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
This assignment is assesses the candidates’ knowledge of young
Adolescent
adolescent development through their classroom management plan.
Development
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
Through the management plan the candidates demonstrate their
Community
understanding, appreciation and value for all young adolescents
Involvement
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
The aggregated data for St. 1 shows that at least 89% of the 75
Adolescent
candidates demonstrated knowledge of young adolescent development
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
The aggregated data for St. 6, Family and Community, demonstrate that
Community
91% of the 75 candidates do understand, appreciate, and value all young
Involvement
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_______________________________________
Licensure Area_________________________________
Date_____________________________
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
Middle level candidates
are ignorant of how
diverse family structures
and family and cultural
backgrounds influence
and enrich learning.
Meets Expectations of
Standard (ME)—2
Middle level candidates
understand and value
how both diverse family
structures and family and
cultural backgrounds
influence and enrich
learning.
(NMSA St. 6.2)
Middle level candidate
Middle level candidates
do not demonstrate
exhibit good
understanding of
understanding of
collaborative theories
collaborative theories
and processes or the
and processes and the
interrelationships and
interrelationships and
interdependencies among interdependencies among
various professionals that various professionals that
serve young adolescents serve young adolescents
(e.g., school counselors,
(e.g., school counselors,
social service workers,
social service workers,
home-school
home-school
coordinators), and they
coordinators), and they
do not work successfully frequently work as
as members of
successful members of
interdisciplinary teams)
interdisciplinary teams.
(NMSA St. 7.2)
Exceeded Expectations
of Standard (EE)—3
Middle level candidates
understand the
relationship between
schools and community
organization and
communicate effectively
with all stakeholders.
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.
Score &
Comments
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
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.
Meets Expectations of
Standard (ME)—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.
Exceeded Expectations
of Standard (EE)—3
Middle level candidates
develop close, mutually
respectful relationships
with all young
adolescents that support
their intellectual, ethical,
and social growth.
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
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
employ classroom
management techniques
designed to create
positive learning
environment.
NMSA St. 1.2
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
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
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.
Score &
Comments
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.
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 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.
Candidates value the
importance of and
engage in activities
designed to extend
knowledge of their
integration of state-ofthe-art technologies.
Candidates take
leadership roles in
promoting and
participating in activities
designed to extend
knowledge in their
integration of state-ofthe-art technologies.
NMSA St. 1.3
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
fail to see the importance
of and do not engage in
activities designed to
extend knowledge in
their integration of stateof-the-art technologies.
NMSA St. 4.5
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
Middle level candidates
do not demonstrate
understanding of their
evolving role as middle
level education
professionals.
NMSA St. 7.1
Meets Expectations of
Standard (ME)—2
Middle level candidates
display broad
understanding of their
evolving role as middle
level education
professionals.
Exceeded Expectations
of Standard (EE)—3
Middle level candidates
demonstrate a
comprehensive
understanding of their
evolving role as middle
level education
professionals.
Score &
Comments
Middle Childhood Undergraduates
Classroom Management Plan Fall 2007
Fall 07 N = 47
Component
Standard 1
Young Adolescent
Development
Standard 5
Middle Level
Instruction and
Assessment
Standard 6
Family and Community
Involvement
Standard 7
Professional Roles
Does Not Meet
Standard
1 (2%)
Meets Expectations
of Standard
45 (96%)
Exceeds Expectations
of Standard
1 (2%)
47 (100%)
2 (4%)
16 (34%)
31 (66%)
31 (66%)
14 (30%)
Middle Childhood Undergraduates
Classroom Management Plan Fall 2008
Fall 08 N = 46
Component
Standard 1
Young Adolescent
Development
Standard 5
Middle Level
Instruction and
Assessment
Standard 6
Family and Community
Involvement
Standard 7
Professional Roles
Does Not Meet
Standard
Meets Expectations
of Standard
28 (61%)
Exceeds Expectations
of Standard
18 (39%)
1 (2%)
5 (11%)
40 (87%)
33 (72%)
13 (28%)
20 (43%)
26 (57%)