Philosophy on Behavior Management

Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Not present

Class Description

CEC 1.0

CEC 1.1

24 to 25 points

Through the class description the candidate demonstrates understanding of how exceptionalities may interact with development and learning AND understanding of how language, culture, and family background influence the learning of individuals within the classroom.

22 to 23 points

Through the class description the candidate demonstrates understanding of how exceptionalities may interact with development and learning OR understanding of how language, culture, and family background influence the learning of individuals within the classroom.

1 to 21 points

The class description is present but does not demonstrate understanding of how exceptionalities may interact with development, learning, and understanding of how language, culture, and family background influence the learning of individuals within the classroom.

0 points

The requirements are missing.

Philosophy of Behavior Management

CEC 2.1

CEC 2.2

24 to 25 points

The philosophy of classroom management is based on research AND theory promoting positive behavioral supports and the use of motivational interventions. The candidate clearly articulates a plan to create a safe, inclusive, and culturally responsive environment that fosters positive social interactions and individual well-being. The concept of “fairness” is addressed as well as the relationship between motivation, behavior, and academics. The planned physical layout of the classroom is informed by the personal philosophy of classroom management.

22 to 23 points

The philosophy of classroom management is based on research OR theory promoting positive behavioral supports. The candidate articulates a plan to create a safe, inclusive, OR culturally responsive environment that fosters positive social interactions and individual well-being. The concept of “fairness” is addressed as well as the relationship between motivation, behavior, OR academics. The planned physical layout of the classroom is related to the personal philosophy of classroom management.

1 to 21 points

Philosophy is poorly articulated. It is not based on theory or research and does not represent a clear understanding or utilization of proactive techniques. Fairness is not address and the classroom layout is not explained or not aligned with the philosophy.

0 points

The requirements are missing.

Core Components

CEC 2.1

CEC 4.2

24 to 25 points

The candidate creates a safe, inclusive, and culturally response learning environment through the cogent articulation of: (a) rules stated positively, (b) procedures, (c) a system including tiered rewards and consequences, AND (d) a record keeping system to generate data to assess the overall effectiveness of the plan and to guide educational decisions for the individual students. Includes an example of how individual student data will be tracked.

22 to 23 points

The candidate creates a safe, inclusive, OR culturally response learning environment through the cogent articulation of: (a) rules, (b) procedures, (c) a system of rewards and consequences, AND (d) a record keeping system to generate data to assess the overall effectiveness of the plan. Includes an example of how individual student data will be tracked.

1 to 21 points

The candidate articulates rules and procedures but they do not create a safe, inclusive, or culturally response learning. Rewards and consequences do not align with ethical principles, OR a record keeping system is not provided.

0 points

The requirements are missing.

Content

Advanced

Proficient

Developing

Not present

Collaboration 4

CEC 7.2

CEC 7.3

23 to 24 points

The candidate promotes the well-being of his/her students across a wide range of settings and collaborators by articulating a plan for communication AND collaboration with educators (e.g., co-teachers, paraprofessionals, other teachers (e.g., art, music, etc.) and related service provides to ensure consistency and implementation fidelity across settings.

21 to 22 points

The candidate promotes the well-being of his/her students across settings and collaborators by articulating a plan for communication OR collaboration with educators (e.g., co-teachers, paraprofessionals, other teachers (e.g., art, music, etc.) and related service provides to ensure consistency and implementation fidelity across settings.

1 to 20 points

The plan does not include a clear explanation of how the plan will be implemented and communicated across settings.

0 points

The requirements are missing.

Communication

CEC 7.0 

23 to 24 points

The candidate collaborates with families to address the needs of each student by involving them in the behavior management system and clearly communicating the system at the start of the year, including an explanation of how information about student behavior will be communicated throughout the year. A sample Parent Letter is included.

21 to 22 points

The candidate communicates with families by explaining the system at the start of the year, including an explanation of how information about student behavior will be communicated throughout the year. A sample Parent Letter is included.

1 to 20 points

The candidate communicates with families by explaining the system at the start of the year, including an explanation of how information about student behavior will be communicated throughout the year. A sample Parent Letter is NOT included or not appropriate (lacking detail or professionalism)

0 points

The requirements are missing.

Laws

CEC 6.1

23 to 24 points

The candidate provides a thorough summary of the laws and policies that impact students with disabilities. The summary includes a description of FAPE, IDEA, MDR, and LRE. The summary applies the laws and policies to students in the described classroom.

21 to 22 points

The candidate provides a thorough summary of the laws and policies that impact students with disabilities. The summary includes a description of FAPE, IDEA, MDR, and LRE.

1 to 20 points

The candidate provides a brief summary of the laws and policies that impact students with disabilities.

AND/OR

The summary does not address one or more of the following: FAPE, IDEA, MDR, LRE.

0 points

The requirements are missing.

Structure

Advanced

Proficient

Developing

Not present

Grammar and Spelling

CEC 6.1

59 to 63 points

Language is professional, and free of grammatical and spelling errors. The slides are nicely/uniformly formatted and visually pleasing. A minimum of 5 references are included and formatted per current APA.

55 to 58 points

Language is professional but contains 2 or more grammatical or spelling errors. The slides are nicely/uniformly formatted. Four references are included OR there are 1 or 2 current APA errors.

1 to 54 points

Language is not professional and/or contains 3 or more grammatical or spelling errors. The slides are not uniform. Less than four references are included OR there or more than 3 current APA errors.

0 points

This assignment was not completed.