Final PROJECT (TEXAS EDUCATION)

NT 700.6PBP: The Learning Environment Rubric CRITERIA EXCEEDS MASTERY: 4

pts.

MASTERS: 3 pts. APPROACHING

MASTERY: 2 pts.

NEEDS IMPROVEMENT: 1

pt.

NOT OBSERVED: 0 pts.

Question 1 - Creating and Maintaining a Positive Classroom Environment InTASC STANDARD 3: LEARNING ENVIRONMENTS CAEP R1.1

Includes 3-5 specific research-based strategies for promoting a positive classroom environment. Collaboration and respect explicitly supported by strategies chosen.

Strategies embrace students’ strengths and experiences as an asset, support social and emotional learning needs of students.

Includes at least 3 specific research-based strategies for promoting a positive classroom environment. Collaboration and respect clearly supported by strategies chosen.

Strategies include

student strengths and

experiences, mostly support the social and

emotional learning needs

of students.

Includes 3 or fewer research-based strategies for promoting a positive classroom environment.

Strategies’ support for collaboration and respect is not clear, may be inferred.

Strategies loosely connect to student strengths and experiences. Some support for social and emotional needs of students.

Includes fewer than 3 strategies for promoting a positive classroom environment. Strategies may not be based on research or best practices.

Strategies do not support collaboration and respect. No connection to student strengths and experiences. Strategies ignore the social and emotional needs of students.

If research is not cited,

then this area will be

scored as a 0.

Question 1 not answered

in submission.

Question 2 - Building Relationships STANDARD 3: LEARNING ENVIRONMENTS CAEP R1.1

Detailed explanation of at least 3 research-based

and effective strategies

for building appropriate

student-teacher

relationships.

1-2 research-based and effective strategies for

building appropriate

student-teacher

relationships explained.

Some strategies for building appropriate

student- teacher

relationships may not be

research-based.

Appropriateness and effectiveness of

strategies are

inconsistent.

Strategies for building student-teacher

relationships lack a

research-base and may not

be effective or

appropriate.

Question 2 not answered in submission.

Question 3 – The Physical Environment STANDARD 3: LEARNING ENVIRONMENTS CAEP R1.1

Plan for arranging the room includes fully elaborated explanation of flexible spaces and justification of the plan. Reflects a full understanding of the needs of learners. Necessary furniture is included in the explanation.

Plan for arranging the room includes explanation of flexible spaces. Reflects an understanding of the needs of learners. Necessary furniture is included in the explanation.

Physical accommodations

Plan for arranging the room includes some explanation of flexible spaces. May not reflect full understanding of the needs of learners. Furniture may not be included in the plan.

Physical

Plan for arranging the room does not address flexible spaces in a way that is helpful to learners. Furniture not included in the plan.

May be lacking physical accommodations for students with disabilities.

Question 3 not answered

in submission.

Physical accommodations for at least 3 different disabilities fully explained.

Fred Jones’ Zones of Proximity fully and correctly explained and included in plan (details red, yellow and green zones).

May include graphic

depiction

for at least 3different disabilities noted.

Fred Jones’ Zones of

Proximity correctly

discussed, and red, yellow

and green zones included in plan.

accommodations for at least 2 disabilities noted. May need more explanation.

Fred Jones’ Zones of

Proximity included in

plan, but may not

demonstrate complete understanding or may

lack differentiation

between three zones.

Fred Jones’ Zones of

Proximity either missing from plan or incorrectly

explained.

CRITERIA EXCEEDS MASTERY: 4

pts.

MASTERS: 3 pts. APPROACHING

MASTERY: 2 pts.

NEEDS

IMPROVEMENT: 1 pt.

NOT OBSERVED: 0 pts.

Question 4 – Supporting the Vision

InTASC NOT MEASURED

Fully detailed

explanation of how the various components of the behavior management plan supports the vision. Connections between plan and vision are explicit. The behavior management plan supports all parts of the vision.

Explanation of how the

various components of

the behavior

management plan

supports the vision

makes connections clear.

The behavior

management plan

adequately supports the

vision.

Connections between the various components of the behavior management plan and the vision are not made clear. The behavior management plan partially supports the vision.

Vague or no connections between the various components of the behavior management plan and the vision. The behavior management plan does not support the vision.

Question 4 not

answered in

Submission

Structure of Paper

INTASC STANDARD 9: PROFESSIONAL LEARNING AND ETHICAL PRACTICE

CAEP R1.4

Paper is well- organized.

Mechanics and

language usage are

excellent with 2 or fewer

errors.

Paper is organized.

Mechanics and language

usage are good with no

more than 5 errors.

Paper is somewhat

organized. Mechanics

and language usage

contain more than 5

errors that do not

detract from the

meaning.

Paper is loosely or not

organized. Mechanics

and language usage are

poor and detract from

meaning.

Submission does not

use template

Procedures InTASC STANDARD 3: LEARNING ENVIRONMENTS CAEP R1.1

Includes at least 3 – 5 procedures for everyday classroom tasks. Procedures demonstrate a full understanding of the need to create classroom structures that help students be successful, explicitly aligned to the environment described in the paper. Procedures are sufficient to proactively prevent

Includes 3 or more procedures for everyday classroom tasks. Procedures demonstrate an understanding of the need to create classroom structures that help students be successful. Aligned to the environment described in the paper. Procedures are sufficient to minimize potential classroom disruption. Procedures are clear and

Includes at least 3 procedures for everyday classroom tasks. Procedures demonstrate some understanding of the need to create classroom structures to help students be successful. May not be fully aligned to the environment described in the paper. Procedures are intended to

Fewer than 3 procedures for everyday classroom tasks. *Procedures demonstrate little or no understanding of the need to create classroom structures to help students be successful. Lacking alignment to the environment described in the paper. Procedures not conducive to classroom management. Procedures are lacking

Submission does not

include Procedures

and minimize potential classroom disruption. Procedures are clear, making every step detailed so that there is no question that students in the targeted age range can follow.

The expectations for

student behavior are

fully explained.

detailed enough

for students at the

targeted age range to

follow. Includes

explanation of the

expectations for student

behavior.

minimize disruption but may not be fully developed. Procedures are lacking

in clarity but

appropriate for

students at the

targeted age range.

Explanation of the

expectations for

student behavior

lacking or incomplete.

in clarity and

inappropriate for

intended student age.

No expectations for

student behavior

included.

CRITERIA EXCEEDS MASTERY: 4 pts. MASTERS: 3 pts. APPROACHING

MASTERY: 2 pts.

NEEDS IMPROVEMENT: 1

pt.

NOT OBSERVED: 0 pts.

Classroom Rules

InTASC STANDARD 3:

LEARNING

ENVIRONMENTS

CAEP R1.1

Includes at least 5 research-informed classroom rules that are appropriate for the targeted age range. Rules are positively and clearly stated (i.e. “Students will stay in their seats”). Rules are observable, enforceable, and contribute to a positive classroom environment.

Includes 3 or more classroom rules that are appropriate for the targeted age range. Rules are clearly stated Rules are observable and enforceable

Includes at least 3 classroom rules that may be appropriate for the targeted age range. Rules are vague or ambiguous Rules are difficult to observe, thus difficult to enforce

Includes fewer than classroom rules or any number of rules that are not appropriate for the targeted age range. Rules are vague or ambiguous. Rules are impossible to observe, thus impossible to enforce

Submission does not include Classroom Rules.

Expectations

InTASC STANDARD 3:

LEARNING

ENVIRONMENTS

CAEP R1.1

Includes 3-5 expectations

that explicitly communicate

to students the need to

take responsibility for their

own learning.

The expectations directly

and clearly support a

culture of individual and

group accountability.

Includes 3 – 5

expectations that are clearly worded to encourage students to take responsibility for their own learning The expectations support a culture of individual and group accountability.

Includes at least 3 expectations in which the intent to encourage students to take responsibility for their own learning is inferred.

The expectations may

be vague or lacking in

their support of a

culture of individual and

group accountability

Includes fewer than 3 expectations with little or no connection to encouraging students to take responsibility for their own learning.

The expectations do

not support a culture of

individual and group

accountability.

Submission does not

include Expectations.