Knowledge Area Module (KAM) I



EDUC 8751 Data- Driven Instruction and Assessment: Major Assessments 2 and 8

Keerstin L. Harrington

Walden University

Abstract

A positive learning environment is essential for the successful learning of all students. This module assignment investigates what the characteristics of a positive environment for learning, support for positive environments for learning and conducting interviews and the relationship between assessment, good instruction, collaboration, and a positive environment for learning.

EDUC 8751 Data- Driven Instruction and Assessment: Major Assessments 2 and 8

A positive learning environment is essential for the successful learning of all students. But what is a positive learning environment and what can be done to ensure that each classroom is producing such an environment? This module assignment investigates what the characteristics of a positive environment for learning are, support for positive environments for learning and conducting interviews and the relationship between assessment, good instruction, collaboration, and a positive environment for learning.

Part 1: Characteristics of a Positive Environment for Learning

Positive learning environments differ between each district. What may work at one school may not work at another. Although there are an abundance of ways to create a positive learning environment, there are Seven C’s developed by Shapleigh School that prove to be the essential components to a positive learning environment. “The Seven C’s are curriculum, community involvement, commitment, culture, climate and core values” (Shapleigh School, 2012, p.2). Throughout this project, these terms were found throughout each section and the mission and vision statements of three schools.

A positive learning environment also includes the feeling of safety by the students within the district or school. “A positive school climate can be viewed as safety, pride, respect, trust, and motivation on which a school can build the structure of real success” (Jaylekshmi & Roja, 2011, p.1). This project has taught me the meaning of respect from one faculty member to another, from faculty to student, from student to faculty and from student to student.

A school needs to provide students the safety from adults but also ensure the safety from other students. Bullying is a “hot topic” in education currently. It goes against safety, takes away children’s pride, and does not show respect or trust. In 2010, it was estimated that approximately 2.7 million students are being bullied each year (Bullying Statistics, 2009). In addition to bullying, teachers need to feel safe in their classrooms. Approximately 253,100 teachers each year are threatened with some form of injury (American Psychological Association, 2013). With the collaboration of school and community these safety issues can be reduced through a crisis plan, bully prevention plans, and clear expectations with consequences for those who threaten the safety of others.

EDUC 8751 Data-Driven Instruction and Assessment has taken an in-depth look into the definition of a positive environment, the benefits of a positive environment, and how procedures for a positive environment can be implemented. An area of information that I would appreciate a better understanding is how an academic facility can promote a positive environment for parents, caregivers, and community members. Would the techniques illustrated in our course readings and videos be the same as those discussed for a classroom or would they vary?

Secondly, an area of information that I would appreciate a better understanding is what training programs are available for the topic of positive learning environments. After conducting some additional research on the subject, an example of such training was located. In Leicester, UK and positive learning environment training program titled, Growing a nurturing classroom is available. This programs assists academic faculty in how to

see emotional well-being and resilience as central to development, learning and happiness of children, consider the impact of promoting secure relationships within a positive learning environment, and reflect on the value of an emotionally supportive school for children and adults (Boorn, Dunn, and Page, 2010, p.311).

This topic area would provide educators and administrator the tools to locate such

trainings plus provide members of the academic community the knowledge that this training opportunities are available.

Part 2: The Relationship Between Assessment, Good Instruction, Collaboration, and a Positive Environment for Learning

Mision and vision statements are a resource for academic facilities to create the direction in which the school should head. Mission and vision statements function differently and separately. “A mission statement defines the organization’s purpose and primary objectives while a vision states also define the organizations purpose, but this time they do so in terms of the organization’s values rather than bottom line measures” (Mind Tools, 2011, para. 3). In this section three mission and vision statements from different schools have been evaluated for positive environments that promote student learning and instruction.

The first school is located in rural Maine at Regional School Unit #19. Their mission statement is “our mission~ inspires every student, instill a motivation for learning, insure contributing citizens” (Regional School Unit #19, n.d.). Their vision statement is “We envision that each student, in partnership with the community, will be an involved citizen, a lifelong learner in a global society, possess relevant life skills, and be able to utilize emerging technologies” (Regional School Unit #19, n.d.).

This mission statement identifies “the key components of mission statements which are:

safe, orderly environment, mastery of academic skills, productive citizens and lifelong learners”

(Holcomb, 2004, p.63). Regional School Unit #19 District promotes a positive environment by

modeling a belief that each child becomes lifelong learners in the community. This district

realizes the importance of motivating students which would have to include keeping students

actively engaged in the classroom. The expectations of both the mission and vision statements

require collaboration of all team members in the district to ensure that these expectations are met

by each student in the district.

The second school is located on the ocean area of Wells Ogunquit School District in Maine. Their mission statement is “our mission is the Wells-Ogunquit C.S.D. commits to ensuring that each scholar develops the social, academic, critical and creative thinking skills necessary to meet with success in college, career, citizenship and life. The responsibility for education is shared by student, family, school and community” (Wells Ogunquit CSD, 2013).

This mission statement recognizes the key procedures to success (Mind tools, 2011) which is to be a successful member of community. The district provides detail of the development of social skills which contribute to the emotional intelligence of the students. Knowledge of human development and emotional intelligence provide the opportunity for numerous school programs in early childhood, elementary schools, middle schools and high schools (Wiles & Bondi, 2011). Additionally, this district maintains a positive environment by encourage collaboration with members outside of the school setting such as family members and community members.

There was no vision statement provided by the Wells Ogunquit CSD district. A vision statement coalesces your mission and values creating an inspiring statement that is meant to encourage and inspire individuals (Mind tools, 2011). The deficiency of the vision statement may not encourage a positive school environment. There is no inspiring statement available for viewers and there is no encouragement for those within the district. There may be a prohibition in the collaboration with community members because there may be a lack of clarity in regards to the expectations of the district.

The third school is located near the Maine/ New Hampshire border. Their mission

statement is “The Kittery School Department provides a safe, supportive, and twenty-first

century learning environment where dedication to excellence, service, and life-long learning is

paramount” (Kittery School Department, n.d.).

In similarity with Regional School Unit #19, each of the key constituents of mission statements of safety, environment, academic, citizenship and life long learning (Mind tools, 2011) have been addressed to maintain a positive school environment. Creating a twenty-first century learning environment provides students with the necessary “rich” instruction that will assist in the success of students upon graduation. “In its framework for 21st Century Learning, the Partnership for 21st Century Skills lists the following learning and innovation skills: creativity and innovation, critical thinking and problem solving, communication and collaboration” (Jacobs, 2010, p.211). These components demonstrate how this district models good instruction in meeting the academic needs of students.

The Kittery School District does not include a vision statement within their webpage. As an alternative the elementary, middle and high school have their own vision statements on their webpages. Mind tools (2011) describe how vision statements provide an explanation of how things should be completed within an organization. Kittery school district supplies three vision statements that tailor their explanations of how things should be completed based on the age group of the school setting. This is another example of how this district provides a positive environment and models good instruction in the design of the vision statements.

Part 3: The Relationship Between Assessment, Good Instruction, Collaboration, and a Positive Environment for Learning

Assessment, good instruction, collaboration, and a positive learning environment have a cohesive relationship. Instead of these methods influencing each other, one might include them as whole. Each educational method contributes to the success of high achievement. Without one component the rest of the system does not function as well which lowers the positive environment for learning.

The assessment system “informs how you improve, revise, and pace curriculum, how you mediate curriculum, how you group students, how you intervene and scaffold, and how you respond to data through instruction” (Laureate Education, 2009). Using assessments not only promotes collaboration amongst the faculty obtaining data, but also provides feedback for educators and their instruction to assist in creating a more positive environment and good instruction.

Collaboration can occur in a variety of ways in the academic setting. Collaboration requires a group to get together to discuss a particular topic. In the field of education, collaboration occurs from teacher to teacher to discuss curriculum whether by grade or subject, administrators with educators regarding school policy, Individualized Education Plan (IEP), data collection and analysis and many other reasons. Collaboration has become so frequent and important that it has become a form of culture. “The foundation of the bridge of collaborative inquiry is a school culture characterized by collective responsibility for student learning and the commitment to serve each and every child” (Love, 2009, p.21). The culture of collaboration does not occur only with faculty and administration. Educators who are providing “rich” instruction are using collaboration (cooperative learning) within the classroom setting.

Cooperative learning “is a method of instruction that has students working together in groups, usually with the goal of completing a specific task. This method can help students develop leadership skills and the ability to work with others as a team” (Bainbridge, 2013, para.1). Cooperative learning requires students to work together just as collaboration does. Both cooperative learning and collaboration are focused on a task. Collaboration is a model for students who are learning through the cooperative learning method.

Assessment, collaboration, and cooperative learning are a few examples of good teaching and a positive environment. Good teaching can be measured by student engagement and the learning results collected in assessment data. Good teaching also promotes a positive learning environment. In order for an academic setting to contain a positive environment a student must feel safe and secure within the facility. Once security is felt by the student, education must be engaging and promote students to be creative, responsible, and social individuals. Assessments assist the curriculum utilized by the data analyzed which promotes a positive environment. Collaboration assists both curriculum and assessments by requiring individuals to work together to promote better results which is another example of positive environment.

Part 4: Analyzing Interview Results

In the following interviews two parents of students, one caregiver who is also an educator, one teacher, and one principal was interviewed on the topic of positive environments within a school. All parents and teachers were from rural settings within the same state. One parent is married with two children. He/she received an education from the public school system while the spouse attended a private Catholic school. Both parents have their associates’ degree.

The second parent is a single mother who graduated through the local public school system. The third interviewee is a caregiver for their granddaughter and is also a granddaughter. She has obtained her Associates degree in Mental Health and Human Services with a concentration in Child and Family Services and is currently completing her Bachelors. This interviewee has taught pre-k within a school district for over 25 years.

The fourth interviewee is an educator who has worked with children and students since 1980 in a full day childcare facility and Pre-K program in a school district. She possesses as Bachelors in Health and Human Services, Early Childhood Education, and 081 Early Childhood certification. Lastly, a principal was interviewed. She has been a principal to both a middle school and a high school simultaneously.

The following questions were asked to each interviewee:

1. As a parent, educator, or other school community member, what do you look for in a school building that promotes a positive environment?

2. As a parent, educator, or other school community member, what do you look for in instruction that promotes a positive environment?

3. As a parent, educator, or other school community member, what do you look for in an emotionally secured relationship in the school?

4. As a parent, educator, or other school community member what do you look for in students’ contribution to a positive school environment?

5. As a parent, educator, or other school community member what do you look for in teachers and administration that contribute to a positive classroom environment?

6. Would you please provide some background information such as educational background, family dynamic, approach to learning or any other pertinent detail you would like to provide?

Two trends were found that occurred between interviewee three and four. Both teachers

and administrator believed that schools who model a positive environment do so with organization that contains limited clutter and cleanliness. The second trend was that art work from students that are prominently displayed and a happy welcoming staff. Parental figures believed that schools who model positive environment do with goals, compassion, care and understanding. One parent stated it is, “important that teachers that are understanding and don’t make fun of kids in things they may have and can’t do” (personal communication, 2013).

When asked about instruction that encourages a positive environment, there were quite a few trends that occurred with both teachers, caregivers, and principal. The first trend is that teachers work with students one on one to provide a secure relationship with each student and to provide extra help for those that need it. Secondly, hands-on activities build engagement with the students. One interview said it to “allow children to be creative and know it is the process not the product that matters, especially in young children” (personal communication, 2013). Third, students should be provided for the opportunity to have quiet work and work that allows students to move around.

When asked about emotionally secure relationship requirements for a positive environment two commonality occurred. The first occurred from those interviewees within the school. One interviewee said “there should be open communication between staff and children and staff and families” (personal communications, 2013). The second commonality occurred between one parent and the interviewee that is both an educator and caregiver. They both felt it was important to provide a safe environment for students and faculty.

When asked about how students can contribute to a positive school environment, there was a trend between one parent, the principal, and the interviewee who is both a teacher and caregiver. This trend requires students to be “safe, respectful, and responsible” (personal communication, 2013). However, there were some inconsistencies in the sense that one intervee opted out of answering this question without supplying any information.

When asked about what individuals look for in teachers and administration contributing to positive environments, there were no trends. Each answer varied quiet differently. Answers consisted of the following:

• Positive interactions

• Explore student interest

• Provide for all types of learners

• “Practice what they preach” (personal communication, 2013).

• Regular meetings

• Keeping informed

• Teaching about caring and compassion

Based on the answers for these questions it seems as though each p

person looks for different criteria from the professionals within a school district.

After completing this interviewee I was concerned that there may not be enough collaboration between schools, parents and communities. There seemed to be such a large gap between the community and faculty. Collaboration is a key component in a positive environment and should be addressed should everyone “not be on the same page.” I would recommend that there be a workshop opportunity for all faculty and all caregivers to meet and clarify what their expectations are and how to go about meeting these expectations.

Another opportunity to open more efficient lines of collaboration is during parent/ teacher conferences. In a creative effort to ensure that parents and teacher have cohesiveness on expectations, this could be discussed during this time. Additionally, school letters are another tool that could be used to address this. One concern in using this message is ensuring that the community has a platform in which they can respond with either agreement or disagreement with the information provided.

Part 5: School Walk-Through: Parts A and B

The school where the walk-through was completed holds grades four through eighth grade. The fourth grade is a new addition at the middle school and occurred because of the closing of another school in the district. A wing was constructed just for the fourth grade students a few years ago. Parents were concerned that their fourth grader would be amongst the eighth graders. The design of the wing provides seclusion for the younger students yet they are still connected with the school. The same facilities such as the Art room, Music room, and Gymnasium are used by all students. However, timing prevents the younger students from meeting the eighth grade students in the hallways. Another feature to prevent this was the tiles from the new addition to the older section of the school. There are a few rows of green tiles amongst the white that pose as

land markers for grades sixth through eighth grade who are prevented from crossing over those tiles.

The walk-through was completed at 9:30 AM while each grade was in transition from elective classes such as Art, Gym, Music, Chorus, Library, Health, and Tech Ed. The principal allowed interview questions to be asked and guided the walk-through. This walk-thru provided numerous positive attributes with one negative attributes. See the appendix for the collected walk-through data.

The first positive characteristic that was revealed upon entering the school building was on the floor of the school and was a large welcome mat with the name of the school. On the left hand side of the hall after the main office contains a bulletin board with pictures of numerous students and their recent pottery art project. Hangings from the ceiling were cd’s that the students had changed into an art project. Additionally, the hallway immediately after the office has a graffiti style artwork using the school name. Throughout the remainder of the school there were various art works by students, writing assignments, and bulletin boards that display work from each grade.

The second positive characteristic occurred in an English classroom for fifth graders. Each student had their own desk which was clustered together with four to five other students which promotes differentiated learning. “Clustered tables or desks provide a social environment conducive to projects, cooperative learning, and differentiated learning” (Kronowitz, 2008, p. 53). In addition to cooperative learning, the classrooms in this school setting allow space for group shared reading and/ or guided reading by a simple table with chairs around it. This table served a multi-purpose role as teachers use to also meet with students for other projects.

Throughout the walk-through I did notice that there were many areas where students could go to work on projects. Near the cafeteria there are three to four tables for the older middle school students. In the grades four and five wing there is an area that has bold colored chairs with tables and posters that hang on the wall.

Each classroom has the schools’ expectations for behavior, an emergency crisis plan, and constructed responses posted without exception. There are three styles of constructed responses which consist of selected response, constructed response, and extended response. Selected response assesses tangible comprehension, recall of detail and the general understanding. In constructed responses allows for in-depth critical thinking and higher order. An extended response is considered a full essay. A benefit to implementing a student constructed response is that it can be used in curriculum in numerous ways (Dunton & Larsen, n.d.). All classrooms also have the schedule for the day posted somewhere in the room. All of these displayed models show students what the routines and procedures are through the day, make students accountable for their actions, and provide organization for the whole classroom.

One potentially negative observation was the lack of academic standards posted within the school building. All though the school building is “print rich” and student work is predominantly displayed, there are no academic standards posted. This prevents viewers to understand how the work being displayed aligns with the requirements set forth by No Child Left Behind (NCLB) and State requirements. A suggestion to the school community would be to attach a small summary of what the bulletin board is displaying and a print out of the Maine State Standards that the displayed work meets. By modifying the procedure of displays on the bulletin board, individuals from outside the school are able to see what is occurring in the school and how the school is implementing curriculum that aligns with the standards.

This school walk-through provided me an in-depth look at how an educational facility works to create a facility that promotes the learning and emotional well-being of students. There is collaboration between every faculty member to create positive learning environments. Each teacher models within their classroom the school expectations, classroom expectations, safety routines and classroom routines which in itself is a routine. With the recent school shootings collaboration has taken place to ensure that each student is safe. Routine fire drills, escape routes, and basic emergency instructions have been reviewed and modeled with each student.

The individuals at this school promote positive environments by creating the necessary space for students to learn in as an individual and with a group, and by creating a space that demonstrates their hard work. The superior instruction that occurs within this school stems from detail. The instruction is tailored to engage all students. For example, this school currently has a sister school in Japan. Through this program, students are able to be pen pals with students from Japan and learn about their culture. This is significant to the engagement of students because each year students from Japan come over for a few weeks to go to school here in America. Every three years students from this district are able to go to Japan. This fine detail of a plan motivates students to learn about others.

Fine detail also occurs within the data-driven decisions of this district. The practice that they encompass is that each student learns differently and it is through the tailored instruction for students and the implementation of programs to assist students that data scores have significantly improved in a few areas of curriculum. The programs that are implemented are curriculum specific such as Special Education, Title-1, or work with a Literacy Coach but there are also programs that are educational but more engaging for students such as the Green team (recycling), Drama Club, afterschool Art Classes, and Yearbook.

Without the collaboration of the members of this school, none of the programs currently implemented would be available for the students. There would not be tailored instruction or the philosophy that each student learns in their own way. These ideas and programs occur because members meet together to discuss ideas, to discuss the students and programs, and to collect data and revisit previous discussions.

Conclusion

Positive environments are essential for the success and future of our students and children. The creation of a positive environment can occur in a variety of ways. Some key components to a positive environment are collaboration, respect, creativeness, and safety. After the unfortunate shooting that occurred at Sand Hook Elementary School, safety has become a great concern of members of the community and members of the school. It is through this devastating event that the doors of collaboration have opened significantly.

References

American Psychological Association. (2013). Violence against teachers: A silent national crisis.

Retrieved from

Bainbridge, C. (2013). Cooperative learning. Retrieved from

giftedkids.od/glossary/g/coop_learning.htm

Broon, C., Dunn, P., & Page, C. (2010). Growing a nurturing classroom. Emotional &

Behavioral Difficulties, 15(4), 311-321. doi:10.1080/13632752

Bullying Statistics. (2009). Information on preventing bullying, harassment, violence, online

bullying, and school bullies. Retrieved from content/bullying-

statistics-2010-html

Dunton, P. & Larsen, L.A. (n.d.). Student constructed responses: Helping students achieve the

full value of each response. Retrieved from



Holcomb, E. L. (2004). Getting Excited About Data: Combining People, Passion, and Proof to

Maximize Student Achievement (2nd ed.). Thousand Oaks, CA: Corwin Press.

Jaylekshmi, N., & Raja, B. (2011). Behavioral development of early adolescents by dint of

positive school climate. Journal of Educational Psychology, 5(2), 1-8

Jacobs, H.H. (Ed.). 2010. Curriculum 21: Essential education for a changing world. Alexandra,

VA:ASCD

Kittery School Department. (n.d.). Kittery school department. Retrieved from

home

Kronowitz, E. (2008). The teacher’s guide to success. Boston, Mass: Pearson Education Inc.

Laureate Education. (2009). Assessment and accountability in improving teaching and learning

systems. Retrieved from

://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweb

apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1971697_

1%26url%3D

Love, N. (Ed.). (2009). Using data to improve learning for all: A collaborative inquiry

approach. Thousand Oaks, CA: Corwin Press.

Mind Tools. (2011). Mission statements and vision statement: Unleashing purpose. Retrieved

from

Regional School Unit (RSU) #19. (2010). Regional School Unit #19. Retrieved from



Shapleigh School. (2012). Student/parent handbook. Retrived from



oYXBsZWlnaHxneDo3MWE5MWRkZTQ0NmZjNzJh

Wells Ogunquit CSD. (2013). Welcome to Wells- Ogunquit Community School District.

Retrieved from

Wiles, J. (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press

Wiles, J.W. & Bondi, J.C. (2011). Curriculum Development: A guide to practice (8th ed.).

Boston, Mass: Pearson

Appendix A

|Figure 12.2. How Effective are Various Approaches to Improving Student Achievement? Indicate if any of the following are observed. (See |

|Figure 12.2, pages 164-165 of the Holcomb text.) |

|Practices Resulting in Substantially Improved Student Achievement |Description of Observation |

|Tutoring |Howork Club, RIV, Title 1, Wilson Math, Literacy Coach |

|Early Childhood Programs |n/a |

|Behavioral Classroom Techniques |Behaviorist is a faculty member. No noted behavioral |

| |issues observed |

|Parental Involvement |PTA, invitation to board meetings. |

|Classroom Management Skills |All classrooms were under control. Students were using |

| |regular inside voices and raising their hands when |

| |answering questions. |

|Time On-Task | |

|Practices Producing Modestly Improved Student Achievement | |

|Success for All |Part of their mission and vision statement. |

|Accelerated Reading Program |Yes, this is offered. |

|Reading Recovery |Yes this is offered. |

|Staff Development |Offered outside the school and inside the school. |

| |Teachers meet by grade and subject on every alternating |

| |sixth day. |

|Longer School Year |Summer School is offered to students that need it. |

|Computer-Assisted Instruction |Yes Laptop initiative and Tech Ed are offered. There are|

| |computer carts available in each wing of 5th-6th grades |

|Practices with Mixed or Controversial Results | |

|Bilingual Education |Yes, there is bilingual education on a part time basis.|

|Detracking | |

|Class Size |20-22 Students |

|School size |367 students within the school with15% of the population|

| |being military families |

|Changes Rarely Showing Improved Achievement | |

|Site-Based Management | |

|State or District Policies | |

|Pupil Retention | |

|Changes in Schedules or Organization |There is a six day rotation to allow for all electives |

| |and other curriculum |

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