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Education Major Version

EDE 355 Classroom Mgmt for Elem Teachers
Hennessy, Gail B.


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 355 Classroom Mgmt for Elem Teachers

Semester

FA 2010 HO

Faculty

Hennessy, Gail B.

Title

Assistant Professor of Education

Office Location

Copley Room 317

Daytime Phone

816-584-6323

Other Phone

816-838-4930

E-Mail

gail.hennessy@park.edu

Class Days

--T-R--

Class Time

11:35-12:50

Prerequisites

Admission to the School for Education. To be taken simultaneously with EDE360A

Credit Hours

3


Textbook:
Required:
Jones, V. & Jones, L. (9th ed. 2010) Comprehensive Classroom Management Creating Communities of Support and Solving Problems.  Boston: Pearson. 

Marzano, R (2003). Classroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.

Suggested:   Wong, H. & Wong, R. (2009).  The First Days of School. Mountain View: Harry K. Wong Publications.

All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.      Your Name

2.      The Contract Period you wish to purchase

3.      Your student identification number

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE355: Classroom Management for Elementary Teachers: 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. 3:0:3.

Educational Philosophy:
The instructor believes there is no single more powerful factor in a classroom than the teacher.   Each teacher candidate must strive to develop the necessary knowledge, skills, and dispositions to meet the needs of each learner that enters his or her classroom. An effective classroom manager must ensure each learner has the opportunity to learn to the best of his or her potential in a safe, caring environment. To build a classroom community one must have knowledge of various theories and methods, skills to develop a climate of success for all, and dispositions to be an equitable, caring professional. Stating this premise the instructor will engage each learner in studying a variety of theories and methods, reflecting and developing ways to build a positive classroom environment, analyzing effective methods for disciplinary interventions, and respecting and encouraging the diversity each individual will bring to the classroom setting. 

Learning Outcomes:
  Core Learning Outcomes

  1. Compare and contrast basic classroom management theories, methods, and techniques.
  2. Critically analyze theories, methods, and techniques for use with group and individual motivation when developing rules, procedures, student responsibility, and disciplinary interventions.
  3. Evaluate and critique classroom and school-wide management/discipline systems.
  4. Create and evaluate their own classroom community and management plan that encourages positive interaction, active engagement, and self-motivation using best practices
  5. Construct a plan to establish a safe, equitable, positive, and supportive environment in which individuals are valued.
  6. Examine and create a plan to manage time, space, transitions, and activities effectively in a classroom environment where diversity will exist.
  7. Analyze, evaluate, and reflect on best practices for ensuring academic and social success for individuals with and without exceptional learning needs.
  8. Analyze, evaluate, and reflect on personal characteristics that will present themselves when developing and managing a classroom community.
  9. Analyze and develop professional and ethical practices in relation to students, parents, colleagues, and administrators.
  10. Examine personal beliefs and articulate a philosophy of classroom management based upon an understanding of current knowledge and research.
  11. Analyze, evaluate, and reflect on applied behavior analysis and intervention for individuals with mild/moderate cross-categorical disabilities.


Core Assessment:


  • Research Paper and Presentation

Link to Class Rubric

Class Assessment:

1-      Core Assessment     Handbook for Classroom Climate and Management

          The handbook will be built around the beliefs and theories each student studies and then applies to his/her core beliefs.  The handbook will have sections that will be addressed and supported by educational theories and theorists.  The handbook will have plans for building an effective classroom climate and management system.   The goal of the handbook is to provide each student with the beginning foundation for building a productive, caring classroom environment that will be developed in his/her future school setting.  The handbook guidelines can be found in the core assessment rubric (CAR).  There is also a self assessment rubric that each student will submit. 

            PowerPoint presentation   ----  Showcase of student’s beliefs/ideas for building a positive, successful classroom climate. The student will use the handbook developed for class as a resource for the 10-12 slide presentation.  (Hopefully students will download presentation to portfolio.  It can then be used for the portfolio and as a possible resource for future interviews)

2-      Quizzes --- Readings from the text (Jones/Jones). Each quiz will be given and graded in class. 

3.      Observations/Scenarios      Written and reflective classroom observations or scenarios will be completed.   Specific criteria will be given for each observation/scenario.   Discussion will follow and contain questions raised, reflective feedback, ideas, suggestions, etc.   Each observation/scenario will have a written reflection that will be evaluated. Some may occur during class times and will not be made up if student is not in attendance. 

4.      Classroom Activities   Each student/group will write/find (proper citation required) and share with the class members 3 classroom activities that can be used to build positive classroom environments.  The students will provide copies for each member in doc sharing.   One activity will be done in the classroom with peer participation.

5.       1.2.6 (1.2.6, 1.2.6.1, 1.2.6.3)  Portfolio writing, due at final time          

Grading:

Core Assessment:  Handbook for Classroom Climate and Management      400 points (3 turn in dates, the first 2 will be 25 pts each as a completion grade for a total of 50 pts, and the remaining 350 pts will be earned for the 4th or final submission of the handbook).

Powerpoint Presentation  --   Professional presentation to showcase your classroom climate – goal presentation to send to prospective districts (Powerpoint sent to instructor w/explanation)    100 points

Observation/Scenarios Write-ups/Discussion       20 points each

Quizzes                            10 points each

Classroom Activities with citation      10 points each

Portfolio writing for 1.2.6 (1.2.6, 1.2.6.1, 1.2.6.3)        50 points

Late Submission of Course Materials:

Due dates are on the class syllabus. Late work of daily assignments (i.e. observation/scenario, activities, quotes, etc.) will be accepted up to one week late, but the grade will be reduced an additional 10 percent of earned grade (i.e. if earned an 85% grade will be recorded as 75%).   In class activities (scenarios/in class responses, quizzes, etc) are due the date given. If a student is not in attendance when an assignment is done, it can’t be made up. Much of the knowledge gained from the course will be from peers and that is why an in class activity will earn a zero if the student is not in attendance.  Late submission of classroom climate and handbook checks (2) will result in no points awarded. The checks receive a completion grade only. Late submission of 1.2.6 quality indicator/performance indicators,  final handbook check, and PowerPoint Presentation will result in a grade reduction of 25% from earned grade.  Absolutely no late work will be accepted after the assigned time of the final. Any missing assignments after the final’s date will be recorded as a “zero”.  

Classroom Rules of Conduct:

As future teachers, the students in the environment should practice the dispositions that are listed in the Philosophy and Frameworks of the School for Education. In short each member of the class should be polite, focused, and a positive participant in the classroom. Since much of the learning that will take place will come from discussions, everyone should be willing to share ideas and listen to others demonstrating a respect for each other. Respect also means the manner in which students present information about their practicum sites. It is natural to feel that some of what is observed should have been handled differently and that you (the observer) could have done it better. Each student must state what is observed in a tone that does not point blame or fault toward any person observed. The practice of thoughtfully wording observations will be a necessary skill needed when teaching. Remember each of you has observed a classroom for many years as a student, parent, etc. and you must guard against letting your preconceived opinions shade your present learning. The job of teaching, building a positive classroom environment, nurturing the many different personalities within a classroom, etc. will not be easy and so care must be taken when judging what is observed. Reframing is a trait each should think about and strive to develop.

 Refrain from using cell phones during class (receiving calls or responding to text messages).  There may be times it is necessary to respond to a message, please step out of the class, do so, and then return. Any other technology used in class should be class appropriate (i.e. laptop computer use should be restricted to taking notes and not used for any other purposes (internet, etc.).   This statement has been included to remind everyone of the professional standards set for all.

Course Topic/Dates/Assignments:

Week

Date

Topics/Assignments

1

8/17

Course introduction

8/19

Importance of Developing/Building a Positive Classroom Community, Role of Classroom Management

Readings: Jones Ch. 1, Marzano Ch. 1, Wong  Unit A  

2

8/24

Importance of Developing/Building a Positive Classroom Community, Role of Classroom Management, Handbook Discussion

In Class --- Scenario

Assignment: 1st handbook submission 9/14 (Affective Statement, Personal Stories, Motivation)

8/26

Basic Psychological Needs

Readings: Jones Ch. 2

In Class --- Quiz Ch. 2

Assignment: Do IPIP for in-class reflection 9/07, Review/research information already learned/studied about motivation

3

8/31

Students’ Motivation

Readings: Jones Ch. 7

In Class --- Quiz Ch. 7

9/02

Establishing Positive Teacher-Student Relationships

Readings: Jones Ch. 3,  Marzano Ch. 4, Wong Unit B

Assignment --- Scenario 

4

9/07

Power of Teacher’s Words, Discussion of IPIP

In Class ---- Quiz Jones Ch. 3

Assignment: Observation due 9/16

9/09

Cont. Power of Teacher’s Words

Assignment: 3 activities (one presented with peer participation) Sign up for activity presentation begins 10/19(download 3 activities into Doc Sharing by 10/19)

5

9/14

Discuss Handbook insights, Withitness

Readings: Marzano Ch. 5

9/16

Observation Discussed and Handed in, Withitness (Ch. 5)

6

9/21

Creating Positive Relationships

Readings: Jones Ch. 4

In Class: Quiz Ch. 4

9/23

Creating Positive Relationships continued

Assignment:  Scenario

7

9/28

Standards for Classroom Behavior/ Rules/Procedures

Readings: Jones Ch. 6, Marzano Ch. 2 & 7, Wong Unit C

In Class: Quiz Ch. 6

Assignment: Observation due 10/26, 2nd Handbook submission due 10/21 (belief statement, rules, procedures, transitions, safe environment)

9/30

Standards for Classroom Behavior/ Rules/Procedures

Discuss Observation

8

10/05

Standards for Classroom Behavior/ Rules/Procedures

Assignment: Scenario

10/07

Scenario discussion

10/11-10/15

Fall Break

9

10/19

Discipline Theories

Assignment: Observation due 11/18

10/21

 Discipline Theories

Readings:   Jones 8, Marzano 3

10

10/26

Discipline Theories

Readings: Jones 9

Assignments: Final Information!!! Final Handbook 11/30 (Discipline Intervention, Diversity, Space and parts 1 and 2 in final form) SUBMIT Self Assessment Rubric graded by SELF, PowerPoint Presentation “Gallery Walk” 12/02 for peers, placed in Doc Sharing for “Instructor Only”

10/28

Discipline Theories

11

11/02

Discipline Theories

11/04

Safe Environment

12

11/09

Observation Discussion, Diversity, Feathers and Fools

11/11

Reframing, Diversity

13

11/16

Reframing, Diversity, Fair and Equitable

Assignment: Scenario

11/18

Space

Readings: Wong Unit C Ch 14, Marzano Ch. 7

14

11/23

 Parents

Readings: Jones Ch. 5

In Class Quiz: Jones Ch. 5

11/25

Thanksgiving

15

11/30

Withitness!!! --- AGAIN!!! Why?   Meaning should be clearer and understanding of the importance should STAND OUT! 

Assignment: Handbook completed and submitted

12/02

Meaning of Classroom Management!?!

1.2.6, 1.2.6.1, 1.2.6.2, 1.2.6.3 Handed in, Powerpoint “Gallery Walk” (bring laptops so class can see presentation)

Finals

Required meeting NOTICE: Absolutely no late work will be accepted after the designated final date.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 "F".
  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 2010-2011 Undergraduate Catalog Page 95-96

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 .

Bibliography:

Clayton, M. (2001). Classroom Spaces that Work. Turner Falls,MA: Northeast Foundation for     Children, Inc.

Curwin, R.L, Mendler, A. N. & Mendler, B. D. (2008). Discipline with Dignity. Alexandria: Association for Supervision and Curriculum Development.

Denton, P. (2007). The Power of Our Words. Turner Falls, MA: Northeast Foundation for    Children, Inc.

DiGuilo, R. (2007). Positive Classroom Management. Thousand Oaks: Corwin Press.

Edwards, C. (2008). Classroom Discipline & Management. Hoboken: John Wiley & Sons, Inc.

Edwards, J. (2010). Inviting Students to Learn. Alexandra: Association for Supervision and Curriculum Development.

 Everston, C & Weinstein. C. (2006). Handbook of Classroom Management. Mahweh, N. J.: Lawerence Erlbaum Associates Publishers.

Fay, J. & Funk, D. (1995). Teaching with Love & Logic. Golden: The Love and LogicPress.

Glasser, W. (1969). Schools Without Failure. New York: Harper & Row, Publishers.

Glasser, W. (1992). The Quality School. New York: HarperCollins Publishers.

Glasser. W. & Glasser C. (1999). The Language of Choice Theory. New York  Harper & Row, Publishers.

Good T. & Brophy J. (2003). Looking in Classrooms. Boston: Pearson Education, Inc.

Gurian, M., Stevens, K. & King, K. (2008). Strategies for Teaching Boys & Girls Elemenatary Level. San Francisco: Jossey-Bass.

Herrell, A. & Jordan M. (2007). 35 Classroom Management Strategies. Upper Saddle River: Pearson Education, Inc.

Jones, F. (2000). Tools for Teaching. Santa Cruz: Fredric H. Jones & Associates, Inc.

Kohn, A. (2006). Beyond Discipline from Compliance to Community. Alexandria Association for Supervision and Curriculum Development.

Lemov. D. (2010). Teach Like a Champion. San Francisco: Jossey-Bass.

Levin, J. & Nolan J. F. (2010). Principles of Classroom Management. Boston: Pearson.

Loomans, D. & Kolberg, K. (1993). The Laughing Classroom. Novato, CA: HJ Kramer Book.

Marshall, M. (2005). Discipline without Stress Punishments or Rewards. Los Alamitos:Piper Press.

Marzano, R (2007).The Art and Science of Teaching.. Alexandria: Association for Supervision and Curriculum Development.

Marzano, R (2003). Classroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.

Marzano, R, Gaddy, B. Foseid, M., Foseid, M. & Marzano, J. (2005) A Handbook forClassroom Management that Works. Alexandria: Association for Supervision and Curriculum Development.

Mendler. A. (2001). Connecting with Students. Alexandria: Association for Supervisionand Curriculum Development.

Paterson, K. (2007). 3-Minute Motivators. Ontario: Pembroke Publishers.

Smith, R. (2004). Conscious Classroom Management: Unlocking the Secrets of GreatTeaching. San Rafael, CA: Conscious Teaching Publications.

Sousa, D. A. (2009). How the Brain Influences Behavior Management Strategies

Sullo, B. (2007). Activating the Desire to Learn. Alexandria: Association for Supervision and Curriculum Development.

Sullo, B. (2009). The Motivated Student. Alexandria: Association for Supervision and Curriculum Development.

Whitaker. T. (2004) What Great Teachers Do Differently. Larchmont: Eye on Education

Williams, K.C. (2009). Elementary Classroom Management. Los Angeles: Sage Publications, Inc.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Appraises:


1-group and individual motivation when developing rules, procedures, student, responsibility and disciplinary interventions


2-her or his own classroom community and management plan


3-personal characteristics that will present themselves when developing and managing a classroom community


Narrative uses 3 or more examples explaining connection


References used to support appraisal





 
Appraises:


1-group and individual motivation when developing rules, procedures, student, responsibility and disciplinary interventions


2-her or his own classroom community and management plan


3-personal characteristics that will present themselves when developing and managing a classroom community


Narrative uses 2 examples explaining connection





 
Appraises:


1-group and individual motivation when developing rules, procedures, student, responsibility and disciplinary interventions


2-her or his own classroom community and management plan


3-personal characteristics that will present themselves when developing and managing a classroom community


Narrative uses 2 examples  with  limited explanation





 
Appraises:


1-group and individual motivation when developing rules, procedures, student, responsibility and disciplinary interventions


2-her or his own classroom community and management plan


3-personal characteristics that will present themselves when developing and managing a classroom community


Narrative lacks examples








 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Plan for:


1-the development of a classroom community,


2- ways to manage time, space, transitions, and activities effectively


3- the development of a disciplinary plan (rules procedures, possible resolutions, etc)


Both narrative and graphic representations


 
Plan for:


1-the development of a classroom community,


2- ways to manage time, space, transitions, and activities effectively


3- the development of a disciplinary plan (rules procedures, possible resolutions, etc)


Narrative


 
Plan for:


1-the development of a classroom community,


2- ways to manage time, space, transitions, and activities effectively


3- the development of a disciplinary plan (rules procedures, possible resolutions, etc)


Narrative is not organized or lacks voice, 3-5 convention errors





 
Plan for:


1-the development of a classroom community,


2- ways to manage time, space, transitions, and activities effectively


3- the development of a disciplinary plan (rules procedures, possible resolutions, etc)


Less than 3 plans


Narrative is not organized or lacks voice, more than 5 convention errors


 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Compare/contrast and  analyzes


1- motivation theories, behavior management strategies and/ or techniques


2-  uses of time management, space, transitions, and activities effectively


3 –  ways to engage students in decision making


demonstrating understanding connecting ideas to more than one theorist and/or theory in each category


 
Compare/contrast and analyzes


1- motivation theories, behavior management strategies and/ or techniques


2-  uses of time management, space, transitions, and activities effectively


3 – ways to engage students in decision making


demonstrating understanding connecting ideas to a  theorist and/or theory in each category


 
Compare/contrast and analyzes


1- motivation theories, behavior management strategies and/ or techniques


2-  uses of time management, space, transitions, and activities effectively


3 –  ways to engage students in decision making


demonstrating understanding connecting ideas to a  theorist and/or theory in less than 3 categories


 
Compare/contrast and analyzes


1- motivation theories, behavior management strategies and/ or techniques


2-  uses of time management, space, transitions, and activities effectively


3 – ways to engage students in decision making


demonstrating  understanding but does not  connect ideas to a  theorist and/or theory


 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Develop  belief statements for her/his classroom community (include references) and standards for student behavior including affective wording (quotes, personal gains, etc)


Present these in classroom ready professional appearance


 
Develop  belief statements for her/his classroom community (include references) and standards for student behavior including affective wording (quotes, personal gains, etc)


Written professionally


 
Develop  belief statements for her/his classroom community  (references missing) and standards for student behavior including affective wording (quotes, personal gains, etc)


3 or more convention errors


 
Develop one belief statement for her/his classroom community  (references missing)  or standards for student behavior including affective wording (quotes, personal gains, etc)


6 or more convention errors


 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The presentation of the culminating project:


1-Format organized


2- Personal voice is developed


3-Ideas presented clearly


4-Errors in conventions (less than 5)


5-Professional appearance


6-Classroom ready


 
The presentation of the culminating project:


1-Format organized


2- Personal voice is developed


3-Ideas presented clearly


4-Errors in conventions (5-10 errors)


5-Professional appearance


 
The presentation of the culminating project


lacks one of these areas:


1-Format organized


2- Personal voice is developed


3-Ideas presented clearly


4-Errors in conventions (10-15 errors)


5-Professional appearance


 
The presentation of the culminating project


lacks two or more of these areas:


1-Format organized


2- Personal voice is developed


3-Ideas presented clearly


4-Errors in conventions (10-15 errors)


5-Professional appearance


 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The culminating project contains no more than 5 errors in final project:


1-References cited correctly (APA)


2-People first and gender sensitive


3-Word Usage


4-Spelling


5-Punctuation


6-Paragraph and sentence fluency


 
The culminating project contains no more than 5 errors in any of the below areas (less than 10 overall):


1-References cited correctly (APA)


2-People first and gender sensitive


3-Word Usage


4-Spelling


5-Punctuation


6-Paragraph and sentence fluency


 
The culminating project contains no more than 5 errors in any of the below areas (less than 15 overall):


1-References cited correctly (APA)


2-People first and gender sensitive


3-Word Usage


4-Spelling


5-Punctuation


6-Paragraph and sentence fluency


 
The culminating project contains 15 or more errors in below area:


1-References cited correctly (APA)


2-People first and gender sensitive


3-Word Usage


4-Spelling


5-Punctuation


6-Paragraph and sentence fluency


 
Disciplinary Competency:                                                                                                                                                                                                                                   
Outcomes
MoSTEP Indicator 1.2.6  The pre-service teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.                                                                                                                                                                                                                                                              
____thoroughly demonstration knowledge of more than one motivation theory and behavior management strategies and techniques (defined and referenced) with at least two artifacts explaining its content and application along with how it demonstrates competency


1.2.6.1


____thoroughly demonstrates the use of effective management of time, space, transitions and activities (defined and referenced more than one theorist and/or theory) with at least two artifacts explaining its content and application along with how it demonstrates competency


1.2.6.2


_____thoroughly understands ways to engage students in decision making (defined and referenced theory) with at least two artifacts explaining its content and application along with how it demonstrates competency


1.2.6.3


 
_______demonstrates knowledge of motivation theories and behavior management strategies and techniques (define and reference theorist and/or theory) with an artifact explaining its content and application along with how it demonstrates competency


1.2.6.1





________demonstrates the use of effective management of time, space, transitions and activities (define and reference theorist and/or theory) with an artifact explaining its content and application along with how it demonstrates competency


1.2.6.2





_______demonstrates an understanding of ways to engage students in decision making (define and reference theorist and/or theory) with an artifact explaining its content and application along with how it demonstrates competency


1.2.6.3


 
_______does not demonstrate an understanding of motivation theories and behavior management strategies and techniques (no theorist and/or theory) with an artifact that is identified but does not show relationship to competency


1.2.6.1





________discusses effective use of  management of time, space, transitions, and activities (no theorist and/or theory) with an artifact that is identified but does not show relationship to competency


1.2.6.2





________discusses engaging students in decision making (no theorist and/or theory) with an artifact that is identified but does not show relationship to competency


1.2.6.3


 
_______does not demonstrate an understanding of motivation theories and behavior management strategies and techniques (no theorist and or theory) artifact is missing


1.2.6.1





_________does not demonstrate an understanding of management of time, space, transitions, and activities (no theorist and or theory) artifact is missing


1.2.6.2





________does not demonstrate an understanding of engaging students in decision making


(no theorist and or theory) artifact is missing


1.2.6.3


 
Disciplinary Competency:                                                                                                                                                                                                                                   
Outcomes
MoSTEP Indicator: 1.2.9 The pre-service teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.                                                                                                                                                                            
______thoroughly defines self-assessment and problem solving strategies for reflecting on practice and his/her influences on students and its complexity(two or more examples are identified and explained), two or more artifacts are explained as to their applications and how they demonstrate competency


1.2.9.1


________thoroughly explains the practices involved in professional ethical standards (two or more examples are identified and explained) two or more artifacts are explained at to their applications and how they demonstrate competency


1.2.9.3


 
_______ defines self-assessment and problem solving strategies for reflecting on practice and his/her influences on students and its complexity(one example is identified and explained), one artifact is identified and explained as to its application  and how it demonstrates competency


1.2.9.1





________ explains the practices involved in professional ethical standards (one example is identified and explained) one artifact is identified and explained as to its application  and how it demonstrates competency


1.2.9.3


 
_________ weakly defines self-assessment and problem solving strategies for reflecting on practice and his/her influences on students and its complexity, one artifact is identified but not explained and/or related


1.2.9.1





________weakly explains the practices involved in professional ethical standards, one artifact is identified but not explained and/or related


1.2.9.3


 
_______insufficient explanation, missing artifact and its application


1.2.9.1





________ insufficient explanation, missing artifact and its application


1.2.9.3


 

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Last Updated:8/6/2010 10:41:40 AM