Benchmark - Student Engagement and Classroom Management Plan

Building the community for your classroom and your students will give you the opportunity to engage your students and their families. Communicating your procedures, routines, and expectations creates transparency with all stakeholders.
In the previous weeks, you completed assignments to develop knowledge and skills for effective classroom management. These assignments will inform this benchmark assignment.
Create a "Student Engagement and Classroom Management Plan" for a specific grade-level and content area that includes the following:
In 250-500 words, write a personal philosophy of student engagement and classroom management (adapted from your Topic 1 assignment) that includes:
A description of your overall classroom management philosophy aligned to personal beliefs you hold that support it.
An overview of how you will manage your learning environment in order to engage students.
How you will collaborate with students, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
How you will take a leadership role advocating for meeting the needs of students, and enacting system change.
Write a one-page letter to send to families at the beginning of the school year introducing yourself and explaining your classroom management plan and how you will maintain ongoing communication with students and families to build positive school-home relationships.
In 250-500 words, describe how you will actively and equitably engage students by establishing procedures, routines, and expectations. Include 4-5 specific procedures, routines, or expectations you will implement in the classroom. (These procedures or routines may be revised from previous assignments, or they may be new.)
Write a 100-250 word description of three strategies you plan to utilize in your future classroom that will address limiting and mitigating the effects of disruptive and off-task behaviors in the classroom, including rewards and consequences.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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.
COE Program Competencies Assessed:
1.4 Collaborate with students, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. [InTASC 1(c), 1(k), 3(a), 3(c), 3(j), 3(k), 3(n), 3(q), 10(c), 10(d), 10(n), 10(q) ; ISTE-T 3b, 3c; MC1, MC3, MC5]
1.5 Manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating the resources of time, space, and students’ attention. [InTASC 3(b), 3(d), 3(e), 3(g), 3(i), 3(p); ISTE-T 4b; MC4]
4.4 Take on leadership roles to advocate for meeting the needs of students, strengthening the learning environment, and enacting system change. [InTASC 10(i), 10(j), 10(k), 10(o), 10(p), 10(t); ISTE-T 5d; MC4, MC5]
Benchmark - Student Engagement and Classroom Management Plan - Rubric
No of Criteria: 8 Achievement Levels: 5
Criteria
Achievement Levels
DescriptionPercentage
No Evidence
0.00 %
Insufficient
69.00 %
Approaching
74.00 %
Acceptable
87.00 %
Target
100.00 %
Criteria
100.0
Personal Philosophy: Overall Philosophy and Management Overview
10.0
Not addressed.
Plan unconvincingly describes a philosophy and weakly aligns beliefs that demonstrate support of student education and well-being. Management overview is flawed; does not address student engagement in the grade and content area specified.
Plan describes an underdeveloped philosophy and alignment to beliefs that demonstrate support of student education and well-being are inconsistent. Management overview for engaging students in the grade and content area specified is shallow.
Plan describes a detailed philosophy clearly aligned to beliefs that demonstrate support of student education and well-being. Management overview for engaging students in the grade and content area specified is reasonable.
Plan describes a compelling overall philosophy strongly aligned to beliefs that demonstrate support of student education and well-being. Management overview is thoughtful and realistic for engaging students in the grade and content area specified.
Personal Philosophy: Collaborating to Build a Positive Learning Climate (COE 1.4; InTASC 1(c), 1(k), 3(a), 3(c), 3(j), 3(k), 3(n), 3(q), 10(c), 10(d), 10(n), 10(q); ISTE-T 3b, 3c; MC1, MC3, MC5)
10.0
Not addressed.
Plan provides unrealistic or flawed evidence of collaboration with students, families, and colleagues in the process of building a positive learning climate.
Plan provides vague evidence of collaboration with students, families, and colleagues in the process of building a positive learning climate. Details and support are inconsistent or overly simplistic.
Plan provides adequate evidence of collaboration with students, families, and colleagues in the process of building a positive learning climate. Details and support are clear.
Plan provides substantial evidence of collaboration with students, families, and colleagues in the process of building a positive learning climate. Details and support are suitable, sophisticated, and immediately apparent.
Personal Philosophy: Leadership and Advocacy (COE 4.4; InTASC 10(i), 10(j), 10(k), 10(o), 10(p), 10(t); ISTE-T 5d; MC4, MC5)
10.0
Not addressed.
Plan provides unrealistic or flawed evidence of leadership role advocating for the needs of all students and enacting system change.
Plan provides vague evidence of leadership role advocating for the needs of all students and enacting system change. Details and support are inconsistent or overly simplistic.
Plan provides adequate evidence of leadership role advocating for the needs of all students and enacting system change. Details and support are suitable and immediately apparent.
Plan provides substantial evidence of leadership roles advocating for the needs of all students and enacting system change. Details and support are suitable, sophisticated, and immediately apparent.
Letter to Families
10.0
Not addressed.
Letter to families is inappropriate or implausible. Ineffectively explains the classroom management plan and methods for maintaining ongoing communication in a positive way.
Letter to families is underdeveloped. Marginally explains the classroom management plan and methods for maintaining ongoing communication in a positive way.
Letter to families is logical. Appropriately explains key details of the classroom management plan and relevant methods for maintaining ongoing communication in a positive way.
Letter to families is thoughtful and engaging. Clearly explains key details of the classroom management plan and realistic methods for maintaining ongoing communication in a positive way.
Procedures, Routines, and Expectations (COE 1.5; InTASC 3(b), 3(d), 3(e), 3(g), 3(i), 3(p); ISTE-T 4b; MC4)
15.0
Not addressed.
Procedures, routines, and expectations are poorly described and unfitting for the grade level and content area specified. Details and support are flawed and do not demonstrate that students will be actively and equitably engaged.
Procedures, routines, and expectations are vaguely described and inconsistent for the grade level and content area specified. Details and support are unfocused and unclearly demonstrate that students are actively and equitably engaged.
Procedures, routines, and expectations are suitably described and appropriate for the grade level and content area specified. Details and support are clear and demonstrate that students are actively and equitably engaged.
Procedures, routines, and expectations are skillfully described and well suited to the grade level and content area specified. Details and support are sophisticated and convincingly demonstrate that students are actively and equitably engaged.
Disruptive and Off-Task Behaviors
15.0
Not addressed.
Plan includes three or less overly simplistic strategies that may or may not limit and mitigate the effects of disruptive and off-task behaviors in the classroom. Rewards and consequences are not included.
Plan includes three partially incomplete strategies that will limit and mitigate the effects of disruptive and off-task behaviors in the classroom. Does not demonstrate best practices for rewards and consequences.
Plan includes three suitable strategies that will limit and mitigate the effects of disruptive and off-task behaviors in the classroom. Includes reasonable rewards and consequences.
Plan includes three well designed strategies that will limit and mitigate the effects of disruptive and off-task behaviors in the classroom. Includes developmentally appropriate rewards and consequences.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
15.0
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity.
Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language.
Submission is nearly/ completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language.
Research Citations (in-text citations for paraphrasing and direct quotes and reference page listing and formatting are appropriate to assignment and style)
15.0
Not addressed.
Reference page is present. Citations are used inconsistently.
Reference page lists sources used in the paper. Sources are documented appropriately, although some errors may be present.
Reference page is inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Total Percentage 100
Three Scholar sources