Ideal Classroom Outline

Kelley Polasky
2nd Grade

Demographics
a. State the grade level, location of the classroom and number of children. Be realistic.

My ideal classroom would be a second grade classroom, with around 20-25 students, near
where we live in Juneau.  I love working with young elementary students.  That is where my
heart is!

Philosophy (be able to state your beliefs and practice succinctly)

b. Personal definition and philosophy of discipline. Must cite references.

I found myself particularly drawn to the definition of classroom management and discipline
offered in Setting Limits in the Classroom.  “Discipline in the classroom refers to the
training methods teachers use to gain cooperation from their students.  Discipline is how we
enforce our rules and procedures” (Macknzie and Stanzione, 5).  I believe structure in the
classroom (rules, procedures, routines) and clearly defined expectations set up in the
beginning of the year help to minimize the amount of time spent on discipline throughout
the rest of the school year.  “Discipline, in the absence of effective structure, is simply
damage control” (Mackenzie and Stanzione, 14).  When I become a teacher, I plan to take
ample time in the beginning of the year to set up rules, routines, and procedures in order to
create a classroom where there is less need for discipline. 

c. Community expectations for discipline/ management. (and discuss if there is a

discord)

The school that I am working in is also the school my children attend.  The Auke Bay
school population consists of a generally higher socio-economic
demographic.  Parents in the school are generally very involved and supportive. 
Parents expect their children will grow academically, be challenged in school, and
experience a rich educational environment where they are supported and nurtured. 
Parents want to be involved.  They want to be invited to join in classroom activities
and field trips, and they want to know what their children are learning.  The teachers
do a phenomenal job of connecting with parents through weekly email updates, and
the school sends out a weekly bulletin highlighting news and activities.  Parents
expect to be in the loop, and have high expectations for the level of education their
children will receive at our school.  

As far as rules and expectations, within the first few weeks of school there is a back
to school night where parents are encouraged to visit the classrooms of their children. 
This opportunity allows parents to meet the teacher, and get an idea of the classroom
rules and expectations.  This event is usually very well attended by the students and
families.  Ongoing communication about rules and problems when they arise on
 a school-wide basis are addressed in the weekly bulletin.  For example, the students
were getting overly focused on Pokemon cards for a while, and they were beginning
to be a distraction at school.  In the weekly bulletin, they addressed the issue by
banning Pokemon cards from the school, and enforced the rule by confiscating
Pokemon cards if they were seen at school.  This approach gave parents the heads-up
that Pokemon cards were becoming a problem so we could help eliminate the
problem by ensuring our children didn't bring the cards to school. 

Communication between school staff (teachers and administrators) and parents is

critical.  I think Auke Bay does an exceptional job keeping many lines of
communication open.  We are fortunate to have a community where the parents are
generally very involved, but I believe having superb communication between school
and home is vital when it comes to relaying rules and expectations.

Academic Excellence (know what your student learning goals are)

d. State expectations for academic performance. This should be directly related to
local curriculum and State of Alaska content and core standards. One way to do
this would be to summarize overall academic goals for that grade level for the year.
To do this well, you’ll need to be able to explain the main curriculum goals in

Second graders have become familiar with school and are ready to dive into a
more rigorous academic experience. They will become more experienced writers,
readers and mathematicians. This year we will work to master the Alaska State
Standards for second grade, and I will work hard to differentiate my teaching and
learning opportunities to ensure all students reach their fullest potential.

1.Language Arts (reading, writing and spelling)

In reading, students will be able to read at grade-level with correct accuracy, pace
expression and comprehension. Students will be able to read more complex two-
syllable words, and will become familiar with reading a variety of texts including
fiction, non-fiction, fables and poetry. They will be able to understand the most
important details of a text, it’s main purpose, and the “who, what, when, where,
why and how” of a text. Students in second grade will begin to self-correct
mistakes and re-read when necessary.

In writing, students will be able to write longer and more detailed texts. We will
work on a variety of writing including opinion pieces, narrative pieces and
informative pieces. Students will be able to revise and edit their writing to
improve it, and begin to use technology to “publish” their writing. They will
begin to research topics for writing projects. We will begin focusing on spelling
accuracy, and encourage editing for misspelled words.

2. Math
 In math, second graders will continue to practice their addition and subtraction
skills. We will work on solving problems mentally, and become proficient at
adding and subtracting some numbers from memory. Students will become
familiar with using manipulatives to provide concrete visual representation of
mathematical problems such as place value blocks, tiles, and shape blocks.
Students will learn how to problem solve and express their strategies in words and
writing in order to truly understand the mathematical concepts we’ll be covering.
In second grade, students will begin to learn the foundational concepts for
multiplication.

3. Content and general goals for science

In science second graders will continue to explore the world around them, and
begin to make more detailed observations and collect date to support their
observations. This year we will use experiments to develop questions, hypothesis
and form conclusions. Since there on not specific topics outlined for second
graders in Alaska, some topics we may cover include Earth and space, plants, the
life cycle, electricity, and wildlife.

4. Social studies.

In social studies, we will use our reading, writing and research skills to develop
critical thinking skills to gain a deeper understanding of history and society. In
second grade, we will work on comparing differences between groups and
appreciating the differences. Many of the topics covered in social studies will
overlap and integrate with other subject areas such as reading, writing and math in
order to further develop those skills while learning more about history and society

e. Differentiation: Describe your general strategies for teaching to

1. maturational,
2. cultural, and
3. cognitive differences.

I hope to assist all my students in reaching their fullest potential during this year of
school. The way I hope to do that is by putting a great deal of effort into differentiating
my teaching, and the learning opportunities I present in my class.
My general strategies for teaching to the following differences are as follows:
Maturational: I will allow a variety of choice in my class. Students will have choices
as to how they want to demonstrate their understanding. I will vary my instructional
methods, and incorporate technology in meaningful, relevant ways. I will encourage
students to read and write about topics that inspire them, whenever possible. I believe
that children are motivated to do their best when they have some passion behind what
 they are learning. Whenever possible, I will allow students the opportunity to explore
topics they enjoy and demonstrate their understanding in ways that excite them.
Cultural: I will celebrate diversity in my classroom, and represent many different
cultures throughout my classroom and teaching content. Through technology, books,
stories, writing, social studies, and math, I will work to ensure cultural respect and
appreciation of diversity in my classroom. I will ensure all students are welcome,
represented, valued, and appreciated in my classroom.
Cognitive: I will continually be assessing my students to see where they are in the
learning process, and decide how I can best push them to reach their fullest potential.
With the help of technology, books, manipulatives, and a variety of other resources, I will
ensure that all of my students will continue to grow throughout the school year. Just
because a student has mastered a grade level standard doesn’t mean that they are done
learning or they need to help other students meet a standard. I will work to ensure each
student continues to learn and grow throughout the year.

Basic Classroom Organization (good organization helps avoid discipline issues)

a. Explain how your classroom will be organized on a
1.) daily (include a sample daily schedule)

Daily Schedule
8-8:30 – Morning meeting – go over the day
8:30-9:30- Literacy
9:30-9:45 – Snack and sharing time
9:45-10:00- Recess
10:05-11:15- Math
11:15 – 11:30 – Read aloud
11:30-11:45 – Recess
11:45 – 12:05 – Lunch
12:05-12:40 – Science
12:40-1:15 – Social Studies
1:15-1:30- Recess
1:30-1:45 – End of the day jobs, pack up
1:45-2:30 – Specials
2:30 – dismissal

2.) Weekly (include a week from a plan book or spreadsheet)

Monday Tuesday Wednesday Thursday Friday

 8:00-8:30 8:00-8:30 8:00-8:30 8:00-8:30 8:00-8:30
Morning Morning Morning Morning Morning
Meeting Meeting Meeting Meeting Meeting
8:30 – 9:30 8:30 – 9:30 8:30 – 9:30 8:30 – 9:30 8:30 – 9:30
Literacy Literacy Literacy Literacy Literacy

9:30-9:45 9:30-9:45 9:30-9:45 9:30-9:45 9:30-9:45

Snack and Snack and Snack and Snack and Snack and
sharing time sharing time sharing time sharing time sharing time
9:45-10:00 9:45-10:00 9:45-10:00 9:45-10:00 9:45-10:00
Recess Recess Recess Recess Recess
10:05-11:15 10:05-11:15 10:05-11:15 10:05-11:15 10:05-11:15
Math Math Math Math Math

11:15-11:30 11:15-11:30 11:15-11:30 11:15-11:30 11:15-11:30

Read aloud Read aloud Read aloud Read aloud Read aloud
11:30-11:45 11:30-11:45 11:30-11:45 11:30-11:45 11:30-11:45
Recess Recess Recess Recess Recess

11:45-12:05 11:45-12:05 11:45-12:05 11:45-12:05 11:45-12:05

Lunch Lunch Lunch Lunch Lunch
12:05-12:40 12:05-12:35 12:05-12:35 12:05-12:35 12:05-12:35
Science Science Science Science Science

12:40-1:15 12:40-1:15 12:40-1:15 12:40-1:15 12:40-1:15

Social Studies Social Studies Social Studies Social Studies Friday Fun Day
Choice
1:15-1:30 1:15-1:30 1:15-1:30 1:15-1:30 1:15-1:30
Recess Recess Recess Recess Recess
1:30-1:45 1:30-1:45 1:30-1:45 1:30-1:45 1:30-1:45
Jobs, pack up Jobs, pack up Jobs, pack up Jobs, pack up Jobs, pack up
1:45-2:30 1:45-2:30 1:45-2:30 1:45-2:30 1:45-2:30
Gym Library Humanities Music Gym

3.) monthly basis (include an overview of the year.

Your planning should show how you interface with specialists and all school
activities.
September

Back to school unit (fall, leaves, apples)

 Set up classroom management and procedures in classroom
Grandparents day
October
Pumpkin unit
Fire prevention week
Halloween
November
Thanksgiving Unit
Veterans Day
Election Day
December
Holiday celebrations around the world unit (respect diversity, family celebrations)
January
Winter unit
Martin Luther King Day
100th day of school celebration
Superbowl
February
Black history month
Dental hygiene month
Valentine’s Day
Winter Olympics
President’s Day
Groundhog’s day
March
Women’s history month
Read Across America Day
The Iditarod
St. Patrick’s Day
March Madness
April
Spring Unit
Planting seeds
Earth Day
May
Mother’s Day
Cinco De Mayo
Beach day (end of the year celebration)

b. Draw a physical plan of the classroom.

 Classroom Layout
I found this classroom layout online on Pintrist, where they have tons of great classroom
layout ideas: https://www.pinterest.com/pin/48554502205240945/
I like the openness and simplicity of this room design. I like how this design has a big
carpet area for group time, designated computer area, reading area, art area, science area,
and math area. It seems like this is a very clear and organized room structure, and I hope
to have something very similar to this when I have my own classroom.

c. List and briefly explain student routines and procedures

(organizing materials, moving to other rooms, transitions, bathroom and drinks,
using the computer, turning in work, etc.)

Student Procedures
Check the board for instructions upon entering the room (the board will indicate to
students what they should get out and where they should meet -rug, desk, etc)
Students will have a classroom job each week. Jobs include:
1. Feed the class pet
2. Put chairs up
3. Turn off and plug in all iPads
4. Erase the board
5. Sharpen community pencils
6. Straighten community library area
 When students are finished with their job, they should find 5 things on the ground to
clean up.
Each student has a week to be line leader and share monitor.
Students should walk through the hallway in a single file line with no talking
Bathroom pass needs to be placed on student desk for the student who is using the
restroom. One student at a time.
Students will receive a small homework packet (spelling words, math worksheet) on
Monday, and it is due on Friday. Student’s will turn in their homework on Friday
morning.
Student’s may bring in a healthy snack for their birthday. We will pass out birthday
snack and sing happy birthday during snack time.
Students will have free time/choice time on Friday afternoons

i. List and briefly explain teacher routines and procedures (attendance,

communication with parents, response to student work, record keeping, report cards,
etc, etc.) In other words, how do you keep yourself organized?

Attendance at morning meeting

Weekly newsletter goes out on Friday afternoon’s recapping the week, and detailing the
upcoming week. This will encourage me to be set and planned for the upcoming week.
I will grade and return student work as quickly as possible to give students timely feedback
I will keep student lists for a variety of things. I will check off students when they have
finished or completed what they need (for example, student list for permission slips. I will
check off their name when they turn in the permission slip).
I will keep an online grading book where I will record student assessment and achievements
when students meet standards.
I will keep a folder of student work that will be used to demonstrate work for parent-teacher
conferences.

Behavior Management (expectations, and what happens when students make mistakes or
misbehave)
a. State and discuss expectations for your students' behavior. Start with
1. a brief statement of general expectations

My expectations for student behavior will be outlined in the beginning of the year,
and reinforced throughout the year. My general expectations for students will be that
they show respect to themselves, their classmates, to the teacher, and anyone else who is
in the classroom. I want to create an environment where students feel safe and valued. I
want my classroom to be a place where students aren’t afraid of making mistakes, and
where they feel like they belong to a team. I would spend ample time at the beginning of
the year going over my classroom rules, and expectations.

2. class rules
 My classroom rules will be:
1. Work as a team
2. Be responsible
3. Be respectful
4. Be kind and helpful
5. Do your best

A. Briefly explain main techniques for getting and keeping student cooperation. (ie.
how do you get their attention? How do you maintain a learning environment?)

I believe the best technique to use in order to keep students cooperating in the classroom is to
keep them engaged. When they are engaged, and excited about learning, they will be more
cooperative. I will do my best to develop lessons and activities for students that keep them
excited about learning and striving to do their best in my classroom. I will captivate their
attention by making connections to real life experiences that are meaningful to students. The
students will have a clear idea of what we will be covering, and why it’s important and
relevant to their lives. I will build on their prior knowledge, differentiate my teaching and
allow them to express their understanding of content in a variety of ways. After we finish
our lessons we will reflect on what we learned, and discuss how we can apply it to their lives.

l. Briefly explain main techniques for dealing with student misbehavior. Be

specific. Describe plans for
1. minor difficulties and
2. for major problems.

Despite my best efforts in planning and implementing excellent lessons for my students,
I expect there will be students who misbehave during class. I will implement a discipline
policy where students are taught to be respectful and responsible in class. I would have
tickets in class for students who misbehave. When a student acts out in class
inappropriately, they would be given a ticket for their misbehavior, (blurting ticket, hands to
themselves ticket, not listening ticket, etc.) The ticket will have a simple sentence written
on it that the student would have to copy. They would go to a quiet part of the room and
copy the ticket on a reflection log. The log will be saved and if a student gets 5 tickets, they
will have to send home the log to notify parents of the unacceptable classroom behavior.
My hope is that removing the student briefly from the activity will give them a moment to
reflect on their behavior and rejoin the group with a better attitude. The threat of getting a
ticket would hopefully be a deterrent for the rest of the class. Involving parents in the
discipline policy is another way to collaborate with families to provide a team based
approach to the learning experience. Again, my hope in my classroom is to focus on student
engagement, but tickets will be my discipline policy when behavior problems do arise. For
major problems, I would contact parents and school authority as necessary to implement the
school wide policy in place.
Motivation (what you do to help children want to learn and behave)
m. Briefly explain techniques for
1. promoting student efficacy. This means: how do you help children feel that they
are successful and productive?

I believe motivating students to want to learn is one of the biggest objectives a teacher
has. Instilling a desire in students to strive and reach their fullest potential is an
important element of a teacher’s job. I plan to motivate my classroom in two areas – on
an individual level and as a group. Through positive encouragement, constructive
learning, student choices, and relevancy in the curriculum I hope to instill a sense of
motivation within each of my students.
On an individual level, I will motivate my students by using encouraging words, and
genuinely praising them for their efforts. I will create a positive relationship with each
student make sure they each feel valued and a sense of belonging in my class. I will
provide timely feedback and critical feedback will be done in a constructive way. Instead
of saying “You didn’t restate your thesis in your conclusion,” I would instead say, “You
have a great thesis statement in the first paragraph, and I think you should restate it in the
conclusion.” I would try to build up students and use mis-steps as constructive learning
opportunities to ensure students feel valued and successful in my classroom. I will hold
students to a high standard, and push and encourage them to continue reaching their
fullest potential.

2. positive group spirit. What do you do to help children be contributing members

of the learning community?

On a class level, I would allow for a lot of choices in my class. I want students to have
ownership over their education, and they need to have a voice. I will design a large part
of my curriculum around student choices. If in science we’re learning about aquatic
animals, and in writing we’re working on developing a 5-paragraph essay, I will provide
students with many books about different aquatic animals. They each will need to meet
the objective of completing a well-constructed 5-paragraph essay, but they will have their
choice about which aquatic animal to write about. Giving students the ownership over
which animal they study will increase their motivation. I will do my best to relate what
the students are learning to everyday life. Students need to feel their learning is relevant
to their life, and when they feel that connection to learning, motivation increases.
I am excited to have the opportunity to motivate a group of students to do their best.
Through positive encouragement, constructive learning, student choices, and relevancy in
the curriculum I hope to create a sense of intrinsic motivation within each of my students.

Parents and Community (how do you interact with your students’ support
systems?)
 n. Describe 3 methods of including parents in the operations of your
classroom and 3 methods of regular communication with parents.

Including parents in the operations of my classroom will be a very important component of

my role as a teacher.  I believe our classroom experience will be enriched by parent
involvement, and I will do what I can to make parents and guardians feel welcomed and
included in our classroom community.  Three specific ways I will include parents in our
classroom are:
1.       At the beginning of the year, I will send a letter home explaining that my classroom has
an open-door policy.  Parents are always welcome to stop in and sit through a lesson, or
lend a hand when they can.  In the letter, I will explain that I always welcome parents
who would like to drop in, and that I would also love to have parent helpers on a more
consistent basis as well.  I will also include parents who would like to help out with the
class, but are unable to due to work or other obligations.  At the bottom of the letter, I
will invite parents to select if they’d be willing to be a consistent volunteer in the class, a
field trip or special occasions volunteer, or an at-home helper.  For those who would like
to be a consistent volunteer, I would ask that they specify days and times that would work
for them.  For those parents who would like to be notified for special classroom projects
or field trips, I will take note of that, and reach out to them when we have a big project or
trip.  Finally, for those parents who would like to help, but are unable to participate
during classroom hours, I will always have work parents could help with at home to assist
our classroom.  (example: help assembling art work kits, punching out letters, assembling
books, etc).  I believe that we should work as a team, collaboratively with parents and
families to provide the best education for our children, and parent involvement is critical
to making it a success.
2.      In the beginning of the year, I would have a unit about families.  I would invite families
to share a little about themselves, and what makes their family unique and special.  I
would invite them to participate in a family project, and would offer a variety of options
for families to participate – from very basic to more dynamic involvement of family
members.  Examples might include creating a family voicethread presentation that
parents and students could create at home, and we could share in the class, or poster
board with pictures of family members, or a presentation to the class about their family. 
The idea would be to make the families feel welcome and included in the classroom, and
create a feeling of community with students and families.  It takes a village!
3.      I would host several family events throughout the school year, where parents are invited
to join our class in a special event.  For example, we might have a readers-theater, class
play, demonstration, book reading event, etc.  I would let parents know at the beginning
of the year that we will have several family events that they are welcome to attend
throughout the year, and will give them plenty of advance notice about when those family
events will take place.  I will encourage parents to attend, but also let them know that I
understand not all parents are available to come during school hours, and that a video
recording of the event will be available for those who can’t attend.
In addition to making parents feel welcome in the class, I will stay in close communication
with parents throughout the school year.  Three ways I will have regular communication with
parents are:
1.      Before school starts, I will send out a letter to parents and students letting them know a
little about myself, how excited I am for this school year, and some exciting things they
can look forward to during the school year.  In the first few weeks of school, I will make
it a point to call each family and connect with a parent.  I will tell them at least one
positive attribute about their son/daughter, and let them know the ways they can reach me
if they ever need to get in touch.  I will ask if they have any questions, or concerns about
their child, and if they have any areas for development they would like me to focus on
during the school year with their child.
2.      I will send out a weekly class newsletter every Friday letting parents know what things
are upcoming in the week ahead.  I will include what topics we will be covering in
reading, writing and math, and let them know some helpful extensions they could do at
home with their children.  I will include some key questions parents can ask their children
to spark conversations about what we’re learning in school.  I will also include upcoming
dates to mark on their calendar.
3.      I will be available and approachable during drop off and pick up times for parents who
drop off or pick up their child.  I will be approachable and available to parents during
school events, and do my best to let parents feel welcomed and included in our classroom
community.  I will be prompt in returning parent emails, and phone calls and try to keep a
great working relationship with all my parents.

o. How would you describe your grading system to parents and students?

My summative evaluation about a student’s progress during a certain grading

period will be based on sufficient data. I will use a variety of assessments, observations,
and keep detailed records of student progress. I will use grading rubric based on the state
standards for the grade level. Students and parents will have clear expectations about my
grading policy at the beginning of the school year, and they will be provided with my
grading rubric.
As a way to assess student progress throughout the year, I will develop several
assessments that students will do each month or each quarter. By completing similar
assessments throughout the year, I will be able to track student progress, and have
concrete evidence to show parents at conferences about student growth. I will collect
student work and my records of their progress, and use those as indicators for assessment
when consulting my grading rubric.
I will be very clear with my parents throughout the year about what we are
learning in class, what my goals and objectives are for their learning, and how they can
assist in the learning process at home. My hope is that at conferences, there will be no
big surprises because I will be in close contact with parents throughout the year tracking,
assessing, and monitoring student growth.

p. How do you interact with the larger community?

 Involving the community in our classroom, and connecting with our community outside
of the classroom are going to be important elements of my teaching practice. Students
and members of the community can greatly benefit from these experiences. Connecting
with members of the community inside and outside of the classroom can help build a
strong sense of community.
I would try to invite members of the community into our classroom to share in our
educational journey. I would invite doctors to come to class to speak about medicine
during a science unit, and a representative to come and talk during a unit about
democracy. I would invite forest rangers during a unit on forests, and a local native artist
during a unit about Native American art. Throughout the year, I will invite members of
the community to share in our classroom community, and help build a more enriching
educational experience for our students.
I would also try to take several field trips every year to visit places and people
within our community. I would take the students on a field trip to a local nursing home
to share a story. I would take a field trip to a local natural site where we could learn more
about the culture and history of our town. I would take my class on a field trip to the
local police or fire station to learn about safety and emergency preparedness in our
community. I would take trips to the local library, where we could learn all about how to
access information from a variety of resources. We would take a field trip to a local art
studio where students could see and talk to a local artist.
Whatever the unit we are studying in class, there is a connection to be made
within our community. Whether it’s a person from our community coming to our class to
share their knowledge or experience, or our class going out into the community to
explore a topic further – there is a connection waiting to be made. I hope to uncover
those connections and build a strong sense of community within and outside our
classroom walls.

Professionalism
q. Summarize your paper with a short recap of how your discipline and management
plans support your philosophy of education.

The foundation of my discipline and management plans are based on respect. I will
respect students and in turn expect their respect for themselves, their classmates and myself.
The golden rule is a guiding principle in my classroom, and in my life. I plan on fostering a
classroom where students treat others the way they want to be treated. By building a
classroom based on mutual respect, all students are allowed the opportunity to learn and
grow to the fullest of their abilities.

r. Complete your project by reflecting on any areas of classroom

discipline and management that you feel are problematic for
you, and how you will continue to work on them during future
practicum and student teaching.
 One area of classroom management that I struggle with is wanting to have control
of the classroom. I can feel my stress rise when the classroom gets too noisy or students
become unruly. I have learned some great strategies this year to combat those feelings of
stress, and the importance of loosening my controlling tendencies. One piece of valuable
wisdom I gleaned from Dr. Jane Nelson is the importance of asking questions. By
passing the reigns over to the students, and asking them to solve problems and come up
with solutions it gives me a tangible way to facilitate rather than to be in control. It is a
learning opportunity for students to solve their own problems, and figure out solutions to
conflicts and challenges. By loosening my control, and embracing my role as a facilitator
in the classroom, I am able to shift my controlling tendencies to better serve my students.

Bibliography

Mackenzie, Robert and Stanzione, Lisa. (1996) Setting Limits in the Classroom. Roseville,
California: Prima Publishing.

Nelson, Jane. (2013). Positive Discipline in the Classroom. New York, New York: Crown
Publishing.

1. Ideal Classroom Points:___30______/30

This is your major project for this class. I have included a detailed rubric that is aligned to the
description of the assignment, and shows a standard for each element of the assignment. I expect
you to meet the standard in the middle column if you are preparing for Student Teaching. IF you
are a teacher, your work should fall into the “Advanced” column of assessment.
Unsatisfactory: the Meets Requirement Advanced An overall
paper is not detailed Shows thought and plan that is well thought
enough to show readiness research, ready for Student out, professional and ready
for management of a K-8 Teaching for implementation
classroom
Demographics
A. Elements are unclear or Grade level, number of Grade level, number of
Grade level, number and missing students and the basic students and detailed
characteristics of the demographic info is demographic info is
children outlined outlined

0 X +

No points but needs to be

present
Philosophy of Discipline
Elements missing; Your definition and the Your definition and the
Definition definition inconsistent with community definitions are community definitions are
B. Personal definition of beliefs clear and succinct. If clear and succinct. If
discipline 0 1 differences/disconnects are differences/disconnects are
noted, they are briefly noted, they are briefly
C. Community discussed discussed. The answer is
expectations eferenced to authority
X 2 +
Academic Expectations
D. Academic expectations Some elements are missing Clear reference to Clear reference to
__ Referenced to local or unclear standards and curriculum; standards and curriculum;
curriculum and state Paragraphs summarize Paragraphs summarize
standards main academic goals in 4 main academic goals in 4
__ language arts subject areas subject areas. Includes
__math 1 (do not cut and paste in discussion of the specific
__social studies from AK standards or topics covered at that grade
__science curriculum guides) level
2 3 X +
E. Differentiation Shows a superficial plan to Provides 2-3 strategies for Provides a wealth of ideas
__Cultural deal with differences differentiated instruction in for differentiation in each
__maturational 0 each of these 3 areas of the 3 areas
__cognitive 1 2 X +
Basic Classroom Organization
F. Organization of TIME Information is not present Daily, weekly and overall A professional schedule
__daily schedule or not clear 0 yearly schedules are that a substitute, principal
__Weekly schedule outlined. Interface with or other visitor could use
__Overview of year specialists is present +
__ 1 2X
__Specialists
G. Map of classroom Not present A clear map shows Creative physical
physical organization of arrangement of the
0 the room classroom
1X +
H. Student routines and A pithy list of routines and At least 10 routines and Nothing is left out -- the
procedures at least 10) procedures that would not procedures described procedures and routines
__work include those necessary for would allow for good class describe a well run
__personal items normal class operation operation classroom where students
__transitions have ample opportunity for
__relationships 1 learning and autonomy:
2 X would be appropriate to
leave for a substitute
teacher
+
I . Teacher routines and Evidence that the teacher is 5 or more routines and Teacher's routines allow
procedures (at least 5) unorganized and has not procedures are planned so for completion of tasks and
thought through the school that teacher work is time for creative work with
day 0 accomplished in an orderly colleagues, families and
manner children
1 +
2X
Behavior Management and Discipline
J. Student behavior Expectations not clear or A clear set of rules that is Rules and expectations are
___ expectations not articulated with rules aligned with narrative eloquently stated and align
___classroom rules explanation of expectations perfectly with philosophy
and philosophy +
1 2 X
K. Student cooperation Relies on behaviorist Relies on a variety of Includes respectful and
__methods techniques that lose respectful techniques innovative techniques that
potency over time allow students autonomy
1 2 X and choice
+
L.. Misbehavior Describes plans A clearly stated Discipline A clearly stated Discipline
__discipline plan inconsistent with Plan is consistent, fair and Plan is consistent, fair and
__major problems philosophy or development allows for student learning allows for student learning
and safety. Steps for and safety. Steps for
dealing with a dangerous dealing with a dangerous
or major situation are or major situation are
outlined outlined
Discipline plan is
consistent, fair and safe:
 encourages student
1 2 X learning and collaboration
+
Motivation
A. Affective No apparent plan to A brief plan for A brief plan for
__Student efficacy encourage student pride in encouraging student encouraging student
__Group spirit self or group efficacy is out outlined; efficacy is out outlined;
several techniques for several techniques for
developing positive group developing positive group
spirit are suggested spirit are suggested
1 2X Teacher plans specifically
for students to take pride in
accomplishments of self
and group
+
Parents and Families
N. Parents in the Methods not included or 3 effective methods 3 effective methods
classroom and not sufficient to indicate described for parents in the described for parents in the
communication parent concern or classroom and 3 for parent classroom and 3 for parent
with them participation. communication. communication. Includes
reference to PTA standards
1 2X
+

A. Grading Not clear Grading system is clearly Comprehensive description

described so a layperson of your own as well as
could understand district grading policies
1 +
X
B. Community interaction not Methods of interaction 3 or more effective
well explained. with the larger community methods of community
0 are listed. interaction are listed.
1 2X
Professionalism
P. summary Superficial summary of A paragraph accurately A paragraph accurately
__philosophy relationships summarizes the summarizes the
__management/discipline relationship between relationship between
personal philosophy and personal philosophy and
this overall management this overall management
plan. plan.
Summary includes new
1 X insights about self and
classroom
+
Q. Reflection Unable to reflect Reflects on meaningful Reflects on meaningful
__Problems meaningful areas for areas for improvement areas for improvement
__Solutions improvement 1 X And provides a plan for
improvement that is
tangible
+
R. References Not used Correct APA usage and A rich list of references
APA is used in body of citations with references includes readings outside
text and in references listed in reference section of class assignments
This is extra credit +
1X