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Classroom Culture
Phase 4

Picture
"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/ Practicing
  • The sense of community is either not evident or is based on rules and expectations of the teacher rather than authentically honoring the identities of all individuals in the room. 
  • The classroom culture is a control-based environment rather than collaborative. 
  • Different identities may not be recognized or if they are recognized it is done superficially and is not an integral part of the learning community.
  • Decisions are made in order to change student behavior to comply with desires of the teacher/school rather than to meet the needs of the learner within a community of learners (ie: a student with a need to move physically while focusing is not given appropriate accommodations).
Developing/ Achieving
  • Students are acknowledged based on their strengths and contributions to the classroom community often. 
  • Differences are seen as assets and are leveraged within the learning community (ie: roles are provided based on strengths and interests of learners are supported in developing other skills).
  • A learning community is evident through the multiple ways that students  collaborate and support one another (i.e., celebrating individual and group successes, sharing of personal passions, allowing students to integrate their interests into their coursework, etc.)
  • Students are encouraged to explore their purpose by being given opportunities to study and try different things that are of interest to them and that may align with their identified strengths (i.e., internships, different roles in project work, choice for focus within a unit of study, passion projects, etc.)
  • Reference is made to individual uniqueness and ability regularly. ​​
Questions to Guide Observation 
  • Are all students expected to demonstrate similar behavior or are individual identities evident and supported?
  • Does the learning community work collaboratively often and in different groupings?
  • Do students feel that they belong to the learning community and are helping their peers? 
  • Is the discourse in the classroom supportive of all within the context of the learning community?
  • Do you see opportunities for students to explore their passions, interests, strengths? ​​
Resources
  • Motivation, Engagement, and Student Voice by Drs. Eric Toshalis and Michael Nakkula synthesizes the research on motivation, school engagement and student voice. The full report is well worth reviewing but the section on How Student Voice Can Elevate Motivation and Engagement is particularly helpful for context setting.
  • ​Why Teens should Understand their Own Brains (And Why their Teachers Should too!):  This article talks about the importance of understanding and teens themselves understanding their brains in order to better empower their learning.
  • Teaching Tolerance Speak Up at School: How should educators respond when someone—a student, a colleague, even a parent—uses biased language or stereotypes in school? This guide is for educators who want to develop the skills to speak up themselves and who want to help their students find the courage to speak up too.
  • Identity Safe Classrooms: An Interview with Dr. Dorothy Steele: "Identity safe classrooms are those in which teachers strive to ensure students that their social identities are an asset rather than a barrier to success in the classroom. Acknowledging students' identities, rather than trying to be colorblind, can build the foundation for strong positive relationships. This, coupled with challenging opportunities to learn, can help all students begin to feel they are welcomed, supported, and valued as members of the learning community." —Dr. Dorothy Steele
  • Fairness, Bias, and Cultural-Responsiveness Checklist: "This checklist can be used to evaluate a specific assessment/performance task to check for fairness and cultural responsiveness and to eliminate bias and stereotyping."
  • How Da Vinci Schools Built an Instructional Model Around 'Failure': “When you treat students with respect and give them responsibility, they succeed,” says Da Vinci Science Vice Principal Erin D’Souza, noting that the schools also has no bells and that it’s up to the students’ to own their schedule."
  • Jeff's Approach to Collaboration and Communication: "Communicating and collaborating with both colleagues and students' families is crucial in a blended environment." Jeff collaborates with his colleagues among and across grades in his school and across the country via Professional Learning Communities to better student learning experiences and outcomes.
  • Exploring Safe and Motivating Environments Toolkit: This toolkit provides numerous resources for how to create safe and motivating environments for students so that they can pursue their passions, identity, and deepen their learning.
Sense of Purpose, Coaching Tool
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Sense of Purpose, 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 in Teaching Fellowship >
      • 2022-2023 Fellows
      • 2021-2022 Fellows
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • Innovation Showcase
    • 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 Road Trip 2023
  • The Lighthouse