The outcome of this presentation is to help teachers have better communication skills with parents and guardians; thus increasing student achievement.

The outcome of this presentation is to help teachers have better communication skills with parents and guardians; thus increasing student achievement.

This is a Beginning Teacher reflective exercise to be utilized at the start of the school year. This reflection allows new teachers to think through some of their processes before the kids enter the classroom.

This is a chart used to document student behavior to determine when the behavior is likely to occur, what might be a trigger, and which method of response works best.

This format can also be used for documentation of behaviours to best manage a classroom.

A reflection was added to discuss with the student after behavior to help develop a plan the next time they are triggered by something or someone

This is a chart used to document student behavior to determine when the behavior is likely to occur, what might be a trigger, and which method of response works best.

This is a chart used to document student behavior to determine when the behavior is likely to occur, what might be a trigger, and which method of response works best.

This format can also be used for documentation of behaviours to best manage a classroom.

This is a chart used to document student behavior to determine when the behavior is likely to occur, what might be a trigger, and which method of response works best.

This Behavior Log will assistance a teacher at any level of experience track behavior issues in the classroom.

Observation scaffolding sheet to support BTs as they observe other classes and capture Glows and Grows related to Classroom Management

Observation scaffolding sheet to support BTs as they observe other classes and capture Glows and Grows related to Classroom Management

Observation scaffolding sheet to support BTs as they observe other classes and capture Glows and Grows related to Classroom Management

This resource provides a structure for an observer to give feedback to a teacher on the Classroom Management Strategies seen in a classroom.

This resource provides a structure for an observer to give feedback to a teacher on the Classroom Management Strategies seen in a classroom.

Great look for tool for Mentors/Coaches/Adm.

This resource provides a structure for an observer to give feedback to a teacher on the Classroom Management Strategies seen in a classroom.

This resource provides a structure for an observer to give feedback to a teacher on the Classroom Management Strategies seen in a classroom.

Great look for tool for Mentors/Coaches/Adm.

This resource provides a structure for an observer to give feedback to a teacher on the Classroom Management Strategies seen in a classroom.

Observation data sheet to support BTs as they observe other classes and capture Glows and Grows related to Classroom Management.

This resource will help beginning teachers and elementary teachers with managing their class. It includes helpful tips to manage your class.

This is a simple classroom observation document that is meant to not be overwhelming for a beginning teacher.

It does require some pre-coaching on the part of an administrator and/or instructional support coach. It necessitates a conversation about specific areas of concern that the teacher doing the observation should look for and a careful selection of the teacher who will be observed to make sure that they are demonstrated desired behaviors in those areas.

It should also be followed up with a conversation about what the teacher observed and next steps to make 1-2 adjustments to their own teaching.

AbstractThe purpose of this phenomenological study was to explore the factors affecting elementary teacher’s ability to understand the academic needs of their racially, culturally, and ethnically diverse special education students and the ways in which their values and beliefs influenced their use of culturally responsive practices in the special education classroom. The findings from this study are significant because they could add to the knowledge base of strategies to close or eliminate the achievement gap of racially, culturally, and ethnically diverse students in special education programs. Furthermore, these experiences may provide an additional opportunity for local educational agencies (LEAS) to examine the impact of culturally responsive teaching practices on the achievement of RCED students in the special education classroom.