Systems to Support Effective Classroom Practice

Systems to Support Effective Classroom Practice

 

We provide professional learning, resources and tools for schools to implement a proactive, efficient, evidence-based system for supporting teachers’ implementation of effective classroom practices.

Building staff capacity in the use of effective classroom practices will improve student behaviour, increase instructional time, student engagement and ultimately academic outcomes.

Practices Supporting Culturally Relevant Evidence Based Interventions

  • The  evidence-based practices we use are the eight Effective Classroom Practices (ECP) identified by Missouri SW-PBS. Together, these practices have been shown to increase the likelihood of appropriate behaviour and decrease problem behaviour while increasing academic learning time, student achievement and ensuring a positive learning environment.
  • The first four of these practices are foundational practices that impact instructional time–the proportion of time allocated for instruction that actually results in teaching.
  • The four additional practices positively impact engaged time, where students are actively engaged in learning.
  • Use of these practices by all staff develops a common language and consistent approach across the school. The goal is for these practices to be implemented by all staff in all settings.

Systems Supporting Culturally Knowledgable Staff Behaviour

The effectiveness and efficiency of effective classroom practice systems are maximised by:

  • Linking to school-wide systems within a multi-tiered framework such as Positive Behaviour Support (PBS).
  • School leadership’s expectation that classroom practices (e.g., teaching expectations, acknowledging and responding to behaviour) are linked to and aligned with whole school PBS
  • Aligning positive and proactive supports for staff through professional learning and ongoing job-embedded learning.
  • Investing in data systems to support decision making
  • Effective staff climate and culture is established through use of positive and proactive communication and staff recognition.

Systems to Support Effective Classroom Practice – Changing Classroom Practice through Peer Coaching and Multi-Component Professional Learning

Finally an alternative to the “Train and Hope” model! In this training we support schools to be self-sufficient in facilitating Effective Classroom Practice Professional Learning within the school – a model you will actually see results from!

What does the training and support look like?

In a one-year long project, Rypple will provide participating schools with training, resources and ongoing support to run their own, in-school Professional Learning, and measure the results.

This will be via the training and ongoing support of in-school Consultants (Effective Classroom Practice Consultants, (ECPCs):

ECPCs will be trained and supported to lead and facilitate the cycle:

  1. Assess the current level of teacher use of effective classroom practice and student behaviour errors/ engagement in learning, using de-identified direct observation (data collection) utilising the Teacher Feedback Tool (TFT)*;
  2. Collate and graph this information using the TFT Data Analysis Tool;
  3. Lead a team based, structured, data-based decision-making session to choose a goal for teacher practice and student behaviour/engagement improvement using theData Based Decision Making (Classroom Practice) Tool;
  4. Facilitate multi-component professional learning in the school on the teacher practice selected above – 10-minute information session with video examples and teacher information resources, establish focussed peer observations (10 minutes tallying selected practice, data (no verbal) feedback;
  5. Set up Cycles of peer observation, focussed on the target practice using the Snapshot Tools
  6. Re-assess the level of Teacher use of Effective Classroom Practice and Student Behaviour Errors/ Engagement in learning, using direct observations with TFTand determine whether there has been change in both using the TFT Data Analysis Tool;
  7. Compare pre-and post-results – changes in teacher use of practices AND the impact on student behaviour and engagement – celebrate successes with staff and continue the cycle in the school.

 

Contact us to discuss how we can assist in developing a system to support all staff to increase their use of these skills.

Resources

MO SW-PBS Eight Effective Classroom Practices

http://pbismissouri.org/tier-1-effective-classroom-practices/

MO SW-PBS has identified Eight Effective Classroom Practices that have been shown to increase the likelihood of appropriate behaviour and decrease problem behaviour while increasing academic learning time. Implementing these evidence-based practices has been shown to maximise learning for all students while minimising discipline problems.

MO SW-PBS has created modules to assist teachers as they learn these strategies.

PBIS Technical Brief on Systems to Support Teachers’ implementation of Positive Classroom behaviour Support

http://www.pbis.org/resource/1117/pbis-technical-brief-on-systems-to-support-teachers-implementation-of-positive-classroom-behavior-support

This technical brief summarizes proactive, efficient, and evidence-based systems for supporting teachers’ implementation of positive classroom behavior support (PCBS) practices school-wide (by Jennifer Freeman, Brandi Simonsen, Steve Goodman, Barb Mitchell, Heather George, Jessica Swain-Bradway, Kathleen Lane, Jeff Sprague, Bob Putnam)

Supporting and Responding to Behaviour

http://www.pbis.org/resource/1016/supporting-and-responding-to-behavior

This document summarises evidence-based, positive, proactive, and responsive classroom behaviour intervention and support strategies for teachers.

These strategies should be used classroom-wide, intensified for support small-group instruction, or amplified further for individual students. These strategies can help teachers capitalise on instructional time and decrease disruptions.