COURSE DESCRIPTION:

This course directly addresses CCTC Induction standard 18, in addition to components of other CSTP standards, and is designed to fulfill MOU (memorandums of understanding) with local district induction programs. It is part of the core-required courses for the CCOE Induction program, and can therefore be applied to many M.A. programs in the CCOE. It expands on the basis classroom management principles from EDSE 415, EDEL 414, and EDCI 402. There is special emphasis on applied strategies and reflection on one’s own current practice, it is therefore recommended for practicing teachers. To meet Induction standard 18 a substantial amount of the course will be devoted to health content and strategies for developing a healthy and supportive classroom for learners. The classroom management portion of the course will focus on advanced strategies, self-assessment, and moving to a higher level of performance in this area of the candidates’ teaching.

Content Standards:

1. Classroom management strategies including: creating a supportive healthy environment, identifying environmental factors that influence student well-being, developing a positive classroom social contract, creating positive expectations, boundaries and rules, using effective instructional, assessment and motivational practices that reduce the need for corrective action, understanding basic reasons why students misbehave, developing and implementing logical and related consequences to misbehavior and dealing with difficult students (CCTC Induction Standard 18a, and CSTP Standard 2, TPE 11)

2. Accident Prevention Strategies including: Structure of the classroom, outside classroom conduct skill building strategies, Danger identification strategies (CTCC Induction Standard 18b)

3. Safety factors, student risk factors and abuse reporting strategies including: nutrition, communicable diseases, alcohol and substance abuse, sex education, family life, parents’ rights, and accessing community and state support organizations and personnel (CTCC Induction standard 18e &18g)

4. Knowledge of appropriate elements of the adopted health curriculum and instructional materials for the teaching assignment and understanding of the relationship between student health and student learning, and understanding of how to access local and community resources to support student health. (Induction Standard 18c and 18f)

5. Strategies for promoting the value of diversity and recognizing personal biases. Reflecting on personal values, understanding the relationship between practice and implicit expectations, using strategies to promote success for students of all groups (CTCC Induction Standard 17e and 17f).

6. Strategies for addressing learner needs and differences including: learning style models, learning psychology, behavioral taxonomies, multicultural considerations and effects of pedagogical choices on motivation (CCTC Induction Standard 17c and CSTP 11b and 3b).

7. Strategies for assessing and creating a healthy classroom and school climate including: promoting community, understanding the relationship between teaching and management, and cultivating a collaborative climate among faculty and staff (induction standard 18///////)

Performance Standards and Assessments: As a result of the course students will be able to demonstrate the following knowledge, skills, and dispositions shown by the assessment methods outlined below:

1. Candidates will be able to articulate and apply a variety of classroom management strategies that will promote a positive, efficient, healthy, and effective learning environment for their students. This standard will be evidenced in the following performance indicators (TLW):

a) Develop a classroom environment plan that synthesizes their understanding of discipline theory and with an understanding of the relationship between classroom management, instruction and assessment (CTCC Induction standard 18a)

b) Outline a set of strategies to bring about a positive, motivational, healthy and productive learning environment (CCTC Induction standard 18a, TPE 11).

c) Identify practices and methodologies that foster high self-concept and success psychology in their students. (CCTC TPE 11).

d) Synthesize course content, classroom observation and personal reflection to articulate a personal set of values and a vision for their future classroom (CCTC TPE 13).

2. Candidates will develop a strategies plan/or presentation to meet standard components 18b. 18d, 18e, 18f and 18g. In this plan (or as a portion of a general healthy classroom environment strategies plan that will include all components of Induction standard 18), candidates will outline the resources and strategies that are available to them for bringing about a safe and healthy classroom, and will demonstrate how they are implementing the plan in their current teaching situation.

3. Candidates will develop materials for a plan or presentation related to an action research project related to school climate improvement. Candidates will use one of the accepted classroom climate (or school climate) assessment inventories to assess their classroom (and/or school) climate. They will then develop a climate improvement implementation plan.

Assessments:

Candidates will demonstrate these competencies in course discussions, assignments, presentations and/or exams. Each candidate will develop a comprehensive Healthy Classroom Environment plan. These plans will include action research related to current practice, self-assessments of needed improvements in the area of classroom management, plans for helping their students meet health related competencies, and a comprehensive resource guide for meeting the health and safety needs of their classes. Candidates may also demonstrate competency by preparing class presentations related to resources and or strategies. Candidates may also take part in a classroom or school level evaluation action research study of the current quality level of school climate, and develop an implementation plan outlining a teacher-leader role in addressing the needs that arise from their study.

Professional Statements:

Theme and Conceptual Framework for Professional Preparation

The faculty members of the Charter College of Education have adopted the organizing theme of “Preparing Educators to Serve the Culturally and Linguistically Diverse Populations of the Urban Schools and Related Institutions of the 21^st Century” for the programs for professional educators at California State University, Los Angeles. This theme is reflected in this course by the student exit performance standards outlined below.

Student Conduct

It is assumed that you are a professional and will conduct yourself with the highest level of professionalism. Given the large size of this class, it is especially important that students make every effort to be respectful of the learning environment, the professor and their fellow classmates. Appropriate behavior will be discussed and modeled within the context of the course, and a self-conscious approach to large-scale learning environment management will be incorporated into classes as necessary.

Statement of Reasonable Accommodation

The Charter College of Education Faculty members fully support the Americans with Disabilities Act (ADA). The members of the faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Students Disabilities (OSD) and who needs and requests accommodation. The faculty member may wish to contact to verify status and need for such an accommodation. The OSD will be responsible for providing for the accommodation.

Required Texts (*Available at the Book Mart Only)

1. EDCI 590 Course Pack (Shindler, 2005)*

2. Other required reading will be disseminated in class or be made available on reserve in the library.

Class Schedule:

Week	Topic	Reading and Assignments
1	Introduction to Course Learning Styles and Classroom Mgmt.	Learning Styles Packet Presentation sign-up
2	Health Curriculum	Health section of Course Pack
3	Group Presentations Classroom Management Self-Assessment Action Research Workshop	Action Research Reading
4	Group Presentations Instruction and management relationship Goal Setting Workshop
5	Examining Advanced Technical Management Strategies Technical Management Workshop	Presentation abstracts due Technical Management Reading
6	Why problems occur Expectations Classroom Socially Constructed Reality	Chapters 3, 4 and 8 in Course pack
7	Exploring Motivation and psychology of success Teacher thinking Motivation Workshop	Chapter 9 and 25 in Course pack
8	Classroom Climate Promoting Responsibility Promoting Community Social Contract Whole class climate workshop	Chapter 11 and Community Reading in Course Pack
9	Conflict Resolution and Dealing with Difficult Students Moving From 2 to 1 Implementation Workshop	Chapter 20 and 22, and Difficult Students readings in Course Pack Implementation handout
10	Workshop – sharing insights and processing research	Classroom Climate Plan Due
Finals	Individual Plan/project Presentations

Grading Scale:

95 – 100 = A

91 – 94 = A-

87 – 90 = B+

83 – 86 = B

80 – 82 = B-

76 – 79 = C+

72 – 75 = C

68 – 71 = C-

Assignments – 100 points total

Group Presentation: Health and Safety Topic (40 points)

In groups of about 3-5, you will research one of the topics listed below and then do a presentation for the rest of the class. In addition, you will provide the class with a one-page (10pt font, single spaced) abstract of your topic as a material record. You will be able to obtain the materials for your presentation from the instructor or the internet. The presentation format will be discussed in class, but most likely it will consist of a series of 20-minute presentations done over 2 class periods. The following rubrics (below) outline the separate assessment criteria for presentation and the abstract.

Presentation (15 points):

	Visuals	Presentation	Content
Excellent	4 points – Visuals aid in understanding the content. Major principles of the theory are graphically depicted.	4 points – Presentation flows in a logical order. There is clear evidence of preparation. All group members work in a coordinated fashion.	7 points – Essential elements of topic are addressed. General principles are explained. Specific examples are used to aid understanding.
Good Effort	2 points – Visuals aid in understanding the content.	2 points – Presentation flows in a logical order. Evidence all group members participated.	5 points – Essential elements of topic are addressed or examples are used.
Needs improvement	1 points – visuals are used.	1 points – Evidence all group members participated	3 points – Some content is included in the presentation.

Abstract (15 points)

	Content	Organization	Mechanics
Excellent	7 points – Includes major ideas from topic. Explanations are concise but complete.	4 points – paper flows in a logical order. Ideas are presented in a way that promotes understanding.	4 points – paper is free of any significant grammatical or mechanical problems. 10-point font and single spaced.
Good Effort	5 points – Includes some ideas from topic. Explanations are concise but complete.	3 points – paper flows in a logical order.	3 points – paper is free of most significant grammatical or mechanical problems.
Needs Improvement	3 points – Attempts to include content from topic.	2 points – an attempt at logical organization is apparent	2 – paper has some mechanical problems but is readable.

Presentation Topic List (priority rating):

Child Abuse reporting laws and procedures (high)
Community and State Support Organizations (high)
Alcohol and Substance Abuse identification and prevention (high)
Disease Prevention Strategies (medium)
Parents Rights (medium)
Sex Education (low)
Safety and Danger prevention Strategies (low)

Individual Classroom Climate Plan (70 points)

Each candidate will complete a comprehensive plan for creating a healthy and effective classroom climate. Plans will include both conceptual and practical components as well as a plan for implementation. Plan creation will require a substantive amount of in-class workshop and collaboration time. Therefore 10 of the 70 points will be earned through participation in workshops. Plans will be presented in class on the final day of the course.

A. Action Research and Diagnosis

Design Research
Devise data collection method
Devise data analysis strategies

B. Goals and Vision Setting

· State Goals for Classroom Climate

· Write @50 word vision statement

C. Technical Management Plan

Cue technique
100% Attention strategy
Directions, transitions
Homework, accountability

D. Motivation, Expectations, Emotional Climate

· Motivational goals and philosophy

· Satisfying Basic Needs

· Strategies for motivation

· Emotional Climate expectations

E. Whole Class level Goals and Strategies

· Social Bonds, class coherent,

· Consequences

· Dealing with Difficult students and extreme cases

· Creating community and/or responsibility

F. Implementation and Action Steps for 2006-2007 School Year

· Outline action 5-10 action steps/strategies

· Brief explanation of implementation of strategies

· Create a timeline for achievement of strategies

Classroom Climate Plan Assessment Rubric (70 points total)

Process and Participation – 10 points

	Quality of Student Involvement in the CMP Workshop process
10 points	Student attends all 6 sessions. Student comes to class prepared and leaves with notes for each section. Student willingly takes part in peer review of other students work
7 points	Student attends 5 or more sessions and comes to class prepared and leaves with notes for each section and willingly takes part in peer review of other students work
4 points	Student attends more than 3 sessions and comes to class prepared and leaves with notes for each section and willingly takes part in peer review of other students work
0 points	Student attends less than 2 sessions or refuses to take part in peer review.

Written Plan – 60 points

	Excellent	Good	Minimal
Section A Action Research	12 pts. Includes a sound action research design listing 3-5 study questions, and explanations of well-developed data collection and analysis procedures.	8 pts. Includes an action research design listing study questions, and explanations data collection and analysis procedures.	4 pts. Includes an attempt at an action research design.
Section B Goals and vision	8 pts. States 5-10 Classroom climate/management goals in correct goal format. Creates a concise and comprehensive vision statement.	5 pts. States some Classroom climate/ management goals. Creates vision statement.	3 pts. Lists some goals or vision statement.
Section C Technical Managemnt	10 pts. Explains strategy for gaining 100% Attention and use of cue. Explains sound and comprehensive strategy for managing directions, transitions, homework and promoting student accountability.	7 pts. Explains strategy for gaining 100% Attention and use of cue. Explains strategy for managing directions or transitions.	4 pts. Attempts to explain strategy for technical management.
Section D Motivation	10 pts. Sets out a comprehensive plan for motivation. Includes a coherent philosophy. Briefly explains at least 4 strategies or specific ideas. Section mentions emotional climate. Section shows integrity among ideas.	7 pts. Attempts a plan for motivation. Includes a philosophy. Briefly explains at least 2 strategies or specific ideas.	4 pts. Sets out some plan to address issues of motivation.
Section E Whole Class	10 pts. Includes strategies that will promote social bonds among students. Lists logical consequences to common problems. Included a brief set of ideas for dealing with difficult students.	7 pts. Includes strategies for whole class management. Lists some consequences to common problems. Mentions difficult students.	4 pts. Some effort at addressing whole class management.
Section F Implement and action	10 pts. Includes 5-10 behavioral action strategies. Includes an implementation plan that is well developed and includes practical steps. Includes a timeline.	7 pts. Includes action strategies. Includes an implementation plan. Includes a timeline.	4 pts. Includes some strategies, implementation or timeline.

Attendance Policy

You are expected to attend class. There is no substitute for attendance, what takes place in our 4 hours together each session is irreplaceable. However, if you do for some reason miss a class, it is your responsibility to contact a classmate, find out what you missed and obtain any materials or notes that were given during the meeting. Since it is impossible to replace the experience and participation that occurs during a class period, missing more than 1 class during the quarter assumes a loss of learning and performance, and therefore as a result there will be a subsequent loss of one grade (i.e., B to B-) for the first 2 classes missed, and then one grade for each following class missed. A tardy (15 min. late) or having to leave early count as ½ of an absence.

A Final Note

Every effort will be made to clarify assignments and points made in class. Between written guidelines and explanations, what is expected of each student should be very clear. But, if there is something that you do not understand, or something that you feel should be brought to my attention, please come to my office KH A2045 and discuss it with me or contact me at 343-5824 or jshindl@calstatela.edu. I really do want to know your thoughts, concerns, questions and/or recent discoveries. Don’t be shy!

California State University, Los Angeles

Division of Curriculum and Instruction

COURSE: EDCI 590 Creating a Healthy and Effective Classroom Climate (4 units)

Office Location: KH A2045

Student Conduct

Statement of Reasonable Accommodation

Health section of Course Pack

Group Presentations

Group Presentations

Expectations

Classroom Climate

Promoting Responsibility

Promoting Community

Individual Plan/project Presentations