07S:163/EDTL: 3163 6 Credit Hours

Creating Classrooms Conducive to Teaching and Learning

The K-12 Iowa Teaching Standards are principles for professional teachers. They reflect knowledge,
performances, and dispositions needed to successfully teach todays P12 students. In brief:
1.
Demonstrates ability to enhance academic performance and support for implementation of
a school districts student achievement goals; communicates effectively and accurately with
students, colleagues, families, and communities.
2.
Demonstrates competence in content knowledge appropriate to the teaching position.
3.
Demonstrates competence in planning and preparing for instruction.
4.
Uses strategies to deliver instruction that meet the multiple learning needs of students.
5.
Uses a variety of methods to monitor student learning.
6.
Demonstrates competence in classroom management.
7.
Engages in professional growth.
8.
Fulfills responsibilities established by the school district.
IOWA CORE:
The Iowa Core identifies essential concepts and skills for kindergarten through 12th grade in literacy,
mathematics, science, social studies, and 21st century skills. It also includes direction for teachers
regarding effective instruction and assessment. It takes learning to a deeper level by moving students
beyond superficial knowledge to deep conceptual and procedural knowledge. It also enhances student
engagement by emphasizing interesting, robust, and relevant learning experiences. The intent of the Iowa
Core is to ensure that all Iowa students have access to the challenging and meaningful curriculum that
prepares them for success in postsecondary education and the emerging global economy. It provides a
tool for Iowa school districts and educators to use in ensuring that essential subject matter is being taught
and essential knowledge and skills are being learned. The Iowa Core also provides a foundation for
school districts to implement graduation requirements more effectively and meaningfully.
(http://educateiowa.gov/ and search for Iowa Core)
GENERAL COURSE OBJECTIVES:
Through active participation in 07S:163a, students will become familiar with research-based principles,
concepts, and developmentally appropriate practices for creating classrooms conducive to teaching and
learning. To that end, students will:
Become familiar with concepts and principles that teachers can use when thinking about the managerial
tasks that teachers encounter in the classroom, including home-school communication. (ITS #1, 3, 6)
Standards Addressed
Learning environment/classroom management. The candidate uses an understanding of individual and
group motivation and behavior; creates a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation; maintains effective classroom
management; and is prepared to address behaviors related to substance abuse and other high-risk
behaviors.
Demonstrates competence in classroom management.
(1) Creates a learning community that encourages positive social interaction, active engagement, and
self-regulation for every student. (2) Establishes, communicates, models, and maintains standards of
responsible student behavior. (3) Develops and implements classroom procedures and routines that
support high expectations for student learning. (4) Uses instructional time effectively to maximize student
achievement. (5) Creates a safe and purposeful learning environment.
COURSE POLICIES:

Attendance and participation. Because this course is designed to address state standards associated with
the Regents Alternative Pathway to Iowa Licensure program, professional dispositions are of upmost
importance. Therefore, attendance will be noted each class session. If missing class is unavoidable, when
possible, contact the instructor in advance by e-mail; if it is not possible to let the instructor know in
advance, the expectation is that the instructor will be notified within 24 hrs. of the absence. Students will
be responsible for material covered and assignments due on that day, and will forfeit .5% of their final
grade for each subsequent absence. Any exceptions to this policy will be made on an individual basis.
Adaptations and modifications. Please let the instructor know prior to the second class session of the
course if you require special adaptations or modifications to any assignment or due date because of
special circumstances.
Late work. Written assignments are to be submitted via e-mail by the date/time due unless otherwise
stated. Late items will be accepted, but with a 20% reduction of possible points for each day they are late
(including Saturdays and Sundays), with the date/time received being the date/time used for calculating
the reduction of possible points.
GRADING:
Grades will be calculated according to the point scale provided below. If you have concerns regarding
your grade at any time throughout the course, please contact the instructor. Keep in mind that late
assignments will be docked 20% of their total point value for each day they are late (including Saturdays
and Sundays).
Evaluation Scale
Grade

Points

Grade

Points

Grade

Points

A 93-100%

278-300

B- 80-82%

239-247

D+ 67-69%

200-208

A- 90-92%

269-277

C+ 77-79%

230-238

D 63-66%

188-199

B+ 87-89%

260-268

C 73-76%

218-229

D- 60-62%

179-187

B 83-86%

248-259

C- 70-72%

209-217

F 0-59%

0-178

COURSE COMPONENTS, ASSIGNMENTS, AND EVALUATION POINTS

Relevancy Check Assignment
Written rationale and in-class overview w/one discussion question
based on student-selected current news item relevant to an assigned topic.
Course Content Checkpoints
Announced assessments based on reading assignments and
material presented in class.
*Student Interest Survey

15 points

*Parent Communication Log

*Management Memo
Interview Project
*ePortfolio signature assignment for the course

10 points
50 points
100 points

COURSE SCHEDULE AND ASSIGNMENTS

The following chapters are provide the research basis for much of the content presented.
EVERTSON/WEINSTEIN CH 15
EVERTSON/WEINSTEIN CH 10
EVERTSON/WEINSTEIN CH 8

50 points
20 points

SESSION MODULES
Week 1:
Becoming familiar with the course, one another, and the setting for our study: Middle
and high school classrooms
Setting the tone; Building respectful, caring relationships
The student perspective on classroom management
Now for the norms; Teacher and student perspectives; School-Wide Positive Behavioral Interventions &
Supports
Making the most of classroom time; The all-important motivation/management link
Strategies for preventing and responding to violence
Family-school collaboration; Working with Families; What should we know?; What can we do?
Relevancy Check Presentations
Week 2:
STUDENT INTEREST SURVEY PROJECT

PARENT COMMUNICATION LOG PROJECT

Managing independent work, small-group work, and whole-class recitations and discussions
Relevancy Check Presentations

COMPLETE AND SUBMIT COURSE CONTENT CHECKPOINT #1 VIA EMAIL

ATTACHMENT
WEINSTEIN/NOVODVORSKY CH 12
o Critical Point identified (for sharing with the class)

Week 3:
Knowing our students and their special needs
When inappropriate behavior occurs
Relevancy Check Presentations

MANAGEMENT MEMO PROJECT

INTERVIEW PROJECT

Learning from teachers in the field

Relevancy Check Presentations
GUEST PRESENTATION
Secondary Classroom Management: A Special Education Teachers Perspective
IN JOB INTERVIEW MODE, SHARING OF ONE GEM GLEANED FROM YOUR INTERVIEWS AND
YOUR PERSONAL CLASSROOM MANAGEMENT ANALOGY

COMPLETE AND SUBMIT COURSE CONTENT CHECKPOINT #1 VIA EMAIL ATTACHMENT

Course ePortfolio Signature Assignments:

STUDENT INTEREST SURVEY / PARENT COMMUNICATION LOG / MANAGEMENT MEMO
UPLOADED FOR REVIEW AND YOUR REFERENCE

Summative Assessments
Summative assessments are evaluative and are used to evaluate your mastery of
the course content and its learning goals. There will be six (6) summative
assessments during this course.
Instruction-Linked Assessment Plan. Classroom assessment does not happen in a
vacuum. Rather, it is interconnected with students learning goals and objectives
and with teachers instructional practices and decision-making. This assignment
provides an opportunity for you to develop an assessment plan that is connected to
a unit you might teach in the future. Using the same goals you developed for the
Paper-Pencil Test and Performance Assessment assignments, you will describe how
you would do preassessment, formative assessment, and summative assessment of
each of the goals, along with accommodations for individual student needs. This is
worth 50 points.

Test Construction: Paper-Pencil Test. Develop a paper-pencil test (with selected

response and constructed response items) designed to measure knowledge, skills,
and reasoning of a unit that you plan to teach. First, state five learning objectives
that represent both lower and higher order learning skills for the unit. Second,
develop a test blueprint to guide the development of your test. Third, create a
paperpencil test that includes the following items:

3
3
1
3
2

multiple choice items

binary choice items
matching item (with at least 5 blanks)
completion items
constructed response items

Organize the items into a test, with general directions for the test as a whole, along
with specific directions for each type of item. Write a scoring key for the text that
includes the process you would use to score the essay items. This is worth 25
points.
Test Construction: Performance Assessment. Develop a performance assessment for
the same unit you used to develop your paper-pencil test. Write a detailed
description of the performance task and develop a scoring rubric or evaluation
checklist. This is worth 20 points.

Grading Assignment. You will be given a teachers assessment data for his/her
students for one semester. Using this data, you will assign final course grades to
each student. You will also answer questions about the decisions you made in
determining your grading system. This is worth 30 points.
Letter to Parents/Guardians. Imagine that it is the beginning of the school year and
you will write a letter to the parents/guardians of the students in your future
classroom. This letter will address your approach to classroom assessment. Your
letter should explain: 1) the purpose of assessment in your classroom; 2) what and
how you will assess; and 3) how you will grade your assessments. When writing
your letter, remember to write to your audience, individuals who do not have your
background and understanding of assessment. This is worth 30 points.

Standardized Test Data Interpretation. You will be given standardized test data for one
student, a 3rd grader named Alicia. In a written narrative, create your end of a
conversation with a parent or guardian, explaining the test scores. Let the following
guide your writing:
Alicias parents will receive a copy of this test report
Alicias parents are not testing experts and will want to know how their
daughter performed
You should start with some information about the test and its purpose
Interpret the information about Alicias performance, focusing on her
strengths and weaknesses
Consider what is most important for the parents to know and explain this
in a way that they can understand
This is worth 30 points.