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Welcome to My PDQP!

This Professional Development Quest Portfolio has been designed to complete the Masters of Education program at National University.

TPE's are organized into domain categories.

A Look Backward and Telling My Story

Domain A: Making Subject Matter Accessible to Students

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Individual posts are also listed on the side bar. 

Thank you for visiting my PDQP!

Positive Behavior Tally Tracker

Positive Behavior Tally Tracker

I know I can be what I wanna be! If I work hard at it, I’ll be where I wanna be!

	Monday	Tuesday	Wednesday	Thursday	Friday
I chose to be an active listener!
I chose to be respectful!
I chose to be responsible!
I chose to be safe!
I chose to be a problem solver!

Rule of the Week Tally Tracker

	Monday	Tuesday	Wednesday	Thursday	Friday
Rule:

Classroom Management Notebook Part 2

Classroom Management Notebook Part 2

Section 5. Strategies for Dealing with Challenging Students and Situations

Hierarchy of interventions

The hierarchy of interventions should include non-verbal attention and verbal attention with the purpose of first re-directing the student. This is followed by non-verbal and verbal warnings, then one-on-one coaching conversations, and is then followed by utilizing the support of other educators and caregivers, including administration and school counselors and psychologists, if necessary. 

Strategies for building relationships

Find common interests with students, such as music or sports. This can help create more opportunities for positive interactions. Observe the distinct personalities of students, or in other words, seek to observe what makes them special and unique, and develop a sense of appreciation for these things. Teachers should put themselves in students’ shoes and think about how they would feel about those interactions if the roles of student and teacher were reversed. This helps to build a sense of empathy for students. 

Techniques to break the cycle of discouragement

When students feel that the classroom is an environment where they are cared about and accepted as they are, it is more likely that they will be willing to trust educators and the classroom setting enough to change their behaviors. An educator should be on the lookout for defiant or disruptive behaviors that may be presenting themselves for different misguided purposes, such as a student needing to feel significant or a sense of belonging, needing to feel competent, needing power or independence, or feeling need for revenge. Interventions can show students how much they matter, and can instead guide the interactions to support and validate that student’s virtues instead of his or her disruptive behaviors. Self-monitoring, anecdotal record keeping, and behavioral contracting are all management tools teachers can use to coach and cultivate positive interactions and changes within the classroom.

Section 6. Utilizing the Support of Other Educators and Caregivers

Identifying Needs

This should be approached from the perspective of always putting the student first. That student should feel that he or she has a “team” of professionals to help meet educational goals. If the teacher has exhausted the complete hierarchy of interventions and/or there are some improvements but there continues to be disruption in the student’s behaviors that get in the way of teaching and learning, it is then clear that the student needs more people on the “team.” This should include administration, which should also include the help of a school counselor or a school psychologist. 

Documentation

Anecdotal Record Keeping is a management technique which helps to record a student’s behavior in class. Over time, it can provide insights to patterns of behavior, and can also indicate when behavior has changed, which may be important as a mandatory reporter. This type of record also allows insight regarding a student’s strengths and virtues. 

Referral Process

The parents or legal guardian(s) of a student should be invited to participate in behavior strategies early on while the issues are minimal. It is much more difficult to involve parents when an issue has already escalated to a large problem. Students should also be referred to administrative professionals, such as school counselors, school psychologists, and resource professionals.

Section 7. Legal Issues Regarding Discipline

Mandatory Reporter

In cases where I notice behaviors or signs which may indicate the presence of child abuse or neglect, I am aware that it must report it directly to Child Protective Services. I know that I can call my local Sheriff’s department. This goes a long way towards protecting children because there is no proof of abuse required—even suspected abuse or neglect must be reported.

FERPA

In this policy, I can protect the privacy of my students by being an advocate for the protection of their student records. I can make sure test results and other recorded information are filed correctly so that they will only be shared with those who have authorization to view that student’s information. 

Compelling State Interests/Duty of Care

My philosophy regarding duty of care is to do my utmost to look out for the safety and welfare of my students while they are involved in student activities. This includes meeting the requirements and guidelines of IDEA for students who need an advocate to enter into services for Special Needs. Beyond that, for all students, it is the duty of a teacher to provide an environment that is safe physically and psychologically.

Student Rights

All students have a right to education. This is an argument in favor of intervention programs and their consistency, since disruptive students can cause distractions or make an environment unsafe for other students. These types of environments impede on the rights of students. 

Teacher Rights

A teacher has the right to establish and uphold rules for his or her classroom which are reconciled with the rules of the United States Constitution, of the state, and of the school district in which the classroom is located. A teacher also has the right to enlist the aid of other educators or administration in the hierarchy of interventions.

See a school/district handbook- brief notes, not policy verbatim

Dress Code (including hair, tattoos, etc.)

Students must meet minimal safety standards and never go barefoot on campus. Students are prohibited from wearing clothing which would be considered disruptive to the routines of the classroom or of school procedure. Hoods, tattoos, pajamas, or clothing which depict profanity, drugs, alcohol, violence, or gang-related activities are strictly prohibited. 

Objectionable Materials/Prohibited Items

Weapons are strictly prohibited, and students who possess, use, or exchange weapons at school are subject to strict discipline, which may include expulsion. Tobacco products, including e-cigarettes or vapor pens are prohibited, and their use will result in suspension which may also include criminal charges. In the case of drugs or alcohol, all substances and paraphernalia are strictly prohibited. If a pupil is found to be under the influence, the principal will notify parents or guardians immediately, and the student will be immediately examined by the physician selected by the parent, a school physician, or a physician at the emergency room at the nearest hospital. Attendance at school after a positive drug or alcohol examination shall not resume until the parents or guardians can provide written medial proof of health and that substance use will not be a part of the student’s ability to perform in school under all guidelines and regulations. 

Locker Searches

Administration shall inspect and search lockers as often as necessary to ensure safety and order on behalf of all students, staff, and community. 

Tardies/absences

Tardy students may be excused with a note from parents. However, chronic tardiness will disqualify students from access to extra-curricular activities, trips, and graduation exercises.

Cell Phone Use

Cell phones are not to be used for any communications during school hours. Students may use their electronic devices, including cell phones, when they have been requested or instructed to do so by a teacher. Intervention activities for cell phone use include first confiscation of the device to be returned at the end of the day, confiscation of the device to be returned to the parent, and confiscation of the device including disciplinary action and/or a report to local police. 

Hazing, Harassment, and/or Bullying Policies

This behavior, which also includes vandalism to school property, or vulgar or profane language (including hate speech) is grounds for suspension. Students will be required to leave school property immediately, and will not return to school until their suspension is over and they have met with the assistant principal, along with that student’s parents or guardian. 

Cheating, Plagiarism and/or Forgery Policies

Section 8: Professional Dispositions and Growth Plan

Reflection:

(A)

When I reviewed these dispositions in TED 606, I assessed myself as “Needs Improvement” in all areas, simply due to my lack of training and experience. Since then, I have spent a lot of time in classrooms as a substitute teacher, and have thrown myself wholeheartedly into any and every opportunity for field experience I could find. These things, along with my textbooks and course materials, have absolutely enabled tons of progress. I’m actually pretty amazed at myself for how far I see I’ve come in just a year! I am really looking forward to working full-time in the classroom because I plan to continue growth in my skills, as well as review everything from the materials I’ve already received.

(B)

I absolutely believe that all children can learn. I also find that I am becoming more and more passionate about being a good advocate for students of all backgrounds—even under-educated adult students. I know I will always be championing diversity and equity throughout my career. My mission/goal for this disposition is this:

As a teacher, I will give my time to one nonprofit per year which promotes equity and diversity, and I will also constantly assess the quality of equitable education in my classroom and at my school. 

This will probably always be a work in progress; meaning I’ll never be able to cross it off a list and mark it “finished.” However, for me, it really is a question of “Am I, in my words and in my actions, making equity and diversity a priority in my career?” My goal is to always be able to answer “Yes.” 

(C)

My strength is in my passion to advocate for the learning opportunities for all students, and it also happens to be my improvement goal, since I want to commit to gaining more experience and tools in this area. I think my approach to it is important because it focuses on a standard for my behavior in the classroom. Everything else about the tone of my classroom will come from me. My ideal for this standard means I can gain experience and tools in this area no matter what type of classroom I’m in, and no matter what range of diversity my future school has. 

Sources:

California Department of Education. (2018). Child Abuse Identification and Reporting Guidelines. Retrieved from: https://www.cde.ca.gov/ls/ss/ap/childabusereportingguide.asp

Individuals with Disabilities Education Act. (2018). https://sites.ed.gov/idea/about-idea/

Marzano, Marzano, & Pickering. (2001). Classroom Management that Works. Upper Saddle River, NJ: Pearson.

National Center on Safe Supporting Learning Environments. (2018). School Discipline Laws & Regulations by State & Categories. California. Retrieved from: https://safesupportivelearning.ed.gov/discipline-compendium/choose-type/california

Pitman High School. (2018). Student Handbook. Retrieved from: http://pitmanhigh.nj.pph.schoolinsites.com/?PageName=%27Handbook%27

TED 626. (2018). Week 4 Materials.

TED 626. (2018). Managing Student Behavior. Power Point Presentation.

United States Department of Education. (2018). Protecting Student Privacy: Resources. Retrieved from: https://studentprivacy.ed.gov/resources

Classroom Management Notebook, Part 1

Classroom Management Notebook Part 1

Section 1. Philosophy of Discipline and Management

Compare/Contrast Chart:

Discipline Model	Overall Goal or Purpose	Beliefs about Behavior	Teacher’s Role in the Classroom
Example:  Canter and Canter’s Assertive Discipline	To get students to “choose” to conduct themselves properly.	Teachers have a right to teach and students have a right to learn without being interrupted by misbehavior.	To take charge and be assertive (not aggressive, hostile or permissive); clearly confidently and consistently express and model class expectations. Example: Classrooms with Color-Card Flip Chart.
Curwin & Mendler: Discipline with dignity	Practical strategies that teach nonviolent discipline that promotes respect and models of behavior which students can follow.	Discipline with Dignity principles, responsibility more important than obedience, leading by example.	Model and Teach the behavior you would expect from your students.
Gossen: Restitution	Teaching self-discipline and personal responsibility, bolstering student’s sense of empowerment and self-actualization by providing opportunities to fix their mistakes	Behavior centers around self-respect, or lack of self-respect, which develops respect for others, or can manifest in lack of respect for others. Behavior is purposeful.	“I made a mistake.” Teacher is in the manager position, which advocates for the self-respect of each student, including the struggling student, as well as the shared school environment.
Coloroso: Backbone Discipline	Students who can think for themselves and choose behaviors, as well as the consequences for those behaviors.	Students are able to understand their choices and personal responsibility in a way that preserves dignity and promotes personal growth.	Six Critical Life Messages
Jones: “Tools for Teaching Overview”	Positive and warm problem-solving strategies	The best behavior coaching comes from common sense and enjoyment in practical steps	Use what works, provide a picture for every step, give students a map toward learning that they can follow and be rewarded by being able to participate

Personal Philosophy of Discipline and Management

Reflection: Your beliefs about classroom management and discipline.

What stands out to me about each of the professionals I admired most was the clear standard of preserving the dignity and respect of students. I really personally related to the volatile experiences modeled in the Curwin and Mendler video—especially coming from a background as a substitute teacher. I truly wish someone had provided some training like this for me as a beginning substitute teacher. I have seen several students behave in these ways with teachers, as well as toward me. In my own personal experience, the classrooms I visited in which I was able to make the most difference and have the most success where the classrooms where I was able to simply show respect towards students. I almost always was shown equal respect, once they got over their initial mistrust of me as a substitute teacher. How well I see now just how much that mistrust is absolutely earned!

Reflection: Your goal(s) for your own management and discipline system.

Once I am a classroom teacher, I am excited to manage an environment that fosters respect, cooperation, and dignity for each of my students, and for myself. I have met so many students who truly struggle with self esteem issues. I believe in the worth and value of every single student—even the ones who struggle with huge behavioral challenges. I want my discipline system to be simple to understand and talk about, reliable enough to build trust from my students, modeled by myself every single day, applicable for demonstration and discussion during the times when I make mistakes, and to provide the absolutely vital messages to bolster and build the self-respect and self-esteem of my students. Finally, I want to commit to having the attitude of an explorer toward my classroom management personal philosophy by constantly having an open mind about viewing what works, and changing what may no longer work for my classroom. 

Section 2. Preventative Measures

Structuring the Classroom Space:

Below is a map of my proposed classroom space, with rational for how and why I would use it in this way. This is my proposal for a second grade classroom.    

                              Please note wheelchair accessibility throughout classroom. 

Daily Schedule, Routines, and Procedures:

Morning: Each morning begins with a class meeting on the carpet. Big themes for the day will be introduced. We’ll do calendar, math skills, and talk about class rules and how we want to treat each other in school. 

Transitions: Students will show quiet and respectful behavior  as a group before being excused from the carpet. 

Classwork: Students are organized in rows to allow me to move throughout the room and among them. Students work in teams with their row.

Before Recess and Lunch Breaks: Students must sit quietly and respectfully as a class before being dismissed by row to line up for lunch. 

Rules or Norms of Behavior

These rules will be discussed during class morning meetings. I will present my ideas for class rules on the first day of school, and get agreement to uphold these rules as a class. Then, we will remind ourselves of our class rules every morning during class meeting. 

Classroom Rules:

1. Follow Directions
2. Be Polite
3. Come to Class Prepared
4. Follow all Safety Rules
5. Follow all School Rules

Section 3. Supportive and Corrective Measures

First Steps - redirecting and warning:

My Proposed Strategies:

Proximity: Positioning myself closer to disruptive students, or students who appear as though they are getting ready to be disruptive. I will also look for students who are enthusiastic or extra energetic that day, as they might be too excited to use self-control without an authoritative presence nearby.

Involvement: Students who are or appear to be potentially disruptive can be invited to answer questions in class discussion. Students who are off task can be re-directed by being asked to help pass out papers

Non-threatening warnings: Students can receive reminders about class rules through phrases like: “Joe, our classroom rule is to be polite. Are you being polite when you talk while I am talking? What should you do right now?” Other non-threatening warnings include eye contact and shaking head “no,” or a tap on the desk to gain student’s attention. I have also found the tiniest knock on the desk to be effective for students as well. 

Consequences:

For defiant Outbursts, Out of Control Students: These students should be validated with phrases that also teach them language to express what they are feeling. This includes phrases like: “I can see that you are frustrated/angry/impatient.” I would also take this opportunity to tie the expected behavior change to one of the class rules. I might say something like: “In our class, we must be prepared to learn. You are not prepared to learn when you are out of control.” I would extend the benefit of the doubt to the student by validating how certain I am that they would much rather be learning with the rest of us. I would re-direct their frustrated energy by instructing the student to go wash his/her hands or face. I may even ask the student to do something productive, while showing myself to be an ally for their behavior. This might sound like: “Sometimes I like to take a minute to get myself ready for learning too. Would you please go water the plant for me while you catch your breath? Come back soon—we’ve got tons of great things for you to do today!” They may either return to learn with the class, or they can choose to sit quietly in the “quiet time” area. My expectation for students who opt for the “quiet time” area would likely be that they are internally struggling with issues beyond their skills. I would allow the student to continue classwork in the quiet area until the next opportunity for students to work individually. During that time, I would meet with that student to ascertain if they were frustrated about the difficulty of the work, or any other factor that could be creating the problem.

Second occurrence (that day): The student would be sent directly to the quiet time area. At this time, I would explain to the student that they have now had an opportunity to become prepared to learn and to follow classroom rules. I would explain that the behavior they are using is unacceptable, and finally at this stage I would inform them that they will be held accountable if they continue to use that behavior. This is the first time the student would be given a real warning. Warning includes call home, call to office.

Third occurrence (that day): Student would be moved to the red pentagon by the teacher table for the remainder of the day. A call would be made to parents to inform them of the student’s behavior that day. 

Incentives and Student Accountability:

Students who are on task and finish work early can be excused for silent reading on the carpet, or for a fun puzzle or task I have prepared and left in the “free space” area (green pentagon). This is also an incentive for students to improve their behavior. Theoretically, a student can move from the “quiet time” area to the “free space” area by rejoining the class and staying on task. Having these areas lined up in this way also provides scaffolding for students to learn appropriate behaviors as they observe students being able to access the different areas. 

I would also make sure that the most “fun” lesson I had planned for that day took place toward the “free space” area. This way students who are participating well that day would be closest to the most fun/interesting work to do that day. ALL students would still be able to see all materials.

Wiggle Break: On the days when students are all using classroom rules effectively, I would certainly want to congratulate them on their hard work. I would recognize and validate the effort by pointing out how each student was working hard, and how much we have been able to accomplish. Hard work deserves a good break, so I would reward students with a wiggle break, where they could all get out of their seats and play on the carpet for 10 minutes. 

Section 4. Working Effectively with Diverse Students and Families

Home-School Communication Philosophy and Plan:

Students who need several reminders: Students who need time in the red pentagon area require more skills to be able to participate in the classroom and follow the rules. This is why I would make a call to home. My philosophy regarding this is that our classroom has very specific rules, which turn into very specific goals to work on. I would stress that I am an ally to the student in regards to this student’s ability to reach those specific goals of behavior for learning. 

Students who need zero reminders: Students who consistently follow all classroom rules ought to receive recognition for the good element they add to our classroom environment. I would assess this once a month at least, and provide a call to students’ homes to let their guardians know how well they are performing. 

Cultural Considerations with Discipline:

Some cultural considerations include gaining a student’s attention. It is noted in the course materials that occasionally a gentle tap on the shoulder of a student should be enough to gain their attention. However, I do not agree in this course of action, and I know some cultures could find it an incredibly offensive breach of personal space. I think it would be far better to gently knock or tap the student’s desk instead. 

Legal Issues regarding students with special needs:

I would make time for would be to make sure students were evaluated when they show signs of disability. Before I began deeply scrutinizing recurring disruptive behavior, I would want to make sure there was not an underlying disability making calm or peaceful behavior possible. It makes sense to have this evaluation as the first course of action before excess focus on discipline or accountability.