Assessment #8

Classroom Management Plan

1. A brief description of the assessment and its use in the program:

The Classroom Management Plan is based on theory and set in the context of the junior year candidate’s middle level field classroom. It includes contextual information about their placement school, district and community as well as classroom management components and philosophy. The assignment has been incorporated into the undergraduate program for several years, but data were not collected as it was not designated as a program assessment at that time. Recently the rubric elements were revised to include NMSA Standards 1 and 6 in order to collect program improvement data. The assignment has been added to the Post Baccalaureate Initial Licensure program as a part of our program improvement.

2. A description of how this assessment aligns with the standards:

St. 1: Young Adolescent Development / This assignment is assesses the candidates’ knowledge of young adolescent development through their classroom management plan. Supportive learning environments that provide healthy development for all young adolescents should be evident in the plan. The assignment should demonstrate the candidates’ belief that all young adolescents can learn.
St. 6: Family and Community Involvement / Through the management plan the candidates demonstrate their understanding, appreciation and value for all young adolescents regardless of diverse family circumstances, community environments and/or economic conditions.

3. A brief analysis of the data findings:

The rubric for this assignment was created using language from the NMSA Performance-Based Standards for Initial Licensure rubrics. The target category (“Exceeded Expectations of Standard (EE)—3) constitutes action on the part of the candidate. This plan was written by candidates in their early stages of teacher training (EDT 321/juniors). The aggregated data demonstrate understanding of theory aligned to field and appreciation of diverse family situations and student development. Candidates at this level are expected to be at “Meets Expectations of Standard (ME)—2.” Of the 75 candidates 89% were at least at the “Meets Expectations—2” score for St. 1, Young Adolescent Development; and 91% were at least at the “Meets Expectations—2” score for St. 6, Family and Community Involvement.

4. An interpretation of how data provide evidence for meeting standards:

St. 1: Young Adolescent Development / The aggregated data for St. 1 shows that at least 89% of the 75 candidates demonstrated knowledge of young adolescent development where learning environments provide healthy development of all young adolescents. These management plans demonstrate the candidates’ evolving belief that all young adolescents can learn.
St. 6: Family and Community Involvement / The aggregated data for St. 6, Family and Community, demonstrate that 91% of the 75 candidates do understand, appreciate, and value all young adolescents regardless of diverse family circumstances, community environments and/or economic conditions.

5. Attachment of assessment documentations include:

·  Sec IV, Assessment 8: Classroom Management Plan for the Middle Level Classroom Requirements & Rubric” (see below)

·  Sec IV, Assessment 8: Classroom Management Plan aggregated data for Standards 1 and 6 (see below)

Name______Date______

Licensure Area______Concentrations: Math Rdg Sci SS

Classroom Management Plan for the Middle Level Classroom

Requirements & Rubric

Managing the learning environment in order facilitate middle level learning is a complex task. After reading your text carefully, researching your field classroom and district, and listening to information shared in class, you are to create a classroom management plan for a middle level classroom. Use your present field placement as the context for your plan. Label all sections as noted below and organize appropriately. Please double space throughout.

Part I: Contextual Information

·  Include specific information about your field school environment;

·  Research and list specific community information—neighborhood description, community resources, and family connections/services;

·  Explain how your field school uses/or could use these community resources to improve middle level student learning.

Does Not Meet Stand
(NM)—1 / Meets Expectations of Standard (ME)—2 / Exceeded Expectations of Standard (EE)—3 / Score &
Comments
Middle level candidates are ignorant of how diverse family structures and family and cultural backgrounds influence and enrich learning.
(NMSA St. 6.2) / Middle level candidates understand and value how both diverse family structures and family and cultural backgrounds influence and enrich learning. / Middle level candidates understand the relationship between schools and community organization and communicate effectively with all stakeholders.
Middle level candidate do not demonstrate understanding of collaborative theories and processes or the interrelationships and interdependencies among various professionals that serve young adolescents (e.g., school counselors, social service workers, home-school coordinators), and they do not work successfully as members of interdisciplinary teams)
(NMSA St. 7.2) / Middle level candidates exhibit good understanding of collaborative theories and processes and the interrelationships and interdependencies among various professionals that serve young adolescents (e.g., school counselors, social service workers, home-school coordinators), and they frequently work as successful members of interdisciplinary teams. / Middle level candidates demonstrate a comprehensive understanding of collaborative theories and processes and the interrelationships and interdependencies among various professionals that serve young adolescents (e.g., school counselors, social service workers, home-school coordinators), and they frequently work as successful members of interdisciplinary teams.

Part II: Middle Level Classroom Management Plan

·  Explain your philosophy about classroom management as tied to your field experiences using text concepts and ideas;

·  List and explain six major components and activities that you feel are important in a middle level classroom’s learning environment;;

·  Include your thoughts about creating a middle level classroom learning environment that incorporates all students and families;

·  Include your physical classroom layout. Be sure to explain the use of technology and accommodations for special needs learners. Do use software to create visual—suggested site is http://teacher.scholastic.com/tools/class_setup/

Does Not Meet Stand
(NM)—1 / Meets Expectations of Standard (ME)—2 / Exceeded Expectations of Standard (EE)—3 / Score &
Comments
Middle level candidates fail to demonstrate positive orientations toward teaching young adolescents. They do not believe that all young adolescents can learn and do not accept the responsibility to help them do so.
NMSA St. 1.2 / Middle level candidates are positive about teaching young adolescents and develop positive relationship with them. They believe that all young adolescents can learn and accept the responsibility to help them do so. / Middle level candidates develop close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth.
Middle level candidates demonstrate weak and ineffective classroom management techniques that result in an environment characterized by unfairness and disrespect.
NMSA 5.2 / Middle level candidates employ classroom management techniques designed to create positive learning environment. / Middle level candidates create equitable, caring, and productive learning environment.
Middle level candidates fail to show acceptable knowledge of young adolescent development theory and research. They fail to provide all young adolescents with learning opportunities that they are developmentally responsive, socially equitable, and academically rigorous.
NMSA St. 1.1 / Middle level candidates demonstrate a knowledge of young adolescent development theory and research. They use this knowledge to provide all young adolescents with learning opportunities that they are developmentally responsive, socially equitable, and academically rigorous. / Middle level candidates demonstrate a comprehensive knowledge of young adolescent development theory and research. They use this knowledge to provide all young adolescents with learning opportunities that they are developmentally responsive, socially equitable, and academically rigorous.
Middle level candidates fail to create and involve young adolescents in a range of activities oriented toward the development of personal and societal responsibilities.
NMSA St. 1.4 / Middle level candidates produce positive and relevant activities and experiences that involve young adolescents in a range of personal, community, and societal responsibilities. / Middle level candidates employ classroom management techniques designed to create positive learning environment.
Middle level candidates fail to create supportive learning environments that provide the healthy development of all young adolescents. They lack enthusiasm and a desire to respond positively to the diversity found in young adolescents.
NMSA St. 1.3 / Middle level candidates create supportive learning environments that provide the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents. / Middle level candidates create supportive learning environments that provide the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents.
Middle level candidate knowledge about support services and other resources in schools and communities that support students and teachers is unacceptable. They neither demonstrate respect all young adolescents and their families neither value nor employ the variety of resources available in communities.
NMSA St. 6.3 / Middle level candidates knowledgeable about support services and other resources in schools and communities that support students and teachers. They respect all young adolescents and their families and value the variety of resources available in communities. / Middle level candidates value and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions.
Middle level candidates fail to see the importance of and do not engage in activities designed to extend knowledge in their integration of state-of-the-art technologies.
NMSA St. 4.5 / Candidates value the importance of and engage in activities designed to extend knowledge of their integration of state-of-the-art technologies. / Candidates take leadership roles in promoting and participating in activities designed to extend knowledge in their integration of state-of-the-art technologies.

Part III: Presentation of Classroom Management Plan

·  All parts of assignment must be presented computer generated and utilize correct mechanics, spelling, punctuation, grammar;

·  Document your sources throughout (you must use your text and all handouts from class). Example: (Powell, 2005, p. 313)

Does Not Meet Stand
(NM)—1 / Meets Expectations of Standard (ME)—2 / Exceeded Expectations of Standard (EE)—3 / Score &
Comments
Middle level candidates do not demonstrate understanding of their evolving role as middle level education professionals.
NMSA St. 7.1 / Middle level candidates display broad understanding of their evolving role as middle level education professionals. / Middle level candidates demonstrate a comprehensive understanding of their evolving role as middle level education professionals.

Middle Childhood Undergraduates

Classroom Management Plan Fall 2007

Fall 07 N = 47
Component / Does Not Meet Standard / Meets Expectations of Standard / Exceeds Expectations of Standard
Standard 1
Young Adolescent Development / 1 (2%) / 45 (96%) / 1 (2%)
Standard 5
Middle Level Instruction and Assessment / 47 (100%)
Standard 6
Family and Community Involvement / 16 (34%) / 31 (66%)
Standard 7
Professional Roles / 2 (4%) / 31 (66%) / 14 (30%)

Middle Childhood Undergraduates

Classroom Management Plan Fall 2008

Fall 08 N = 46
Component / Does Not Meet Standard / Meets Expectations of Standard / Exceeds Expectations of Standard
Standard 1
Young Adolescent Development / 28 (61%) / 18 (39%)
Standard 5
Middle Level Instruction and Assessment / 1 (2%) / 5 (11%) / 40 (87%)
Standard 6
Family and Community Involvement / 33 (72%) / 13 (28%)
Standard 7
Professional Roles / 20 (43%) / 26 (57%)