I need help with home work | Elementary Education | Mississippi Valley State University

RubricCriteriaweek5assignment.docx

Rubric Criteria

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Classroom Management Philosophy

30 points

Criteria Description

5. Target

30 points

Comprehensive description of classroom management philosophy and the components that are essential in both the physical and digital learning environment to create a safe and welcoming learning environment that supports all students’ mental, social-emotional, and physical health needs is included.

4. Acceptable

26.1 points

Complete description of classroom management philosophy and the components that are essential in both the physical and digital learning environment to create a safe and welcoming learning environment that supports all students’ mental, social-emotional, and physical health needs is included.

3. Approaching

22.2 points

Vague description of classroom management philosophy and the components that are essential in both the physical and digital learning environment to create a safe and welcoming learning environment that supports all students’ mental, social-emotional, and physical health needs is included.

2. Insufficient

20.7 points

Incomplete description of classroom management philosophy and the components that are essential in both the physical and digital learning environment to create a safe and welcoming learning environment that supports all students’ mental, social-emotional, and physical health needs is included.

1. No Submission

0 points

Not addressed.

Classroom Expectations in Physical and Digital Learning (B)

30 points

Criteria Description

(C1.2)

5. Target

30 points

A comprehensive explanation of classroom expectations for both physical and digital learning is provided. Explanation includes specific examples of appropriate student expectations in each environment. Description of how expectations promote positive, safe relationships for all students is exceptional.

4. Acceptable

26.1 points

A clear explanation of classroom expectations for both physical and digital learning is provided. Explanation includes sound examples of appropriate student expectations in each environment. Description of how expectations promote positive, safe relationships for all students is clear.

3. Approaching

22.2 points

A weak explanation of classroom expectations for both physical and digital learning is provided. Explanation includes vague examples of appropriate student expectations in each environment. Description of how expectations promote positive, safe relationships for all students is ambiguous.

2. Insufficient

20.7 points

A flawed explanation of classroom expectations for both physical and digital learning is provided. Explanation does not include examples of appropriate student expectations. Description of how expectations promote positive, safe relationships for all students is poor.

1. No Submission

0 points

Not addressed.

Strategies for Student Collaboration and Communication (B)

30 points

Criteria Description

(C3.6)

5. Target

30 points

Strategies for the physical and digital learning environments that promote and extend students’ opportunities to collaborate and communicate with peers through multiple modes and forms of communication are ideal.

4. Acceptable

26.1 points

Strategies for the physical and digital learning environments that promote and extend students’ opportunities to collaborate and communicate with peers through multiple modes and forms of communication are appropriate.

3. Approaching

22.2 points

Strategies for the physical and digital learning environments that promote and extend students’ opportunities to collaborate and communicate with peers through multiple modes and forms of communication are artificial.

2. Insufficient

20.7 points

Strategies for the physical and digital learning environments that promote and extend students’ opportunities to collaborate and communicate with peers through multiple modes and forms of communication are inappropriate.

1. No Submission

0 points

Not addressed.

Stakeholder Communication and Collaboration

30 points

Criteria Description

5. Target

30 points

An insightful explanation of why communication and collaboration with all stakeholders is important and how it influences student learning is provided.

4. Acceptable

26.1 points

A relevant explanation of why communication and collaboration with all stakeholders is important and how it influences student learning is provided.

3. Approaching

22.2 points

An unclear explanation of why communication and collaboration with all stakeholders is important and how it influences student learning is provided.

2. Insufficient

20.7 points

A poor explanation of why communication and collaboration with all stakeholders is important and how it influences student learning is provided.

1. No Submission

0 points

Not addressed.

Assess and Adapt Classroom Management Plan

30 points

Criteria Description

5. Target

30 points

Description of how the classroom management plan will be regularly assessed and adapted in response to multiple stakeholders and considerations of diverse learning needs is novel.

4. Acceptable

26.1 points

Description of how the classroom management plan will be regularly assessed and adapted in response to multiple stakeholders and considerations of diverse learning needs is reasonable.

3. Approaching

22.2 points

Description of how the classroom management plan will be regularly assessed and adapted in response to multiple stakeholders and considerations of diverse learning needs is unfocused.

2. Insufficient

20.7 points

Description of how the classroom management plan will be regularly assessed and adapted in response to multiple stakeholders and considerations of diverse learning needs is unrealistic.

1. No Submission

0 points

Not addressed.

Strategies for Collaborating and Communicating to All Stakeholders (B)

30 points

Criteria Description

(C5.3)

5. Target

30 points

Strategies for collaborating and communicating with students, families, colleagues/peers, administration, and members of the community to support student development, achievement, and well-being are innovative.

4. Acceptable

26.1 points

Strategies for collaborating and communicating with students, families, colleagues/peers, administration, and members of the community to support student development, achievement, and well-being are effective.

3. Approaching

22.2 points

Strategies for collaborating and communicating with students, families, colleagues/peers, administration, and members of the community to support student development, achievement, and well-being are overly simplistic.

2. Insufficient

20.7 points

Strategies for collaborating and communicating with students, families, colleagues/peers, administration, and members of the community to support student development, achievement, and well-being are ineffective.

1. No Submission

0 points

Not addressed.

Advocate to Strengthen Hybrid Learning Environment (B)

30 points

Criteria Description

(C5.4)

5. Target

30 points

Thought-provoking discussion of advocacy for students, families, and all stakeholders to strengthen the hybrid learning environment, promote all student success, and demonstrate leadership is included.

4. Acceptable

26.1 points

Concise discussion of advocacy for students, families, and all stakeholders to strengthen the hybrid learning environment, promote all student success, and demonstrate leadership is included.

3. Approaching

22.2 points

Inconsistent discussion of advocacy for students, families, and all stakeholders to strengthen the hybrid learning environment, promote all student success, and demonstrate leadership is included.

2. Insufficient

20.7 points

Incomprehensible discussion of advocacy for students, families, and all stakeholders to strengthen the hybrid learning environment, promote all student success, and demonstrate leadership is included.

1. No Submission

0 points

Not addressed.

Thesis, Position, or Purpose

21 points

Criteria Description

Communicates reason for writing and demonstrates awareness of audience.

5. Target

21 points

The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.

4. Acceptable

18.27 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

3. Approaching

15.54 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

2. Insufficient

14.49 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

1. No Submission

0 points

Not addressed.

Development, Structure, and Conclusion

24 points

Criteria Description

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

5. Target

24 points

The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns with the development of the purpose.

4. Acceptable

20.88 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns with the development of the purpose.

3. Approaching

17.76 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in the organization or the relationship of ideas. Conclusion is simplistic and not fully aligned with the development of the purpose.

2. Insufficient

16.56 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

1. No Submission

0 points

Not addressed.

Evidence

15 points

Criteria Description

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

5. Target

15 points

Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.

4. Acceptable

13.05 points

Specific and appropriate evidence is included. Other perspectives are integrated.

3. Approaching

11.1 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

2. Insufficient

10.35 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

1. No Submission

0 points

Not addressed.

Format/Documentation

15 points

Criteria Description

Uses appropriate APA style and formatting to document sources in citations and references.

5. Target

15 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

4. Acceptable

13.05 points

Appropriate format and documentation are used with only minor errors.

3. Approaching

11.1 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

2. Insufficient

10.35 points

Appropriate format is not used. No documentation of sources is provided.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

15 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

15 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

13.05 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

11.1 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

2. Insufficient

10.35 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1. No Submission

0 points

Not addressed.

Total300 points

Benchmarkweek5assignment.docx

Benchmark

Requires Lopeswrite

Assessment Description

A communication plan is essential in building an equitable classroom. Educators build pathways to communicate with students, families, peers, and community members that support two-way interactions. Often, challenging situations and communication barriers arise and when an educator has a plan in place, they are prepared to deal with tough discussions and situations. Ultimately, when educators effectively communicate, students are more likely to succeed.

Imagine recently that your school community has experienced a large number of absences for extended periods of time. Your administration is asking each teacher to develop a plan for how to successfully manage a hybrid learning environment. This plan will allow students, families, and teachers to work together to support students who need to be absent for extended periods of time but can participate virtually, while still supporting the on-campus students.

Create a 1,000-1,250 word success plan for a hybrid learning classroom that encompasses classroom management and communication. Include the following information in your plan:

· Describe your classroom management philosophy and the components that are essential in both the physical and digital learning environments to create a safe and welcoming learning environment that supports all students’ mental, social-emotional, and physical health needs.

· Explain your classroom expectations when students are in both the physical and digital learning environments and include at least two examples of appropriate student expectations in each environment type. Describe how the expectations promote positive, safe relationships, high expectations, and equity for all students.

· Provide two strategies for each learning environment (physical and digital) that promote and extend students’ opportunities to collaborate and communicate with peers through multiple modes and forms of communication.

· Explain why communication and collaboration with all stakeholders are important and how they influence student learning.

· Describe how you will regularly assess and adapt your classroom management plan in response to multiple stakeholders, taking into consideration diverse learning needs (e.g., students with exceptionalities, English language learners, and accelerated learning).

· Provide 2-3 strategies for collaborating and communicating with students, families, colleagues/peers, administration, and members of the community to support student development, achievement, and well-being.

· Discuss how you will advocate for students, families, the school, and the community to strengthen the hybrid learning environment, promote success for all students, and demonstrate leadership.

Be sure your success plan includes an introduction and conclusion, as well as a clear position and purpose throughout.

Support your plan with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd Elementary Education (ITL/NITL)

1.2: Establish and maintain clear expectations for inclusive physical and digital learning environments that promote positive, safe relationships, high expectations, and equity for all students. [InTASC 2(l), 2(n), 3(a), 3(d), 3(g), 3(k), 3(m); ISTE-E 3c, 6b; TPE 2.1, 2.3, 2.5, 2.6; AAQEP 2c; MC1]

3.6 Expand students' ability to collaborate and communicate through multiple modes and forms of communication. [InTASC 8(h), 8(m), 8(q); TPE 4.7; MC2]

5.3: Collaborate effectively with students, families, colleagues, and members of the community to support student development, achievement, and well-being. [InTASC 10(b), 10(c), 10(d), 10(e), 10(f); ISTE-E 4d; TPE 6.4; AAQEP 2a, 2f; MC2]

5.4: Advocate for students, families, schools, and the community to strengthen the learning environment, promote student success, and demonstrate leadership. [InTASC 10(j), 10(k); ISTE-E 2b; AAQEP 1e; MC4]

Use these references:

Foster Connections in the Classroom by Checking Out These 9 Tips on How to Communicate with Students

Required

Explore “Foster Connections in the Classroom by Checking Out These 9 Tips on How to Communicate with Students,” by Berry, loc

https://scienceandliteracy.org/how-to-communicate-with-students/

8 Proactive Classroom Management Tips

Required

Read “8 Proactive Classroom Management Tips,” by Terada, located on the Edutopia website (2019).

https://www.edutopia.org/article/8-proactive-classroom-management-tips

Solving the Achievement Gap Through Equity, Not Equality

Required

Watch “Solving the Achievement Gap Through Equity, Not Equality,” located on YouTube (2017).

https://youtu.be/nOQbu_3M0_Q

Educators Turn to Bitmoji to Build Community and Engagement

Required

Read “Educators Turn to Bitmoji to Build Community and Engagement,” by Minero, located on the Edutopia website (2020).

https://www.edutopia.org/article/educators-turn-bitmoji-build-community-and-engagement

Improve Classroom Management with Restorative Justice

Required

Read “Improve Classroom Management with Restorative Justice,” located on the Atlas website (2019).

https://www.onatlas.com/blog/improve-classroom-management-with-restorative-justice

Canyon Professional Development

Required

Explore the “Canyon Professional Development” videos, located on YouTube.

https://www.youtube.com/c/CanyonProfessionalDevelopment

Classroom Management

Required

Explore the “Classroom Management” articles, located on the Edutopia website.

https://www.edutopia.org/top