Module 6 Classroom systems of support

Creating classroom systems of support for sustainability purposes. Systems to support include systems to support data-based decision making, systems to support teachers, and systems to support sustainability.

Systems of data

Data supports teachers within the classroom identify students of concern, areas of strength and provides evidence of learning, teaching and resourcing.

There are 3 classroom systems of support including systems to support data, the teacher and sustainability.

Systems for data

Assessment tools to determine

  • Classroom practices in place
  • Priority areas for improvement
  • Procedures to monitor and track minor behaviours
  • Evidence to demonstrate the implementation of effective classroom practices
  • Big 5 data tool

Systems for Data: Assessment Tool to Support Classroom Practices

An internal self-assessment tool which assesses the extent to which PBL systems, data and practices and are in place in the Tier 1 School-wide systems training.

Implementation of positive behaviour for learning systems and practices should be undertaken annually and results from the data analysis used for planning where to from here. Evaluation tools, for example, the Tiered Fidelity Inventory or Benchmarks of Quality, can be used.

Systems for Data: Data analysis

In the monthly data review:

  • Do the numbers of minor referrals indicate improvement in classroom managed behaviour?
  • Do you need to analyse the data further?

Use data to determine level of support required for teachers.

Systems to Support Staff

Schools with an effective approach to teacher performance and development have a commitment to ongoing formal and informal feedback and coaching built into their culture. Timely, frequent and improvement focused feedback supports teachers’ efforts to improve their practice, guides choices about professional learning, and informs reflection on and revision of performance and development goals.

Collaborative cultures in which teachers focus on improving their teaching practice, learn from each other, and are well led and supported by school principals result in better learning for students.

  • Brief in-service, single topic focus
  • School-wide professional learning to strengthen consistency of PBL implementation
  • Booster support for ‘targeted’ groups of teachers e.g. PDP focuses
  • PBL induction for new school members, for example teachers including executives, SLSO, SAS staff, General Assistants, other staff and volunteers

  • Staff apply practice in the classroom
  • Peer coaching/mentoring
  • Opportunity to receive performance feedback
  • Self-reflection, for example checklists and activities

  • Praise
  • Reward
  • Celebrate

Professional learning

A model of the process of teacher change

  • staff development
  • change in teacher practice
  • change in student outcomes
  • change in teacher beliefs

Relevant

  • Informed by current research
  • Focussed on student outcomes
  • Timely
  • Linked to school plan
  • Solution focussed
  • Matched to teacher need (differentiated as required)

Future focussed

  • Future needs
  • Innovation
  • Develops high skills
  • Research and inquiry
  • Develops own theories
  • Adapt to change

Collaborative

  • Observation
  • Reflection
  • Learning from expert knowledge
  • Coaching/mentoring
  • Creating learning communities
  • Seeking feedback

  • Preparation: Set a schedule (who and when), all staff members have opportunity to observe a peer and to be observed by a peer, select data collection method, paper/pencil, Inform staff
  • Introduction: (10 minutes) Explain purpose of observations (and that it is not evaluative), opportunity to look at classroom system practices - expectations and rules, procedures, routines, feedback
  • Observation: Observe and collect data (20 minutes) during an instructional period, important to clarify that not observing individual students. Focus on expectations and rules aligned with matrix, evidence of behavioral routines and responding to all behaviour. Also observe the number and types of feedback statements teachers give to students about behaviour. Leave positive specific feedback for classroom teacher
  • Debrief & discuss (10 minutes after class): Use open-ended questions, affirmations, reflections, summaries: What did you see? How well did that work? Was there anything that surprised you?
  • Follow up (after observations): Data and feedback given to the PBL team, all classroom tallies collated, averages school-wide, totaled, no individual teacher data submitted. Provide a list of “strengths” and “things to consider”. Use this information to action plan (areas for development, professional learning etc).
  • All staff complete the staff perception survey sent out (Self-Assessment Survey SAS). Include the information in the action plan.
  • Data is shared with full staff
  • Input from staff used to generate action plan items

Systems to support sustainability

Systems for Sustainability

It is important to embed classroom positive behaviour into current departmental priorities and school policies, procedures and plans. Consider:

  • NSW curriculum (personal and social capabilities)
  • Professional Teaching Standards and Personal Development Plans (PDP)
  • Wellbeing Framework for Schools
  • School Excellence Framework
  • School Improvement Planning and analysis.

Plan for Implementation

Develop a schedule for training staff in classroom systems:

  • Assess what classroom practices staff already know and use (data, display, cool tools, peer observations etc)
  • Choose one practice at a time and train staff
  • Provide additional support/review learning as required – key topics, resources, tools
  • Plan for new staff and casual teachers.

Postive behaviour for learning meetings

  • Positive behaviour for learning team meeting suggestions:
  • Schedule regular PBL meetings (at least monthly)
  • Use a standard agenda (with suggested times for each agenda item)

During meetings:

  • Clearly define goals, objectives, and outcomes
  • Acknowledge all contributions
  • Follow-up on previous tasks
  • Discuss classroom management supports required
  • Examine data for decision-making
  • Monitor agenda times, keep a record of meetings minutes (actions) and communicate to all stakeholders

Responsibilities of positive behaviour for learning team to sustain classroom systems

  • Ensure that the following is undertaken:
  • Classroom expectations developed and displayed
  • Classroom reward systems linked to school wide systems
  • Classroom systems for inappropriate behaviours linked to school wide systems
  • Data collection and analysis linked to school wide systems
  • Communication with students, whole school staff, parents and community
  • Contribute to annual School Improvement analysis and planning
  • Contribute to School Management Plans

Wrap up

Four basic recommendations

  1. Never stop doing what is already working. If it's not working, undertake and evaluation to determine if it can be adjusted or removed.
  2. Always look for the smallest change that will produce the largest effect; avoid defining a large number of goals and do a small number of things well
  3. Do not add something new without also defining what you will stop doing to make the addition possible
  4. Collect and use data for decision-making and action planning
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