Complete the benchmark assessment according…
"KATHY" Due 20th Complete the benchmark assessment...
Complete the benchmark assessment according to the instructions and criteria in ECH 525 Child Guidance, Management, and the Environment Benchmark Assessment and Rubric.
Submit the assignment to your instructor and in TaskStream. Directions for submitting to TaskStream can be found on the College of Education's page in the Student Success Center.
ECH525 Child Guidance, Management, and the Environment
Benchmark Assessment and Rubric
Targeted Essential Learning
The development and learning of children is impacted by the environment. Schedules and classroom management plans allow for a positive classroom environment to be developed, inclusive of all stakeholders. (NAEYC 1, 2, 4; INTASC 2, 5; APTS 8)
Assessment Tool Selected
• Analyze and apply relevant theoretical perspectives and current research to instructional practices. (NAEYC 1.2a)
• Constructs learning environments that are achievable, yet challenging for all children. (NAEYC 1.3a)
• Create healthy, respectful, supportive, and challenging learning environments through collaboration with appropriate stakeholders. (NAEYC 1.5a)
• Demonstrate analysis and application of different theories and models related to research surrounding socioeconomic conditions, family structure, ethnicity, language, culture and special needs. (NAEYC 2.2a)
• Demonstrates an understanding of young children's family and community characteristics (i.e. impact of poverty, learning a second language). (NAEYC 2.3b)
• Design daily, weekly, and long-term schedules which exhibit understanding of children’s need for balance, order, depth, variety, and challenge. (NAEYC 4.6d)
Relevancy of Task to Teacher Candidate
By engaging in the development of schedules and visual presentation of classroom guidelines, the teacher candidate will be better able to develop classroom management strategies that create a positive learning environment for all students and major stakeholders.
General Practicum Information
• Students should fill out the Practicum Placement Form and Observation and Activity Log located in the Practicum/Field Experience Manual. Complete the forms with the names of the schools and grade levels where the practicum/field experience(s) took place and document the hours spent in the classroom(s). Submit the forms to the course instructor along with your Benchmark Assessment.
• Spend 10 hours in two classrooms (20 total hours). Let your mentors know that you are working on developing a plan that demonstrates best practices in developing a healthy, supportive environment for learning. Throughout the practicum/field experience, observe and interview your mentors as to these best practices. One observation must be in Birth-PK environment and one must be in a Title 1 school that includes K-3.
• Recommended schedule / required assignment:
o Practicum and Application #1: By Module 3, complete 10 hours in a Title 1 (K-3) classroom and submit the associated assignment.
o Practicum and Application #2: By Module 4, complete 5 hours in a Birth-PK classroom and submit the associated assignment.
o Practicum and Application #3: By Module 5, complete the remaining 5 hours in a Birth-PK classroom and submit the associated assignment.
Individual: Everything in Its Place: Designing and Managing the Early Childhood Classroom (Benchmark Assessment)
1) Design a visual classroom environment plan (1250-1500 words) that includes the physical arrangement and organization of materials and resources. Be creative: there are no money or size constraints.
a. Consider creating a 2-room suite, one for Birth-PK, the other for K-3. What would each look like? Describe them and support your choices with theory and research.
b. Your plan must demonstrate best practices for development of a healthy, supportive and challenging environment for learning, which embraces the diversity of your students, addresses their interests and special needs, and includes families as partners.
c. Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.
2) Submit the environment plan to the instructor by the end of Module 7.
3) Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Tool/Guide (Rubric)
ECH 525 Classroom Management Poster (Benchmark Assessment)
Criteria % Value 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent
% Scaling 0% 65% 75% 85% 100%
Defines classroom management policy described through posters/schedules. (Mod 5)
10% The classroom management policy is unclear
or missing. Classroom management policy is poorly written or not based in positive behavioral supports. Classroom management policy is adequately represented, but not based in positive behavioral supports and does not use appropriate vocabulary. Classroom management policy is clearly defined using appropriate child-friendly vocabulary and is based on positive behavior supports. Comprehensive classroom management policy is clearly and concisely articulated, using child- friendly vocabulary and based in positive behavior supports.
Includes reinforcers and consequences for behavior on posters/schedules. (Mod 5)
5% No positive reinforcers or consequences for behavior are evident. Few reinforcers and consequences are evident, or only one is addressed. Appropriate reinforcers and consequences for behavior are defined, but not directly correlated. Clear articulation of reinforcers and consequences for behavior that have an appropriate correlation to each other. Various positive reinforcers are described and clearly defined, along with appropriate consequences for behavior for diverse learners. Natural consequences are also considered.
Design a visual classroom environment plan.
15% The visual classroom environment plan is unclear
or missing. Visual classroom environment plan is poorly written or not based in positive behavioral supports. Visual classroom environment plan is adequately represented, but not based in positive behavioral supports and does not use appropriate vocabulary. Visual classroom environment plan is clearly defined using appropriate child friendly vocabulary and is based on positive behavior supports. A daily schedule is included. Comprehensive visual classroom environment plan is clearly and concisely articulated, using child friendly vocabulary and based in positive behavior supports.
Includes best practices embracing diversity, student interest and needs.
10% No best practices or student needs and interests are evident. Few best practices or student needs and interests are addressed. Best practices are addressed but may not be as comprehensive as they could be based on the number of best practices that could be discussed. Student may not clearly address student needs or interests or they are not addressed in a comprehensive manner. Best practices are addressed but may not clearly address student needs or interests in a comprehensive manner; although they are addressed. Various best practices are described and clearly defined, along with student needs and interests being addressed comprehensively.
Considers individual differences in ability, culture and language.
20% Individual student differences are not considered or addressed. Student differences in ability, culture, and language are inadequately considered. Individual student differences in ability, culture, and language are adequately considered and addressed. Clear and ample consideration of individual student differences in ability, culture, and language. Provides sufficient background information to consider individual differences in ability, language, and culture and clearly expresses them.
20% Family/parent supports and routines/schedule are not covered in poster Parent/family support and routines/schedule missing components. Parent/family support and routines/schedule are minimally covered. Parent/family support and routines/schedule are adequately covered. Parent/family support and routines/schedule are comprehensive..
Presentation 5% The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions or required elements. The overall appearance is general, with missing elements. The letter is good. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well written and includes all required elements. The overall appearance is neat and professional.
10% No evidence that student has selected effective techniques to achieve the goal as defined in the course guideline.
Selection of techniques does not relate to the course goal. Uses vocabulary that is not appropriate for the audience and the situation.
Selects techniques that achieve a basic representation as defined in the course guideline. Uses vocabulary that is appropriate for the audience and the situation but the presentation of the material is below standard. Selects effective techniques to achieve the desired goal as defined in the course outline. Uses vocabulary that is appropriate for the audience and the situation. Shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Student creates techniques that effectively achieve the desired goal.
Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
5% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. Writer is clearly in command of standard, written academic English.
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