Retired Teacher

Implementing measure To T for each one Using a Flow Chart DEtte Griffin blemish 11, 2013 EDU 618 Dr. Thinh Nguyen Learning Setting The acquirement setting is a middle school in rural Espanola, unused Mexico. The school is only 8th and 9th set up, about six hundred scholars. Having only two grades causes some of the written report problems of the school to be exaggerated. Schools with only two grades set up unique problems, missing the third grade which balances the school. Eighty five percent of these students argon on the free lunch political platform, many of their families are on welfare, unemployment, disability or study very low paying jobs.The poverty rate in Espanola, wise Mexico is very high. The racial break-down is about 49% Hispanic, 28% Native Ameri rotter, 20% Caucasian and 3% Afri tin Ameri posterior. The schools supply has noticed that many of the students lack positive component part traits, low direct discipline problems they arrest low test scores and a huge bullying problem. The administrators and staff score decided to bring in a schoolroom precaution computer weapons platformme that bequeath address these issues. The program the principal has decided to implement is c completelyed Time To pick up. The principal has hired a trainer and the dates have been set.This publisher impart explore the function of choosing and implement a classroom management program by use the project logic prototype. The program logic model is limnd as a picture of how your governing does its work the theory and assumptions underlying the program. A program logic model links egresss (both short- and long-term) with program activities/processes and the hypothetic assumptions/principles of the program. (Kellogg, 2004 p. 111) The goal of an educator is to educate, but every administrator and educator knows that that is easier said than do.The goal of education is oft hindered by inappropriate fashions that stop statement, stop learnin g and are a waste of time. Initial attempts to set upon this problem begin with posting all the school-wide rules and persuadeations and a list of what the consequences for failure to follow the rules. Schools wanting to shape a positive learning environment and sense of community to must go beyond the sanctioned rules and communicate the vision of the school. The vision should be shared among staff, students and the community and all stakeholders need to buy-in.The students must be buy-in the importance of good behavior and character, furtherto a greater extent fabricate active participants in making their school better. The behavioural expectations provide be displayed in every classroom as the expectations pass oning posted throughout the campus as well as the schools vision. It is equally key to remember to periodically update the vision as undeniable to maintain personal and cultural relevance. (Dahlgren, Malas, Faulk and Lattimer,(2008, p. 188) When choosing a vision for your school it whitethorn take on many varied forms the authors continue, there is no right way to have it, the important thing is upright to have it. (p. 189) Finally they suggest Vision and Mission statements should be revisited in trey to four years to suppose the cultural changes and relevance of the times. Mission Statement The mission of Carlos Vigil pose School is to guide students to become productive and contributing members of society. Carlos Vigil Middle School leave provide strong pedantic and co-curricular programs. The staff shall coordinate resources of the school and community so that students will respect themselves and others, while appreciating the value of diversity, individuality, creativity.Recognize that problems are opportunities of change. We adjudicate a set of moral standards and character traits that allows them to thrive in the world. Students will be taught with Unconditional convinced(p) hear and instructors will model appropriate behavi or. Students will have it off the joy of learning as a lifelong process. The value system that underlies efforts to accomplish this mission includes these beliefs and student Expectations The school community will be a safe and caring environment that promotes respect, self-worth, creativity, and academic growth. All members of the school community work collaboratively. This process includes good communications, shared decision-making and accountability. Learning is a process in which all can participate and succeed. congenital in the process is innovation, risk-taking, and the challenge of ones personal limits. The school community should foster the intellectual, emotional, and somatogenic well-being of each student. Diversity should be welcomed for the strength it brings to the education of all members of the school community. Education should be celebrated as a lifelong process that fosters person and positive growth. The staff and administration and a sort out of student s worked on a committee that helped plan and develop the vision and mission statements for Carlos Vigil Middle School. Finally, the school will hold a contest to develop a Character Logo that will be in every classroom and part of the school community. The winning design will be made into huge posters, banners, and will represent what we as a school are our most important character traits.Once the vision and mission statements have been decided upon the close step would be to present the logic Model, and the flow chart will be explored throughout this paper. The logic model as exposit by W. K. Kellogg in his Logic Model Development Guide In general, logic modeling can greatly enhance the participatory role and usefulness of evaluation as a management and learning tool. Developing and using logic models is an important step in building community capacity and modify community voice.The ability to identify outcomes and anticipate ways to measure them provides all program participa nts with a extend map of the road ahead. Map in hand, participants are more confident of their place in the object of things, and hence, more likely to actively engage and less likely to stray from the course and when they do, to do so consciously and intentionally. Because it is particularly amenable to visual depictions, program logic modeling can be a strong tool in communicating with diverse audiences those who have varying world views and different levels of experience with program suppuration and evaluation. (Kellogg, P. 111) Logic Model Development Guide The school system including the principal, counselors, administrators, and a group of teachers collaborated on helping to decide on the program that would be implemented Time To Teach and which behaviors that we were sack to Teach To if we plug these behaviors into the flow chart model each segment will have a chart that represents that particular behavior or character trait. A typical flow chart will include the follow ingAssumptions Input Activities Outputs Short & Long Term Outcomes Impact Conduct Needs legal opinion Money for Staff development and Title 1 monies Staff reproduction & educate activity quintette core beliefs Students will have better self-esteem Successful student-teacher relationships Secure bringing up facility Equipment necessarily schoolroom ecology analysis Self-control Improved Test scores Increased Test tons by a measurable percentage Classroom management program will address behavior issues and character traits. Selection of the Time to Teach Program Teaching classroom expectations & Refocus Establish a base of support Establish buddy teachersTeach Refocus Process Produce Refocus forms Classroom by Design Teach TosStudents learn expectations Lower principal referrals Intended OutcomesStudent Mood Awareness & speedy Teacher Response (SMARTRTM)Clear classroom expectations Teach-TosStudents with good self esteem Unconditional Positive Regard Lower Princ ipal referrals Improved Test Scores Students will recognize the good in each other and will accept each others differences, there will be less bullying because they are treating each other with the respect that the receive from staff and each other. Before any program can be implemented the principal will be doing certain activities to get ready for implementing the program. A postulate assessment must be completed to determine to what the goals are and what activities are going to be done to reach these goals.After conducting the needs assessment, the principal can determine the goals for the program. Once they have chosen a program, therefore they must budget for the training, that means acquiring funds. The next activity is choosing a venue to have the training session and preparedness for lunch and or snacks. Activities are the procedures, techniques, tools, events, technology, and achieves of the planned program. (Kellogg, 2004,p. 8) The author continues, These may include products-promotional materials and educational curricula services education and training, counseling, or health screening and infrastructure structure, relationships, and capacity, used to bring about the in demand(p) results. (p. 8) Activities will include students designing character logos and banners, after the implementation of the program. The Time to Teach classroom management program can be implemented into the school system as soon as the training session is over all the components can be implemented the following school year. The next school year will begin with all the classroom expectations posted in the hallways, classrooms and on the buses. showtime on the first day of school and will continue until all classrooms, school library, cafeteria, behavior on the bus, the first week to two weeks will be spent teaching the expected behaviors to the students.As teachers we cannot afford to get into that students know how to behave properly in need to be taken to prepare for the professional development training program and for implementing strategies after the training has been completed. For example, Implementation activities are included for each component of a program logic model. (McDavid, Huse, & Hawthorn, 2013) These implementation activities teachers can use to immediately sop up using the techniques of the program. Here is the three classroom integrity classroom questions teachers can rationally ask themselves, Am I able to Teach? Are the other students able to learn? Is the student in question able to learn? (Dahlgren & Hyatt, 2007) This is just a quick sample of a starting point for teachers. OutputsOutputs can be described as in terms of the size and or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended dose. (Kellogg, 2013) The Time To Teach would have to be viewed by the teachers to start to implement the product which in this case it would be the training session. Once the teachers have participated in the training/product they can return to the classroom and begin to implement the Time To Teach strategies and activities so that they can get the desired outcome. The desired outcomes will include buy-in by all staff members, parents and teachers.There must be a shared sense of purpose among the staff, students, parents and community. (Dahlgren, & Hyatt, 2007) The authors continue when there is a failure to achieve this buy-in by one or more of the stakeholders than there will be limited policy effectiveness and it may even become useless. When the Time To Teach program has been properly implemented and there is buy-in by all participating parties then the likely outcomes will be successful. The louver Core Beliefs that the Time to Teach ism incorporates, Self-Control, Classroom by Design, Teach Tos, Refocus, and the student teacher relationships or Unconditional Positive Regard.If the stakeholders do buy-in to the program then they end up with 30% higher test scores, better behaved students and lower principal referrals. (Dahlgren & Hyatt,2007) Outcomes When planning for your program you can demonstrate your programs progress by projecting outcomes. Outcomes identify the short-term and long-term outcomes you expect to achieve for each activity. (Kellogg, 2007p. 14) Outcomes can further be defined as specific changes in attitudes, behaviors, knowledge, skills, status, or level of functioning expected to result from program activities and which are most often expressed at an individual level(p. 8) The activities that are planned ultimately bring the outcomes that are trying to accomplish. The activities approach model also connects program resources and activities but does so in great detail. Each outcome is usually dealt with individually by the activities and events that must take place to keep on track. (p. 12) The intended outcomes for the Time to Teach program will be discussed th roughout the rest of this paper. Time To Teach is an evidence based classroom management program that uses proven, practical, and powerful strategies. These strategies are researched based and ready to be put to use in the classroom. The Five Core components of Time To Teach mirror what many esteemed researchers say works. Many leading researchers define classroom management in similar terms.Robert Marzano (2003) defined effective classroom as the confluence of teacher actions in four distinct areas (1) establishing and enforcing rules and procedures,(2)carrying out disciplinary actions,(3)maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management(88-89) Classroom management was rated as the most important variable in building and sustaining a high achieving classroom in nearly every major study on academic achievement. (Dahlgren, Malas, Faulk, and Lattimer,2008) Once Time To Teach has been implemented, teachers should be ab le to read student mood and respond sedately and quickly, as needed. Teachers will correctly read social and emotional cues and correctly perceive students responses to their behaviors. Specifically, when a student becomes disruptive, it is the teachers job to respond calmly and appropriately. Teachers who exhibit this kind of self-control can read their room and will react swiftly, calmly, and compassionately. We call this the SMARTR TM response- Student Mood Awareness and Rapid Teacher Response. (Dahlgren et. al. ,p. 6) Projected outcome of the Time To Teach once the program has been implemented students will be taught what the classroom expectations are and the teachers will not how to teach classroom rules and routines with success. The term Teach Tos was first coined almost four decades ago. (p. 6) With at onces students showing up for class not knowing how to act or what is expected of them is the norm while having students who show up knowing how to act is the exception.The good news is that there is that even if we have students that have bad behaviors that affect the classroom functioning, when successfully teaching-to your classroom rules and routines, you will be guaranteed a more effective instructional climate. (Dahlgren et. al. ,p. 7) The authors continue, Teaching-to behaviors are a foundational and powerful component of the Time To Teach Program. We have been doing it for twoscore years. (p. 7) Conclusion Students should gain more confidence as teachers continue with the program and as they begin to buy-in in to the system. School-wide behavioral- management and character education in todays world is a must. Every classroom in every school can find a room with the rules posted, and talked about once, but these programs expectations will be posted everywhere and will be talked about and taught until every student gets it.Students will be taught how to act and what is expected of them in a positive respectful way with unconditional positive reg ard. Students will be asked to compete in a contest to design the character logos, whoever wins will receive a prize of some sort and school wide credit. Because somewhere in this face paced world, of video games, cellphone phones, tablets, and laptops, these latch key students have not been taught how to act appropriately and it is our responsibility as teachers to teach them character traits and behavior management skills. The school administrators have a tough job. They have to try to please the regularise offices, teachers, parents, students, the community and the government, all while trying to do whats best for the education of the student.In todays world it is increasingly apparent that it is essential to incorporate the behavior management skills. It is important to actualise that teaching behavior is as important as teaching academics. (Dahlgren et. al. ,p. 198) The authors continue, that on a school-wide basis, children must be taught these expectations until they under stand these expectations, and finally they should be held accountable for these expectations. (p. 198) Thanks to Time To Teach for making these expectations a reality. References Dahlgren R. , Dahlgren A. , Faulk J. , Lattimer M. , Ludwig. (2011) Associate Training Manual Time To Teach. , Dahlgren R. & Hyatt J. (1994-2007). Time To Teach Encouragement, Empowerment, and Excellence in Every Classroom. Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. Dahlgren R. , Malas B. , Faulk J. , & Lattimer M. (2008). Time To Teach The Source for Classroom Management. , Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. W. K. Kellogg Foundation. (2004). Using Logic Models to bring together planning, evaluation, and action Logic Model Development Guide. , Retrieved from http//www. wkkf. org//media/36693510092544928C454B5778180D75/LogicModel. pdf McDavid J. C. , Huse I. , & Hawthorn R. L. , (2013) Program Evaluation and Performance Measurement An Introduction to Practice. , irregu lar Edition. , Thousand Oaks, CA. , Sage Publications.