TNT 700.6P The Learning Environment Project Rubric

Criteria Ratings Question 1 for Paper- Creating and Maintaining a Positive Classroom Environment TAC 228.35(b) (2) (G) Leading a mutually respectful and collaborative class of actively engaged learners. Standard 4: Learning Environment A. Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students’ development and backgrounds. i. Teachers embrace students’ backgrounds and experiences as an asset in their learning environment iii. Teachers establish and sustain learning environments that are developmentally

EXPERT: 10 pts

PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Includes at 3-5 specific research-based strategies for promoting a positive classroom environment. *Collaboration and respect explicitly supported by strategies chosen. *Strategies embrace students’ strengths and experiences as an asset, support social and emotional learning needs of students.

**If research is not cited, then this area will be scored as a 0

*Includes at least 3 specific research-based strategies for promoting a positive classroom environment. *Collaboration and respect clearly supported by strategies chosen. *Strategies include student strengths and experiences, mostly support the social and emotional learning needs of students.

**If research is not cited, then this area will be scored as a 0

*Includes 3 or fewer research-based strategies for promoting a positive classroom environment. *Strategies’ support for collaboration and respect is not clear, may be inferred.

*Strategies loosely connect to student strengths and experiences. Some support for social and emotional needs of students apparent.

**If research is not cited, then this area will be scored as a 0

*Includes fewer than 3 strategies for promoting a positive classroom environment. Strategies may not be based on research or best practices. *Strategies do not support collaboration and respect. * No connection to student strengths and experiences. Strategies ignore the social and emotional needs of students.

**If research is not cited, then this area will be scored as a 0

appropriate and respond to students’ needs, strengths, and personal experiences.

Question 2 for Paper – Building Relationships Standard 4: Learning Environment A. Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students’ development and backgrounds. i. Teachers embrace students’ backgrounds and experiences as an asset in their learning environment ii. Teachers maintain and facilitate respectful, supportive, positive, and productive interactions with and among students.

EXPERT: 10 pts

PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Detailed explanation of research-based and effective strategies for building appropriate student-teacher relationships.

*Research-based and effective strategies for building appropriate student-teacher relationships explained.

*Strategies for building appropriate student-teacher relationships may lack a research-base and/or not be effective.

*Strategies for building student-teacher relationships lack a research-base and may not be effective or appropriate.

Question 3 for Paper – The Physical Environment TAC 228.35(b) (2) (E) organizing a safe, accessible, and efficient classroom Standard 4: Learning Environment B. Teachers organize their classrooms in a safe and accessible manner that maximizes learning. i. Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. ii.Teachers create a physical classroom set-up that is flexible and accommodates the different learning needs of students.

EXPERT: 10 pts

PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Plan for arranging the room includes fully elaborated explanation of flexible spaces and justification of the plan. Reflects a full understanding of the needs of learners. Necessary furniture is included in the explanation. *Physical accommodations for students with disabilities fully explained. * Zones of proximity fully and correctly explained and included in plan. *May include graphic depiction

* Plan for arranging the room includes explanation of flexible spaces. Reflects an understanding of the needs of learners. Necessary furniture is included in the explanation. *Physical accommodations noted for students with disabilities. *Zones of proximity correctly discussed and included in plan.

*Plan for arranging the room includes some explanation of flexible spaces. May not reflect full understanding of the needs of learners. Furniture may not be included in the plan. *Physical accommodations noted for students with disabilities but may need more explanation. *Zones of proximity included in plan, may not demonstrate complete understanding.

*Plan for arranging the room does not address flexible spaces in a way that is helpful to learners. Furniture not included in the plan. *May be lacking physical accommodations for students with disabilities. *Zones of proximity either missing from plan or incorrectly explained.

Question 4 for Paper – Supporting the Vision Standard 4: Learning Environment

EXPERT: 10 pts

PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Fully detailed explanation of how the various components of the behavior

*Explanation of how the various components of the behavior management

*Connections between the various components of the behavior management plan and

*Vague or no connections between the various components of the behavior

A. Teachers create a mutually respectful, collaborative, and safe community of learners by using knowledge of students’ development and backgrounds. iii. Teachers establish and sustain learning environments that are developmentally appropriate and respond to students’ needs, strengths, and personal experiences. C. Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. i. Teachers implement behavior management systems to maintain an environment where all students can learn effectively.

management plan supports the vision. Connections between plan and vision are explicit. *The behavior management plan supports all parts of the vision.

plan supports the vision makes connections clear. *The behavior management plan adequately supports the vision.

the vision are not made clear. *The behavior management plan partially supports the vision.

management plan and the vision. *The behavior management plan does not support the vision.

Structure of Paper EXPERT: 10 pts

PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Paper is well-organized. Mechanics and language usage are excellent with few or no errors.

*Paper is organized. Mechanics and language usage are good with no more than 5 errors.

*Paper is somewhat organized. Mechanics and language usage contain more than 5 errors that do not detract from the meaning.

*Paper is loosely or not organized. Mechanics and language usage are poor and detract from meaning.

Procedures TAC 228.35(b) (2) (E) organizing a safe, accessible, and efficient classroom Standard 4: Learning Environment C. Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior. D. Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and on-task behavior.

EXPERT: 10 pts

PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Includes at least 3 – 5 procedures for everyday classroom tasks. *Procedures demonstrate a full understanding of the need to create classroom structures that help students be successful, explicitly aligned to the environment described in the paper. *Procedures are sufficient to proactively prevent and minimize potential classroom disruption. *Procedures are clear making every step

*Includes 3 or more procedures for everyday classroom tasks. *Procedures demonstrate an understanding of the need to create classroom structures that help students be successful. Aligned to the environment described in the paper. *Procedures are sufficient to minimize potential classroom disruption. *Procedures are clear and detailed enough for students at the targeted age range to

*Includes at least 3 procedures for everyday classroom tasks. *Procedures demonstrate some understanding of the need to create classroom structures to help students be successful. May not be fully aligned to the environment described in the paper. *Procedures are intended to minimize disruption, but may not be fully developed. *Procedures are lacking in clarity but appropriate for

*Fewer than 3 procedures for everyday classroom tasks. *Procedures demonstrate little or no understanding of the need to create classroom structures to help students be successful. Lacking alignment to the environment described in the paper. *Procedures not conducive to classroom management. *Procedures are lacking in clarity and inappropriate for intended student age.

ii. Teachers maximize instructional time, including managing transitions.

detailed so that there is no question that students in the targeted age range can follow. The expectations for student behavior are fully explained.

follow. Includes explanation of the expectations for student behavior.

students at the targeted age range. Explanation of the expectations for student behavior lacking or incomplete.

No expectations for student behavior included.

Classroom Rules TAC 228.35(b) (2) (F) Establishing, communicating, and maintaining clear expectations for student behavior Standard 4: Learning Environment C. Teachers establish, implement, and communicate consistent routines for effective classroom management, including clear expectations for student behavior.

EXPERT: 10 pts

PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts

*Includes 3 – 5 classroom rules that are appropriate for the targeted age range. *Rules are positively and clearly stated (i.e. “Students will stay in their seats”) *Rules are observable and enforceable

*Includes 3 or more classroom rules that are appropriate for the targeted age range.. *Rules are clearly stated *Rules are observable and enforceable

*Includes at least 3 classroom rules that may be appropriate for the targeted age range. *Rules are vague or ambiguous *Rules are difficult to observe, thus difficult to enforce

*Includes fewer than 3 or more than 5 classroom rules that are not be appropriate for the targeted age range. *Rules are vague or ambiguous *Rules are impossible to observe, thus impossible to enforce

Expectations TAC 228.35(b) (2)

EXPERT: 10 pts

PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts.

*Includes 3-5 expectations that

*Includes 3 – 5 expectations that are

*Includes at least 3 expectations in which

*Includes fewer than 3 expectations with little

(F) Establishing, communicating, and maintaining clear expectations for student behavior D. Teachers lead and maintain classrooms where students are actively engaged in learning as indicated by their level of motivation and on-task behavior. i. Teachers maintain a culture that is based on high expectations for student performance and encourages students to be self-motivated, taking responsibility for their own learning.

explicitly communicate to students the need to take responsibility for their own learning. *The expectations directly and clearly support a culture of individual and group accountability.

clearly worded to encourage students to take responsibility for their own learning *The expectations support a culture of individual and group accountability.

the intent to encourage students to take responsibility for their own learning is inferred. *The expectations may be vague or lacking in their support of a culture of individual and group accountability

or no connection to encouraging students to take responsibility for their own learning. *The expectations do not support a culture of individual and group accountability.