging, but not yet to proficiency. Coaching is recommended.) Far from Proficient (Follow-up professional development and coaching are critical.) 1 Teacher develops effective elements for building strong relationships with students into classroom practice to develop students’ socially appropriate behaviors. All of the following criteria are met: Teacher demonstrates knowledge about each student’s interests and emotional strengths. Teacher shows pleasure and enjoyment in every student. Teacher interacts in a responsive and respectful manner towards all students. Teacher does not show irritability or aggravation toward students. 3/4 criteria are met 2/4 criteria are met Fewer than 2/4 criteria occur 2 Teacher is a reflective practitioner and continually assesses the effects of choices and actions on students. Teacher actively seeks opportunities to grow professionally in order to improve learning for all students. Teacher uses various forms of self-reflection to monitor and build on opportunities to increase teacher-student relationships. Teacher always acts as a responsible professional in building teacher-student relationships. 2/3 criteria are met 1/3 criteria is met None of the criteria occur 3 Teacher develops effective methods for promoting strong relationships with students into classroom practice to improve students’ academic achievement. Teacher demonstrates knowledge about each student’s background, strengths and academic levels. Teacher offers each student help (e.g., answering questions in timely manner, offering support that matches the children's needs) in achieving academic and social objectives. Teacher helps all students reflect on their thinking and learning skills on a frequent basis. 1/3 criteria is met. To Do: Review the practice profile with the participants. Suggest all stake-holders complete a self-analysis three or four times a year and engage in collaborative conversation. To Know/To Say: The Practice Profile template includes four pieces and is anchored by the essential functions. First, as a header is the foundation of implementation that philosophically grounds implementation. Then moving from left to right across the template are the essential functions of the practice, implementation performance levels, and lastly, evidence which provides data or documentation for determining implementation levels. The essential functions align with the teaching/learning objectives for each learning package. Four levels of implementation are described for each teaching/learning objective: exemplary, proficient, close to proficient, and far from proficient. The professional development provider should walk through the practice profile with the educator-learners, referring to the data and artifacts listed as suggested evidence. It is an important tool for self-monitoring their own implementation because it serves as a reminder as to the implementation criteria and is also aligned with the fidelity checklists and the electronic practice profile self-assessment tool. These sources provide data regarding further training or coaching. To Do/To Say: The Red/Yellow/Green Reflection is an optional activity, if you want participants to learn more about the information in the profile. 1. Read through the Exemplary Implementation column. 2. Use three colored pencils or markers (red, green and yellow) to do the following. If you feel an action stated may be challenging for you, underline it in red. If you feel an action stated may be somewhat challenging but not too difficult, underline it in yellow. If you feel an action stated may be easy for you underline it in green. 3. Share with a shoulder partner what you feel may be easy and challenging and tell why. Consider how to address the challenging items. Handout: Teacher-Student Relationships Practice Profile

Self-Assessment Practice Profile
1/6/2011 Self-Assessment Practice Profile Excel Workbook To Know/To Say: The Self Assessment Practice Profile Workbook is an excel document allowing individuals to determine their implementation level for a specific learning package topic. The self assessment is also available online at This self-monitoring tool may be utilized at the beginning, mid-points, and end of the year. These results from the staff may be compiled onto a Practice Profile and may be utilized for team discussion. Reference: Available online at

Next Steps: Action = Results
To Know: Two options have been provided for Next Steps. Select one to use. This option is the traditional form provided in other learning packages and can be used for team or individual reflection. To Know/To Say: The Next Steps template is used for planning either today or back in your building. What resources do you need to begin focusing on Teacher-Student Relationships. What might be included in your timeline? To Do: Complete the Next Steps template. Example is included in the learning package materials. Handout: Next Steps: Action = Results What steps will you take to start implementing?

Quote “It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement.” John Hattie To Know/To Say: Read the slide as a closure for the day. Reference: The Australian Society for Evidence-Based Teaching (2017). What everyone needs to know about high-performance, teacher student relationships. Retrieved from (The Australian Society for Evidence-Based Teaching, 2017)

1/6/2011 Contact Information Please contact me to schedule follow-up coaching and/or additional professional development. To Know/To Say/To Do: Include presenter’s contact information. Please contact me to schedule follow-up coaching and/or additional professional development. Thank you.

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