Principal/Campus Administration



Capturing Kids’ Heart GPISD Innovation Configuration for Administrator ReflectionPrincipal/Campus Administration communicate and model a vision for the campus that includes building appropriate relationships with students and adults that fosters respect, caring, and two-way communication.12345Campus administration creates strong relationships that become the focal point everyday. Principal models CKH and EXCEL strategies approximately 85%-100% of the time.Campus administration builds relationships with all campus stakeholders and uses CKH strategies approximately 75%-85% of the time, or only during student hours.Campus administration builds relationships with all campus stakeholders and uses/models CKH strategies approximately 50%-60% of the time.Campus administration has some knowledge of the CKH process but does not translate this into routine action. Atmosphere is friendly.Campus administration does not address building relationships with faculty. No CKH expectations are communicated: no eye contact, no handshake.Principal/Campus Administration develop a process to assess the level of success in building positive relationships among all campus stakeholders. Plan is part of campus accountability and the campus participates in CIC feedback opportunities.12345Campus administration routinely use and evaluate the CKH plan through the CIP in measurable terms.Campus administration routinely develops and encourages the use of the CKH plan. CKH is discussed with CIC and included in CIP.Campus administration leads the implementation of a plan to begin using CKH with staff and the CIC. Campus administration recognizes the need for a change to show that a process is in place to build positive relationships with all campus stakeholders. No use or evaluation of the CKH process is evident on campus, in the CIP or in CIC discussions. Principal/Campus Administration utilize feedback to assess the effectiveness and use of the CKH process on campus. 12345Campus administration routinely assesses the degree to which the campus utilizes CKH strategies (e.g., surveys multiple times per year).Campus administration assesses the degree to which the campus utilizes CKH strategies (e.g., surveys 2-3 times per year).Campus administration assesses the degree to which the campus utilizes CKH strategies (e.g., surveys at least once per year).Campus administration realizes the need for an assessment to determine the degree to which the campus utilizes CKH strategies.Campus administration does not assess the degree to which the campus utilizes CKH strategies..Principal/Campus Administration create on-going learning opportunities for faculty and staff members to enhance their skills in building relationships that promote success and build self-esteem.54321Campus administration provides opportunities for enhancing skills in CKH at all faculty meetings and CKH focus group meetings and is included in the campus professional development plan.Campus administration provides opportunities for staff members to enhance skills in CKH at most faculty and CKH focus group meetings (75%-85%). Mention of CKH is made in the campus professional development plan.Campus administration incorporates on-going understanding of CKH tenets and expectations, during at least 50-60% of the faculty & CKH focus group meetings. Mention of CKH is made in the campus professional development plan.Inclusion of the CKH tenets is in the campus professional development plan but is not supported. No CKH focus groups meet, nor is CKH discussed in faculty meetings.No expectation of accountability exists for CKH, nor is it included in the professional development plan for the campus. Principal/Campus Administration facilitate the development of a campus-wide discipline management plan that incorporates the tenets of CKH (4 Questions).54321Campus administration monitors the consistent use of the four questions and the effect that using this tenet of CKH has on school wide discipline.Campus administration models effective use of the four CKH questions. Signs posted in classroom and most staff members are confident with use (75%-85%).Campus administration models effective use of the four CKH questions. Signs posted in classroom and some staff members are confident with use (50%-60%).Campus administration occasionally models effective use of the four CKH questions. Signs posted in few classrooms.Reactive instead of modeling questioning. CKH tenets (4 questions) not used in addressing behavior conflicts. Principal/Campus Administration make possible the creation and routine use of the campus and classroom social contracts. (Campus Social Contract is developed, campus staff uses the contact with each other, students and parents, classrooms develop their own Social Contracts)54321Campus administration routinely recognizes and rewards the staff for the accomplishments made in student improvement through modeling and enforcing their social contracts (campus contract and classroom contracts).The social contract is used throughout the school most of the time (75%-85%).Some social contracts are used on campus or in classrooms (50%-60%).Develops a campus social contract, but campus wide usage is not evident among staff. Only a few classrooms have contracts (30%-40%).No social contracts used on campus or in classrooms. Implementation of Capturing Kids’ HeartsTool for Teacher ReflectionI. Responsibilities of the classroom teacher:1-23-45-67-89-10Communicates a vision for the classroom that includes building appropriate relationships with students and colleagues that foster respect, caring and two-way communicationNo type of relationship with students. No expectations communicated.Operates from assumptions. Rare interactions or lack of availability.Has some knowledge of CKH process but unable to translate this relationship in routine planning, work and evaluative agenda.Building relationships with students is evident 50-60% of the time.Building relationships with all students is a priority. Teacher models effective communication and is respectful of input from others. Building relationships that are trustworthy becomes the focal point everyday. II. Models behaviors that build positive relationships with students, parents, and the community.*Facial expression is relaxed, smiling, and welcoming *Tone of voice*Posture*Handshake (firm, yet comfortable*Level of relaxation (confident)*Dress/grooming (professional)*Energy (positive, energetic and confident)*Eye-contactHands/arms crossed.No handshakes.Unaware of self and perception of other. Passive, does not smile, ignores interaction, no eye contact.Demonstrates slightly positive and somewhat optimistic view.Uses listening and responding skills which are minimally effective.The teacher practices EXCEL model 50-60% of the time.Teacher conducts self in a positive and professional manner. Teacher models these expectations daily. Regular part of the day. The teacher practices the EXCEL model daily. III. Presents parents with opportunities to learn and discuss the classroom’s discipline plan, as well as the role of CKH in building a respectful and caring classroomEnvironment.Does not include parents in CKH process. No connections with home.Only a few parent conferences take place with little opportunity to learn and discuss CKH and discipline plan.Conferences are conducted occasionally with parents.Parents are aware of components and support the classroom discipline plan most of the time. Conferences are conducted with parents regularly. Parents make connections to their role in CKH.IV. Creates on-going learning opportunities for students to enhance their skills in building relationships that promote success and build self-esteem.Ineffective classroom climate. No expectations or accountability of CKH.CKH not included in classroom planning. Provides some encouragement, minimum support or constructive feedback to students.At least half of the students incorporate on-going understanding of CKH tenets and expectations.Classroom activities opportunities for students to enhance skills in this area.All classroom activities are learning opportunities for enhancing skills in this area. V. Facilitates the development of a classroom-wide discipline management plan (including consequences) that incorporate the tenets of CKH:What are you doing?What are you suppose to be doing?Are you doing it?When are you going to do it?Reactive instead of modeling questioning. CKH tenets not used in processing behavior conflicts.Classroom-wide discipline management plan is partially in place in classroom. Some tenets of CKH are incorporated. The four questions are used by the teacher in the classroom and the hallways at least half of the time.Teacher serves as an effective model for CKH questions with students grasping overall understanding.Signs posted in classroom and many students are confident with use.In the classroom, the four questions are used as the primary method of behavior management. VI. Makes possible the creation of a classroom social contract that outlines the foundation for the way the students will treat each other and deal with interpersonal problems in the classroom.*Classroom Social Contract is developed.*Classroom staff uses the contract with each other, students and parents. *Classrooms develop their own Social Contract.No social contracts used in the classrooms. Teachers directed style in communication and no accountability about social contracts, with punitive discipline measures. Classroom social contract is developed, but classroom wide usage is not evident among students.The teacher and students make some references to the social contract during class time.Teacher supports the social contract frequently.Students articulate and demonstrate use of their social contract throughout the school.Teacher and students are always comfortable modeling and enforcing their social contract. Capturing Kids Hearts Overview:“You must capture a kid’s heart to get to his head. If that’s not where you start, please do another job instead. Kids must know you to be true and the key to that is without a doubt…YOU!”Fear + motivation=social anxiety; if you increase fear or anxiety, you decrease performance and motivation.EXCELEngage (positive greeting, handshake, welcome, affirm, model), Explore (what can I do for you-safe environment, listen, attend to needs of others), Communicate (relevance to child, flexibility), Empower (teaching becomes their doing, develop skills, encourage), Launch (powerful closing/ending, summary, passion, commit to action)Steps for personal growth:Self-assessment---what DO I do?Self-control---what SHOULD I do?Self-direct---what am I GOING to do?Communication-face the person, open your posture (no crossed arms), lean in to them, make eye contact, relax and respond (be an active listener)Social Contracts—how the group will treat each other—considers how the leader wants to be treated, how the group wants to be treated, how each individual should treat each other (mutual respect & building relational capacity)Relational Capacity-relationships built so that trust and honesty are there—follows the social contractAffirmations-affirm others, and others should also affirm you—what good things do you and they see happening? Are these communicated in some way so the person feels recognized?Personal Responsibility-you are responsible for your thoughts, actions, and attitudes. Who decides what you do? What happens when you push people? They push BACK—this generates resistance rather than cooperation to move in one direction (with resistance, you are moving in opposite directions & going nowhere)Reframe-take a negative comment or situation and change YOUR perspective on it so that you can move on—if you keep it with you, it affects your thoughts, actions, and attitudes. Need to have a way to deal with it (social contract) and let it goSarcasm-NEVER appropriate to use, especially when using questions (see below)Behave in/Behave out-groups and individuals need to maintain & respect boundaries while preserving relationships in the groupUse 4 questions:1. What are you doing? 2. What are you supposed to be doing? 3. Were you doing it? 4. What are you going to do about it?4 questions when dealing with disrespect: 1. Excuse me…who is it that you are talking to? 2. How are you supposed to talk to (name/position)? 3. Were you doing it? 4. What are you going to do about it? 5. (if necessary) What’s going to happen if you continue to keep talking to (name/position) in this manner? OK, just so you know and there are no surprises.Build healthy relationships: time, ability to affirm & listen, watch YOUR need to be right (or get the last word), ability to forgive or ask for forgiveness (letting it be known that you are not always right) ................
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