Johns Hopkins University

School of Education
Classroom Management I
ED.811.661.TM31
Summer 2020

Instructor(s): Dr. Staci Williams

(469) 684-2449
SW285@jh.edu/
Office Hours will be virtual Monday’s: 11:00 a.m.

Credit Hours: one (1) credit

Class Times: 5, 2.5hr. sessions on Monday’s from 12:00pm – 2:30pm;

June 22, 2020
June 29, 2020
July 6, 2020
July 13, 2020
July, 20, 2020

Course Description: In this course, participants explore multiple models of classroom management
systems and techniques that support student behavior and learning outcomes. Participants will practice
enacting the fundamentals of classroom management — building relationships, strong presence, explicit
directions, and positive narration. Participants will develop routines and procedures for implementation in
the clinical setting.

Course Learning Objectives

Course Objectives Assessment
Learning Objectives from the Program
At the end of this course participants will be able to:
A.1. Environment: Foster the physical and cultural environment to Key Assignment
support the development of the whole child

A.2. Classroom Management: Actively manage on-task behaviors Key Assignment

and ensure that instructional time is used effectively and efficiently
Additional Learning Objectives Specific to the Course
Describe the rationale and components of classroom management Plan Explicit and Precise
best practices (the Four-Step No-Nonsense Nurturer framework, Directions + Teacher Presence
Teach Like A Champion techniques) & Voice VIDEO

Key Assignment
Enact strategies to demonstrate a strong teacher presence in the Plan Explicit and Precise
 Course Objectives Assessment
classroom Directions + Teacher Presence
& Voice VIDEO

Rehearsal Pairs/Group
Understand the importance of building positive relationships and Rehearsal Pairs/Group
mutual respect with learners

Deliver effective, precise directions that lead to desired student Plan Explicit and Precise
outcomes Directions + Teacher Presence
& Voice VIDEO

Rehearsal Pairs/Group

Key Assignment
Organize classroom management systems to address physical and Key Assignment
learning needs for diverse learners

Understand the importance of management of instructional routines Key Assignment

and materials

Required Text and Other Materials

Canter, L. (2010). Assertive discipline: Positive behavior management for today’s classroom, 4th edition.
Bloomington, IN: Solution Tree Press.
CAST (2016). Top 5 UDL tips for learning environments. CAST Professional Learning.
http://castprofessionallearning.org/project/top-5-udl-tips-for-learning-environments/.
Center for Responsive Schools (2016). Is your classroom organized for learning?
https://www.responsiveclassroom.org/is-your-classroom-organized-for-learning/
Center on Positive Behavioral and Interventions & Supports (2019). Getting started.
https://www.pbis.org/pbis/getting-started
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children.
Harvard Educational Review, 58(3), 280.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy.
Theory into Practice, 34(3), 159–165.
Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San
Francisco: Jossey-Bass, A Wiley Brand.
Yuhas, D. (2018). Restorative justice is about more than just reducing suspensions. The Hechinger Report.
https://hechingerreport.org/restorative-justice-is-about-more-than-just-reducing-suspensions/

Recommended Texts
Jones, F. (2013). Tools for teaching – discipline, instruction, management. 3rd edition. Santa Cruz, CA:
Frederic H. Jones & Associates, Inc.
Olsson, J. (n.d.). Detour spotting for white anti-racists. Cultural Bridges to Justice.
https://culturalbridgestojustice.org/detour-spotting/
Saphier, J., Haley-Speca, M.A., Gower, R. (2008). The skillful teacher: Building your teaching skills.
Acton, MA: Research for Better Teaching, Inc.

2
Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M., Nadal, K.L., & Esquilin, M.
(2007). Racial microaggressions in everyday life: Implications for clinical practice. American
Psychologist, 62(4), 271–286.

Assignments
*All participants will be assigned a rehearsal buddy throughout the course for the purpose of rehearsing
classroom management techniques (in addition to in-class rehearsals during synchronous sessions). The
student pairs/groups will engage in rehearsal sessions during asynchronous components of the course as
well as at any other times of choice as needed and agreed mutually by the students with instructor
approval.

Rehearsal Groups
Due: Ongoing; Total Value: 15%

The purpose of this assignment is for the participant to demonstrate consistent engagement in rehearsal
exercises which should allow a space of error-permissive comfort and accountability. The participants will
record at least two practice sessions per week and upload these to Blackboard. The rehearsal video artifacts
can be used for virtual coaching as needed. Grading will be based on effort.

Plan Explicit and Precise Directions + Teacher Presence & Voice VIDEO
Due: Session 3; Total Value: 25%

The purpose of this assignment is for the participant to demonstrate effective planning for explicit and
precise directions utilizing the No-Nonsense Nurturer Framework while also evidencing their teacher
presence and voice. The assignment will require the submission of one or two scripts to outline the
planning and delivery of directions for one instructional routine and one transition for the entire class (the
participant can submit one scrip that includes both the instructional routine and the following transition OR
two scripts that can outline the directions for one instructional routine and one transition separately).

For the purpose of this assignment, students will select a video (to be provided by instructor) which will
serve as their virtual classroom for which they will provide the script and act the directions in self-recorded
video. It is essential that the script/s show evidence of the participant’s use of economy of language and
their understanding of pertinent classroom variables (students’ age, physical, noise level in the room,
potential student restlessness, other variables as observed etc.) that may impact the success of the directions.

For this assignment, the participant will submit a video evidencing their enactment of teacher presence and
voice in the virtual classroom along with a written reflection (no more than two pages of double-spaced
text) on the success of the script/s by considering what worked and what did not and the changes they
would implement to provide better explicit and precise directions and improve their teacher presence and
voice.

Key Assignment: The Classroom Architect

Due: Session 5; Total Value: 45%

3
The purpose of this assignment is for participants to apply all knowledge gained in this course and think
through classroom design from all aspects of classroom management (systems and routines, physical
environment, management of materials and classroom flow, positive behavior and intervention supports,
etc.). Participants will be required to upload to Blackboard – via a 10-12 slide presentation - a collection of
self-produced or previously used classroom management supports (these can include outlines and/or
descriptions of their proposed supports, structures, routines as well as other artifacts outlining their
thinking) that to include the following:

1. Evidence of systems and routines (i.e., scripts/descriptions/outlines for precise and explicit
directions, management charts such as behavioral supports, transition or other classwork procedures,
instructional routines, and any other classroom expectations for on-task behavior, transitions,
classroom entry etc.);
a. This section needs to include a brief rationale to justify the inclusion of the proposed
evidence and how it can support classroom management best practices;
2. Evidence of instructional materials management (ready-made checklists to reflect materials
management, ideas/descriptions for classroom materials organization charts/outline, types of desired
instructional materials to assist with classroom management, accessibility, etc.);
a. This section needs to include a brief rationale to justify the inclusion of the proposed
evidence and how it can support classroom management best practices;
3. Evidence of culturally responsive classroom management practices (descriptions of personalized
pedagogical and inclusion approaches and ideas, recognition of biases, ideas to incorporate student
backgrounds, awareness of social and economic contexts. classroom structures and supports that
address inclusivity and diversity such as PBIS etc.);
a. This section needs to include a brief rationale to justify the inclusion of the proposed
evidence and how it can support classroom management best practices;
4. Classroom layout (the layout should reflect your vision as a classroom manager from the perspective
of the physical environment: how you envision grouping students for work in a classroom space,
creating and structuring a variety of work spaces that are learning conducive, thinking through the
placement of centers or other components of the physical space that can support the classroom flow
and management strategies etc.);
a. This section needs to include a brief rationale to justify the inclusion of the proposed
evidence and how it can support classroom management best practices.

Also required will be a personal reflection (1-2 pages written reflection or VoiceThread video) to address
the questions below:

 What is classroom management? Why is classroom management presented as a system? How do the
various components of classroom management support each other?
 How does an effective classroom management system support increasing student achievement,
including that of students with disabilities? How does effective classroom management connect with
creating an inclusive environment?
 What questions do I continue to grapple with in the area of classroom management? What supports will
I continue to need in the area of classroom management? What goals will I set (two to three) that will
support my development in classroom management?

This assignment satisfies the following program learning objectives:

 A.1 Environment: Foster the physical and cultural environment of the whole child.

4
  A.2 Classroom Management: Actively manage on-task behaviors and ensure that instructional time
is used effectively and efficiently.

Evaluation and Grading

Attendance and Participation 15%

Rehearsal Groups 15%
Plan Explicit and Precise Directions + Teacher Presence & Voice VIDEO 25%
Key Assignment: The Classroom Architect 45%

Grading Scale
Proficiency is 80% on all assignments.
Letter Grade Percentage Range
A 94–100%
A- 90–93%
B+ 87–89%
B 84–86%
B- 80–83%
C+ 77–79%
C 74–76%
C- 70–73%
F below 70%
The grades of D+, D, and D- are not awarded at the graduate level.

Request for Assignment Extension:

Extensions (and extension due dates) are granted at the discretion of the instructor. If participants realize
within a reasonable period of time before an assignment is due that they will be unable to complete the
assignment on time, they must request an extension in writing through an email to their instructor.
Participants may ask for an extension from the course instructor no later than twenty-four (24) hours before
an assignment is due. Participants must request this extension from the course instructor in advance and
propose a new date to submit the assignment.

In the event of an unforeseen emergency, the instructors may waive the requirement that an extension be
requested at least twenty-four (24) hours in advance. However, participants are still required to request an
extension in writing with a proposed deadline to submit the assignment.

Failure to meet any agreed-upon assignment extension due dates will make the penalties for late
assignments take effect beginning at the adjusted due date.

Penalties for Late Work:

Work submitted late without prior approval will not be accepted without penalty.

Any work submitted late without prior approval will result in a five percent (5%) deduction per day from
the total earned score with a maximum deduction of 30%. The assignment must be submitted within two
weeks of the original due date and prior to the last course session. After two weeks, late assignments for
which extensions were not requested will be accepted only at the discretion of the course instructor and in
extraordinary circumstances.

5
Key Assignment Re-submissions:
Key assignments are the only assignment that can be resubmitted for a new grade. Course instructors have
one week from the published due date to grade and return key assignments to participants. A participant can
re-submit a key assignment only in the case when a participant’s overall course grade will fall below a B
because of the original grade on the key assignment. In addition, only key assignments that were originally
submitted on time and scored above a C- may be re-submitted.  Resubmissions must address all instructor
feedback on the original assignment to be eligible for re-scoring.  The final grade will be an average of the
original and resubmitted score.
 
The deadline for re-submission of a key assignment is one (1) week from the return of the assignment (this
may require the student to take an incomplete).  This re-submission is not mandatory, but participants
should note the implications of choosing not to re-submit an assignment that may impact an overall course
grade. Participants who exercise this option in their final semester will likely be required to delay their
graduation to the following semester.

Participation Rubric

Point Behaviors
s
15  Consistently and actively participates fully without prompting in every aspect of class,
including group discussions (inclusive of readings), peer reviews, critical friends, and
other activities
 Always respects and adheres to the course expectations, timelines, and protocols
(including arriving on time to any synchronous course sessions) 
 Always provides relevant, thoughtful, and reflective comments on course readings in
online discussions
 Always prepared for synchronous sessions (requirements found in syllabus, including
demonstrating engagement with texts, videos, and presentations)
 Consistently logs into the course several times weekly, monitors discussions, and
engages with others
8-14  Regularly participates in every aspect of the class (either synchronous or asynchronous)
without prompting
 Usually respects and adheres to most course expectations, timelines, and protocols
 Usually provides relevant, thoughtful, and reflective comments on most assigned
readings 
 Regularly prepared for synchronous sessions (including demonstrating engagement with
texts, videos, and presentations)
 Regularly logs into the course a couple of times weekly, monitors discussions, and
engages with others
0–7  Occasionally participates (with or without prompting) in every aspect of class (either
synchronous or asynchronous)
 Shows a lack of respect for, or does not adhere to, the course expectations, timelines, and
protocols 
 Frequently does not demonstrate engagement with assigned readings and responses
demonstrate a lack of support from the readings and discussions 
 Inconsistently prepared for synchronous sessions (demonstrates a lack of engagement
with texts, videos, presentations)

6
  Rarely logs into the course weekly and does not monitor discussions or engage with
others (either synchronous or asynchronous)

Course Outline
Sessio Topic Advance Readings Assignment(s)
n
1 What is Classroom Management and why Canter (2010). Chapters 1 & 14. Rehearsal Pairs/Groups
do we need it? (1)
Other Schools of Thought (Theories Lemov (2015). Chapter 12.
of Behavior Management,
Restorative Justice Practices, etc.) Yuhas (2018).

Classroom Management Foundations

Establishing Relationships and
Trust

Introduction to No-Nonsense Nurture

(NNN) Model

2 Teacher Presence & Voice Canter (2010). Chapter 2. Rehearsal Pairs/Groups

In-class activity: I wish my teacher (2)
knew Delpit (1988).

Lemov (2015). Chapter 11.

3 Providing Directions and Managing Canter (2010). Chapters 3, 9. Clinical #1: Plan
Classroom Flow Explicit and Precise
Explicit Directions, Positive Lemov (2015). Chapter 11. Directions + Teacher
Narration, Establishing Presence & Voice
Compliance) VIDEO

Rehearsal Pairs/Groups
(3)
4 Managing Your Classroom Environment Canter, L. (2010). Chapter 10. Rehearsal Pairs/Groups
Systems & Routines (4)
Instructional Routines & Materials Lemov (2015). Chapters 6, 7 & 10.
Management
Physical environment CAST (2016).

5 Putting NNN together CAST (2016). Rehearsal Pairs/Groups

(5)
UDL & Positive Behavior and Intervention Ladson-Billings (1995).
Supports Key Assignment: The
Center on Positive Behavioral and Classroom Architect
Culturally Relevant Pedagogy Interventions & Supports (2019).

7
 Sessio Topic Advance Readings Assignment(s)
n

8
Announcements
During the semester, the instructor may post announcements on Blackboard. It is your
responsibility as a student to read all announcements and to contact the instructor with any
questions that may arise as a result.

Policy Statements

Academic Conduct
The School of Education places the highest value on intellectual integrity and personal trust
within our community. All SOE students assume an obligation to conduct themselves in a
manner appropriate to the Johns Hopkins University’s mission as an institution of higher
education and with accepted standards of ethical and professional conduct. Students must
demonstrate personal integrity and honesty at all times in completing classroom assignments
and examinations, in carrying out their fieldwork or other applied learning activities, and in
their interactions with others. Students are obligated to refrain from acts they know or, under
the circumstances, have reason to know will impair their integrity or the integrity of the
University. Refer to the school’s website for more information regarding the academic
misconduct policy.

Please note that student work may be submitted to an online plagiarism detection tool at the
discretion of the course instructor. If student work is deemed plagiarized, the course
instructor shall follow the policy and procedures governing academic misconduct as laid out
in the School of Education’s Academic Catalog.

Attendance
Participants are expected to attend each class session, arriving on time. Absences and
tardiness may result in a lower course grade. It is the participant’s responsibility to ensure
they have a full understanding of the course content and information missed during an
absence. This includes reviewing materials that the instructor has placed on Blackboard,
connecting with peers, and following up with the instructor with any questions/clarifications
ideally within 24-36 hours after the absence. Participants are encouraged to reach out to
instructors during posted office hours for additional support. Multiple occurrences of absences
and/or tardiness in a course may result in the lowering of the final course grade up to one full
letter grade.

All absences should be communicated to the appropriate clinical faculty member by the
participant in advance of the missed class, or, if circumstances do not allow for that, as soon
as possible and including an explanation of the reason it was not communicated in advance.
Absences from coursework for school-related events will not be excused. The Site Team can
help reinforce this policy with principals and school staff, if assistance is needed.

Academic Continuity
Please note that in the event of serious consequences arising from extreme weather
conditions, communicable health problems, or other extraordinary circumstances, the School
of Education may change the normal academic schedule and/or make appropriate changes to
course structure, format, and delivery. (For example, a class session may be delivered online
via Blackboard in the event that the regularly scheduled face-to-face class session is
cancelled.) In the event such changes become necessary, information will be posted on the
School of Education website and communicated to you via email and/or Blackboard.
 Classroom Accommodations for Students with Disabilities
If you are a student with a documented disability who requires an academic adjustment,
auxiliary aid or other similar accommodations, please contact Jennifer Eddinger in the
Disability Services Office at 410-516-9734 or via email at soe.disabilityservices@jhu.edu.

(For more information please visit the School of Education’s Disability Services website.

Diversity
The Johns Hopkins School of Education (SOE) defines diversity as follows:

The United States is rich in diversity and its influence is global. Mindful of this, the SOE
defines diversity in a myriad of ways: by ethnicity, religion, race, gender identity, age,
national origin, exceptionalities, ideology, sexual orientation and socioeconomic status.  The
education of our candidates involves a respect for diversity, meaning that each individual
should be recognized for his or her own abilities, interests, ideas and cultural identity.

Other Policies
This syllabus details certain key policies. You should refer to the online syllabus supplement
webpage for a fuller listing of other important policies of which all students should be aware.

Course Evaluation
Please remember to complete an online course evaluation survey for this course. These
evaluations are an important tool in the School of Education’s ongoing efforts to improve
instructional quality and strengthen its programs. The results of the course evaluations are kept
anonymous – your instructor will only receive aggregated data and comments for the entire class.
An email with a link to the online course evaluation form will be sent to your JHU email address
towards the end of the course. Thereafter, you will be sent periodic email reminders until you
complete the evaluation. There is also a module on the My Institution page where you can access
the evaluation and prompts to complete the evaluation when you log into Blackboard. Please
remember to activate your JHU email account and to check it regularly. (Please note that it is the
School of Education’s policy to send all faculty, staff, and student email communications to a
JHU email address, rather than to personal or work email addresses.) If you are having
difficulty accessing the course evaluation, you haven’t received an email notification about the
course evaluation, or if you have any questions in general about the course evaluation process,
please contact SOEEvalKit@jhu.edu. (Please note that if a course has fewer than three enrolled
students, SOE will not conduct an online course evaluation survey for the course.)

Bibliography
Canter, L. (2010). Assertive discipline: Positive behavior management for today’s classroom, 4th
edition. Bloomington, IN: Solution Tree Press.
CAST (2016). Top 5 UDL tips for learning environments. CAST Professional Learning.
http://castprofessionallearning.org/project/top-5-udl-tips-for-learning-environments/.
Center for Responsive Schools (2016). Is your classroom organized for learning?
https://www.responsiveclassroom.org/is-your-classroom-organized-for-learning/
Center on Positive Behavioral and Interventions & Supports (2019). Getting started.
https://www.pbis.org/pbis/getting-started
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s

10
 children. Harvard Educational Review, 58(3), 280.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant
pedagogy. Theory into Practice, 34(3), 159–165.
Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to
college. San Francisco: Jossey-Bass.
Jones, F. (2007). Tools for teaching – discipline, instruction, management, 2nd edition. Santa
Cruz, CA: Frederic H. Jones & Associates, Inc.
Olsson, J. (n.d.). Detour spotting for white anti-racists. Cultural Bridges to Justice.
https://culturalbridgestojustice.org/detour-spotting/
Saphier, J., Haley-Speca, M.A., Gower, R. (2008). The skillful teacher: Building your teaching
skills. Acton, MA: Research for Better Teaching, Inc.
Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M., Nadal, K.L., &
Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical
practice. American Psychologist, 62(4), 271–286.
Yuhas, D. (2018). Restorative justice is about more than just reducing suspensions. The
Hechinger Report.
https://hechingerreport.org/restorative-justice-is-about-more-than-just-reducing-
suspensions/

Attachments
Appendix A – Dispositions of the School of Education
Appendix B – Key Assignment Rubric

11
 APPENDIX A
Dispositions of the School of Education

The goal of these dispositions is to illustrate our continued commitment, as a member of Johns
Hopkins University, to producing candidates who are aware, ethical, and in their chosen practice.

All candidates who complete a certificate, master's degree, and/or doctorate in the School of
Education will be:

1. Research Centered

1.1 Committed to Inquiry and Innovation

Candidates will a) be prepared to foster in others and engage in themselves the pursuit of
life-long learning, continuous self-reflection, and research within their own practice or
beyond; b) maintain fluency in scholarship in their field, professional knowledge, as well
as in effective and ethical practices; c) evaluate and effectively implement appropriate
new methods and tools; and d) incorporate appropriate knowledge-building technologies
in their practice.

1.2 Committed to Being a Reflective Practitioner

Candidates will a) actively engage in critical, creative, and metacognitive thinking to
support conceptual understanding; and b) engage in independent and interdependent
problem solving and experiential approaches to learning.

1.3 Committed to Practice-Centered Research

Candidates will a) seek links between research in the field and application in professional
practice; b) define their professional identity not only as scholars, but also as producers of
research as a method of improving professional practice; and c) seek to understand the
context of professional practice to deepen the understanding and application of their
research.

2. Collaborative

2.1 Committed to Creating Positive Climates

Candidates will a) promote a climate in which learning is valued and on-going; b)
provide choices to enable all to share in and contribute to social and intellectual life; and
c) uphold fair and equitable standards for conduct that encourage responsibility, mutual
respect, and civic values, and that safeguard the physical, intellectual, and emotional
well-being of each and every member of the community.

2.2 Committed to Active Engagement

Candidates will a) actively engage in a community of learners that develop relationships,
programs, and projects with colleagues in P-20 schools and educational agencies
designed to improve the quality of education for each and every student and education
professional; and b) contribute professionally to the field at local, regional, state, and
national levels.

12
3. Socially and Culturally Conscious

3.1 Committed to Fostering Social Justice

Candidates will a) seek to understand their own privileges and/or prejudices, the
stereotypes embedded in educational materials, rules/laws, policies and the cultural bias
that exist in schools and other education-related or societal institutions; b) work toward a
global society where equality is recognized as a basic human right; c) promote social and
environmental responsibility; and d) empower self and others to identify opportunities for
growth toward excellence and equity.

3.2 Committed to Developing Cross-Cultural Competence

Candidates will a) promote respect for self, students, families, and cultures; b)
demonstrate a belief that everyone can learn and values human diversity and equity in the
learning environment; and c) examine own biases and prejudices and develop necessary
awareness, attitudes, knowledge, and skills for effectively and respectfully teaching and
mentoring people whose culture differs from their own.

4. Ethical

4.1 Committed to Acting Responsibly

Candidates will a) act with integrity, are considerate, respectful, punctual, appropriate in
appearance, conduct, and in all interactions with students, families, mentors, and
colleagues; and b) be creative and self-reliant in finding appropriate solutions to problems
and managing dilemmas.
4.2 Committed to Acting with Integrity
Candidates will a) conduct themselves in a professional manner; b) be honest, open to
constructive feedback from others, manage situations of conflict and their own stress
appropriately, and take responsibility for own actions; and c) conduct research and
practice efforts intended to discover what is rather than to prove what may be anticipated.

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 APPENDIX B

Key Assignment Rubric

Program
Learning Assignment
Objective Component(s) Beginning Emerging Proficient Mastering
A.1 A.1.3. Provide The evidence Some of the All evidence (1- All evidence (3+)
Environment: access to high included does evidence 3) included included fully
Foster the quality not reflect supports supports and creatively
physical and materials such classroom classroom classroom supports
cultural as books, management management management classroom
environment to manipulatives best practices best practices. best practices management best
support the or models, and inclusive However, there and aligns with practices as well
development of writing tools, or classroom are only inclusive and as inclusive and
the whole child calculators. environments. limited nurturing nurturing
25% connections to classroom classroom
A.1.4. Post and No rationale is inclusive and environments. environments.
articulate provided to nurturing
messages that support the classroom The rationale is The rationale
build student evidence. environments. provided and provided fully
character and fully aligns with aligns with the
invest students A rationale is the evidence. evidence.
in a culture of provided but
work and does not fully
achievement. align with the
evidence.
A.1.5. Post and
articulate
messages about
the school-wide
and classroom
values (e.g.,
rules of
conduct,
rewards,
consequences,
evidence of
reciprocal/mutu
al respect, etc.)

A.1.6
Demonstrate
through words
and actions that
everyone is a
valued member
of the learning
community.

A.2 Classroom A.2.2* Provide No evidence The All evidence All evidence
Management: explicit is included evidence (1-3) (3+) included
Actively directions for for included included reflects
manage on-task students about expectations reflects a reflects clarity of
behaviors and expectations for on-task basic level clarity of expectations
ensure that for on-task behaviors or of clarity of expectations for on-task

14
 instructional behavior. the evidence expectation for on-task behavior as
time is used included s for on- behavior as well as
effectively and does not task well as basic consistent
efficiently reflect behavior understandin understanding
understandin but g of student of student
25% g of student understandi development development
development ng of and/or and/or
and/or student classroom classroom
classroom developme management management
management nt (age fundamentals fundamentals.
fundamentals groups, .
. classroom A rationale is
variables A rationale is provided and
etc.) and/or provided and fully aligns
No rationale is classroom fully aligns with the
provided. managemen with the evidence.
t evidence.
fundamenta
ls is not
consistently
present.

A rationale
is provided
but does
not fully
align with
the
evidence.

A.2 Classroom A.2.4 Provide No evidence The evidence All evidence (1- All evidence (3+)
Management: explicit is included included 3) included included reflects
Actively directions for for reflects a basic reflects clarity of clarity of
manage on-task students about expectations level of clarity expectations for expectations for
behaviors and expectations for enacting of expectations classroom classroom
ensure that for enacting routines and for enacting systems and systems and
instructional routines and transitions or classroom routines. routines.
time is used transitions. the evidence systems and Understanding Understanding of
effectively and do/es not routines. of student student
efficiently reflect clarity Understanding development development
of of student and/or classroom and/or classroom
25% expectations development management management
for classroom and/or fundamentals is fundamentals is
systems and classroom present albeit present albeit
routines. management inconsistently. inconsistently.
Understandin fundamentals
g of student is little present. A rationale is A rationale is
development provided and provided and
and/or A rationale fully aligns fully aligns
classroom is provided with the with the
management but does evidence. evidence.
fundamentals not fully
is not align with
present. the
evidence.

No rationale

15
 is provided.
Written Compile the The reflection is The reflection The reflection is The reflection is
Reflection fundamentals of not connected to is somewhat mostly strongly
25% classroom the guiding connected to connected to the connected to the
management questions AND the guiding guiding guiding questions
and tenets of reflects little to questions, but questions and and classroom
best practices no understanding classroom there is basic management best
(No-Nonsense of classroom management understanding of practices (No-
Nurture, Teach management best practices classroom Nonsense
Like A best practices (No-Nonsense management Nurture, Teach
Champion, etc.) (No-Nonsense Nurture, Teach best practices Like A
Nurture, Teach Like A (No-Nonsense Champion,
Like A Champion, Nurture, Teach etc.).are
Champion, etc.) etc.) are Like A consistently
inconsistently Champion, etc.). embedded
Multiple style embedded throughout.
and grammar throughout. Few style and
errors (5+). grammar errors Reflection is free
Several style (1-2) are present. or style and
and grammar grammar errors.
errors (3-4) are
present.

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