PHILOSOPHY AND SYSTEM OF CLASSROOM MANAGEMENT RUBRIC

Tennessee Professional Education Standards:

5.5 The teacher candidates can defuse potential conflict and use conflict resolution strategies to maintain a smoothly functioning learning community.

6.2 The teacher candidates recognize effective verbal and nonverbal communication techniques and use them to support all students learning.

9.2 The teacher candidates monitor teaching strategies and behavior in relation to student success and use the information to modify and revise instruction accordingly.

Descriptions

The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, and engage in purposeful learning activities.

The teacher analyzes the classroom environment and makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work.

The teacher understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.

CRITERION	Unacceptable 0	Acceptable 1	Target 2	Score
Theories/models of classroom management	No theories/ models of classroom management are examined, and no points of agreement or disagreement, or delineation of which theories seem to fit the teacher’s beliefs are given.	Some theories/ models of classroom management are examined, however points of agreement or disagreement and delineation of which theories seem to fit the teacher’s beliefs are not given.	Various theories/ models of classroom management are examined, and points of agreement or disagreement and delineation of which theories/models seem to fit the teacher’s beliefs are given.
Purpose of classroom management	Thoughts about the purpose of classroom management are not given.	Thoughts about the purpose of classroom management are given but are not clear.	Thoughts about the purpose of classroom management are clearly presented.
Nature of students	Beliefs about the nature of students-- whether they are innately good or bad-- are not given.	Beliefs about the nature of students-- whether they are innately good or bad-- are given but are not clear.	Beliefs about the nature of students--whether they are innately good or bad--are clear.
Approach to the class	The teacher’s approach to the class--whether autocratic or democratic--is not stated.	The teacher’s approach to the class--whether autocratic or democratic--is stated but not justified.	The teacher’s approach to the class—whether autocratic or democratic--is clearly stated and justified.
External Parameters	No external parameters (school’s Code of Conduct, legal issues, etc.) that will impact classroom management are listed or discussed.	Some external parameters that will impact classroom management are listed, but no discussion about the impact of those parameters on the classroom is given.	External parameters that will impact classroom management are listed, and the impact of those parameters on classroom instruction is discussed.
Preventive, supportive, and creative measures	Preventive, supportive, and corrective measures that the teacher will implement in the classroom are not given.	Preventive, supportive, and corrective measures that the teacher will implement in the classroom are listed but are not described.	Preventive, supportive, and corrective measures that the teacher will implement in the classroom are fully described.
Procedures, rules, and consequences	Procedures, rules, and consequences that the teacher will implement with students are not given.	Some procedures, rules, and consequences that the teacher will implement with students are given.	A complete list and description of procedures, rules, and consequences that the teacher will implement with students are given.
Communication of expectations	How the teacher will communicate expectations to students and to parents is not given.	How the teacher will communicate expectations to students and to parents is given but is not clear.	How the teacher will communicate expectations to students and to parents is clearly described.

PHILOSOPHY AND SYSTEM OF ASSESSMENT RUBRIC

Tennessee Professional Education Standards:

1.5 The teacher candidates demonstrate an understanding of the implications of disability legislation and special education policies and procedures and they provide equitable access to and participation in the general curriculum for students with disabilities.

7.1 The teacher candidates use their knowledge of subject matter, learning theory, curriculum and student development, assessment measures, and assessed student needs in planning instruction for all students.

7.2 The teacher candidates evaluate, select and create learning experiences that are developmentally appropriate, aligned with Tennessee curriculum standards, relevant to students and based upon the principles of effective teaching.

8.1 The teacher candidates understand the characteristics, uses, advantages and limitations of different types of assessments for evaluating student learning.

8.3 The teacher candidates select, construct and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated to make instructional decisions based on student performance information.

8.5 The teacher candidates develop and maintain useful records of student work and progress and responsibly communicate student progress to students, parents and other colleagues.

Descriptions

The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.

The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.

Teacher Competence in Educational Assessment of Students’ Standards:

The teacher should be skilled in choosing assessment methods appropriate for instructional decisions.

The teacher should be skilled in communicating assessment to parents, other lay audiences, and other educators.

The teacher should be skilled in using assessments results when making decisions about individual students, planning teaching, developing curriculum, and school improvement.

CRITERION	Unacceptable 0	Acceptable 1	Target 2	Score
Classroom Demographics	No information about student demographics is included.	Some information about student demographics is included.	Information about student demographics (including socioeconomic status, language fluency, special needs, learning styles, etc.) is included and directly linked to choices of assessment.
Differentiation between assessment, test, and measurement	No differentiation is made between assessment, test, and measurement.	Differentiation is made between assessment, test, and measurement, but there is no discussion of how each impacts teaching and learning.	Differentiation is made between assessment, test, and measurement, and how each impact teaching and learning, including curriculum development and the selection of instructional strategies, is discussed.
Expectations of student learning and assessment choices	No expectations of student learning are presented, and how those expectations will impact the teacher’s assessment choices is not given.	Expectations of student learning are presented, but how those expectations will impact the teacher’s assessment choices is not apparent.	Expectations of student learning are clearly given and how those expectations will impact the teacher’s assessment choices are clearly delineated.
Instruction, assessment, and a positive learning environment	There is no discussion of using assessment to drive instruction while still maintaining a positive learning environment.	Discussion of using assessment to drive instruction is given; however, there is no discussion of how to still maintain a positive learning environment.	How the teacher will effectively use assessment to drive instruction is discussed, and how to effectively use assessment and still maintain a non-threatening learning environment is clearly presented.
Roles of teacher, parent, and student	The role of the teacher, the role of the parent, and the role of the student in assessment are not given.	The role of the teacher, the role of the parent, and the role of the student in assessment are presented but not clearly described.	The role of the teacher, the role of the parent, and the role of the student in assessment are presented and clearly described.
Examination of formative and summative assessments	No examination of various formative and summative assessments are given, nor are points of agreement or disagreement, or statements about which types of assessments seem to fit the teacher’s beliefs.	Some types of formative and summative assessments are listed; however, no points of agreement or disagreement, or statements about which types of assessments seem to fit the teacher’s beliefs are given.	Various kinds of formative and summative assessments are given, including points of agreement or disagreement and statements about which types of assessments seem to fit the teacher’s beliefs.
Use of formative and summative assessments in the classroom	Descriptions of formative and summative assessments that will be implemented in the classroom are not given.	Some formative and summative assessments that the teacher will implement in the classroom are listed, but their relationship to instruction is not given.	Descriptions of formative and summative assessments that the teacher will implement in the classroom are given and their relationship to instruction is clearly presented.
Authentic and Performance Assessment	No information about authentic assessment and performance assessment is given, nor is the role of those assessments in today’s world.	Some information about authentic assessment and performance assessment is given, but the role of those assessments in today’s world is not discussed.	Information about authentic assessment and performance assessment is given and the role of those assessments in today’s world is discussed.
NCLB	No examination of the role of accountability in NCLB and no discussion of the impact of NCLB on teaching and assessment are given.	Some discussion of the role of accountability in NCLB is provided; however, its impact on teaching and assessment is not provided.	The role of accountability in NCLB is clearly provided, and its impact on teaching and assessment is fully discussed.
External Parameters	No discussion of how parameters external to the classroom (standards, system-wide or school-wide assessments and requirements) will impact assessment choices is given.	Some parameters external to the classroom are listed, but no discussion of how those parameters will impact assessment choices is given.	Parameters external to the classroom are discussed, including how those parameters will impact assessment choices in the teacher’s classroom.
Communication of expectations and assessment results	How the teacher will communicate expectations and assessment results to students and to parents is not given.	How the teacher will communicate expectations and assessment results to students and to parents is given but is not clear.	How the teacher will communicate expectations and assessment results to students and to parents is clearly described.