Education Assignment
Anaya2025
EDU506OnlineStudiesStudentSyllabus.pdf
CLASSROOM MANAGEMENT
& ORGANIZATION
EDU 506
Online Studies Student Syllabus
© Belhaven University | Updated: October 21, 2025
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Course Description This course prioritizes the development of strategies for creating effective classroom organization and
managing student behavior. The goal is to go beyond maintaining order by actively promoting
students' intellectual, personal, and moral growth. These strategies involve designing inclusive
organizational structures that cater to diverse learning needs and implementing behavioral
management techniques that contribute to positive and respectful classroom environments. The aim is
to foster academic excellence while shaping well-rounded, socially responsible, and morally conscious
individuals. This is one of three required courses for the MAT Mississippi Alternate Route Three-Year
Teacher License.
Student Competencies ● Demonstrate understanding of behavior management in light of behavioral influences, cultural
differences, and natural child development by preparing a written, organized, comprehensive
behavior management plan (InTASC 1 and 2; CAEP R1.1; Assessed in Units 4 and 7--Final
Project 1).
● Identify and explain the basic concepts of the 3-tiered decision-making model used to influence
appropriate student behavior (InTASC 1; Assessed Unit Six Writing Assignment, Final Project
2).
● Identify strategies to create a safe and productive learning environment through effective
engagement techniques and social-emotional learning (InTASC 3; CAEP R1.1; Assessed Unit
4 and 7 Final Project 1, Unit 5 writing assignment).
● Summarize ways to develop and foster positive relationships with parents/caregivers, students,
and the community to positively influence behavior and support student achievement (InTASC
10; CAEP R1.4; Assessed Unit Three Writing Assignment).
● Articulate the importance of the teacher’s behavior toward students and ability to influence
students to behave appropriately (InTASC 9; CAEP R1.4; Assessed Unit Two Writing
Assignment, Final Project 1 and 2).
● Apply understanding of appropriate intervention choices and reactions to misbehaviors in
various scenarios with varying degrees of inappropriate behaviors (InTASC 3; Assessed Unit
6, Final Project 2).
● Describe how classroom organization and behavior management are in accord with God’s
instructions to be obedient and do good work (InTASC 9; Assessed Unit 2 Discussion
Question).
● Explain that a teacher’s demeanor toward his or her students influences their behavior and
should provide a way for the students to recover from misbehavior just as God demonstrates
love, mercy, and forgiveness towards his followers (InTASC 9; Assessed Unit 4 Discussion
Question).
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Assessment Criteria
Assignment Percentage of Grade
Writing Assignments 30%
Discussion Questions 20%
Quizzes 10%
Final Projects 40%
Total 100%
Grading Scale:
A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 70-76%
D+ 67-69%
D 63-66%
D- 60-62%
F 0-59%
Resource Inventory
Levin, J. and Nolan, J.F. (2022). Principles of classroom management: A professional decision-
making model (8th ed.). Pearson Education.
ISBN: 978-0-13-524053-3 [PRINT] 9780135210178 [eBook]
The Holy Bible
Hershfeldt, P.A., Sechrest, R., Pell, K.L., Rosenberg, M.S., Bradshaw, C.P., & Leaf, P.J. (2009).
Double-Check: A framework of cultural responsiveness applied to classroom behavior.
TEACHING Exceptional Children Plus, 6(2) Article 5.
The IRIS Center. (2021). Classroom behavior management (part 1): Key concepts and foundational
practices. https://iris.peabody.vanderbilt.edu/module/beh1/
Mississippi Department of Education. (2021). K-12 SEL resource guide: Social-emotional learning
standards.
https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/sel_standards_final_upda
ted.pdf
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National Association of School Psychologists. (2016). Trauma: Brief facts and tips.
https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-
and-crisis/mental-health-resources/trauma
Poole, I., Evertson, C., & the IRIS Center. (2019). Effective room arrangement: Elementary.
https://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_case_studies/ics_effrmarr_elementary.pdf
Poole, I., Evertson, C., & the IRIS Center. (2020). Effective room arrangement: Middle & high school.
https://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_case_studies/ics_effrmarr_middle_high.pdf
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Expectations of Online Studies Education Candidates
Attendance
Attendance will be recorded online by Tuesday of each unit for the preceding unit. Students are to be
marked as present if they interact with the course by submitting a paper, posting to a discussion forum,
or taking a quiz. If the student performs any of these elements, he or she is to be marked present for
that week. If not, the student is marked absent. Viewing a lecture does not constitute attendance for a
student.
Due Dates
A unit is considered to be Monday - Saturday. You are encouraged to “Observe the Sabbath day and
keep it holy” (Exodus 20:8). Good time management is essential to career and academic success. Early
submissions of assignments and discussion responses are encouraged. Please get in touch with your
instructor for guidance on the submission of late assignments. Due dates are posted to the
assignments.
Communication
Communicate questions related to the course directly to the professor, except in cases where you need
to contact technical support. Your Belhaven University email address will be utilized for the class, so
check it frequently.
Americans with Disabilities Act (ADA)
Belhaven University offers students disability accommodation in accordance with the guidelines of the
Americans with Disabilities Act. The student must make his or her disability known to the Office of
Student Care, provide current documentation of the disability from an appropriate licensed
professional, and complete the Belhaven ADA Request Form for accommodation. The student must
provide such a request to the Office of Student Care at least two weeks prior to the beginning of each
semester for which the accommodation is requested. Approved accommodations will be
communicated to the student and made within a reasonable time period after completion of the official
request. Students must present their official accommodations letter to the instructor of each course
they are enrolled in to receive the accommodations. Apply under the Quick Links on the Student
Life/Services tab.
Required Formatting
The required formatting for your papers, assignments, projects, discussions, or anything else that may
be research-based is the latest Publication Manual of the American Psychological Association (APA).
APA information can be located on your Canvas course page by clicking on Academic Resources and
then Academic Help and APA Resources. The only exception to this is the Bible courses, which use
Chicago Turabian formatting. Help for this formatting is also available in the Academic Help and
Resources.
Responsible Research
Responsible research is a critical component of education, and any individual conducting research
must learn how to investigate, read, understand, synthesize, interpret, and finally explain complex
ideas and issues in writing. An individual conducting research must also understand that ideas found in
literature, media presentations, interviews, or any other form of media do not belong to the researcher
and, therefore, must be given credit through proper documentation. It is required that every person
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conducting research provides proper credit through the correct use of documentation not only to
prevent plagiarism but also to demonstrate respect to the idea’s originator. To ensure that all papers
possess originality, faculty members will use Turnitin. Any paper exceeding 20% of non-original
material or noticeable undocumented information will be subject to a discount in points at the
discretion of the faculty.
Originality
Writing assignments will be evaluated for originality using Turnitin. Belhaven University encourages
a high degree of originality in writing. Quoted material should seldom be used and must be limited to
phrases that cannot be paraphrased or summarized without losing effectiveness. Students must cite and
reference all sources of information and images using APA style. APA information can be located on
your Canvas course page by clicking on Academic Resources and then Academic Help and APA
Resources. Non-originality exceeding 20% on papers will be subject to a grade discount at the
professor’s discretion, or referred back to the student to redo the assignment, and students may be
referred to a writing lab for assistance with originality.
Graduate School of Education Policy on Use of Generative Artificial Intelligence
(AI) for MAT, M.Ed. and Ed.S. Candidates
It is the responsibility of the Graduate School of Education to prepare teacher and administrator
candidates that:
- Communicate effectively in the school setting with parents, students, educational professionals,
and the community at large;
and
- Utilize instructional strategies that will yield students that are strong thinkers, writers, and
leaders.
To accomplish this, it is imperative that degree candidates are required to address challenging writing
prompts and produce documents that adequately address the problem posed.
Hence, candidates for the masters and specialist degree programs in education at Belhaven University
will NOT be allowed to utilize Artificial Intelligence for creation of responses to ANY course
assignments since practice in creation of original works is necessary preparation for those responsible
for training young children, adolescents, and teachers to be critical thinkers, writers, and problem
solvers.
***It is expected that all assignments are produced by the candidates themselves. Use of a generative
AI tool to create a response to an assignment constitutes academic dishonesty and will be reported as
an Honor Code violation. The BU School of Education reserves the right to require a demonstration
of learning at any time.
Key Reminders
• Do not attempt to get a research paper from the Internet (or anywhere else) and submit as your
paper. This is dishonest and unethical.
• Do not copy from any book, article, or encyclopedia, and submit this for your paper. This is not
acceptable research.
• Include references (including source and page numbers) that document every source upon
which you have in any way relied for each paragraph of your paper. If sources are not properly
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referenced, the student has cheated the sources out of deserved credit and cheated readers out
of valuable information.
• Do not use material from any other student’s paper or work unless you give that student full
credit in reference notes.
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Summary of Assignments
Writing Assignments
Writing assignments must be APA compliant and include a title page, appropriate citations, and
references. The professor will post Unit Assignments on the first day of each unit. Assignments are
due no later than 11:59 p.m. (CT) on Saturday. Earlier submissions are encouraged. Please see the
grading rubrics for detailed criteria in the appendices.
NOTE: Be sure to read the writing guidelines in the Appendix section of this syllabus to improve your
understanding of expectations.
PLEASE NOTE: Weekly writing assignments are formative assignments and are often partially
related to your final project. If the assignment is part of your final project, professor feedback must be
incorporated into your response before you submit it as part of your final project. You must also
review the grading rubric for your final project to ensure that all elements of the summative
assignment are included. Grades on your weekly assignments are not guaranteed to be the same on
your final project.
Discussion Questions
Discussion questions are available on the first day of each week. You should respond to the initial
discussion questions no later than 11:59 p.m. (CT) each subsequent Wednesday. Responses to
classmates’ discussion questions are due Saturday at 11:59 p.m. for each unit. Early postings are
encouraged. Initial discussion question responses must be 250 – 300 words each. A response to a
classmate must be at least 100 words. Fewer than this will automatically result in a significant
reduction in one’s grade. Three responses to classmates’ postings are required.
You must mention the person’s name to whose comments you are responding and quote what aspect
of his or her post you are addressing. Without either, it is not possible to see the direction of your
comments, and the comments will not receive any points.
Unit Quizzes
Students will complete unit quizzes on all reading assignments and lectures. Quizzes are available
once all unit lectures have been viewed. Unit quizzes must be completed by Saturday at 11:59 p.m.
(CT).
Final Project Papers
All final projects must be completed to receive a grade for the course. Failure to complete the final
projects will result in a final grade of F, no matter what grade you had prior to those final projects
being due.
Final Project 1: Comprehensive Behavior Management Plan
Using the guidance from our text and the IRIS Center Module, create a Comprehensive Behavior
Management Plan. Your plan must include the following components:
● Statement of Purpose
● Routines/Procedures
● Rules
● Logical Consequences
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● Intervention Plan for chronic discipline problems
● Physical learning environment arrangement/s for 2-3 learning activities
Final Project 2: Behavior Analyses and Response
Apply what you have learned from our text, the IRIS Center Module, and the SEL Standards to reflect
on various student behavior scenarios.
For each scenario, write a reflective narrative to discuss the following:
● Which interventions or actions could you use to influence the student to behave
appropriately? Explain your choices.
● Which logical consequences would be appropriate?
● Which domains of Social-Emotional Learning could be utilized in your instruction to
support the student’s appropriate behavior in the future? Explain how the SEL domains will
help.
● How would you use your relationships with the student, family members, and professional
colleagues to prevent this behavior from reoccurring?
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Welcome Message
Greetings, candidates. Welcome to EDU506 Classroom Management and Organization. This course
will explore several components of classroom management to help you successfully develop a
research-based comprehensive behavior management plan. Each unit in the course, from influences on
behavior to chronic behavioral issues, will provide you with useful, practical information that you can
begin to use immediately in your classroom.
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UNIT ONE - The Nature of Disciplinary Problems
Unit Learning Objectives
Upon completion of this unit, the student should be able to:
• Articulate a working definition of disruptive behavior.
• Recognize the various influences on student behavior.
• Understand the impact of cultural differences on teacher and student behaviors.
• Understand the importance of a comprehensive behavior management plan.
• Differentiate between discipline and non-discipline problems.
Unit Activities
• Review the course syllabus.
• Explore the online Library and Online Standards and Policies pages.
• Read the assigned materials.
• View the Unit 1 lectures.
• Complete the unit quiz.
• Respond to the discussion question.
• Submit the writing assignment.
Reading Assignments
• Principles of Classroom Management: A Professional Decision-Making Model (Levin &
Nolan)
o Chapter 2: The Nature of the Discipline Problem
• IRIS Center Module: Classroom Behavior Management Plans
https://iris.peabody.vanderbilt.edu/module/beh1/
o Page 1: “Effects of Disruptive Behavior”
o Page 2: “Classroom and School-Wide Behavior Management”
o Page 3: “Cultural Influences on Behavior”
● Trauma: Brief Facts and Tips. (PDF copy in Canvas)
https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-
and-crisis/mental-health-resources/trauma
● Double-Check: A Framework of Cultural Responsiveness Applied to Classroom Behavior.
(PDF copy in Canvas)
Discussion Question: Post your initial responses to the discussion forum by Wednesday, 11:59 p.m.,
and respond to the discussion of others by Saturday, 11:59 p.m.
• Discussion Question (10 points)
o Prompt: Why is it important that teachers differentiate discipline problems from non-
discipline problems? How does this benefit the teacher and the students?
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Writing Assignment: Submit by Saturday, 11:59 p.m.
• Assignment (50 points)
o Prompt: Complete the Double-Check Framework for Cultural Responsiveness Self-
Assessment on pages 8-9 (PDF copy in Canvas). Reflect on the results and discuss how
you can use this information to set personal learning goals while completing this
course.
o Requirements:
▪ Discuss your areas of culturally-responsive behavior (score of 4).
▪ Discuss areas where additional practice and training may be needed (score of 3, 2,
or 1).
▪ Discuss 2-3 components of cultural responsiveness you would like to learn more
about and how that knowledge will be beneficial to you and your students.
▪ Include an APA-formatted cover page, citations (where appropriate), and a
References page.
▪ Length: long enough to cover each topic, short enough to be interesting
Reminder: Candidates will begin creating components for Final Project 1 in Unit Four: Rules,
Consequences, and Effective Room Arrangements.
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UNIT TWO - Influences on Behaviors and Beliefs about Influencing
Students
Learning Objectives
Upon completion of this unit, the candidate should be able to:
• Explain the various influences on students’ misbehaviors.
• Evaluate their own beliefs regarding teacher behavior.
• Articulate the importance of teachers’ behaviors in influencing student behaviors.
• Discuss ways to provide students with a sense of competency, significance, virtue, and power.
Unit Activities
• Read the assigned materials.
• View the Unit 2 lectures.
• Complete the unit quiz.
• Respond to the discussion question.
• Submit the writing assignment.
Reading Assignments
• Principles of Classroom Management: A Professional Decision-Making Model (Levin &
Nolan)
o Chapter 3: Understanding Why Students Exhibit Misbehavior
o Chapter 4: Personal Beliefs About Teacher Behavior
• Scripture: Deuteronomy 5:7-21; Colossians 3:12-15; Hebrews 12:5-13
Discussion Question: Post your initial responses to the discussion forum by Wednesday, 11:59 p.m.,
and respond to the discussion of others by Saturday, 11:59 p.m.
• Discussion Question (10 points)
o Prompt: This unit’s scriptures tell us that rules and discipline serve essential purposes.
How can you apply this knowledge and display a Christian worldview in your
classroom? How might this differ from how a secular teacher views rules and
discipline?
Writing Assignment: Submit by Saturday, 11:59 p.m.
• Assignment (50 points)
o Prompt: Complete the Forced Choice Inventory at the end of Chapter 4 of the
Principles of Classroom Management: A Professional Decision-Making Model text
(Levin & Nolan). Follow the directions for calculating your responses and write a
reflection based on the questions about your results.
o Requirements: Your reflection should address four topics:
▪ To what degree does your profile match what you thought you believed about
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teaching and learning before reading the text?
▪ What surprises you about your profile?
▪ Some of the teaching actions that you will take to put your beliefs into practice.
▪ Obstacles that will make it difficult to put your beliefs into practice
▪ Include an APA-formatted cover page, citations (where appropriate), and a
References page.
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UNIT THREE - Building Relationships
Learning Objectives
Upon completion of this unit, the student should be able to:
• Create group norms.
• Apply professional knowledge to build positive relationships.
• Utilize the domains of Social-Emotional Learning to support age-appropriate social skills.
Unit Activities
• Read the assigned materials.
• View the Unit 3 lectures.
• Complete the unit quiz.
• Respond to the discussion question.
• Submit the writing assignments.
Reading Assignments
• Principles of Classroom Management: A Professional Decision-Making Model (Levin &
Nolan)
o Chapter 5: Building Relationships
• IRIS Center Module: Classroom Behavior Management Plans
https://iris.peabody.vanderbilt.edu/module/beh1/
o Page 4: “Key Principles of Classroom Behavior Management”
o Page 5: “Create a Positive Environment”
• K-12 SEL Resource Guide: Social Emotional Learning Standards (PDF copy in Canvas)
https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/sel_standards_final_upda
ted.pdf
Discussion Question: Post your initial responses to the discussion forum by Wednesday, 11:59 p.m.,
and respond to the discussion of others by Saturday, 11:59 p.m.
• Discussion Question (10 points)
o Prompt: Read Case 5.2 in the Levin and Nolan text. Is this effective communication
between teacher and parent? How would you approach the parents if this student were
in your classroom?
Writing Assignments: Submit by Saturday, 11:59 p.m.
• Assignment 1 (50 points)
o Prompt: For each of the following social skills, develop an explanation of what the
social skill means for your students, the SEL domain/s connected to that skill, and 1-2
strategies you may use to help your students develop those SEL skills:
▪ Encouraging everyone to participate
▪ Paraphrasing what others have said
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▪ Seeking elaboration
▪ Asking for justification for ideas
▪ Requirements: Specify the grade level you are using. Note—if you do not currently
have a class, choose a grade level you intend to teach. Include an APA-formatted
cover page, citations (where appropriate), and a References page.
• Assignment 2 (50 points)
o Prompt: Explain the importance of positive relationships with families and describe at
least four strategies you use or will use to develop relationships with your students’
caregivers. Address at least one way you can overcome a challenge in communicating
with parents.
o Requirements: Include an APA-formatted cover page, citations (where appropriate),
and a References page.
Reminder: Sections of Final Project 1 will be created in Unit Four.
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UNIT FOUR - Structuring the Learning Environment
Learning Objectives
Upon completion of this unit, the student should be able to:
• Develop clear guidelines and expectations for the classroom.
• Articulate logical, natural consequences to misbehaviors.
• Apply knowledge of cultural differences to a comprehensive behavior management plan.
• Organize physical classroom space conducive to learning.
Unit Activities
• Read the assigned materials.
• View the Unit 4 lectures.
• Complete the unit quiz.
• Respond to the discussion question.
• Submit writing assignments.
Reading Assignments
• Principles of Classroom Management: A Professional Decision-Making Model (Levin &
Nolan)
o Chapter 6: Structuring the Environment
• The IRIS Center Behavior Management Module
https://iris.peabody.vanderbilt.edu/module/beh1/
o Page 6: “Create a Structured Classroom”-- ‘Effective Classroom Arrangement’ section
• The IRIS Center Case Study: Effective Room Arrangement-Elementary OR Middle/High
School (choose the case study that aligns with the grade/s you teach)
o Elementary (PDF copy in Canvas)
https://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_case_studies/ics_effrmarr_elementary.pdf
o Middle/High School (PDF copy in Canvas)
https://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_case_studies/ics_effrmarr_middle_high.pdf
• Scripture: Matthew 5:3-11; Titus 3:1-8; and Micah 7:18
Discussion Question: Post your initial responses to the discussion forum by Wednesday, 11:59 p.m.,
and respond to the discussion of others by Saturday, 11:59 p.m.
• Discussion Question (10 points)
o Prompt: How do this unit’s scriptures direct your mindset and actions towards students
who may exhibit misbehaviors?
Writing Assignments: Submit by Saturday, 11:59 p.m.
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• Assignment 1 (50 points)
o Prompt: Describe and rationalize how you can organize your classroom to create a
learning environment with a pleasant atmosphere that maximizes on-task behavior,
increases the likelihood of appropriate behavior, and minimizes disruptions.
o Requirements: Include the grade level of your students, environmental conditions,
specific seating arrangements for 2-3 particular activities, furniture/equipment, and
materials. Include an APA-formatted cover page, citations (where appropriate), and a
References page.
• Assignment 2 (50 points)
o Prompt: Complete Activity #4 at the end of Chapter 6 of the Levin & Nolan textbook to
develop 3-5 rules and consequences.
o Requirements: The writing must respond to all six components of the activity: positive
rule, rationale, consequence, communication of rules, student commitment, and cultural
expectations. Include an APA-formatted cover page, citations (where appropriate), and
a References page.
NOTE: The Room Arrangement, Rules, and Consequences may be used for Final Project 1.
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UNIT FIVE - The Professional Teacher
Learning Objectives
Upon completion of this unit, the candidate should be able to:
• Establish classroom routines to support a safe learning environment.
• Use knowledge of students to foster positive relationships.
• Utilize culturally-relevant pedagogy to enhance student success.
• Identify effective teaching practices that maximize learning and positive behavior.
• Embed SEL domains into routines.
Unit Activities
• Read the assigned materials.
• View the Unit 5 lectures.
• Complete the unit quiz.
• Respond to the discussion question.
• Submit the writing assignment.
Reading Assignments
• Principles of Classroom Management: A Professional Decision-Making Model (Levin &
Nolan)
o Chapter 7: The Professional Teacher
• The IRIS Center Behavior Management Module
https://iris.peabody.vanderbilt.edu/module/beh1/
o Page 6: “Create a Structured Classroom”-- ‘Establishing Classroom Routines’ section
Discussion Questions: Post your initial responses to the discussion forum by Wednesday, 11:59 p.m.,
and respond to the discussion of others by Saturday, 11:59 p.m.
• Discussion Question (10 points)
o Prompt: What can you do to communicate high expectations for learning and behavior
to students?
Writing Assignment: Submit by Saturday, 11:59 p.m.
• Assignment (50 points)
o Prompt: Choose 3-5 routines your students should follow regularly. Remember that
routines are not rules. Routines are procedures to be followed to help maximize
learning and positive behavior.
o Requirements: Name the grade level and the situation (turning in homework, getting
materials, etc.). Describe the steps students should take to complete the routine. Discuss
1-2 SEL standards per routine that would help students successfully perform each
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routine regularly. Include an APA-formatted cover page, citations (where appropriate),
and a References page.
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UNIT SIX - Interventions for Common Behavior Problems
Learning Objectives
Upon completion of this unit, the candidate should be able to:
• Identify and describe nonverbal interventions.
• Identify and describe verbal interventions and logical consequences.
• Apply understanding of the 3-tiered decision-making model to respond to misbehavior.
Unit Activities
• Read the assigned materials.
• View the Unit 6 lectures.
• Complete the unit quiz.
• Respond to the discussion question.
• Submit the writing assignment.
Reading Assignments
• Principles of Classroom Management: A Professional Decision-Making Model (Levin &
Nolan)
o Chapter 8: Using Nonverbal Interventions to Influence Students
o Chapter 9: Using Verbal Interventions and Logical Consequences
• The IRIS Center Behavior Management Module
https://iris.peabody.vanderbilt.edu/module/beh1/
o Page 7: “Use Surface Management Strategies”
Discussion Question: Post your initial responses to the discussion forum by Wednesday, 11:59 p.m.,
and respond to the discussion of others by Saturday, 11:59 p.m.
• Discussion Question (10 points)
o Prompt: Some teachers consider the hierarchical use of remedial intervention skills a
waste of time. They say, “Why spend all this time and effort when you can just tell the
student to stop messing around and get back to work?” Explain why you agree or
disagree with this point of view.
Writing Assignment: Submit by Saturday, 11:59 p.m.
• Assignment (50 points)
o Prompt: Assume Student A and Student B are in your classroom. Apply what you have
learned from the IRIS Center Module and our text to reflect on the following student
behavior scenarios: ▪ Student A, while taking a test, is looking at answers to the test on her phone which
is propped inside her opened purse sitting on the floor beside her.
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▪ Student B has blocked a younger child in the restroom, and he is making fun of him
to all of the older students. One of your trusted students has reported back to you on
this situation.
For each scenario, discuss the following:
▪ Which interventions or actions could you use to influence the student to behave
appropriately? Explain your choices.
▪ Which logical consequences would be appropriate?
▪ Which domains of Social-Emotional Learning could be utilized in your instruction
to support the student’s appropriate behavior in the future? Explain how the SEL
domains will help.
▪ How would you use your relationships with the student, family members, or
professional colleagues to prevent this behavior from reoccurring?
o Requirements: Be sure to reference the Levin & Nolan textbook, the IRIS Center
resources, and the K-12 SEL Guide Book, as appropriate, to support your choices.
Include an APA-formatted cover page, citations (where appropriate), and a References
page.
NOTE—The content in this writing assignment can be used for Final Project #2.
Reminder: Final Projects 1 and 2 are due in Unit 7. See Appendix B for details.
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UNIT SEVEN - Addressing Chronic Misbehavior and Seeking Outside Help
Learning Objectives
Upon completion of this unit, the candidate should be able to:
• Recognize chronic misbehavior and how to respond.
• Implement foundational problem-solving strategies.
• Implement belief-based problem-solving strategies.
• Evaluate behaviors to determine when outside help is required to meet the student’s needs.
• Explain the referral process and roles of support personnel.
Unit Activities
• Read the assigned materials.
• View the Unit 7 lectures.
• Complete the unit quiz.
• Submit Final Projects 1 and 2.
Reading Assignments
• Principles of Classroom Management: A Professional Decision-Making Model (Levin &
Nolan)
o Chapter 10: Classroom Interventions for Working with Students with Chronic Behavior
Problems
o Chapter 11: Seeking Outside Assistance
• The IRIS Center Behavior Management Module
https://iris.peabody.vanderbilt.edu/module/beh1/
o Page 8: Develop a Comprehensive Classroom Behavior Management Plan
Final Projects: Submit by Saturday, 11:59 p.m.
• Assignment (200 points)
Final Project 1: Comprehensive Behavior Management Plan
o Prompt: Using the guidance from our text and page 8 from the IRIS Center Module,
create your Comprehensive Behavior Management Plan. Your plan must include the
following components:
▪ Specify grade level and subject area
▪ Statement of Purpose
▪ Routines/Procedures
▪ Rules
▪ Logical Consequences
▪ Intervention Plan for chronic discipline problems
▪ Physical learning environment arrangements for 2-3 different learning activities
o Requirements: Include an APA-formatted cover page, citations (where appropriate),
and a References page.
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• Assignment (200 points)
Final Project 2: Behavior Analyses and Response
o Prompt: Apply what you have learned from the IRIS Center Module and our text to
reflect on the following student behavior scenarios:
▪ Student A is texting during a review for an exam.
▪ Student B physically intimidates other students.
▪ Student C continually talks during lessons; forgets to bring pencils, books, and
paper; refuses to complete work, and reacts rudely when the teacher approaches.
▪ Student D, who was usually very engaged in class, is now excessively tardy,
lethargic, absent a great deal, and falls asleep in class.
For each scenario, discuss the following:
▪ Which interventions or actions could you use to influence the student to behave
appropriately? Explain your choices.
▪ Which logical consequences would be appropriate?
▪ Which domains of Social-Emotional Learning could be utilized in your instruction
to support the student’s appropriate behavior in the future? Explain how the SEL
domains will help.
▪ How would you use your relationships with the student, family members, and
professional colleagues to prevent this behavior from reoccurring?
o Requirements: Include an APA-formatted cover page, citations (where appropriate),
and a References page.
25
APPENDIX A
Threaded Discussion Rubric
Rubric for Weekly Discussion Forum Participation Points
(4 points for initial post; 2 points for each response)
NOTE: All initial posts are due by Wednesday, 11:59 p.m. each week. All responses to colleagues are due by Saturday,
11:59 p.m. each week. Fully met (2 pts) Partially Met (1 pt.) Not Met (0 pts)
INITIAL RESPONSE
TO PROMPT: Reveals
accurate understanding of
key concepts/ideas
Post’s ideas are consistent
with the readings and
lectures and accurately
represent key concepts
and ideas.
Post’s ideas are related to
the readings and lectures
and accurately represent
key concepts and ideas,
but some elements of the
prompt are weak or
lacking in substance.
Post’s ideas are
inconsistent with the
readings and/or lectures
and do not accurately
address key concepts and
ideas.
INITIAL RESPONSE
TO PROMPT: Integrates
specifics from readings
and/or experiences
Post interweaves specific
evidence from readings
AND personal teaching
experiences to support
argument.
Post interweaves specific
evidence from readings
OR personal teaching
experiences to support
argument.
Post consists of opinions
unsupported by evidence
from readings or personal
teaching experiences.
RESPONSE TO
CLASSMATE #1
Response offers a
substantive discussion or
elaboration on the key
elements in the original
post.
Response offers a
discussion of the key
elements in the original
post.
Response lacks substance;
it is primarily an
agreement with or
acknowledgement of the
original post.
RESPONSE TO
CLASSMATE #2
Response offers a
substantive discussion or
elaboration on the key
elements in the original
post.
Response offers a
discussion of the key
elements in the original
post.
Response lacks substance;
it is primarily an
agreement with or
acknowledgement of the
original post.
RESPONSE TO
CLASSMATE #3
Response offers a
substantive discussion or
elaboration on the key
elements in the original
post.
Response offers a
discussion of the key
elements in the original
post.
Response lacks substance;
it is primarily an
agreement with or
acknowledgement of the
original post.
NOTE 1: Presence of grammatical or mechanical errors in a post limits a grade to “Partially Met” if errors are few
or minimal or “Not Met” if multiple errors are present.
NOTE 2: One “Response to Classmate” can be a continuation of a discussion with the same classmate. The
26
APPENDIX B
Units 1 through 6 Writing Assignment Rubrics
Unit Three Writing Assignment 2 Rubric
Project 1 – Comprehensive Behavior Management Plan
Project 1 – Comprehensive Behavior Management Plan Grading Rubric
Project 2 – Behavior Analyses and Response
Project 2 – Behavior Analyses and Response Grading Rubric
27
Unit 1 Writing Assignment: Cultural Responsiveness Self-Assessment Reflection Rubric (50 pts)
Criteria Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)
1. Strengths in
Culturally-
Responsive
Behaviors
Clearly identifies
multiple areas with
a score of 4;
explains why these
strengths are
important; links
behaviors to
classroom practice
with specific
examples.
Identifies areas with
a score of 4 and
provides some
explanation of their
value; some
connection to
classroom practice.
Mentions high
scores but with
limited explanation
or vague
connections to
practice.
Lists scores without
reflection or
connection to
culturally
responsive teaching.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
2. Areas for
Growth and Need
for Practice
Thoughtfully
analyzes 1–3 lower
scoring items (1–3);
explains causes,
patterns, and
growth areas;
demonstrates
insight into biases
and next steps.
Identifies areas
needing
improvement and
provides general
reflection on
practice needs.
Briefly notes areas
for improvement
with minimal
reflection or detail.
Omits or vaguely
mentions low
scoring items; lacks
insight into
development needs.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
3. Learning Goals
& Impact on
Students
Proposes 2–3 clear,
relevant goals tied
to components of
cultural
responsiveness;
explains how each
goal benefits both
teacher practice and
student outcomes;
demonstrates deep
engagement with
framework.
Identifies learning
goals with general
links to cultural
responsiveness and
potential student
impact.
States goals, but
connection to
framework or
student benefit is
weak or unclear.
Goals are missing,
superficial, or
unrelated to cultural
responsiveness.
(20 pts) (20 pts) (17 pts) (14 pts) (11 pts)
Mechanics, Usage,
Grammar, Syntax
Writing is clear,
engaging, and
virtually error-free.
Minor errors in
grammar or syntax;
does not interfere
with meaning.
Frequent errors that
occasionally affect
clarity.
Persistent issues
that obscure
meaning or
readability.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
28
APA Formatting
APA cover page,
in-text citations,
and references are
correctly formatted
throughout.
Minor APA errors
present but
formatting is mostly
correct.
Noticeable errors in
APA formatting;
partial compliance.
APA format is
largely incorrect or
missing.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
29
Unit 2 Writing Assignment: Forced Choice Inventory Reflection Rubric (50 pts)
Criteria Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)
1. Belief vs. Profile
Alignment
Offers thoughtful
comparison
between initial
beliefs and
inventory results;
demonstrates deep
reflection with
supporting
examples or
insights from the
text.
Addresses the
comparison clearly
with some
thoughtful insights
or supporting ideas.
Discusses
comparison briefly
but lacks depth or
clarity.
Vague or missing
reflection; fails to
connect beliefs with
results.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
2. Surprises in
Profile Results
Clearly identifies
unexpected results
and thoughtfully
explores possible
reasons or
implications.
Describes
surprising elements
with some
discussion of their
meaning.
Mentions
something
unexpected but
offers little analysis.
Lacks specificity or
meaningful
reflection; may omit
surprises.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
3. Planned
Teaching Actions
Describes specific,
actionable teaching
strategies that
reflect beliefs;
shows strong
connection to
theory or course
content.
Lists relevant
actions that reflect
beliefs; some
attempt to tie to
theory or practice.
Provides general
actions, but lacks
specificity or
alignment with
beliefs.
Little to no
actionable planning;
unclear connection
to beliefs.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
4. Anticipated
Obstacles
Thoughtfully
identifies realistic
challenges to
implementing
beliefs; offers
possible solutions
or coping strategies.
Identifies some
obstacles and
explains how they
may impact
implementation.
Briefly notes
challenges without
detail or reflection.
Superficial or
missing discussion
of obstacles.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
Mechanics, Usage,
Grammar, Syntax
Writing is fluent,
well-organized, and
virtually error-free.
Minor issues that do
not hinder clarity or
flow.
Frequent grammar
or usage issues
affecting clarity.
Errors severely
impact readability.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
30
APA Formatting
Proper APA
formatting used for
cover page, in-text
citations, and
references.
Few minor APA
formatting errors.
Multiple formatting
errors; APA
inconsistently
applied.
APA format largely
incorrect or
missing.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
31
Unit 3 Writing Assignment 1: Social Skills & SEL Integration Rubric (50 pts)
Criteria Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)
1. Explanation of
Social Skills
(Definition &
Relevance)
Clearly and
accurately defines
each social skill in
student-friendly
terms; connects
each to classroom
interactions or
collaboration.
Defines each skill
with mostly clear
language; some
connection to
classroom use.
Basic or generic
definitions; limited
connection to
student experience.
Vague, incomplete,
or missing
explanations for one
or more skills.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
2. SEL Domain
Alignment
Accurately
identifies relevant
SEL domain(s)
(e.g., self-
awareness,
relationship skills)
for each skill with
rationale.
Correctly identifies
domains for most
skills; rationale may
be brief.
Domains are listed
but not always
accurate or clearly
connected.
Domains missing,
vague, or poorly
aligned with skills.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
3. Strategies to
Build Skills
Provides 1–2
developmentally
appropriate, specific
strategies per skill;
strategies are
clearly tied to SEL
development and
classroom
application.
Strategies are
mostly appropriate
and connected to
skill development.
Strategies are
generic or uneven
in detail across the
skills.
Strategies are
missing, vague, or
poorly connected to
the skills.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
4. Grade-Level
Context and
Integration
Clearly states a
grade level and
integrates strategies
and examples that
reflect
developmental
appropriateness for
that age group.
Grade level is
stated; most
strategies reflect
general
developmental fit.
Grade level
mentioned but not
clearly connected to
strategy design.
Grade level is
missing or
strategies are not
appropriate for
selected age.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
Mechanics, Usage,
Grammar, Syntax
Writing is clear,
polished, and free
from grammatical
errors.
Minor grammar or
usage errors that do
not interfere with
clarity.
Several issues that
affect readability or
flow.
Frequent or major
issues that interfere
with understanding.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
APA Formatting All APA elements
correctly formatted,
Minor APA errors;
generally follows
APA is attempted
but inconsistently or
APA format is
largely incorrect or
32
including cover
page, in-text
citations, and
references.
APA guidelines. partially applied. not used.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
33
Unit Three Writing Assignment 2
EDU506 Classroom Management and Organization
Total Points: 50
Advanced Proficient Basic Minimal
Importance of
Relationships
(10 points)
Explains in detail
the importance of
positive
relationships with
families and
caregivers and
includes
relationships with
other entities
(e.g., community)
(8 points)
Explains in detail
the importance of
positive
relationships with
families and
caregivers.
(7 points)
Explains in
general language
the importance of
relationships.
(5 points)
Explanation is
missing or
unclear.
Building
Relationship
Strategies
InTASC 10
CAEP R1.4
(35 points)
Describes in
detail five or
more effective
strategies to build
positive
relationships with
students’
caregivers
(29 points)
Describes in
detail four
effective
strategies to build
positive
relationships with
students’
caregivers.
(24 points)
Describes in
detail three
effective
strategies OR
describes four
strategies in
general language.
(19 points)
Describes two-
three strategies in
general language
OR includes
vague or incorrect
information.
Overcoming
Communication
Challenges
(5 points)
Names two or
more common
challenges with
communicating
with parents and
describes in detail
strategies to
overcome those
challenges.
(4 points)
Names one
common
challenge in
communicating
with parents and
describes in detail
a strategy to
overcome that
challenge.
(3 points)
Names or implies
one common
challenge in
communicating
with parents and
describes a
strategy in
general language
(2 points)
Challenge is not
named; strategy is
vague or missing,
OR challenge is
implied, and
strategy is
missing.
34
Unit 4 Writing Assignment 1: Designing a Productive Learning Environment (50 pts.)
Criteria Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)
1. Classroom Design
Rationale &
Behavior Link
Explains how the
design promotes on-
task behavior and
reduces disruptions
with strong
theoretical or
research-based
rationale.
Connects classroom
setup to behavior
outcomes with some
supporting rationale.
Offers a basic
rationale with limited
explanation or
support.
Provides vague or
unsupported rationale.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
2. Specific Seating
Arrangements for 2–
3 Activities
Describes at least two
specific,
developmentally
appropriate seating
arrangements tailored
to classroom
activities.
Provides at least two
seating configurations
with general links to
activities.
Describes seating
plans but lacks clarity
or strong alignment
with activities.
Incomplete or generic
seating information.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
3. Environmental
Features, Furniture,
and Materials
Clearly identifies
grade level and
outlines how
environment,
equipment, and
materials support
learning and
behavior.
Lists relevant features
with basic
connections to
classroom function.
Mentions features but
with weak or
incomplete
explanation.
Missing or irrelevant
descriptions.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
4. Grade-Level
Integration &
Appropriateness
Grade level is clearly
stated; design choices
are developmentally
appropriate and well
integrated.
Grade level is stated
and mostly
appropriate for
suggested design.
Grade level
mentioned, but little
evidence of
appropriateness.
Grade level is missing
or misaligned with
design.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
Mechanics, Usage,
Grammar, Syntax
Clear, fluent writing
with virtually no
errors.
Minor issues that do
not affect clarity.
Frequent errors that
hinder readability.
Errors obscure
meaning.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
APA Formatting
APA is consistently
accurate for cover
page, citations, and
references.
Minor APA issues. Multiple APA errors. Major APA problems
or missing.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
35
Unit 4 Writing Assignment 2: Rules and Consequences Plan (50 pts.)
Criteria Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)
1. Clear, Positive
Rule & Rationale
Presents a clear,
positively framed
rule with a strong
rationale linked to
classroom goals.
Rule is clear and
rationale is
generally
appropriate.
Rule is somewhat
clear; rationale is
vague.
Rule and/or
rationale are unclear
or missing.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
2. Logical &
Appropriate
Consequence
Consequence is
logical, respectful,
and aligned with
rule; clearly
explains purpose.
Consequence is
appropriate but
lacks full
explanation.
Consequence is
listed but lacks
clarity or alignment.
Consequence is
ineffective or
missing.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
3. Plan to
Communicate
Rules
Provides a
thoughtful plan to
teach and reinforce
rules to students.
Describes a
communication
plan with some
clarity.
Mentions rule
introduction but
lacks detail.
Omits or minimally
addresses
communication.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
4. Student
Commitment &
Cultural
Relevance
Includes method for
fostering student
buy-in and
considers cultural
expectations clearly
and respectfully.
Mentions student
involvement and
cultural awareness.
Touches on either
student or cultural
factors without
depth.
Lacks consideration
of student
engagement or
culture.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
Mechanics, Usage,
Grammar, Syntax
Writing is precise,
organized, and
error-free.
Few errors,
generally clear.
Noticeable issues
that affect clarity.
Numerous errors
reduce
comprehension.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
APA Formatting
All APA formatting
is accurate and
complete.
Minor APA issues
present.
APA is
inconsistently
applied.
APA format is
largely incorrect or
missing.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
36
Unit 5 Writing Assignment: Routines & SEL Integration Rubric (50 pts.)
Criteria Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)
1. Routine
Identification &
Context
Clearly identifies 3–
5 meaningful
routines with
specific grade level
and situations
described in detail.
Provides 3–5
routines with
general context and
grade level
mentioned.
Lists routines but
offers minimal
context or vague
grade level info.
Fewer than 3
routines or context
is unclear/missing.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
2. Clear, Step-by-
Step Procedures
Each routine
includes a detailed,
step-by-step process
that is
developmentally
appropriate and
practical.
Most routines
include clear steps
that students can
follow.
Steps are listed but
lack clarity or
developmental fit.
Steps are vague,
missing, or difficult
to follow.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
3. SEL Standards
Integration
Aligns 1–2
appropriate SEL
standards per
routine with strong
explanation of how
each supports
student behavior.
Connects SEL
standards to
routines with basic
rationale.
Mentions SEL
links, but they are
underdeveloped or
mismatched.
SEL integration is
missing or
unrelated.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
4. Developmental
Relevance to
Grade Level
Routines and
expectations are
highly appropriate
for the named grade
level; clearly
tailored to student
needs.
Routines generally
match the
developmental
stage.
Grade-level fit is
inconsistent or
vague.
Routines are not
grade-level
appropriate or are
poorly aligned.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
Mechanics, Usage,
Grammar, Syntax
Writing is polished,
clear, and nearly
error-free.
Minor errors
present but do not
impede
understanding.
Errors somewhat
interfere with
clarity or flow.
Frequent issues that
reduce readability.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
APA Formatting
APA is correctly
and consistently
applied to cover
page, in-text
citations, and
references.
Minor APA
mistakes.
Noticeable
formatting issues or
missing elements.
APA is largely
incorrect or absent.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
37
Unit 6 Writing Assignment: Behavior Scenarios & SEL Response Rubric (50 pts.)
Criteria Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)
1. Intervention &
Action Plan
Thoughtfully
applies appropriate
interventions for
both students based
on IRIS and text
resources; actions
are specific and
well-justified.
Describes suitable
interventions with
some justification
from course
materials.
Mentions
interventions, but
with limited
specificity or
rationale.
Actions are vague,
unsupported, or not
developmentally
appropriate.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
2. Logical
Consequences
Clearly explains
developmentally
appropriate and
respectful
consequences
tailored to each
scenario.
Provides logical
consequences for
both students with
basic explanation.
Consequences are
listed but may lack
clarity or direct
relevance.
Consequences are
missing, unclear, or
inappropriate.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
3. SEL Domains &
Instructional
Application
Accurately
identifies SEL
domains relevant to
each scenario and
explains how they
support behavior
change.
Correctly links SEL
domains to student
needs with basic
explanation.
SEL references are
present but
superficial or
underdeveloped.
SEL content is
missing or poorly
applied.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
4. Use of
Relationships &
Support Networks
Describes concrete,
positive ways to
engage students,
families, and/or
colleagues to
prevent future
behavior.
Addresses the
importance of
relational supports
with general
suggestions.
Mentions
relationships but
lacks actionable
detail.
Omits or weakly
addresses this
requirement.
(10 pts) (10 pts) (8.5 pts) (7 pts) (5.5 pts)
Mechanics, Usage,
Grammar, Syntax
Writing is
organized, precise,
and virtually error-
free.
Minor grammar or
usage issues
present.
Errors impact
clarity or flow.
Frequent or serious
errors hinder
understanding.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
38
APA Formatting
Correct APA
formatting for cover
page, in-text
citations, and
references
throughout.
Some APA issues,
but generally
accurate.
APA used
inconsistently or
with major errors.
APA style is
incorrect or
missing.
(5 pts) (5 pts) (4.25 pts) (3.5 pts) (2.75 pts)
39
Final Project 1: Comprehensive Behavior Management Plan
Using the guidance from our text and the IRIS Center Module, create a Comprehensive Behavior
Management Plan. Your plan must include the following components:
● Specify the grade level and subject area for the plan
● Statement of Purpose
o Create a brief, positive statement that expresses to parents and students why each
part of the behavior management plan is necessary and the expectations for
students.
● Routines/Procedures
o 3-5 routines students should follow regularly.
o Name the situation (turning in homework, getting materials, etc.). Describe the
steps students should take to complete the routine. Discuss 1-2 SEL standards per
routine that would help students successfully perform each one regularly.
● Rules
o 3-5 rules worded positively
o Explain how each rule is necessary and culturally responsive.
o Explain how you will communicate the rules to your students and get their
commitment.
● Consequences
o Explain the logical consequences that will result from a student not following the
rules.
● Intervention Plan for chronic discipline problems
o Describe the process you will follow to address students with chronic discipline
problems (foundational strategies or belief-based strategies).
o Explain why you feel this process would be the most effective.
● Physical learning environment arrangement/s
o Describe the physical arrangement of your classroom to include environmental
conditions, specific seating arrangements for 2-3 particular activities,
furniture/equipment, and materials.
o Explain how these arrangements will help minimize misbehavior and maximize
learning.
Remember to include an APA-formatted cover page, citations (where appropriate), and a References
page.
40
Comprehensive Behavior Management Plan Rubric EDU506 Classroom Management and Organization
Total Points: 200
Advanced Proficient Basic Minimal
Statement of
Purpose
(15 points)
The statement is concise
and uses clear, positive
language that explains the purpose of the classroom.
Specifies expectations for
students. Reasons for the four components of the
plan are included. 4-6
sentences.
(12 points)
The statement is concise
and uses clear, positive
language that explains the purpose of the classroom.
Reasons for the four
components of the plan are included. 2-3 sentences.
(10 points)
The statement uses
language that explains the
purpose of the classroom. Reasons for 2-3
components of the plan are
included. 1-3 sentences.
(8 points)
The statement uses vague
language that implies the
purpose of the classroom. Reasons for the four
components of the plan are
missing.
Procedures
InTASC 1
(35 points)
5 or more routines are
named. The process for each routine is described in
explicit steps. Discussion
and rationale of 3 or more SEL standards that would
help students perform each
routine are included.
(29 points)
3-5 routines are named.
The process for each routine is described in
explicit steps. Discussion
and rationale of 1-2 SEL standards that would help
students perform each
routine are included.
(24 points)
3-5 routines are named.
The process for each routine and 1-2 SEL
standards are described in
general terms.
(19 points)
1-2 routines are named.
The process for each routine or SEL standard is
limited or missing.
Classroom
Rules
InTASC 2
(35 points)
3-5 logical rules are listed.
Each rule is worded positively. A complete
explanation for each rule
includes why it is necessary and how it is
culturally responsive.
Explanation specifically
refers to the definition of a
discipline problem. A detailed process for
communicating the rules to
students and obtaining student commitment is
included.
(29 points) 3-5 logical rules are listed.
Each rule is worded
positively. A complete explanation for each rule
includes why it is
necessary and how it is culturally responsive. A
detailed process for
communicating the rules to students and obtaining
student commitment is
included.
(24 points)
3-5 rules are listed. A
partial explanation for each rule includes why it is
necessary or how it is
culturally responsive; OR a complete explanation is
given for some of the rules.
A general process for communicating the rules to
students OR obtaining
student commitment is included.
(19 points)
1-2 rules are listed. An
explanation for each rule is minimal or missing. A
process for communicating
the rules to students OR obtaining student
commitment is limited or
missing.
Consequences
InTASC 1
(35 points)
Logical consequence/s are
explained for each classroom rule (5+). Each
consequence is rational
and related directly to the behavior.
(29 points)
Logical consequence/s are
explained for each classroom rule (3-5). Each
consequence is rational
and related directly to the behavior.
(24 points)
Logical consequence/s are
explained for at least half of the classroom rules. The
consequences are related to
the behavior.
(19 points)
Contrived consequence/s
are explained for each classroom rule (1-2). The
consequences may not be
related directly to the behavior.
Intervention Plan
for Chronic
Disruptive Behavior
InTASC 1
CAEP R1.1
(35 points) Plan includes a detailed
account of steps in solving
chronic disruptive behaviors using
foundational AND belief-
based strategies and a clear rationale for the plans.
(29 points) Plan includes a detailed
account of steps in solving
chronic disruptive behaviors (foundational or
belief-based strategies) and
a clear rationale for the plan.
(24 points) Plan includes a general
explanation of steps in
solving chronic disruptive behaviors (foundational or
belief-based strategies) and
a general reason for the plan.
(19 points) Plan has a limited or vague
explanation of steps in
solving chronic disruptive behaviors unrelated to
foundational or belief-base
strategies. A reason for the plan is limited or missing.
Physical
Environment
InTASC 3
CAEP R1.1
(35 points)
Description of room arrangement provides
explicit details of the
environmental conditions, locations of
(29 points)
Description of room arrangement provides
explicit details of the
environmental conditions, locations of
(24 points)
Description of room arrangement provides
explicit details of 2 or 3
components of the room arrangement OR general
(19 points)
Description of the room arrangement is vague or
missing several key
components. An
41
furniture/equipment,
materials, and seating
arrangements for 4 or more specific learning activities.
A detailed explanation of
how the room arrangement maximizes learning and
minimizes disruptive
behavior.
furniture/equipment,
materials, and seating
arrangements for 2-3 specific learning activities.
A detailed explanation of
how the room arrangement maximizes learning and
minimizes disruptive
behavior.
details of all 4
components. A general
explanation of how the room arrangement impacts
learning or behavior.
explanation of the impact
of physical space on
learning or behavior is missing or incorrect.
APA Formatting
(5 points)
Consistently follows
APA format. There is a properly
formatted and
accurate references page (1-2 MINOR errors)
(2 points)
More than 5 APA
errors in format, including title page,
citations, quotations,
or references. (several MAJOR errors)
Mechanics
(5 points)
The plan
demonstrates exceptional use of
standard English conventions
(mechanics, usage,
grammar, and syntax). NO ERRORS.
(4 points)
The plan demonstrates
a consistent use of standard English conventions
(mechanics, usage, grammar, and syntax).
(1-2 MINOR
ERRORS).
(3 points)
The plan demonstrates
inconsistent use of standard English
conventions (mechanics,
usage, grammar, and syntax). (3-5 errors)
(2 points)
The plan does NOT
demonstrate consistent use of standard English
conventions (mechanics, usage, grammar, and
syntax). (6 or more errors)
42
Final Project 2: Behavior Analyses and Response
Apply what you have learned from the IRIS Center Module and our text to reflect on the
following student behavior scenarios:
1. Student A is texting during a review for an exam.
2. Student B physically intimidates other students.
3. Student C continually talks during lessons; forgets to bring pencils, books, and paper;
refuses to complete work, and reacts rudely when the teacher approaches.
4. Student D, who was usually very engaged in class, is now excessively tardy, lethargic,
absent a great deal, and falls asleep in class.
For each scenario, discuss the following:
● What 2-3 interventions (non-verbal and/or verbal) could you use to influence the student to
behave appropriately? Explain your choices.
● What consequences would be appropriate? Explain your choices.
● Which domain/s of Social-Emotional Learning could be utilized in your instruction to
support the student’s appropriate behavior in the future? Explain how the SEL domain/s
will help.
● How would you use your relationships with the student, family members, and professional
colleagues to prevent this behavior from reoccurring?
Remember to include an APA-formatted cover page, citations (where appropriate), and a References
page.
43
Behavior Analyses and Response Rubric EDU506 Classroom Management and Organization
Total Points: 200
Advanced Proficient Basic Minimal
Student A
Scenario
Relationships &
Consequences
InTASC 1
(21 points)
Analysis and response
includes a description of 4
or more non-verbal and/or verbal interventions and
consequences that would be appropriate for the
behavior described. A
detailed rationale for the choices is included.
(18 points)
Analysis and response
includes a description of 2-
3 non-verbal and/or verbal interventions and
consequences that would be appropriate for the
behavior described. A
detailed rationale for the choices is included.
(14 points)
Analysis and response
includes a general
description of 2-3 interventions and
consequences that would be appropriate for the
behavior described OR
detailed interventions or consequences. A general
rationale for the choices is
included.
(11 points)
Analysis and response
includes a vague
description of 1-2 interventions or
consequences OR a vague rationale for the choices.
Information may be
incorrect.
Student A
Scenario
SEL Domains
InTASC 3
(21 points)
One or more specific SEL
Standards are identified with a rational explanation
of how they could help
support future behavior
(18 points)
One or more specific SEL
domains are identified with a rational explanation
of how they could help
support future behavior.
(14 points)
An SEL domain is named
with a general explanation of how it could help
support future behavior.
(11 points)
An SEL domain is
implied. Explanation is missing or incorrect.
Student A
Scenario
Relationships
InTASC 10
CAEP R1.4
(5 points)
A detailed explanation of
how specific relationships could be used to prevent
the behavior from
reoccurring
(4 points)
A detailed explanation of
how specific relationships could be used to prevent
the behavior from
reoccurring.
(3 points)
A general explanation of
how relationships can be used to prevent the
behavior in the future.
(2 points)
Vague or incorrect
explanation of how relationships can be used
to prevent the behavior in
the future.
Student B
Scenario
Interventions &
Consequences
InTASC 1
(21 points)
Analysis and response
includes a description of 4 or more non-verbal and/or
verbal interventions and
consequences that would be appropriate for the
behavior described. A
detailed rationale for the choices is included.
(18 points)
Analysis and response
includes a description of 2- 3 non-verbal and/or verbal
interventions and
consequences that would be appropriate for the
behavior described. A
detailed rationale for the choices is included.
(14 points)
Analysis and response
includes a general description of 2-3
interventions and
consequences that would be appropriate for the
behavior described OR
detailed interventions or consequences. A general
rationale for the choices is included.
(11 points)
Analysis and response
includes a vague description of 1-2
interventions or
consequences OR a vague rationale for the choices.
Information may be
incorrect.
Student B
Scenario
SEL Domains
InTASC 3
(21 points)
One or more specific SEL
Standards are identified
with a rational explanation
of how they could help support future behavior
(18 points)
One or more specific SEL
domains are identified
with a rational explanation
of how they could help support future behavior.
(14 points)
An SEL domain is named with a general explanation
of how it could help
support future behavior.
(11 points)
An SEL domain is implied. Explanation is
missing or incorrect.
Student B
Scenario
Relationships
InTASC 10
CAEP R1.4
(5 points)
A detailed explanation of how specific relationships
could be used to prevent
the behavior from reoccurring
(4 points)
A detailed explanation of how specific relationships
could be used to prevent
the behavior from reoccurring.
(3 points)
A general explanation of how relationships can be
used to prevent the
behavior in the future.
(2 points)
Vague or incorrect explanation of how
relationships can be used
to prevent the behavior in the future.
44
Student C
Scenario
Interventions &
Consequences
InTASC 1
(21 points)
Analysis and response includes a description of 4
or more non-verbal and/or
verbal interventions and consequences that would
be appropriate for the
behavior described. A detailed rationale for the
choices is included.
(18 points)
Analysis and response includes a description of 2-
3 non-verbal and/or verbal
interventions and consequences that would
be appropriate for the
behavior described. A detailed rationale for the
choices is included.
(14 points)
Analysis and response includes a general
description of 2-3
interventions and consequences that would
be appropriate for the
behavior described OR detailed interventions or
consequences. A general
rationale for the choices is included.
(11 points)
Analysis and response includes a vague
description of 1-2
interventions or consequences OR a vague
rationale for the choices.
Information may be incorrect.
Student C
Scenario
SEL Domains
InTASC 3
(21 points)
One or more specific SEL
Standards are identified
with a rational explanation
of how they could help
support future behavior
(18 points)
One or more specific SEL
domains are identified
with a rational explanation
of how they could help
support future behavior.
(14 points)
An SEL domain is named with a general explanation
of how it could help
support future behavior.
(11 points)
An SEL domain is implied. Explanation is
missing or incorrect.
Student C
Scenario
Relationships
InTASC 10
CAEP R1.4
(5 points)
A detailed explanation of how specific relationships
could be used to prevent the behavior from
reoccurring
(4 points)
A detailed explanation of how specific relationships
could be used to prevent the behavior from
reoccurring.
(3 points)
A general explanation of how relationships can be
used to prevent the behavior in the future.
(2 points)
Vague or incorrect explanation of how
relationships can be used to prevent the behavior in
the future.
Student D
Scenario
InTASC 1
(21 points)
Analysis and response
include a description of 4 or more non-verbal and/or
verbal interventions and
consequences that would
be appropriate for the
behavior described. A
detailed rationale for the choices is included.
(18 points)
Analysis and response
includes a description of 2- 3 non-verbal and/or verbal
interventions and
consequences that would
be appropriate for the
behavior described. A
detailed rationale for the choices is included.
(14 points)
Analysis and response
includes a general description of 2-3
interventions and
consequences that would
be appropriate for the
behavior described OR
detailed interventions or consequences. A general
rationale for the choices is
included.
(11 points)
Analysis and response
includes a vague description of 1-2
interventions or
consequences OR a vague
rationale for the choices.
Information may be
incorrect.
Student D
Scenario
SEL Domains
InTASC 3
(21 points)
One or more specific SEL
Standards are identified with a rational explanation
of how they could help
support future behavior
(18 points)
One or more specific SEL
domains are identified with a rational explanation
of how they could help
support future behavior.
(14 points)
An SEL domain is named
with a general explanation of how it could help
support future behavior.
(11 points)
An SEL domain is
implied. Explanation is missing or incorrect.
Student D
Scenario
Relationships
InTASC 10
CAEP R1.1
(5 points)
A detailed explanation of how specific relationships
could be used to prevent
the behavior from reoccurring
(4 points)
A detailed explanation of how specific relationships
could be used to prevent
the behavior from reoccurring.
(3 points)
A general explanation of how relationships can be
used to prevent the
behavior in the future.
(2 points)
Vague or incorrect explanation of how
relationships can be used
to prevent the behavior in the future.
APA Formatting
(6 points)
Consistently follows APA format. There
is a properly
formatted and accurate references
page (1-2 MINOR errors)
(2 points)
More than 5 APA errors in format,
including title page,
citations, quotations, or references.
(several MAJOR errors)
45
Mechanics
(6 points)
The analyses and responses
demonstrate exceptional use of
standard English
conventions (mechanics, usage,
grammar, and syntax). NO
ERRORS.
(5 points)
The analyses and responses
demonstrate a consistent use of standard
English conventions
(mechanics, usage, grammar, and syntax).
(1-2 MINOR
ERRORS).
(4 points)
The analyses and responses
demonstrate inconsistent use of
standard English
conventions (mechanics, usage, grammar, and
syntax). (3-5 errors)
(2 points)
The analyses and
responses do NOT demonstrate consistent use
of standard English
conventions (mechanics, usage, grammar, and
syntax). (6 or more errors)
46
APPENDIX C
PSEL Standards
STANDARD 1.
Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality
education and academic success and well-being of each student.
Effective leaders:
a) Develop an educational mission for the school to promote the academic success and well-being of each student.
b) In collaboration with members of the school and the community and using relevant data, develop and promote a
vision for the school on the successful learning and development of each child and on instructional and
organizational practices that promote such success.
c) Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-
centered education; high expectations and student support; equity, inclusiveness, and social justice; openness,
caring, and trust; and continuous improvement
d) Strategically develop, implement, and evaluate actions to achieve the vision for the school.
e) Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school,
and changing needs and situations of students.
f) Develop shared understanding of and commitment to mission, vision, and core values within the school and the
community.
g) Model and pursue the school’s mission, vision, and core values in all aspects of leadership.
STANDARD 2.
Effective educational leaders act ethically and according to professional norms to promote each student’s academic
success and well-being.
Effective leaders:
a) Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of
the school’s resources, and all aspects of school leadership.
b) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration,
perseverance, learning, and continuous improvement.
c) Place children at the center of education and accept responsibility for each student’s academic success and well-
being.
d) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice,
community, and diversity.
e) Lead with interpersonal and communication skills, social-emotional insight, and understanding of all students’
and staff members’ backgrounds and cultures.
f) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.
STANDARD 3.
Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to
promote each student’s academic success and well-being.
Effective leaders:
a) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and
context.
b) Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.
c) Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social
support, and other resources necessary for success.
d) Develop student policies and address student misconduct in a positive, fair, and unbiased manner.
e) Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations
associated with race, class, culture and language, gender and sexual orientation, and disability or special status.
f) Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a
global society.
47
g) Act with cultural competence and responsiveness in their interactions, decision-making, and practice.
h) Address matters of equity and cultural responsiveness in all aspects of leadership.
48
STANDARD 4. CURRICULUM
Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum,
instruction, and assessment to promote each student’s academic success and well-being.
Effective leaders:
a) Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core
values of the school, embody high expectations for student learning, align with academic standards, and are
culturally responsive.
b) Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote
student academic success, love of learning, the identities and habits of learners, and healthy sense of self.
c) Promote instructional practice that is consistent with knowledge of child learning and development, effective
pedagogy, and the needs of each student.
d) Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student
strengths, and is differentiated and personalized.
e) Promote the effective use of technology in the service of teaching and learning.
f) Employ valid assessments that are consistent with knowledge of child learning and development and technical
standards of measurement.
g) Use assessment data appropriately and within technical limitations to monitor student progress and improve
instruction.
STANDARD 5.
Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the
academic success and well-being of each student.
Effective leaders:
a) Build and maintain a safe, caring, and healthy school environment that meets that the academic, social, emotional,
and physical needs of each student.
b) Create and sustain a school environment in which each student is known, accepted and valued, trusted and
respected, cared for, and encouraged to be an active and responsible member of the school community.
c) Provide coherent systems of academic and social supports, services, extracurricular activities, and
accommodations to meet the range of learning needs of each student.
d) Promote adult-student, student-peer, and school-community relationships that value and support academic
learning and positive social and emotional development.
e) Cultivate and reinforce student engagement in school and positive student conduct.
f) Infuse the school’s learning environment with the cultures and languages of the school’s community.
STANDARD 6.
Effective educational leaders develop the professional capacity and practice of school personnel to promote each
student’s academic success and well-being.
Effective leaders:
a) Recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them
into an educationally effective faculty.
b) Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring
of new personnel.
c) Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated
opportunities for learning and growth, guided by understanding of professional and adult learning and
development.
d) Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned
for each student.
e) Deliver actionable feedback about instruction and other professional practice through valid, research-anchored
systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge,
skills, and practice. f) Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning
and improvement.
g) Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the
school community.
49
h) Promote the personal and professional health, well-being, and work-life balance of faculty and staff.
i) Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy
work-life balance.
STANDARD 7.
Effective educational leaders foster a professional community of teachers and other professional staff to promote
each student’s academic success and well-being.
Effective leaders:
a) Develop workplace conditions for teachers and other professional staff that promote effective professional
development, practice, and student learning.
b) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional,
and physical needs of each student, pursuant to the mission, vision, and core values of the school.
c) Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives
pertaining to the education of the whole child; high expectations for professional work; ethical and equitable
practice; trust and open communication; collaboration, collective efficacy, and continuous individual and
organizational learning and improvement.
d) Promote mutual accountability among teachers and other professional staff for each student’s success and the
effectiveness of the school as a whole.
e) Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff
to promote professional capacity and the improvement of practice.
f) Design and implement job-embedded and other opportunities for professional learning collaboratively with
faculty and staff.
g) Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning.
h) Encourage faculty-initiated improvement of programs and practices.
STANDARD 8.
Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial
ways to promote each student’s academic success and well-being.
Effective leaders:
a) Are approachable, accessible, and welcoming to families and members of the community.
b) Create and sustain positive, collaborative, and productive relationships with families and the community for the
benefit of students.
c) Engage in regular and open two-way communication with families and the community about the school, students,
needs, problems, and accomplishments.
d) Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and
engage its resources for the school.
e) Create means for the school community to partner with families to support student learning in and out of school.
f) Understand, value, and employ the community’s cultural, social, intellectual, and political resources to promote
student learning and school improvement.
g) Develop and provide the school as a resource for families and the community.
h) Advocate for the school and district, and for the importance of education and student needs and priorities to
families and the community.
i) Advocate publicly for the needs and priorities of students, families, and the community.
j) Build and sustain productive partnerships with public and private sectors to promote school improvement and
student learning.
STANDARD 9.
Effective educational leaders manage school operations and resources to promote each student’s academic success
and well-being.
Effective leaders:
a) Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the
school.
b) Strategically manage staff resources, assigning and scheduling teachers and staff to roles and responsibilities that
optimize their professional capacity to address each student’s learning needs.
50
c) Seek, acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and assessment;
student learning community; professional capacity and community; and family and community engagement.
d) Are responsible, ethical, and accountable stewards of the school’s monetary and non-monetary resources,
engaging in effective budgeting and accounting practices.
e) Protect teachers’ and other staff members’ work and learning from disruption.
f) Employ technology to improve the quality and efficiency of operations and management.
g) Develop and maintain data and communication systems to deliver actionable information for classroom and
school improvement.
h) Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and
regulations so as to promote student success.
i) Develop and manage relationships with feeder and connecting schools for enrollment management and curricular
and instructional articulation.
j) Develop and manage productive relationships with the central office and school board.
k) Develop and administer systems for fair and equitable management of conflict among students, faculty and staff,
leaders, families, and community.
l) Manage governance processes and internal and external politics toward achieving the school’s mission and vision.
STANDARD 10.
Effective educational leaders act as agents of continuous improvement to promote each student’s academic success
and well-being.
Effective leaders:
a) Seek to make school more effective for each student, teachers and staff, families, and the community.
b) Use methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of
the school.
c) Prepare the school and the community for improvement, promoting readiness, an imperative for improvement,
instilling mutual commitment and accountability, and developing the knowledge, skills, and motivation to succeed
in improvement.
d) Engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning,
implementation, and evaluation for continuous school and classroom improvement.
e) Employ situationally-appropriate strategies for improvement, including transformational and incremental,
adaptive approaches and attention to different phases of implementation.
f) Assess and develop the capacity of staff to assess the value and applicability of emerging educational trends and
the findings of research for the school and its improvement.
g) Develop technically appropriate systems of data collection, management, analysis, and use, connecting as needed
to the district office and external partners for support in planning, implementation, monitoring, feedback, and
evaluation. h) Adopt a systems perspective and promote coherence among improvement efforts and all aspects of school
organization, programs, and services.
i) Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing
support and encouragement, and openly communicating the need for, process for, and outcomes of improvement
efforts.
j) Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and
initiating and implementing improvement.
51
InTASC Standards
Standard 1 - Learner Development
The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning
experiences
Standard 2 - Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow
each learner to reach his/her full potential.
Standard 3 - Learning Environments ( The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction,
active engagement in learning, and self-motivation.
Standard 4 - Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that
make these aspects of the discipline accessible and meaningful for learners.
Standard 5 - Innovative Applications of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative
problem solving related to authentic local and global issues.
Standard 6 - Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s ongoing planning and instruction.
Standard 7 - Planning for Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. (The teacher is able to plan instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.)
Standard 8 - Instructional Strategies The teacher understands and uses a formal and informal instructional strategies to encourage learners to develop deep understanding of content areas
and their connections, and to build skills to access and appropriately apply information.
Standard 9 - Reflection and Continuous Growth The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions
on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard 10 - Collaboration The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth
and development, learning, and well-being.
Advanced Proficient Basic Minimal
The student’s performance is
exemplary and consistently
exceeds expectations. Indications of a high level of critical and
reflective thinking, with a depth of
understanding a core knowledge base, as well as demonstrates
academic and professional skills.
The student’s performance
consistently meets expectations.
The student effectively demonstrations the requirements
with expected professional
performance indicating an understanding of a core knowledge
base with the application of critical
thinking, academic, and professional skills.
The student’s performance
sometimes meets expectations but
is not doing so consistently. Student demonstrates little depth
of knowledge base understanding
and little evidence of critical and/or reflective thinking.
The student’s performance
demonstrates mediocre work, very
little effort or demonstration of responses to requirements. The
student demonstrates little to no
understanding of a core knowledge base with little to no
critical/reflective thinking,
academic or professional skills.
52
Standards for the Preparation of Literacy Professionals 2017
1: Foundational Knowledge
Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of
literacy and language and the ways in which they interrelate and the role of literacy professionals in
schools.
2: Curriculum and Instruction
Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs
of all learners and to design, implement, and evaluate evidence-based literacy instruction for all
learners.
3: Assessment and Evaluation
Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen,
diagnose, and measure student literacy achievement; inform instruction and evaluate interventions;
participate in professional learning experiences; explain assessment results and advocate for
appropriate literacy practices to relevant stakeholders.
4: Diversity and Equity
Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts
of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity
as central to students' identities; create classrooms and schools that are inclusive and affirming;
advocate for equity at school, district, and community levels.
5: Learners and the Literacy Environment
Candidates meet the developmental needs of all learners and collaborate with school personnel to use a
variety of print and digital materials to engage and motivate all learners; integrate digital technologies
in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning
environment.
6: Professional Learning and Leadership
Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as
part of career-long leadership roles and responsibilities.
7: Practicum/Clinical Experiences (for specialized literacy professionals only)
Candidates apply theory and best practices in multiple supervised practicum/clinical experiences.
CAEP: Candidate Knowledge, Skills, and Professional Dispositions
A.1.1 Candidates for advanced preparation demonstrate their proficiencies to understand and
apply knowledge and skills appropriate to their professional field of specialization so that
learning and development opportunities for all P-12 are enhanced, through:
a. Applications of data literacy;
b. Use of research and understanding of qualitative, quantitative and/or mixed methods
research methodologies;
c. Employment of data analysis and evidence to develop supportive school environments;
d. Leading and/or participating in collaborative activities with others such as peers,
colleagues, teachers, administrators, community organizations, and parents;
e. Supporting appropriate applications of technology for their field of specialization; and
f. Application of professional dispositions, laws and policies, codes of ethics and
professional standards appropriate to their field of specialization.
A.1.2 Providers ensure that candidates use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
A.1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
A.1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12
students’ access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
A.1.5 Providers ensure that candidates model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.
APPENDIX D
BELHAVEN UNIVERSITY SCHOOL OF EDUCATION
GENERAL WRITING GUIDELINES for Candidates
Writing errors noted in student writing with some frequency are addressed below. Heed these
reminders about what is acceptable when composing an academic paper, as Professors at
Belhaven University will be grading while mindful that candidates have been reminded that good
writing is an expectation.
ALWAYS – write your paper then revise and edit it before submission.
REFERENCES –See APA rules for all references. Notice that book titles are to be italicized
and written in sentence form. Capitalize the first letter of the title and proper nouns. Also,
capitalize the first letter of a word after a colon. Here is the rule for single author books and two
examples:
Author, A. A. (Year of publication). Title of work: Capital letter for first word in the subtitle.
Publisher.
Roberts, G. E. (2015). Christian scripture and human resource management: Building a path to
servant leadership through faith. Palgrave Macmillan.
Smith, R. E. (2013). Human resources administration: A school-based perspective (4th ed.).
Routledge.
The most common errors have occurred with spacing, periods, and capitalization, but remain
mindful of italicizing book titles and including the publisher information.
NOTE: Every writing assignment and project in the coursework in the M.Ed. and Ed. S.
Education programs should have references and citations, as the candidate is expected to
do research to locate relevant and current information
You can find APA information in your course on Canvas by clicking on the question mark in
the green section to the left on your course page. Click on the Help and Resources location.
When that opens, you will find a place to click for APA information, which will provide written
and video direction.
It is your responsibility to learn APA format. Pay close attention to the formatting of the paper
(inclusive of the cover page, body, and reference page). The APA manual provides examples for
most any question you might have.
Learn how to make appropriate CITATIONS within the text you are writing. For instance, the
simplest in-text citations are indicated below:
Smith (2013) indicated that administrators face multiple decisions regarding …
Administrators face multiple decisions regarding human resource utilization that
enhance the functioning of the school as well as student performance (Roberts 2013).
*Note: if information in a whole paragraph is from one source, citing that source at the beginning
OR end of the paragraph is sufficient. Add a new citation when the information source changes.
Pronouns – When you proof your work, pay close attention to pronoun use. Most errors tend to
occur when using a singular subject (antecedent) and plural pronoun, e.g., “A leader
should understand their own limitations.” – Wrong pronoun.
Avoid Pronouns – As a general rule, avoid pronouns. When you proofread and come across a
pronoun in your writing, consider other ways to construct the sentence without a
pronoun. Of course, you cannot eliminate them altogether without creating awkward
sentences. Just make the effort to avoid pronouns when possible.
Use of ‘I’ – avoid the use of ‘I’ altogether in an academic paper as you are basing comments
made on research read – not on your opinion.
Avoid the use of “It” at the beginning a sentence as a more specific word provides clarity.
Subject-Verb Agreement – Make certain your subject and verb are in agreement.
Direct Quotes - Verbatim passages of three or more words must be in quotation marks and the
in-text citation must include the page number. Providing a page number alone is not
enough. Quotes of 40 or more words should be placed in block text without quotation
marks (see APA rules for further information on long quotes). The use of page numbers
along with quotation marks and/or block text, is the mechanism a writer uses to show
ownership. If you do not indicate the words belong to another (i.e., do not use quotation
marks/block text), you are saying to the reader that the words belong to you. If you fail to
show ownership of words you obtained from another source, that is plagiarism.
NOTE: In a short academic paper as is the usual assignment in your coursework,
direct quotations should be RARELY used. Instead, read the material, close the book or
journal, and write the information in your own words, citing the source of your
information but with no needed quotation marks.
Paraphrasing – Paraphrasing does not contain the same words or structure as the original
author. Paraphrasing requires you to read, analyze, and synthesize information and
reproduce the author’s meaning using your own words and structure. Occasionally,
something is so uniquely worded or structured, that a quote is the best way to convey the
thought. In that case, provide a quote using quotation marks and include the page number
in the citation. However, do not use page numbers when paraphrasing.
Colloquialisms – These are informal words/phrases that convey a meaning other than their
literal meaning. Colloquialisms are often used in spoken language but should NOT be
used in academic writing. Example: The teacher’s resignation came from “out of the
blue.” The resignation did not literally come from “the blue.” Instead, the writer is
attempting to communicate that the resignation was unexpected. This is a better sentence:
“The teacher’s resignation was unexpected.” The point is to say exactly what you mean.
Quoting an error – Sometimes, you will supply a quote that contained an original error, like
when you quote a classmate who misspelled a word. When this occurs, you do not want
to perpetuate the mistake, but you also want to provide an authentic quote. Remember,
words in quotation marks came from another source. You can address the problem by
putting the correction in brackets. This indicates you changed something in the original
quote.
Original – “Effective leaders insure their teachers are involved in creating the school’s
mission statement.”
Corrected - “Effective leaders [ensure] their teachers are involved in creating the
school’s mission statement.”
Extended Vocabulary – KUDOS to those of you using an expanded vocabulary. Just be sure
you use terms correctly. Just because a word is a synonym for another does not mean it is a
correct word choice for your sentence. Be sure each word you select truly reflects what you
intend to say.
