Instructional Practice

I-9

Classroom Management

Sets and implements discipline management procedures

I-9 Elementary

  • Teacher
    Mrs. Bobbi Richardson
  • Content
    English Language Arts
  • Grade
    Kindergarten
  • Objective
    Recognize that compound words are made up of shorter words.

Exemplar Video

I-9 Secondary

  • Teacher
    Mr. Carrington Bester
  • Content
    Reading
  • Grade
    6th
  • Objective
    Creating inferences based on prior knowledge and context clues/details from text.

Exemplar Video

Rubric Indicators

Rubric Indicators:

I-9 Sets and implements discipline management procedures

The following best describes a teacher performing at Level 3 in this criterion:

  • Teacher effectively implements district and campus discipline management procedures.
  • Teacher consistently communicates high behavioral expectations with students, addresses non-compliance, and reinforces appropriate behavior, as needed.
  • Teacher maintains lesson momentum because there is no inappropriate or off-task behavior, or because the teacher redirects it in a subtle and preventative manner.
  • Teacher consistently follows-through with consequences that are logical, appropriate to the level of student behavior, and effective at changing student behavior, when necessary.
  • Students demonstrate a clear understanding of behavioral expectations and rules through their actions.

Link to the complete Instructional Practice Rubric

Reflection Questions

Reflection Questions:

Use the following reflection questions to guide thinking prior, during, or after watching the video exemplar. They can be used individually or to facilitate conversation during PLCs, department meetings or as an entire faculty.

  • What systems were witnessed for classroom management?
  • What are some effective ways a teacher can respond when a student engages in inappropriate or off-task behaviors?
  • What role does communicating high behavioral expectations play in classroom management? How can a teacher make their expectations clear?

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