Day 4 Induction

Day 4 InductionPennsbury School DistrictMaureen Gradel

Welcome!Please…Sign-in for either Act 48 or

StipendFind your assigned seatHelp yourself to refreshmentsPeruse the provided materialsCatch up with your colleagues

Reminders…Due Session B… Verification

Signature Form Mentor Induction

Log Inductee Induction

Log Special Time

Report

Agenda Welcome/Reminders Character Education

Overview Restorative

Practices Overview Grading for

Learning Overview Final Presentation Completion Party

www.character.orgCharacter Education Partnership (CEP)

Character Education What is character education?Character education is the intentional effort to develop in young people core ethical and performance values that are widely affirmed across all cultures. To be effective, character education must include all stakeholders in a school community and must permeate school climate and curriculum.

Character Education Why “do” character education?“Throughout history, and in cultures all over the world, education rightly conceived has had two great goals: to help students become smart and to help them become good.”-Thomas Lickona & Matthew Davidson, Smart and Good High Schools

The Eleven Principles… The school community promotes core ethical

and performance values as the foundation of good character.

The school defines “character” comprehensively to include thinking, feeling, and doing.

The school uses a comprehensive, intentional, and proactive approach to character development.

The school creates a caring community.

The Eleven Principles Continued… The school provides students with opportunities

for moral action. The school offers a meaningful and challenging

academic curriculum that respects all learners, develops their character, and helps them to succeed.

The school fosters students’ self-motivation. The school staff is an ethical learning community

that shares responsibility for character education and adheres to the same core values that guide students.

The Eleven Principles Continued… The school fosters shared leadership and

long-range support of the character education initiative.

The school engages families and community members as partners in the character-building effort.

The school regularly assesses its culture and climate, the functioning of its staff as character educators, and the extent to which its students manifest good character.

Turn & Talk How familiar are

you already with Character Education?

In what ways does your school follow the 11 Principles of CEP?

What can you do?Brainstorm some ways that you can implement the 11 Principles of Character Education into your own classroom.

www.iirp.eduInternational Institute for Restorative Practices (IIRP)

Restorative PracticesThe fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, rather than to them or for them.

Restorative PracticesRestorative practices is a social science that studies how to build social capital and achieve social discipline through participatory learning and decision-making. The use of restorative practices helps to: reduce crime, violence and bullying improve human behavior strengthen civil society provide effective leadership restore relationships repair harm

Burning BridgesDVD clip

Restorative Circles Ask the class to form a

circle of chairs. Pose the processing

questions to the group. Ask for a volunteer to begin

the go-around and to determine the direction of the circle.

Proceed around the circle until everyone has had an opportunity to contribute.

Ask a new question and repeat the process. Begin responses with a new volunteer each time.

Restorative Questions I What happened? What were you

thinking of at the time?

What have you thought about since?

Who has been affected by what you have done? In what way?

What do you think you need to do to make things right?

Restorative Questions II What did you think

when you realized what had happened?

What impact has this incident had on you and others?

What has been the hardest thing for you?

What do you think needs to happen to make things right?

Restorative PracticesIn schools, the use of restorative practices has been shown to reliably reduce misbehavior, bullying, violence and crime among students and improve the overall climate for learning. Everyone who finds themselves in positions of authority — from parents, teachers and police to administrators and government officials — can benefit from learning about restorative practices.

Turn and Talk How do you see

Restorative Practices playing a role in your school community and/or classroom?

How might you implement Restorative Practices?

Induction Year 1 Closure ActivityIn groups, prepare a closure activity to describe your experiences in the Year 1 Induction program. You may choose to use something from the Day 3 workshop, such as: Biopoem ABC Summary Skit SongPlan on presenting your closure activity during Session B.

Welcome Back!Please… Sign-in for either Act 48 or Stipend Find your assigned seat Help yourself to snacks and fruit

(sandwiches and cookies will be served a little later)

Turn all paperwork into the bin at the front of the room

Fine tune your group presentation

www.oconnorgrading.comGrading for Learning – Ken O’Connor

Grading for LearningPower point based upon O’Connor

15 Fixes for Broken Grades - O’Connor

Problem #1Don’t include student behavior (effort, participation, adherence to class rules, etc.) in grades.

Fix #1Include only achievement. This provides more meaningful feedback.

15 Fixes for Broken Grades – O’Connor

Problem #2

Don’t reduce marks on “work” submitted late.

Fix #2

Provide support for learners.

15 Fixes for Broken Grades – O’Connor

Problem #3

Don’t give points for extra credit or use bonus points.

Fix #3Seek only evidence that more work has resulted in a higher level achievement.

15 Fixes for Broken Grades – O’Connor

Problem #4

Don’t punish academic dishonesty with reduced grades.

Fix #4Apply other consequences and reassess to determine actual level of achievement.

15 Fixes for Broken Grades – O’Connor

Problem #5Don’t consider attendance in grade determination.

Fix #5

Report absences separately.

15 Fixes for Broken Grades – O’Connor

Problem #6 Fix #6No student’s grade should depend on the achievement (or behavior) of other students.

15 Fixes for Broken Grades – O’Connor

Problem #7Don’t organize information in grading records by assessment methods or simply summarize into a single grade.

Fix #7Organize and report evidence by standards/learning goals.

15 Fixes for Broken Grades – O’Connor

Problem #8 Fix #8Performance standards specify ‘How good is good enough’? They relate to issues of assessment that gauge the degree to which content standards have been attained…They are indices of quality that specify how adept or competent a student demonstration should be.

15 Fixed for Broken Grades – O’Connor

Problem #9Don’t assign grades based on a student’s achievement compared to other students.

Fix #9Compare each student’s performance to preset standards.

15 Fixes for Broken Grades – O’Connor

Problem #10Don’t rely on evidence from assessments that fail to meet standards of quality.

Fix #10

Rely only on quality assessments.

15 Fixes for Broken Grades – O’Connor

Problem #11

Don’t rely on the mean.

Fix #11Consider other measures of central tendency and use professional judgment. Data should be used to inform and not determine decisions.

15 Fixes for Broken Grades – O’Connor

Problem #12Don’t include zeros in grade determination when evidence is missing or as punishment.

Fix #12Use alternatives, such as reassessing to determine real level of achievement or use “I” for Incomplete or Insufficient evidence.

15 Fixes for Broken Grades – O’Connor

Problem #13Don’t use information from formative assessments and practice to determine grades.

Fix #13Use only summative evidence…Students should be assessed/checked on everything they do, BUT everything that is assessed/checked does not need a score, AND every score should not be included in the grade.

15 Fixes for Broken Grades – O’Connor

Problem #14Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities.

Fix #14In those instances, emphasize more recent achievement.

15 Fixes for Broken Grades – O’Connor

Problem #15

Don’t leave students out of the grading process.

Fix #15Involve students; they can – and should – play key roles in assessment and grading that promote achievement.

Turn and Talk How do these

problems/fixes compare with our current practices?

What change(s), if any, do you feel should be considered?

Celebration! Enjoy your dinner

celebration Complete the Staff

Development Workshop Evaluation form and submit

Practice/prepare your closure presentation