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EDE 355 Classroom Management for Elementary Teachers
Maus, William A.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EDE 355 Classroom Management for Elementary Teachers

Semester

SP 2007 HOZ

Faculty

Maus, William A.

Title

Adjunct Faculty

Degrees/Certificates

Ed.Spec., Administration
M.S.Ed., Secondary Admin.
B.A., Mathematics

Office Location

Copley, Room 211

Office Hours

Hour before and after classes

Daytime Phone

816-584-6335, Leave messages with Mrs. Debbie Allegro

E-Mail

William.Maus@park.edu

mr.maus@sbcglobal.net

Semester Dates

Jan. 15 - May 15

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Jones, V. F., & Jones, L. S. (2007).   Comprehensive classroom management: Creating positive learning environments for all students. (8th Ed.) Boston: Allyn & Bacon, ISBN: 0205501389

 

Haberman, M. (1995) Star teachers of children living in poverty, Kappa Delta Pi
 
Wong, Harry K. & Wong, Rosemary T. (2004-5).  How to be an Effective Teacher: The First Days of School, Harry Wong Publications, ISBN 0-9629360-6-5
 
 

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Landau, Barbara, The Art of Classroom Management, Pearson Education 2004, ISBN 0-13-099077-9


Danforth, Boyle, Cases in Behavior Management, Prentice Hall 2000, ISBN 0-13-755711-6
 
 

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http://www.dese.mo.gov/
http://www.dese.mo.gov/divimprovement
http://www.dese.mo.gov/divimprovement/curriculum
http://www.dese.mo.gov/divimprovement/curriculum/GLE
http://www.greatschools.net
http://www.teachers.net

Course Description:
Theory and skills necessary to implement classroom management strategies are presented through lecture, discussion and classroom observations. Students will explore the theoretical foundations, knowledge, skills and dispositions necessary to create supportive teacher-student relationships and to implement developmentally appropriate guidance and classroom management strategies. The course includes guidance procedures for integrating children with and without disabilities. Students will observe and analyze guidance and management practices in a variety of appropriate early childhood, elementary, middle school and secondary settings. PREREQUISITES: EDU 203 and Admission to the School for Education. To be taken simultaneously with Practicum. 3:0:3

Educational Philosophy:

The facilitator's philosophy is one to assist development of needed skills prior to teaching by reading, observation, and discussion.  A serious attempt in all areas is necessary to make classroom management decisions.  Students will be expected to discuss orally and in writing their reactions to the readings and visits made to school sites.  The course will focus on initial background: the history of education, role of a teacher, process of teaching and teaching as a profession. 


Therefore, it is my belief that learners must be engaged in their learning with a focus on class discussions, presentations, projects, lectures, research, and writings.  It is critical that the learner explore ideas and issues surrounding today's education institution.The learning opportunities created through discussion and group work will be essential to developing understanding and to clarify differing views.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the personal, social, psychological, and learning factors that influence the intellectual and interpersonal climate of the classroom (Relevant MoSTEP Standards 1.2.2, 1.2.6),
  2. Explain the importance of learning experience that recognize the needs of individual and diverse learners and variations of learning styles and performance (Relevant MoSTEP Standard 1.2.3)
  3. Analyze effective verbal and nonverbal communication skills. (Relevant MoSTEP Standard 1.2.7),
  4. Develop strategies for helping students create positive peer relationships.( Relevant MoSTEP Standard 1.2.6),
  5. Develop methods for engaging children in setting, monitoring, and adjusting learning goals and behavior. (Relevant MoSTEP Standard 1.2.6),
  6. Develop techniques for engaging children in decision making. (Relevant MoSTEP Standards 1.2.5, 1.2.6),
  7. Explain the value of class meetings as a means of helping children learn social and problem-solving skills. (Relevant MoSTEP Standard 1.2.6),
  8. Analyze the principles and strategies for effectively managing time, space, transitions and activities. (Relevant MoSTEP Standard 1.2.6),
  9. Examine and evaluate approaches for building cooperative partnerships with families and community (Relevant MoSTEP Standard 1.2.10)
  10. Develop teaching strategies that value a democratic atmosphere where all students/children exchange and respect ideas, show initiative, problem solve, and engage in decision-making. (Relevant MoSTEP Standard 1.2.6),
  11. Practice the approach of a reflective practitioners who actively seek out opportunities to grow. (Relevant MoSTEP Standard 1.2.9), and
  12. Examine personal beliefs and articulate a philosophy of classroom management based upon an understanding of current knowledge and research. (Relevant MoSTEP Standard 1.2.9).


Core Assessment:


  • Research Paper and Presentation

Link to Class Rubric

Class Assessment:

Reflective Essays will be kept with a total of at least six (6) entries.  These entries may be in response to readings, class activities, and/or selected questions. (10 points each, 60 total)  Each journal should be approximately about one typed double spaced page in length.  THESE ARE PERSONAL REFLECTION JOURNALS, IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING.  Potential topics include:

1.      "Classroom climate",

2.      "Getting a good start" and Harry Wong video "The first days of school",

3.      Rules/Routines/Structure, “What do these mean for my classroom?"

4.      "What does 'mastery' mean?”  “What makes an assessment equitable?"  “What does verifying mastery of skills, knowledge, and concepts require?”

5.      "Managing problem behaviors", ”the invisible student”: prevention and solutions.
6.   Models used to define the sources and causes of human behavior.
 

Observations: Students will conduct six school visits for the purpose of observing classroom management in the large sense.  A written critique to review each observation is expected along with classroom discussion (as time permits).  Classroom visits are to be with six (6) different teachers in at least four different schools, at least one each from the categories of urban, suburban, and rural.  Entries in Observation reports are expected to include personal reflective comments.  Observations at different setting to broaden each student's experience are required. (10 points each).  A notebook including all six observation reports and a reflective summary of your observation experiences and addressing the elements of the observation rubric is due three (3) weeks prior to the final exam.  (40 points) (60 + 40 points)

 

Presentation: Everyone is expected to lead the discussion over a portion our textbook.  Providing a question suitable for inclusion in the final exam is expected as part of the presentation.  (50 points)  Over the final three chapters, to tie in elements of the class – observations, textbook, Harry Wong’s text, videos, and class discussions.  Expectation: a 30 minutes presentation/discussion, question for final.

 

Attendance/Participation:   Dispositions for Becoming an Effective Teacher” will be used as the criteria for participation in class discussion and expectations for assignments.   To earn the grade of an “A” for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of “3” or “4”.  This includes work being turned in on the date due and attendance.

 

Mid-Term (80 points) and Final (120 points): Mid-Term - An analysis of two case studies drawing on students' knowledge, class discussions, classroom observations, and readings.  A rubric will be provided.  (80 points)  Final - Two Parts: The final draft (take home) of Standards 1.2.6, 1.2.6.1, 1.2.6.2, and 1.2.6.3.  A written final will be given.  This portion of the final will focus on management philosophy, including rationale, legal aspects, and the "nuts and bolts" of implementation.  Students will be allowed to use their personal notes, reflective journals, and articles/text readings. (120 points)

 

 

 

 

 

Grading:

The General grade distribution is: "A" = 90-100%, "B" = 80-89%, "C" = 70-79%.

Grades below a "B" are not acceptable in the profession. See the rubric and previous paragraphs for assessment/grading specifics.
Reflective Essays and Summary (60 + 40 Points)
Observations (100 points)
Presentation (50 points)
Attendance/Participation
Mid-Term
(80 points) and Final (120 points):

Late Submission of Course Materials:

The syllabus dates may upon class discussion be altered if there is a problem not foreseen when it was written.  The observation reports, journal entries and midterm are due as scheduled.  As all assignments are due on the scheduled class date, any work handed in after that class period will be considered late and drop 20% each week past due.  Late work should be left in the instructor's mailbox in the education office, room 309, Copley Hall or in room 211, Copley Hall.  In class writings are considered participation grades and cannot be made up if absent.  All work must be in the instructor's possession by the end of the assigned final test session.

 

Students are expected to complete all assignments on the computer.  Thus, students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of work and print copies as back up.  DO NOT expect your instructor to accept assignments on email or to print your assignments.

Classroom Rules of Conduct:

This class, Classroom Management, will often hold discussions that invite students to show their differences on viewpoints on problems or issues.  Students are required to remain civil to each other when viewpoints differ on topics.  As a professional certification class, students should conduct themselves as such and dress appropriately, even if casual. PROFFESSIONAL ATTIRE IS REQUIRED FOR ALL CLASSROOM OBSERVATIONS.

Students need to turn off all electronic devices and are not permitted to text message or leave class for phone conversations.  Students are expected to arrive to class on time and participate in class activities.

Students are expected to complete all assignments on the computer.  Thus, students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of work and print copies as back up.  DO NOT expect your instructor to accept assignments on email or to print your assignments.

Course Topic/Dates/Assignments:

Dates

Topics, Activities

Assignments

Week 1

Jan. 15

MLK Holiday

No Class

Jan. 19

Introductory Activities – Get acquainted, review course syllabus, expectations, etc.

Begin reading: Harry Wong, How to be an Effective Teacher: The First Days of School. Plan to complete by Feb. 9.

Week 2

Jan. 22

Law, Culture, and Climate. Positive management vs dealing with student misbehavior. Organizing your classroom: physical, routine, structure, rules, and procedures.

Read Harry Wong, “The Second Characteristic – Classroom Management

Jan. 26

Guest speaker planned. The importance of getting a good start.

Read Jones and Jones, Ch. 1: Classroom Management in perspective.

Week 3

Jan. 29

Classroom Observation, arranged.

NO CLASS at Park U. Observation report due Feb. 5.

Feb. 2

Classroom climate. A cooperative learning community: create positive peer relationships, engage children in setting, monitoring, adjusting learning & behavior goals, and decision-making. Explain the value of class meetings as a means of helping children learn social and problem-solving skills. (Relevant MoSTEP Standards 1.2.5, 1.2.6),

Classroom Observation Report #1, revise as needed reflecting today’s class discussion.

Reflective Essay #1“The class had fun and they all loved their teacher!” OR “The teacher took specific steps to establish and maintain a positive learning environment.” Examples.

Read Harry Wong, “Positive Expectations.”

Week 4

Feb. 5

“Who’s in charge here?” Set the tone as students enter the door and with an effective beginning activity at each transition.

Read Jones and Jones, Ch. 2: Understanding students’ Basic Psychological Needs.

Feb. 9

Classroom Observation arranged.

NO CLASS at Park U. Observation report due Feb. 16.

Week 5

Feb. 12

Maslow’s hierarchy: safety, belonging, love, respect and self-esteem. Recognize the needs of individual and diverse learners and variations of learning styles and performance (Relevant MoSTEP Standard 1.2.3)

Reflective Essay #2“How can a teacher provide what’s missing for their students? (safety, food, shelter, respect, acceptance)

Review Harry Wong, The Teacher, what are the characteristics of the “Highly Effective Teacher”,?

Feb. 16

Harry Wong-The Effective Teacher.

Complete Reflective Essay in class.

Reflective Essay #3“Measure your strengths with Wong’s description of the Effective Teacher.

Week 6

Feb. 19

President’s Day

No Class

Feb. 23

Guest speaker planned. The “invisible student” and serving SpEd students.

Read Jones and Jones, Ch. 3: Establishing Positive Teacher-Student Relationships.

Week 7

Feb. 26

The personal, social, psychological, and learning factors that influence the intellectual and interpersonal climate of the classroom, effective verbal and nonverbal communication skills. (Relevant MoSTEP Standards 1.2.2, 1.2.6), 1.2.7),

Reread Harry Wong: Lesson Mastery. What connections are made between instruction, assessment, and classroom climate when you build a cooperative learning community?

March 2

Harry Wong: Lesson Mastery.

Complete Reflective Essay in class.

Reflective Essay #4“What connections are made between instruction, assessment, and building a cooperative learning community?”

Week 8

March 5

Discuss Assessment Practices: What do you plan to use? – What are the worse assessments you've experienced? – How do you fix them? View Harry Wong #6, “Lesson Mastery.”

You are maturing in your ability to observe a classroom and pick out elements of climate, cooperative learning community, respect, routine, instructional practice, and assessment. Pick out some of these elements as you complete next observation review.

March 9

Classroom Observation arranged.

NO CLASS at Park U. Observation report due March 19.

Week 9

March 12

March 16 SPRING BREAK

No Classes

Week 10

March 19

Discuss your first three observation reviews. When comparing what do you notice? Complete Reflective Essay in class.

Reflective Essay #5 – “What routines, instructional practices, class structure appear to me a MUST? (3-5) Read Jones and Jones: Ch. 4, Creating Positive Peer Relationships

March 23

Most important elements required for a positive, supportive learning community. How do you establish these elements?

Read Jones and Jones, Ch. 5: Working with Parents.

Week 11

March 26

Examine and evaluate approaches for building cooperative partnerships with families and community (Relevant MoSTEP Standard 1.2.10)

March 30

Classroom Observation arranged.

NO CLASS at Park U. Observation report due April 2.

Week 12

April 2

Analyzing Case Studies: immediate responsibilities and long range planning, a “Class Meeting”.

Three goals of immediate intervention. Listed in order or priority:

1. Ensure physical safety.

2. Attend to the emotional well being of those most centrally involved.

3. Return the setting to a state of order and peace.

Long Range Planning: when time allows evaluation, reflection and discussion: Problem Identification, Critical Reflection, basis in theoretical concepts, proper use of terminology/vocabulary, Plan of Action, Evaluation of Plan of Action.

Read Jones and Jones, Ch. 6: Developing Standards for Classroom Behavior.

April 6

Good Friday Holiday

No Class

Week 13

April 9

Strategies that value a democratic atmosphere: all students/children exchange and respect ideas, show initiative, problem solve, and engage in decision-making. (Relevant MoSTEP Standard 1.2.6),

Read Jones and Jones, Ch. 7: Enhancing Students’ Motivation to Learn.

April 13

The “Chronic Offender”. What can be done with the passive aggressive student who will not do anything?

Reflective Essay #6 – What is the worse case of a “Chronic Offender” you observed? Critic what was done to correct the problem?

Week 14

April 16

Plan and arrange for presentations by class members on final three chapters of Jones and Jones textbook.

Check syllabus for detail.

April 20

Guest Speaker planned.

Presentations to begin next class meeting.

Week 15

April 23

When Prevention is Not Enough: Methods for Altering Unproductive Student Behavior.

Chapter 8 – Responding to Violations of Rules and Procedures

April 27

Chapter 9 –Using Problem Solving to Resolve Behavior Problems

Week 16

April 30

Chapter 10 – Developing Individual Behavior Change Plans

May 4

Behavior Intervention Models – Behaviorist, Psychodynamic, Environmentalist, Constructivist.

Last Class. In class analyze of case study(s) and identify model applied during intervention.

Week 17

May 7 -

May 11 Test Week

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:


Referances include:

Minding the Gap,Jennifer Hochschild,  Harvard Magazine, March/April 2004, pp. 24-28,  .

The Effective Schools Process: Alive and Well, Barbara Taylor, Phi Delta Kappan, Jan. 2002, p 375-379,

www.nytimes.com/2007/01/07/weekinreview/07zernike.html?_r=1&oref=slogin
Education in America: The Next 25 Years, Irving H. Buchen, The Futurist, January/February 2003

Parents Behaving Badly, Nancy Gibbs, Time, February 21, 2005

How Schools Sustain Success, Valerie Chrisman, Educational Leadership, February 2005




Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2, 3, 4, 5, 6, 8, 10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The artifact demonstrates the student's ability to synthesize information related to more than seven contexts affecting student learning in presenting a comprehensive classroom management plan as it relates to creating communities of support and solving problems The artifact demonstrates the student's ability to synthesize information related to four or five contexts affecting student learning in presenting an effective classroom management plan as it relates to creating communities of support and solving problems The artifact demonstrates the student's ability to synthesize information related to two or three  contexts affecting student learning in presenting classroom management plan as it relates to creating communities of support and solving problems The artifact fails to demonstrate
the student's ability to synthesize information related to any of the contexts affecting student learning in presenting a comprehensive classroom management plan nor does it have any evidence of  creating communities of support and solving problems
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2, 5, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The artifact demonstrates the student's ability to effectively analyze data from more than three contexts relevant to classroom management strategies and its affects on student learning. The artifact demonstrates the student's ability to effectively analyze data from two to three contexts relevant to classroom management strategies and its affects on student learning. The artifact demonstrates the student's ability to effectively analyze data from less than two contexts relevant to classroom management strategies and its affects on student learning. The artifact fails to demonstrate the student's ability to effectively analyze data from contexts relevant to classroom management strategies or fails to understand their affects on student learning.. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2 , 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
The artifact demonstrates the student's ability to develop more than three appropriate evaluation procedures relevant to classroom management strategies and provides evidence that the results of these efforts will be used to strengthen student learning. The artifact demonstrates the student's ability to develop two or three appropriate evaluation procedures relevant to classroom management strategies and provides evidence that the results of these efforts will be used to strengthen student learning The artifact demonstrates the student's ability to develop less than two appropriate evaluation procedures relevant  to classroom management strategies and provides evidence that the results of these efforts will be used to strengthen student learning The artifact fails to demonstrate the student's ability to appropriate evaluation procedures relevant to classroom management strategies and provides evidence that the results of these efforts will be used to strengthen student learning 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
The artifact demonstrates a comprehensive understanding (more than 15 words) of terminology associated with comprehensive classroom management (e.g,, social, psychological, learning styles, verbal and non-verbal communication, monitoring, transitions, space, modifications, proximity, empathy, environment, power, democratic, cooperative groups)

 
The artifact demonstrates an understanding  (10-15 words) of terminology associated with comprehensive classroom management (e.g,, social, psychological, learning styles, verbal and non-verbal communication, monitoring, transitions, space, modifications, proximity, empathy, environment, power, democratic, cooperative groups)

 
The artifact demonstrates a limited understanding (5-9 words) of terminology associated with comprehensive classroom management (e.g,, social, psychological, learning styles, verbal and non-verbal communication, monitoring, transitions, space, modifications, proximity, empathy, environment, power, democratic, cooperative groups)

 
The artifact fails to demonstrate an understanding (less than 5 words) of terminology associated with comprehensive classroom management (e.g,, social, psychological, learning styles, verbal and non-verbal communication, monitoring, transitions, space, modifications, proximity, empathy, environment, power, democratic, cooperative groups)

 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The artifact demonstrates a comprehensive understanding of classroom management concepts including recognition of the importance of students' needs, methods to engage students in their learning, and developing teaching strategies that value a democratic classroom atmosphere. The artifact demonstrates an understanding of classroom management concepts including recognition of the importance of students' needs, methods to engage students in their learning, and developing teaching strategies that value a democratic classroom atmosphere The artifact demonstrates a limited understanding of classroom management concepts.  While addressing these concepts,  the plan does not identify the importance of students' needs, methods to engage students in their learning, and developing teaching strategies that value a democratic classroom atmosphere The artifact fails to demonstrate an understanding of classroom management concepts.  The plan fails to recognize the importance of students' needs, methods to engage students in their learning, and developing teaching strategies that value a democratic classroom atmosphere. 
Application                                                                                                                                                                                                                                                
Outcomes
5, 8, 6, 10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
The artifact demonstrates the student's ability to implement classroom management teaching strategies.  The plan effectively identifies more than five contexts within which the teacher incorporates into their instruction (e.g., understanding  students' basic psychological needs; positive interpersonal relationships; positive peer relationships; student motivation; minimizing disruptive behavior; methods for altering unproductive student behavior; and behavior plans) The artifact demonstrates the student's ability to effectively apply two or three  contexts within which the teacher incorporates into their instruction (e.g., understanding  students' basic psychological needs; positive interpersonal relationships; positive peer relationships; student motivation; minimizing disruptive behavior; methods for altering unproductive student behavior; and behavior plans) The artifact demonstrates the student's ability to effectively apply one or two contexts within which the teacher incorporates into their instruction (e.g., understanding  students' basic psychological needs; positive interpersonal relationships; positive peer relationships; student motivation; minimizing disruptive behavior; methods for altering unproductive student behavior; and behavior plans) The artifact fails to demonstrate classroom management strategies to be used in their instruction. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
11, 12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
The artifact as a whole demonstrates the ability to effectively communicate classroom management principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (< 4 errors) The artifact as a whole demonstrates the ability to effectively communicate classroom management principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (5- 8 errors) The artifact as a whole demonstrates limited ability to effectively communicate classroom management principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (9-12 errors) The artifact as a whole fails to demonstrate ability to effectively communicate classroom management principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (more than 12 errors) 
Component                                                                                                                                                                                                                                                  
Outcomes
11, 12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Various components of the artifact demonstrate the ability to effectively communicate classroom management principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components
(zero errors)
 
Various components of the artifact demonstrate the ability to
effectively communicate classroom management principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (1-4 errors)
 
Various components of the artifact demonstrate limited ability to effectively communicate classroom management principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (5- 9 errors) Various components of the artifact fail to demonstrate ability to effectively communicate classroom management principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (10 errors) 
Relationship                                                                                                                                                                                                                                               
Outcomes
12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
The artifact demonstrates the relationship of the various components of classroom management strategies, research, behavior interventions, philosophy, portfolio standards, and parent communication.  Components are consistent externally to all other components in the plan. The artifact demonstrates the relationship of the various components of classroom management strategies, research, behavior interventions, philosophy, portfolio standards, and parent communication.  Components are consistent externally to most other components in the plan. The artifact demonstrates limited relationship of the various components of classroom management strategies, research, behavior interventions, philosophy, portfolio standards, and parent communication.  Components are not consistent externally (less than 75%) to other components in the plan. The artifact fails to demonstrate the relationship of the various components of classroom management strategies, research, behavior interventions, philosophy, portfolio standards, and parent communication.  
Components are not consistent externally to other components in the plan.
 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/17/2007 11:23:19 AM