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Student Agency
Phase 1

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"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  
Beginning/ Developing 
  • At times, teacher may use language that intimidates, shames, or marginalizes individual or groups of students.
  • Feedback is provided only from teacher to student and is not necessarily responsive to the individual student identity or needs.
  • Class rules are established but are enforced solely or mainly by the teacher. 
  • Students rarely interact with teacher except when called on to answer a prompt. 
  • Structures do not exist for students to share opinions, interests, or ask for support. 
  • Little or no effort is made to engage with and know learners and their families.
Practicing/ Achieving
  • Teachers communicate using language that demonstrates a respect for all identities and care for all students.
  • Teachers take time to know their students’ individual identities in order to best support their learning. 
  • Students are comfortable to share their opinions, interests, and to ask for support of others in the classroom.
  • Structures for providing feedback exist and timely and meaningful feedback is regularly provided from teacher to student, student to student, and student to teacher. 
  • Teachers make an effort to know and welcome all learners and their families into the classroom community. 
  • Structures are in place for the class to develop and exercise its collective identity (i.e., morning meetings, class projects, etc.).
  • Students report being treated fairly and without bias by their teacher and peers.
Questions to Guide Observation 
  • What language do you notice the teacher using with students? Is there evidence of knowing the student or is there evidence of intimidation, shame, or marginalization?
  • What routines and rituals do you see that allow for relationships to be built in the classroom?
  • What evidence of student, teacher, community identity do you see in the room?
  • When you ask students, do they respond that their teacher is fair and cares about them?
  • What evidence of feedback do you see in the classroom? 
  • How do you see teachers interacting with individual students?
  • How do you see teachers making time to know their students?
Resources
  • This ASCD article, by Larry Felazzo,  talks about the teacher student relationship and gives ideas for what to do to facilitate positive ones.
  • This List from Harvard University's Project Zero, provides the 8 forces that shape group culture giving an explanation of each one.
  • This Edutopia article, by Rebecca Alber, provides ideas for creating a safe classroom environment.
  • This Teach Magazine article, by Karen Hume, provides ideas for how to show students that you care to aid in creating a safe environment and relationships.
  • In this video Dr. Dorothy Steele and Not In Our School Project, talks about classrooms where students feel safe and have a sense of belonging, they develop stronger attachments to school and achieve at higher levels, even in the face of significant social and economic disparities.
  • This PBS article, by Sarah Sparks, describes the power of empathy in transforming a student’s relationship with school.  
  • This Study.com webpage offers numerous resources exploring this topic.
  • This Huffpost article, by Jake Newfield, gives an overview of the impact on empathy in relationships and provides steps for creating empathy. 
  • This We Are Teachers article, by Chase Mielke, shares tips for getting feedback from students and explains the importance of doing so. 
  • This Edutopia blog, by Marianne Stenger, gives strategies for how to provide meaningful feedback to students to best support learning.
Rapport with Students, Coaching Tool
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation Showcase
    • Innovation in Teaching Fellowship >
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Homecoming 2022
  • The Lighthouse