College Of Education And Human Development
EDCI 301 Classroom Management Plan & Rationale Assessment [INTASC 3]
EDCI 301 Classroom Management and Learning Environments Classroom Management Plan and Rationale (Key Assessment)
Candidates will develop a classroom management plan addressing the following standards: 1. learning focused classroom
community 2. use of space, time, and resources 3. respectful environment 4. routines and transitions 5. teacher’s response to
student behavior.
Candidates will support their classroom management plan decisions by providing a rationale statement addressing
choices made in each standard. Rationale statements must include relevant classroom management theory (statement
should not exceed 2 pages).
| TGR Standards | Unacceptable 0 |
Needs Improvement 1 |
Meets Standard 2 |
Exceeds Standard 3 |
|---|---|---|---|---|
|
1.The classroom TGR 5, INTASC 3 |
Creates inadequate and/or inconsistent routines and expectations for students to voice opinions and ask and answer questions. Inadequately monitors student behavior. Provides inadequate collaborative learning opportunities for students. Ensures some or few students are active participants in their learning. |
Creates adequate routines and expectations for students to voice opinions and ask and answer questions. Monitors student behavior & redirects to maximize instructional time. Provides adequate collaborative learning opportunities whenever appropriate. Ensures students take ownership and are active participants in their learning. |
Creates effective routines and expectations for students to safely voice opinions and ask and answer questions. Proactively monitors student behavior & redirects to maximize instructional time. Provides effective collaborative learning opportunities whenever appropriate. Ensures students take ownership and are active participants in their learning. |
Creates effective routines and expectations for students to safely voice opinions and ask and answer questions. Proactively monitors student behavior & redirects to maximize instructional time. Provides effective collaborative learning opportunities whenever appropriate. Ensures students take ownership and are active participants in their learning. Provides opportunities for students to take on academic leadership roles that promote learning. |
| 2. The classroom management plan supports classroom space, time, and resources (including technology when appropriate)effectively for student learning. TGR 6, INTASC 3 |
Inadequately uses physical space or resources (including technology). Allows significant periods of time when students do not have something meaningful to do. Creates an environment where students do not execute transitions, routines, and procedures in an orderly and efficient manner. |
Adequately uses physical space or resources (including technology). Allows brief periods of time when students do not have something meaningful to do. Creates an environment where students execute transitions, routines, and procedures in an orderly and efficient manner only some of the time and requires substantial direction from the teacher. |
Effectively maximizes use of physical space and resources (including technology) Maximizes time Creates an environment where students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration. |
Effectively maximizes use of physical space and resources (including technology) Maximizes time Creates an environment where students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration. Provides opportunities for students to share responsibility for leading classroom routines and/or procedures. |
| 3. The classroom management plan addresses maintaining a classroom of respect for all students. TGR 7, INTASC 3 |
Often communicates disrespectfully with students. Does not foster Does not demonstrate a |
Communicates respectfully to students with rare exceptions. Fosters respectful Demonstrates a strong |
Communicates respectfully to all students. Effectively fosters Demonstrates a strong |
Communicates respectfully to all students. Effectively fosters Demonstrates a strong |
| 4. The classroom management plan addresses classroom routines and transitions between activities. INTASC 3D, CAEP K-6 4G, TGR 6 |
Plan does not account for individual students learning rates. No plan for distributing |
Plan addresses distribution of materials & outlines basic practices for student transitions. |
Plan addresses seamless routines for distributing materials ensuring no instructional time is lost during transitions. |
Plan addresses opportunities for individual students who progress at different learning rates. Seamless classroom |
| 5. The classroom management plan addresses managing Student Behavior (Response to Behavior) INTASC 3F, CAEP K-6 3E, TGR |
The teacher stops instruction to address both inconsequential & major behaviors. The teacher addresses The teacher is |
The teacher may lose some instructional time due to addressing inconsequential behavior or improperly addressing disruptions. |
The teacher overlooks inconsequential behavior. The teacher deals with The teacher attends to |
The plan outlines potential responses to inconsequential behavior such as use of body proximity & other nonverbal cues to address behavior. The plan addresses The plan addresses disruptions quickly and firmly. |
| 6. Rationale Supporting Management Choices in each of the 5 standards (1. learning focused classroom community 2. use of space, time, and resources 3. respectful environment 4. routines and transitions 5. teacher’s response to student behavior) |
Rationale does not align with or contradicts candidate choices in terms of managing student behavior, keeping students on task, preventing disruptions, and cutting down on wasted academic time. |
Rationale is partially aligned with candidate choices and/or partially supported by theory in terms of managing student behavior, keeping students on task, preventing disruptions, and cutting down on wasted academic time. |
Rationale supports candidates choices citing relevant theorists & theories supporting most of their choices in terms of managing student behavior, keeping students on task, preventing disruptions, and cutting down on wasted academic time. |
Rationale supports candidates choices citing relevant theorists & theories supporting their choices in terms of managing student behavior, keeping students on task, preventing disruptions, and cutting down on wasted academic time. |
Our Vision
The vision of the College of Education and Human Development is to be the premier Urban institution of choice within the state of Mississippi, the region, and the nation for the preparation of teachers, counselors and mental health professionals, professional development specialists, school leaders, and other school related professional practitioners with the latest in technology, best practices and as responsive educators with adaptive expertise.
We are also proud of our designation as a provider institution and partner with the U.S. PREP National Center for Educator Preparation Transformation.
