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Responsive Classroom Practitioner Certification Assignments

Assignment 1: Self-Assessment of practice in all components of Responsive Classroom

● Use the Responsive Classroom Practitioner Assessment Tool (RCPAT) included in this packet to self-assess your

implementation and practice in all components of Responsive Classroom. Scores must average 4.0 or higher in

each section to qualify for certification. You will be required to submit a completed tracking sheet and copies of

your completed post-assessment reflection pages for each section from the Assessment Tool. Your responses to

the questions should accurately reflect your continued growth plan.

● For each section’s reflection, you will create a self-improvement plan to help focus your continuing growth with

Responsive Classroom (RC) implementation. Focus areas could be strengthening your work within a specific

domain, teaching related academic or social-emotional competencies to students or adult learners, or enhancing

your use of specific RC practices. Use the Four Domains: Strategies and Resources section at the end of the

RCPAT to identify ideas, strategies, and tools to use as you enact your self-improvement plans.

Assignment 2: Creating and Supporting Engagement

Complete either Assignment 2a or Assignment 2b based on your role and primary responsibilities.

Assignment 2a:

Engaging Academic Lesson

(If you work primarily with students, complete this assignment.)

Assignment 2b:

Engaging Professional Development Session

(If you primarily work with adults, complete this assignment.)

Video of an engaging academic lesson you are

teaching students

 Video length: between 20-30 minutes

 The lesson should be content-focused and align

with an objective. Note: Morning Meetings and

Responsive Advisory Meetings do not meet the criteria

for this assignment.

 Use Assignment 2a: Engaging Academics Video

Checklist included in this packet.

Video of engaging professional development

session you are facilitating for adult learners

 Video length: between 20-30 minutes

 The professional development session should

help facilitate new learning or extend

understanding of a familiar topic, and align with

an objective.

 Use Assignment 2b: Engaging Professional

Development Session Video Checklist included in

this packet.

Lesson plan for the academic lesson video

 Use Assignment 2a: Academic Lesson Planning

Sheet included in this packet.

Session outline for the professional development

session video

 Use Assignment 2b: Professional Development

Session Planning Sheet included in this packet.

Written reflection of video and the Four Domains

of Responsive Classroom

 Use Assignment 2a: Academic Lesson Reflection

Guide included in this packet.

Written reflection of video and the Four Domains

of Responsive Classroom

 Use Assignment 2b: Professional Development

Session Reflection Guide included in this packet.

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Assignment 3*: Responsive Classroom Implementation Impact Essay

* Complete either Assignment 3a or Assignment 3b based on your role and primary responsibilities.

Assignment 3a: Student Impact Essay (3-5 pages)

(If you work primarily with students, complete this assignment.)

Assignment 3b: School Impact Essay (3-5 pages)

(If you primarily work with adults, complete this assignment.)

Explain how implementing Responsive Classroom

practices has positively impacted your students’

growth in both academic and social-emotional

skills.

 Use Assignment 3a: Student Impact Essay Guide

included in this packet.

Explain how implementing Responsive Classroom

practices has positively impacted your school and

adults’ and students’ growth in both academic and

social-emotional skills.

 Use Assignment 3b: School Impact Essay Guide

included in this packet.

Assignment 4: Two letters of recommendation

● One letter from your professional supervisor commenting on your qualities as an effective educator (i.e.,

relationships with students, families, and colleagues, overall management and organization of responsibilities,

approaches to instruction and leadership); approach to professional development (i.e., ability to be reflective on

one’s practice and respond to outside feedback); and, proficiency in Responsive Classroom implementation.

● One letter from a colleague who can speak to your qualities as an effective educator (i.e., relationships with

students, families, and colleagues, overall management and organization of responsibilities, approaches to

instruction and leadership); and demonstration of Responsive Classroom practices and strategies. The colleague

you choose may not be another applicant for the RC Certification Program.

● Recommendations should be submitted digitally here: https://www.responsiveclassroom.org/rc-educator-

recommendations/.

Assignment 5: A current resume

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Assignment 1: Self-assessment of practice in all components of

Responsive Classroom

THE RESPONSIVE CLASSROOM PRACTITIONERS ASSESSMENT TOOL

INTRODUCTION

As a growing body of research shows, educator effectiveness is one of the most important factors in determining how

successful students are in school. But how can we educators increase our effectiveness –our ability to create learning

environments in which students thrive academically and socially? The Responsive Classroom approach is one important

route to improving our effectiveness.

Two studies by the University of Virginia, one of them a large-scale, randomized, controlled trial, have found that

teachers’ use of Responsive Classroom practices is associated with:

 More high-quality standards-based instruction

 Greater student achievement in math and reading, regardless of socioeconomic background

 Greater gains for low-achieving students

 Improvement in students’ social skills

 Improved teacher-student interactions

 More positive feeling toward school among students and teachers

The Responsive Classroom approach improves educator effectiveness by helping educators build skills in four

interrelated areas:

 Effective Management: In well-managed learning environments, educators establish and teach behavior

expectations, manage the schedule, and organize physical spaces in ways that enable learners to work with

autonomy and focus.

 Positive Community: Effective teaching and learning requires an environment where every learner feels safe,

valued, and fully included in the learning community; where educators and learners share a common purpose

along with regular routines and traditions that form a comforting underpinning for their days; and where a

sense of joy envelops hard work.

 Developmentally Responsive Teaching: Effective teaching results when facilitators use their knowledge of

human development, along with regular observations of learners, to create a developmentally appropriate

environment for learning.

 Engaging Academics: Effective educators design learning experiences, assignments, and activities that are active

and interactive, appropriately challenging, purposeful, and connected to learners’ interests.

The Responsive Classroom Practitioner Assessment Tool will support your growth in all these domains. Through self-

assessment, this tool helps you think about and deepen your understanding of teaching and learning in general, and

Responsive Classroom practices in particular.

This process of reflection and assessment, when approached with genuine curiosity and openness, will ultimately

strengthen your teaching practice and enhance others’ learning.

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WHAT IS THE RESPONSIVE CLASSROOM PRACTITIONER ASSESSMENT TOOL?

The Responsive Classroom Practitioner Assessment Tool (RCPAT) allows you to evaluate your implementation of key

Responsive Classroom practices within the four interrelated domains of an optimal learning environment:

 Section 1: Effective Management (p. 7-11)

 Section 2: Positive Community (p. 12-17)

 Section 3: Developmentally Responsive (p. 18-22)

 Section 4: Engaging Academics (p. 23-28)

For each of the four domains, the Assessment Tool provides concrete examples of how an aspect of that domain might

look when implemented at three different levels:

A beginning level at which

practitioners are developing

their understanding and ability

to implement Responsive

Classroom practices.

A middle level at which

practitioners are proficient in

their implementation of

Responsive Classroom practices

and still have areas for growth.

A higher level at which

practitioners are distinguished

or accomplished in their

implementation of Responsive

Classroom practices.

In addition to the assessment items, each section has pre- and post-assessment reflection questions. At the end of the

RCPAT, you will find a list of strategies and resources (p. 30-32) to support deeper practice with elements of each of the

four domains.

Each section is organized predictably to help you understand the goals, aligned RC practices, and learner outcomes

associated with each domain. There are also examples of what each item may look like for Responsive Classroom

practitioners in non-classroom roles. Combined, these are designed to support your thinking around ways the goals,

practices, and outcomes apply to your specific role and setting.

WHO SHOULD USE THIS ASSESSMENT TOOL AND WHEN?

Non-classroom teachers who want to achieve Responsive Classroom Practitioner Certification will need to complete this

tool, with an average score of 4.0 or better in each section, to qualify for certification. Using the tool for this purpose will

be most effective after you have completed the Elementary Core Course and Elementary Advanced Course (for

elementary educators) or Middle School Course (for middle school educators) and gained experience in implementing or

adapting all practices within the context of your role and setting.

HOW TO USE THE ASSESSMENT TOOL

To begin your work with the RCPAT, take time to consider how common school terminology translates into your role and

setting. For example, what is your classroom? What is the curriculum you teach? Who are your students? Taking time to

re-define traditionally-classroom-oriented terminology found in this tool will help you more easily translate the goals

and intended outcomes of each item to your unique role, responsibilities, and setting. Below are examples of ways

traditionally-classroom-oriented terms apply for non-classroom Responsive Classroom practitioners:

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Teacher: An education professional

responsible for learners

Principal

Art teacher

School counselor

Support staff

Students: People with a responsibility to

learn new skills and content

Classroom teachers

Social skills group

Families

Tennis team

Classroom: The location where teaching

and learning takes place

Conference Room

Resource Room

Gymnasium

Lunchroom

Lesson: A period of time designed to help

people learn information and/or practice

skills

Faculty meeting

IEP conference

Small group push-in

Professional development session

Behavioral; behavior: Human actions

relative to shared expectations

Collegiality

Participation

Punctuality

Professional responsibilities

Misbehavior: Human actions inconsistent

with shared expectations, values or norms

Misconduct

Missteps

Mistakes

Outbursts

Academic: Related to human education

and/or learning

Professional standards

School-wide literacy initiative

School mission

Marching band

Curriculum: Content to be taught and

learned

Athletic code of conduct

Interpersonal skills

Musicality

Conflict resolution

Rules: Shared expectations that govern

participation in a group

Group guidelines

School covenant

Student/family/staff handbook

Recess rules

Then, proceed through the following steps for your work with each of the four sections:

1. Complete, in writing, the pre-assessment reflection at the beginning of each section.

2. Review the domain introduction, aligned practices and competencies, and assessment items in each section to

understand the scope of the assessment.

3. Use the practices in your role and setting. To make the assessment easier, you might want to make a video or

audio recording of yourself using each practice.

4. After using each of the domain-aligned practices in your role, circle the rating (1, 3, or 5) that best describes your

implementation related to each item assessed within that domain.

 If you cannot decide between two ratings for an item, mark the lower number. Uncertainty indicates that

you may need to refine your implementation of that item.

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 If you do not answer an item (for instance, because you do not use the practice), give yourself a score of

zero (0) and include it in your score calculations for that section.

5. After completing an entire section, calculate your average score for that section:

 Add up the total points for each section.

 Divide that number by the number of items in that section. This is your average score.

6. Look over your average scores to determine your present level of implementation.

An average of…

Indicates that…

Less than 3.0

Your implementation is developing

3.0-3.9

You are making good progress

4.0 or above

Your implementation is strong

7. Complete, in writing, the post-assessment reflection at the end of each section.

8. Once you have completed all sections, fill in the score tracking and summary (p. 29).

Redoing a Section

If your average score for a section is less than 4.0, refer to the strategies and resources listed at the end of the RCPAT.

They will help you make your action plan for improving implementation in your role and setting. Record yourself using

the practice, with refinements, and then redo that section of the assessment. Use different-colored ink to include your

new score in the final summary sheet.

FINAL THOUGHT

To ensure a high-quality education for every child, every day, we educators must continue to stretch our understanding

of teaching and learning and to refine our practices. The Responsive Classroom Practitioner Assessment Tool is designed

to help you do just that. As you start on this journey of improving your effectiveness as a Responsive Classroom

practitioner, remember to celebrate the successes you have achieved in your implementation up to this point. And most

importantly, observe the student and adult learners you teach to see how this approach and your skills in the four

domains have a positive impact on them every day.

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SECTION 1. EFFECTIVE MANAGEMENT

Effective Management: The practices educators use to create a calm, orderly environment that promotes autonomy

and allows learners to focus on learning.

Aligned Responsive Classroom practices:

 Classroom organization

 Giving clear and explicit directions

 Guided Discovery

 Interactive Modeling

 Routines and procedures

 Teacher leadership style

 Visual cues

 Reinforcing, reminding, and redirecting Teacher Language

Social and Emotional Competencies:

 Assertiveness: A person’s ability to take the initiative, stand up for their ideas without hurting or negating

others, seek help, succeed at a challenging task, and recognize their individual self as separate from the

circumstances or conditions they’re in.

 Responsibility: A person’s ability to motivate themselves to take action and follow through on expectations; to

define a problem, consider the consequences, and choose a positive solution.

 Self-Control: A person’s ability to recognize and regulate their thoughts, emotions, and behaviors to be

successful in the moment and remain on a successful trajectory.

Academic Competencies*:

 Academic Behaviors: The ways in which a person conducts themselves that supports their success in school,

including such things as regular attendance, arriving ready to work, paying attention, participating in

instructional activities and group discussions, and devoting out-of-school time to studying and completing

assignments and projects.

 Perseverance: A person’s tendency to complete assignments and execute their responsibilities in a timely and

thorough manner and to the best of their ability, despite distractions, obstacles, or level of challenge.

*If translating Academic Competencies to adult learners feels challenging, consider substituting the word academic with terms that relate to the

adult community at your school like professional mindset, life-long learner strategies, mission-driven behaviors, etc.

PRE-ASSESSMENT REFLECTION

I. Reflect on your implementation of Responsive Classroom strategies and ways they help you to effectively

manage the educational environment you have charge of.

II. Read through this section further defining elements and evidence of Effective Management. Note ideas that

confirm your best understanding of this domain and ideas that raise questions for you. Think about what the

most important goals/outcomes of this domain would be in your role and setting.

III. Complete the Effective Management self-assessment. Assign yourself a score of 1, 3, or 5 for each domain item

based on your progress so far. If you cannot decide between two ratings for an item, mark the lower number.

Uncertainty indicates that there may be more opportunity to refine your implementation of that item. If you do

not answer an item (for instance, because you do not use the practice), give yourself a score of zero (0) and

include it in your score calculations for that section.

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SECTION 1. EFFECTIVE MANAGEMENT – DATE ASSESSED: _______________

EM1: Establishes and reinforces clear routines

The establishment of routines and procedures is an essential element of an effectively managed learning environment

and supports a myriad of learning experiences. Attention to this element impacts both the quantity and quality of

learning that can take place. For example:

 Student council members work effectively and successfully in a large group, small groups, or individually.

 Staff members efficiently transition to begin collaborative tasks during staff meetings. The facilitator always

invites clarifying questions and frequently offers proactive reminders around shared goals and timelines before

releasing teams to their task.

 Artists move quickly and quietly between art room work areas or into groups.

EM1:

Establishes

and reinforces

clear routines

The procedures and routines

frequently change, often

resulting in loss of instructional

time. Individuals require frequent

support and prompting in

following most routines and

procedures. Transitions can feel

complicated and often take more

time than expected, which

detracts from the available

learning time.

The procedures and routines are

mostly consistent, clear, and

well-established, resulting in

minimal loss of instructional

time. Individuals need some

support in following some

routines and procedures.

Transitions are mostly smooth,

with minimal loss of learning

time.

The procedures and routines are

consistent, clear, and well-

established, resulting in an

effective use of instructional

time. Individuals consistently

follow routines and expectations

with minimal prompting.

Transitions are clear and smooth,

which allows for maximum

learning time.

EM2: Organizes the environment for safety and autonomy

Effective schools are organized so that students, families, staff, and visitors can move safely and autonomously through

the space. Having resources clearly labeled and procedures in place to collect and return materials, including technology

to support learning, opens the door for the types of learning activities that can be structured. For example:

 The teacher pre-plans so all materials and resources are readily accessible before and during the lesson.

 Students consistently know how to access media materials independently in the library.

 Grade-level teams know and utilize various resources (technology, print resources, and instructional supports)

to co-create unit plans during non-contact days.

EM2:

Organizes the

environment

for safety and

autonomy

The procedures and directions

are often unclear, resulting in a

number of individuals needing

additional reminders and ongoing

support to follow through.

Expectations for accessing

resources and support are

unclear and/or change

frequently. Often many

directions are given for how to

care for resources and spaces;

however, individuals only follow

these inconsistently.

The procedures and directions

are delivered clearly, resulting in

most people following them with

ease. Individuals move

independently around the

environment and transition with

few needing additional support.

Expectations for accessing

resources and support are mostly

clear and followed with few

people needing extra support

and/or reminders. Most people

care for resources and spaces

with minimal reminders.

The procedures and directions

are clear and consistently

followed. People independently

move around the environment

and transition between and

within spaces and activities with

autonomy. The expectations for

accessing all resources and

support are clear and

consistently followed. People

independently and routinely

access all materials and

assistance and care for the

resources and spaces they use.

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EM3: Leadership style is assertive, authoritative, and approachable

A leader’s presence has a profound impact on community attitudes and actions. A style that is positively assertive and

presents from a position of authority – but is also approachable – establishes appropriate contours for individuals and

groups. This allows everyone to focus on learning and explore within set boundaries while knowing they can rely on the

leader to be there to provide them with necessary feedback and support to be successful. For example:

 Assistant principals circulate to check for misconceptions as co-teaching partners get started crafting their co-

vision board for the year ahead.

 A family liaison consistently uses a firm and respectful tone and body language while listening and responding to

parents’ frustrations about changes to bussing routes and procedures.

 An instructional coach communicates important teacher action-items with clarity, conviction, and compassion.

EM3:

Leadership

style is

assertive,

authoritative,

and

approachable

I sometimes present with

authority in a clear, firm, and

reasonable manner. Frequently

people misunderstand my

directions or expectations and do

not consistently follow them.

Some people take academic,

social, and emotional risks.

Because a number of people

need to be refocused and

redirected, there is often a loss

of instructional time.

I present with authority in a

mostly clear, firm, and

reasonable manner, most of the

time. Individuals usually

understand my directions and

expectations and act on them.

People take academic, social,

and emotional risks and rarely

approach me for clarification or

feedback. Because only a few

people need to be redirected

and refocused, there is minimal

loss of instructional time.

I consistently present with

authority in a clear, firm, and

reasonable manner with both

individuals and groups. People

understand and readily act on

directions and expectations.

People take academic, social,

and emotional risks and seek

guidance and clarification as

needed. Because people stay

focused on the work,

instructional time is maximized.

EM4: Environment is arranged for maximum learning

The organization of all aspects of classrooms and schools is critical to ensuring that optimal learning takes place. The

space needs to be organized in such a way that it can accommodate the diverse learning needs of the community.

Therefore, the maximum amount of space – including the wall space – should be arranged in a way that can support the

immediate learning at hand. For example:

 The professional development library is easy to navigate, well-organized, and has a clear and effective check-

out/check-in system.

 School leadership team agendas and work products are posted in the conference room. Grade level goals and

progress maps are posted in the leveled-reader library.

 The balanced literacy coach encourages teachers to categorize active literacy materials by approximate grade

level and reading skill in a shared folder on Google Drive.

EM4:

Environment is

arranged for

maximum

learning

Both learners and I use the

learning environment for

activities inconsistently and

infrequently. There are some

areas of the physical

environment where it is difficult

for people to move around

without bumping into objects or

others. There are several areas in

the space that are not used by

Learners have increasing control

of their environment, with my

guidance. People can usually

move throughout the space

easily and without bumping into

objects or others. Individuals

sometimes struggle to arrange

furniture in new ways to meet

learning needs in the moment.

The environment supports

Both learners and I use the

learning environment fully and

have shared ownership of how

the space will contribute to our

work. People easily move around

the space without physically

interfering with furniture,

objects, or each other. People

easily arrange furniture to meet

learning needs. Most aspects of

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individuals. The visuals largely

remain unchanged throughout

the year.

learning for most learning styles.

Visuals are posted and changed

periodically throughout the year.

the environment support

learning and visuals posted

always support current content

and intended learning outcomes.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Effective Management Total number of points* = _______ divided by 4 items = _______ (average)

*Note: Items that you do not rate should be assigned a point value of zero.

POST-ASSESSMENT REFLECTION

Average Score _______

Area for improvement:

average = less than 3.0

Good progress:

average = 3.0-3.9

Strength Area:

average = 4.0 or more

1. What is an area of particular strength for you with Responsive Classroom implementation and Effective

Management in your role? Why do you believe this is the case? Provide some specific examples that support your

reasoning.

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2. What would you identify as potential opportunities for your growth with Effective Management? Which Responsive

Classroom practices would you use to support your efforts? Provide some ideas as to how you might modify a few

RC practices to align more clearly with your role and the learners you serve. (For example, a school leader mimics

the Responsive Advisory Meeting components and process to structure after-school staff meetings.)

3. Prioritize your opportunities for growth and relevant RC practices in order of most importance or urgency for you.

To create a self-improvement plan for these areas, include two action items and one resource you will review.

4. Now that you have a plan in place, how and when will you know these strategies are positively impacting your

Effective Management? When will you assess this plan again?

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2. POSITIVE COMMUNITY

Positive Community: The practices educators use to create a safe, predictable, joyful, inclusive learning environment

where all people have a sense of belonging and significance.

Aligned Responsive Classroom practices:

 Envisioning language

 Investing students in rules

 Morning Meeting

 Proximity

 Reminding, reinforcing, redirecting

 Responding to misbehavior

 Role-play

 Rule creation process

 Solving a chronic problem

 Structured reflection

 Reinforcing, reminding, and redirecting teacher language

Social and Emotional Competencies:

 Cooperation: A person’s ability to establish new relationships, maintain positive relationships and friendships,

avoid social isolation, resolve conflicts, accept differences, be a contributing member of the classroom and

school community, and work productively and collaboratively with others.

 Empathy: A person’s ability to “see into” (recognize, understand) another’s state of mind and emotions and be

receptive to new ideas and perspectives; to appreciate and value differences and diversity in others; to have

concern for others’ welfare, even when it doesn’t benefit or may come as a cost to one’s self.

 Self-Control: A person’s ability to recognize and regulate their thoughts, emotions, and behaviors to be

successful in the moment and remain on a successful trajectory.

Academic Competencies*:

 Academic Behaviors: The ways in which a person conducts themselves that supports their success in school,

including such things as regular attendance, arriving ready to work, paying attention, participating in

instructional activities and group discussions, and devoting out-of-school time to studying and completing

assignments and projects.

 Academic Mindset: Four self-perceptions influence a learner’s mindset: 1) I belong in this learning community,

2) my effort improves my performance, 3) I can succeed at this work, and 4) I see value in this work.

*If translating Academic Competencies to adult learners feels challenging, consider substituting the word academic with terms that relate to the

adult community at your school like professional mindset, life-long learner strategies, mission-driven behaviors, etc.

PRE-ASSESSMENT REFLECTION

I. Reflect on your implementation of Responsive Classroom strategies and ways they help you to build a positive

sense of community among the learners you serve.

II. Read through this section further defining elements and evidence of Positive Community. Note ideas that

confirm your best understanding of this domain and ideas that raise questions for you. Think about what the

most important goals/outcomes of this domain would be in your role/setting.

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III. Complete the Positive Community self-assessment. Assign yourself a score of 1, 3, or 5 for each domain item

based on your progress so far. If you cannot decide between two ratings for an item, mark the lower number.

Uncertainty indicates that there may be more opportunity to refine your implementation of that item. If you do

not answer an item (for instance, because you do not use the practice), give yourself a score of zero and include

it in your score calculations for that section.

SECTION 2. POSITIVE COMMUNITY – DATE ASSESSED_______________

PC1: Creates the conditions for all to belong and feel significant

Behavior is influenced by one’s sense of belonging, significance, and fun. When there is a community to belong to and

learners feel like they are significant contributors to that community, they become invested in it. In schools where

learners are welcomed and valued as contributors, the conditions are set for valuable relationships to form. For

example:

● A principal poses open-ended questions and structures partner chats in a way that allows all ideas to be heard

and acknowledged during professional development sessions.

● A music teacher uses interactive learning structures, group activities, and energizers to build connections among

musicians and makes sure all students are involved and valued in the music room.

● A school psychologist shares goals for small group sessions before they begin. Afterward, group members are

invited to share goals or skills they have been working on that might relate to the session ahead.

PC1:

Creates the

conditions

for all to

belong and

feel

significant

There is the beginning of a

community. Most participants and

stakeholders have occasional

opportunities to contribute. Group

conversations can become

superficial at times and conclude

with varying results. A number of

people appear to struggle to find

positive belonging and significance

in the community. Individuals’

positive sense of belonging and

significance vary and seem to be

dependent on the situation, task,

and/or people involved.

There is an established

community. All members of the

community belong and are valued,

though there is a sense that some

members are more valued than

others. All participants and

stakeholders have opportunities to

contribute, and I put forth an

effort to provide all with

opportunities to be significant

contributors. Structured activities

seem to strengthen and reinforce

relationships and meet individuals’

needs to belong and feel

significant.

There is an established and

sustained community. All

participants and stakeholders

make regular, significant

contributions to the group and

their contributions are

acknowledged and accepted by the

community. I consistently seek

new and varying ways to

strengthen and reinforce

relationships among individuals

and groups. The group affirms

every community member’s sense

of belonging and significance.

PC2: Interactions with students, families, and colleagues are respectful.

The interactions that take place between school leaders and staff, among colleagues, between teachers and students,

among students, and between school staff and parents, have strong power. Both the verbal and nonverbal

communication that takes place has the ability to either preserve or threaten those relationships. Therefore, it is critical

to pay attention to the power of the messages being relayed in all interactions. For example:

● An instructional coach makes eye contact, nods to show attentive listening and pauses thoughtfully to fully

consider teachers’ reflections before responding.

● The school counselor teaches students to initiate the community signal for attention before they begin sharing

with the group.

● Principal: “One of our adult guidelines reminds us to ‘foster dialogue that reflects diverse perspectives and

ideas.’ What were some ways you noticed us bringing this ideal to life during our staff meeting this afternoon?”

CRS 2020 Assignments for RC Practitioner Certification Page 14

PC2:

Interactions

with

students,

families, and

colleagues

are

respectful

My use of positive and inclusive

tone and body language varies in

different situations and with

different people. Sometimes, I

notice I speak one way with a

group of people and another way

with individuals. I try to provide

genuine feedback that conveys

belief in others. I model respectful

interactions and occasionally

provide explicit opportunities for

others to practice respectful

interactions.

I primarily use positive and

inclusive tone and body language. I

focus on providing genuine

feedback that conveys a belief in

all people. Sometimes, when

individuals or groups of people

push back on what I’m saying, my

tone and body language may

convey that I’m feeling challenged

or frustrated. I model respectful

interactions with others and

regularly take opportunities to

foster and promote respectful

interactions among others.

I consistently use a positive and

inclusive voice tone and body

language. Individuals and groups

seek my counsel, knowing they will

receive clear, genuine feedback

that conveys a belief in them. I

model respectful interactions in all

situations and can remain calm

and collected regardless of the

concerns of, critique from, or

emotional state of others. I

consistently create conditions for

others to practice respectful

interactions.

PC3: Approach to discipline is primarily proactive.

Discipline leads to learning, and discipline is something that can be taught and learned. Discipline is also an integral part

of forming a community, as it is needed to help individuals function within norms set by the group. When educators take

a proactive approach to discipline, they ensure that every person is equipped with the skills needed to be successful. For

example:

● Physical Education Teacher: “Our rules say we’ll be kind and helpful to our classmates. What will our rules look

like, sound like, and feel like as we line up?”

● Librarian: “Miquel, one of the things our partner work chart says we might see and hear is ‘paraphrasing’ what a

partner has said – let’s practice paraphrasing passages in this book together first to get ready for partner work in

a few minutes.”

● Principal: “Hi Pat! Wanted to stop by to make sure you saw the new time for the staff meeting tomorrow. We’re

meeting a little earlier than usual, at 3:30 instead of 3:45.”

PC3:

Approach to

discipline is

primarily

proactive

I establish rules and expectations

in the beginning of the year and

rarely refer to them after the

initial introduction. I want to

ensure that all people have the

social and emotional skill sets

needed to successfully approach

tasks and preserve their dignity. I

am often unsure about

modifications or accommodations

I could provide to support

individuals’ ability to contribute

fully to their community and work.

I establish rules and expectations

and refer to them occasionally,

primarily in whole group settings. I

introduce and teach the social and

emotional skill sets people need to

successfully approach tasks at the

beginning of the year. I usually

give reminders and provide

accommodations for the whole

group and sometimes struggle to

modify these on an individual level

for people or groups that need

more support.

I establish rules and expectations

and consistently refer to and

reinforce them to preserve and

strengthen the community and

quality of work. I consistently

preserve the dignity of all people

by ensuring everyone has the

social and emotional skill sets

needed to successfully approach

tasks. I give necessary reminders

and accommodations to support

people individually so they can

engage appropriately with the

community and work.

CRS 2020 Assignments for RC Practitioner Certification Page 15

PC4: Responses to misconduct preserve the dignity of individuals and the group

Misbehavior, mistakes, missteps, and outbursts are a natural part of growth and development. For a variety of reasons,

people may falter and misbehave. How an educator responds to those misbehaviors has a strong impact on a learner’s

sense of self. Appropriate responses to misconduct allow people to stay connected to the community and for the

community to keep its focus. For example:

● A technology teacher kneels next to a student to address the student’s misbehavior privately.

● Students use the take-a-break chair briefly and are welcomed back by the group.

● An instructional coach uses a signal for attention and waits for the full attention and focus of staff before

beginning to speak during professional development sessions.

PC4:

Responses

misconduct

preserve

dignity of

individuals

and the

group

At times, I respond unevenly to

different people’s misconduct. My

primary goal is to stop unwanted

behavior and for individuals or

groups to return quickly to the

learning activity. I keep the dignity

of others in mind when responding

to misbehavior. I have noticed

some responses to misconduct

hinder relationships, as individuals

or groups isolate themselves.

I mostly communicate in a firm,

fair, and brief manner. I respond to

all misbehavior as it happens,

sometimes showing frustration

with certain behaviors or people

more than others. I keep the

individual’s dignity in mind when I

respond to their misbehavior. I

sometimes struggle to support

individuals and groups with re-

entering the community or re-

engaging with their work.

I communicate with all people in a

firm, fair, and brief manner. I

respond evenly to misconduct

from all people. My responses to

misbehavior are consistently

respectful, non-punitive, and

prioritize supporting the individual

and group returning to their work.

I consistently work to ensure that

my responses to misbehavior do

not break relational bonds or

isolate anyone from their

community or work.

PC5: Opportunities to succeed are equitable, fair, and just

Equity and justice are integral parts of any successful community, and they are essential to the strength of the

community. When opportunities are shared and they are equitable, fair, and just, learners are able to focus mental

energy on possibilities vs. comparisons. For example:

● A principal has professional learning community teammates rotate facilitation and note-taking responsibilities

during meetings to help encourage shared leadership.

● A guidance counselor recruits and coaches new students in running for student council.

● An orchestra teacher focuses on acknowledging growth and incremental progress of each of her sections of

musicians before the end of classes.

PC5:

Opportunities

to succeed

are equitable,

fair, and just

I sometimes communicate with

individuals in inconsistent or

uneven ways. It is easier for me to

consider what is fair, equitable,

and just for some community

members more than others.

Individuals who are often

disengaged or give up easily are

difficult to set-up for success. I use

effective language to encourage

everyone, and I sense I am only

reaching some.

I communicate with others in a

mostly even and consistent

manner. When dealing with some

people or challenging situations,

my communication can become

uneven. I work to set all people up

for success but can have a hard

time supporting individuals or

groups that struggle more than

others. I use effective language to

encourage learners but sometimes

struggle to find the right words or

phrasing for a few people who

often need extra support.

I consistently and evenly

communicate with all people in a

fair, equitable, and just manner.

People are consistently allowed

(and equipped with the skills they

need) to present themselves in the

best light. I use language

effectively and consistently to

ensure all people are contributing

to the community, participating in

opportunities that interest them,

and achieving at high levels.

CRS 2020 Assignments for RC Practitioner Certification Page 16

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Positive Community Total number of points* = _______ divided by 5 items = _______ (average)

*Note: Items that you do not rate should be assigned a point value of zero.

POST-ASSESSMENT REFLECTION

Average Score _______

Area for improvement:

average = less than 3.0

Good progress:

average = 3.0-3.9

Strength Area:

average = 4.0 or more

1. What is an area of particular strength for you with Responsive Classroom implementation and fostering Positive

Community in your role? Why do you believe this is the case? Provide some specific examples that support your

reasoning.

2. What would you identify as potential opportunities for your growth in fostering Positive Community in your

role? Which Responsive Classroom practices could you use to support your efforts? Provide some ideas as to

how you might modify a few RC practices to align more clearly with your role and the learners you serve.

CRS 2020 Assignments for RC Practitioner Certification Page 17

3. Prioritize your opportunities for growth and relevant RC practices in order of most importance or urgency for

you. To create a self-improvement plan for these areas, include two action items and one resource you will

review.

4. Now that you have a plan in place, how and when will you know these strategies are positively impacting your

Positive Community? When will you assess this plan again?

CRS 2020 Assignments for RC Practitioner Certification Page 18

SECTION 3. DEVELOPMENTALLY RESPONSIVE

Developmentally Responsive: The practices teachers use to respond to students’ individual, cultural, and

developmental learning needs and strengths.

Aligned Responsive Classroom Practices:

 Active teaching

 Age and stage development

 Brain breaks

 Energizers

 Interactive learning structures

 Quiet time

 Responsive Advisory Meeting

 Small group learning

 Visual cues

Social and Emotional Competencies:

 Cooperation – A person’s ability to establish new relationships, maintain positive relationships and friendships,

avoid social isolation, resolve conflicts, accept differences, be a contributing member of the classroom and

school community, and work productively and collaboratively with others.

 Empathy – A person’s ability to “see into” (recognize, understand) another’s state of mind and emotions and be

receptive to new ideas and perspectives; to appreciate and value differences and diversity in others; to have

concern for others’ welfare, even when it doesn’t benefit or may come as a cost to one’s self.

 Responsibility – A person’s ability to motivate themselves to take action and follow through on expectations; to

define a problem, consider the consequences, and choose a positive solution.

Academic Competencies*:

● Academic Mindset: Four self-perceptions influence a learner’s mindset: 1) I belong in this learning community,

2) my effort improves my performance, 3) I can succeed at this work, and 4) I see value in this work.

● Learning Strategies: Techniques, processes, and tactics a person uses to 1) learn, think, remember, and recall, 2)

monitor their own comprehension and growth, 3) self-correct when they are confused or have an error in

thinking, and 4) set and achieve goals and manage their time effectively.

*If translating Academic Competencies to adult learners feels challenging, consider substituting the word academic with terms that relate to the

adult community at your school like professional mindset, life-long learner strategies, mission-driven behaviors, etc.

PRE-ASSESSMENT REFLECTION

I. Reflect on your implementation of Responsive Classroom strategies and ways they help you in fostering a

learning environment that represents the individual, developmental, and cultural needs of the learners you

serve.

II. Read through this section further defining elements and evidence of Developmentally Responsive approaches.

Note ideas that confirm your best understanding of this domain and ideas that raise questions for you. Think

about what the most important goals/outcomes of this domain would be in your role/setting.

III. Complete the Developmentally Responsive self-assessment. Assign yourself a score of 1, 3, or 5 for each

domain item based on your progress so far. If you cannot decide between two ratings for an item, mark the

lower number. Uncertainty indicates that there may be more opportunity to refine your implementation of that

item. If you do not answer an item (for instance, because you do not use the practice), give yourself a score of

zero and include it in your score calculations for that section.

CRS 2020 Assignments for RC Practitioner Certification Page 19

SECTION 3. DEVELOPMENTALLY RESPONSIVE – DATE ASSESSED _______________

DR1: Uses active and interactive teaching practices

The need to be active and interactive is a human need that transcends all ages and stages of human development.

People, by nature, need to be integrally involved in their learning every day. We know that when these needs are not

met, people may seek unproductive ways to meet them. Therefore, we need to ensure that all opportunities for learning

are designed with these needs in mind. For example,

● Professional development designers ensure teachers have a variety of ways to represent and reflect on their

learning independently, with partners, teams, and the whole group.

● A principal takes time to teach and model a new interactive learning structure before staff get started in small

groups.

● A Professional Learning Community leader gives clear parameters and goals for colleagues during their mid-

meeting “Walk and Talk” reflection.

DR1:

Uses active

and

interactive

teaching

practices

I occasionally design learning

experiences that support individual

and developmental needs for

active and interactive learning,

though I usually prefer to remain in

control of what learners are doing

and saying. When I do structure

content-related discussion into the

learning, I often find some people

are not talking about what they are

supposed to be talking about,

others dominate discussions, and

some disengage altogether.

I usually design learning

experiences that support

developmental needs for active

and interactive learning but do not

always know how best to adjust

activities to meet the needs of

reluctant individuals and groups. I

offer learners control of their

learning but when I notice mistakes

or misconceptions, my tendency is

to jump in and correct them rather

than coach people to work through

errors. I structure time for on-topic

discussions, but some people still

struggle with sharing ideas.

I consistently design learning

experiences that effectively

support everyone’s individual and

developmental needs for active

and interactive learning. Learners

spend the majority of their time

working and driving their own

learning. I am confident in turning

over control of learning to the

learners themselves. As people

work and converse, I am always

present and circulating, ready to

offer guidance and encouragement

and support learners’ focus on the

learning.

DR2: Environment represents students and families

Schools and classrooms exist for the people they serve. Therefore, school and classroom environments need to reflect

the students and families they serve. These should be places where all people see themselves. For example,

● A family liaison posts a picture of each student’s family around community bulletin boards at the school’s main

entrance.

● A dance teacher teaches dances from the various countries students around the school come from.

● The principal dedicates a central bulletin board in the office to posting staff members’ professional hopes and

goals and the adult community guidelines.

DR2:

Environment

represents

students and

families

I attempt to organize the

environment to be inclusive,

accessible to all, and

representative of individual and

cultural characteristics specific to

the community, but results of my

I primarily organize the space to be

inclusive, accessible to all, and

representative of all individual and

cultural characteristics but can

struggle finding opportunities to

build on and connect individuals

I consistently organize the

environment to be inclusive,

accessible to all, and

representative of all individual and

cultural characteristics specific to

our community. I am

CRS 2020 Assignments for RC Practitioner Certification Page 20

efforts sometimes seem superficial

or ineffective. I recognize and

consider the individual, cultural,

and developmental needs of all of

the people I serve, but struggle to

design an environment that meets

the unique needs of all.

and cultures to learning. I am

empathetic and considerate of the

individual, cultural, and

developmental needs of all but

sometimes struggle to make

adjustments based on these needs.

knowledgeable and empathetic to

all of the individual, cultural, and

developmental needs of all. I am

deliberate in my consideration of

people’s needs and design

activities and interaction to reflect

and support all accordingly.

DR3: Uses words and nonlinguistic models

Inclusive communication, both verbal and nonverbal, is essential to ensure we are creating a learning environment

where people with many different individual, cultural, and developmental needs can be supported. Providing

nonlinguistic models can be key to helping people access the information they need to participate and experience

success. For example:

● The principal creates a flow chart to illustrate the process and timeline for end-of-year materials collection and

inventory. The principal shares this with staff digitally and also puts a hardcopy in each staff member’s mailbox.

● The music teacher projects lyrics to community songs sung during all-school assemblies.

● The instructional coach introduces a variety of concept maps and invites teachers to think about which will be

the best way for them to take notes during the presentation ahead.

DR3:

Uses words

and

nonlinguistic

models

I occasionally provide information

verbally and visually. When sharing

information, I sometimes am well

organized, clear, and brief, and

other times find myself lost in a

train of thought or digressing from

my point. I sometimes use a

nonverbal signal for attention, but

its effectiveness with the group is

inconsistent. I rarely provide

structured choices for multiple

pathways for learners.

I usually provide information both

verbally and with visual supports

but sometimes forget to refer to

visuals as I speak or when I am

trying to clear up confusion around

tasks. I use a nonverbal signal for

attention that is successful most of

the time. I offer learners various

choices for worktimes, but the

choices could be more strategically

designed to meet learner needs.

I consistently provide all

information verbally and visually. I

give directions in an organized,

clear, and brief manner that

provides all equal access. I use a

nonverbal signal for community

attention to bring everyone

together, and the group response

is consistent. I strategically

structure choices to provide

multiple pathways for learners to

access and document learning.

DR4: Knows students, families, and colleagues

People know when they are known, understood, appreciated, and valued within the school and classroom settings.

When educators take the time to get to know the people they serve and connect with them as unique individuals, it

strengthens teacher-student relationships, home-school relationships, and relationships among the adult community.

Healthy, mutually respectful relationships give students a trusted and respected adult model needed for their success in

knowing, understanding, and valuing others. For example:

● A school social worker uses home visits to get to know new families and to learn about their hopes and concerns

for their child at school.

● An assistant principal begins School Leadership Team meetings by inviting volunteers to share shout-outs they

have for students, colleagues, or families from the previous week with the group.

● A principal leaves a handwritten note to reinforce something specific each teacher does well during drop-in

observations.

CRS 2020 Assignments for RC Practitioner Certification Page 21

DR4:

Knows

students,

families, and

colleagues

I plan for the environment to

demonstrate an understanding of

developmental, cultural, and

individual needs, though the

results can feel superficial. I

occasionally use examples and

models that resonate with my

audience well, and at other times

tend to over-generalize or try to

relate on a peer-to-peer level. I

take time to get to know people

beyond school, and sometimes

this causes me to jump back and

forth between professional and

friend modes. I try to involve all

students, families, and colleagues,

but some are consistently hard to

reach.

The learning environment is

designed to, and mostly

demonstrates, a connected

understanding of the community’s

developmental, cultural, and

individual needs, but may not

reflect the needs of all individuals.

The examples I use mostly

connect with my audience, though

I may occasionally miss the mark. I

make time to connect with

individuals and usually am the one

to initiate these interactions. I

work to involve students, families,

and colleagues in a variety of ways

and am usually successful in

meeting the needs of all.

Our learning environment clearly

demonstrates a connected

understanding of the community’s

developmental, cultural, and

individual needs. The examples

and models I use connect with

learners and display a deep level

of understanding of individuals

and culture. I take time to connect

with and learn about all

individuals beyond their interests

or abilities in school. I invite

people, and they also take the

initiative to offer me input. I

utilize knowledge of my and

others’ communication styles to

effectively meet the needs of all

students, families, and colleagues.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Developmentally Responsive Total number of points* = _______ divided by 4 items = _______ (average)

*Note: Items that you do not rate should be assigned a point value of zero.

POST-ASSESSMENT REFLECTION

Average Score _______

Area for improvement:

average = less than 3.0

Good progress:

average = 3.0-3.9

Strength Area:

average = 4.0 or more

1. What is an area of particular strength for you with Responsive Classroom implementation that facilitates

Developmentally Responsive conditions for the people you serve? Why do you believe this is the case? Provide

some specific examples that support your reasoning.

CRS 2020 Assignments for RC Practitioner Certification Page 22

2. What would you identify as potential opportunities for your growth with taking more of a Developmentally

Responsive approach to your role? Which Responsive Classroom practices could you use to support your efforts?

Provide some ideas as to how you might modify a few RC practices to align more clearly with your role and the

learners you serve.

3. Prioritize your opportunities for growth and relevant RC practices in order of most importance or urgency for

you. To create a self-improvement plan for these areas, include two action items and one resource you will

review.

4. Now that you have a plan in place, how and when will you know these strategies are positively impacting your

Developmentally Responsive approach to your role? When will you assess this plan again?

CRS 2020 Assignments for RC Practitioner Certification Page 23

SECTION 4. ENGAGING ACADEMICS

Engaging Academics: The practices teachers use to design and deliver high quality, rigorous, and engaging instruction.

Aligned Responsive Classroom practices:

● Academic Choice

● Closing Circle

● Diagnostic questions

● Envisioning language

● Language of learning

● Learning cycle

● Lesson design

● Open-ended questions

● Student practice

● Teach and model

Social and Emotional Competencies:

● Assertiveness – A person’s ability to take initiative, stand up for their ideas without hurting or negating others,

seek help, succeed at a challenging task, and recognize their individual self as separate from the circumstances

or conditions they’re in.

● Responsibility – A person’s ability to motivate themselves to take action and follow through on expectations; to

define a problem, consider the consequences, and choose a positive solution.

● Self-Control – A person’s ability to recognize and regulate their thoughts, emotions, and behaviors in order to be

successful in the moment and remain on a successful trajectory.

Academic Competencies*:

● Academic Mindset – Four self-perceptions influence a learner’s mindset: 1) I belong in this learning community,

2) my effort improves my performance, 3) I can succeed at this work, and 4) I see the value in this work.

● Learning Strategies – Techniques, processes, and tactics a person uses to 1) learn, think, remember, and recall,

2) monitor their own comprehension and growth, 3) self-correct when they are confused or have an error in

thinking, and 4) set and achieve goals and manage their time effectively.

● Academic Perseverance – A person’s tendency to complete assignments and execute their

responsibilities in a timely and thorough manner and to the best of their ability, despite distractions,

obstacles or level of challenge.

* If translating Academic Competencies to adult learners feels challenging, consider substituting the word academic with terms that relate to the

adult community at your school. For example, professional mindset, life-long learner strategies, mission-driven behaviors, etc.

PRE-ASSESSMENT REFLECTION

I. Reflect on your implementation of Responsive Classroom strategies and ways they help you in fostering a

learning environment that engages each individual and community overall in their work and collaboration.

II. Read through this section further defining elements and evidence of Engaging Academics in various settings.

Note ideas that confirm your best understanding of this domain and ideas that raise questions for you. Think

about what the most important goals/outcomes of this domain would be in your role/setting.

III. Complete the Engaging Academics self-assessment. Assign yourself a score of 1, 3, or 5 for each domain item

based on your progress so far. If you cannot decide between two ratings for an item, mark the lower number.

Uncertainty indicates that there may be more opportunity to refine your implementation of that item. If you do

CRS 2020 Assignments for RC Practitioner Certification Page 24

not answer an item (for instance, because you do not use the practice), give yourself a score of zero and include

it in your score calculations for that section.

SECTION 4. ENGAGING ACADEMICS – DATE ASSESSED _______________

EA1: Instruction is sound and models pedagogy or andragogy standards

Pedagogy (the method and practice of teaching children) and andragogy (the method and practice of teaching adult

learners) – or, a facilitator’s repertoire of instructional methods and practices for teaching – influences the extent to

which learning takes place. Therefore, it is critical that instructional pedagogy, or andragogy for adult learners, is sound

in order to achieve optimal learning levels. For example:

● An assistant principal gives staff a choice of a few articles to read about engaging families before presenting a

new initiative to increase family engagement at school.

● In a 45-minute specials class lesson, the teacher spends 5 minutes on the opening, 30 minutes on the body with

students actively practicing/extending skills, and 10 minutes on the closing, which allows students to reflect on

their goals and process and generate ideas and plans for future learning in next week’s class.

● An instructional coach circulates, observes, and listens, stopping to give feedback or ask questions as grade-level

teams work to apply a new facilitation strategy to their lesson plans in the upcoming week.

EA1:

Instruction is

sound and

models

pedagogy or

andragogy

standards

My lessons/PD sessions have a

clear structure, with a distinct

beginning, middle, and end, but

can lack purpose. I tend to use one

resource to support my planning

and facilitation. Occasionally I

attempt to make modifications as

opportunities arise, but these can

be haphazard. As a facilitator, I

often struggle to deliver content in

an organized and clear manner. As

people work, I circulate and

observe but don’t often offer

guidance or additional support.

Sometimes my answers to

questions lack clarity or seem to do

little to further the learning or

understanding.

My lessons/PD sessions are

thoughtfully planned with a clear

structure, with a distinct

beginning, middle, and end,

though occasionally the timing

may be off. I typically rely on one

set of primary sources to design

learning activities, and attempt to

make strategic modifications when

opportunities arise. As a facilitator,

I deliver content in a clear and

organized manner, though at times

I struggle to answer questions

succinctly. I circulate and coach as

learners work, though these

interactions tend to address errors

rather than extend learning.

My lessons/PD sessions

consistently have a clear structure,

with a distinct beginning, middle,

and end and are purposeful and

completed in a timely manner. I

utilize available resources

strategically to design and

facilitate learning activities. As a

facilitator, I consistently deliver

content in a competent, organized,

clear way, spending appropriate

time on each component. I check

for understanding and provide

learners with consistent support

and guidance. I am a present coach

as learners work, consistently

identifying and using opportunities

to extend individual and group

learning.

EA2: Teaches to a learning objective

A clear objective is the cornerstone of an effectively designed lesson. Objectives provide contours and focus for the

learning. When objectives are clearly established and communicated, and lessons are constructed to meet these

learning objectives, learners are better able to focus and engage in purposeful learning. For example:

● Principal: “Today, we are going to work to identify specific strategies that are working to support student

autonomy in their learning in classrooms. After, we are going to work together to brainstorm ways we could

extend these to support students’ safe and joyful autonomy at recess and lunch this month.”

● An art teacher stops and says to an individual student, “Remember, our objective is to compare and contrast.

How is this helping you in your learning?”

CRS 2020 Assignments for RC Practitioner Certification Page 25

● A special education teacher begins IEP meetings by reviewing specific goals and strategies discussed in the

previous meeting before providing updates on outcomes or progress.

EA2:

Teaches to a

learning

objective

My lessons/sessions/meetings

have a clear objective, though

these don’t always match the

appropriate level of difficulty for

learners. I post the objective but

do not always communicate it

directly to learners. The objective

does not always help learners find

focus or purpose in their learning.

Sometimes, I have a clear plan to

help all learners meet the

objective. When I make

modifications to meet needs in the

moment, I usually stray from the

objective to focus on re-teaching

skills/content. My feedback tends

to be more general and can lack an

explicit connection to the

objective.

My lessons/sessions/meetings

have a clear learning objective set

at the correct level of difficulty,

though sometimes the objective

may lack relevance or purpose for

learners. I have a clear plan to help

all learners achieve the objective

but do not always plan specific

modifications for individual

learners ahead of time. I usually

tend to stick to the objective I set

with the group, though

modifications with individuals are

not always connected to the

group’s objective. I provide

targeted whole-group feedback

but sometimes struggle with giving

feedback one-on-one.

My lessons/sessions/meetings

always have a clear learning

objective, set at the correct level

of difficulty for learners. For each

lesson, I have a clear plan for

specific things I will do to help all

learners meet the objective. I

communicate the objective in a

way that conveys a relevant

purpose for learners and what they

will be learning. My facilitation

follows the objective and any

modifications are connected to the

objective. I consistently provide

targeted, specific feedback related

to the objective for both the whole

group and individuals.

EA3: Uses effective questioning techniques

Asking questions is the key technique educators use to lift, shift, and extend thinking. Effective questioning is essential

to helping learners make meaning and extend thinking around content. When used well, questions help differentiate the

learning experiences for the whole community and individual learners. For example,

● A music teacher uses open-ended questions to engage students’ interests and background knowledge about

notation before introducing the concept of syncopation.

● An engineering teacher uses diagnostic questions to identify underlying misconceptions behind a student’s

miscalculations.

● A teacher begins family conferences by inviting parents to share questions they hope to have addressed during

the conversation ahead and takes notes about their concerns. Throughout the conference, the teacher tries to

relate topics discussed to families’ concerns and wonderings. At the end of the conference, she shares her plan

to follow-up on any unanswered questions.

EA3:

Uses

effective

questioning

techniques

I pose questions but they do not

always match my desired learner

outcomes. I ask a variety of

questions in the moment, but

these tend to be sporadic as far as

how they solidify or extend

learning. The questions learners

ask do not always seem well-

developed or intentional so I tend

to ask the majority of questions

during lessons. When learners

respond to questions that I pose I

am not always sure how to use

their responses to extend or

inform learning.

I pose questions that are

connected to desired learning

outcomes. I pose a variety of

questions that are sometimes

planned purposefully and used

with an understanding of how they

will solidify or extend learning. I

ask most of the questions during

lessons but also invite learners to

ask questions so they can learn

and practice the art of asking

effective questions. Most of the

time I use learners’ responses to

extend learning or inform

instruction.

I thoughtfully plan and pose

questions that are connected to

the desired learning outcomes.

The questions I use are varied,

purposeful, and used with my clear

understanding of how they will

solidify or extend learning.

Learners and I both ask questions

throughout lessons, providing

learners numerous opportunities

to learn, practice, and develop

skills in the art of effective

questioning. I use learners’

responses to extend learning or

inform further instruction.

CRS 2020 Assignments for RC Practitioner Certification Page 26

EA4: Sets high expectations for all

Expectations set the bar for possibilities. When expectations are set high and coupled with tailored support to reach

them, people are able to continuously push the envelope in learning. For example:

● A band teacher tells students, “By the end of this week, all of you are going to be able to complete this. Take a

moment to look at the sheet music. What sections are going to challenge you?”

● A student tells the teacher, “This is too hard!” The teacher says, “Tell me what parts of it you do understand.

Now, let’s think about what you need to figure out the rest and make a plan.”

● A principal guides staff in designing their own individual short and long-term goals related to a new schoolwide

initiative.

EA4:

Sets high

expectations

for all

My lessons are primarily designed

toward whole-group achievement.

I convey my belief that all learners

can achieve but inconsistently

support individuals in reaching

their intended level of

achievement. I provide feedback to

learners whose work products

meet expectations.

My lessons are usually designed at

a high level of challenge. My

expectations for all learners are

high, and I convey belief in the

potential of all but do not always

have clear or strategic plans ready

to support individuals in reaching

expectations. I provide feedback

on work products and works in

progress but do not always involve

learners in thinking about or

reflecting on their own

performance.

My lessons are consistently

designed to challenge all learners

at all levels. My expectations for

learners are high, and I convey my

belief that all learners can meet

expectations and involve learners

in scaffolding for their growth and

progress. I provide specific

feedback that is tailored to help all

learners reach expectations.

EA5: Monitors learner practice to make decisions

Observation is one of the most powerful tools educators possess. Observation allows facilitators to truly differentiate in

the moment as it provides an opportunity to clear up confusion, analyze the way content is matching with learners, and

make important shifts in learning. Observation also allows educators to use the information they glean to inform future

lesson design. For example:

● A principal walks around with a notebook and jots down observations as teams discuss connections to and

opinions about a new community partnership opportunity.

● A librarian rings the chime and says, “Pause. Our task was to brainstorm reasons. I am seeing a lot of listing of

facts. Go back and look at what’s on the list. Are these reasons or facts?”

● An instructional coach supports a teacher in modifying his plan, “Let’s work together to come up with a few

facilitation strategies that can help you bring a strong close to this unit by the end of next week.”

EA5:

Monitors

learner

practice to

make

decisions

I mostly monitor whole-group

progress. When I try to monitor

individuals, feedback is

inconsistently timely, thorough, or

useful for learners. I observe

learners at work but primarily

focus my observations on the

whole group to inform future

instructional decisions and lesson

design.

I observe learner progress and

sometimes provide immediate

feedback or modifications to

support learning. I assess and take

note of learning progress, but the

information I note is not always

connected to learner outcomes. I

sometimes use this information to

clarify learner confusion or plan

future learning.

I consistently monitor learners’

progress and provide immediate

feedback or modifications to

support learning. I consistently

assess and take note of learning

progress toward intended

outcomes. I use this information to

make decisions about future

lessons. I am fully present as

learners work and I am able to

quickly address any confusion

expressed.

CRS 2020 Assignments for RC Practitioner Certification Page 27

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Engaging Academics Total number of points* = _______ divided by 5 items = _______ (average)

*Note: Items that you do not rate should be assigned a point value of zero.

POST-ASSESSMENT REFLECTION

Average Score _______

Area for improvement:

average = less than 3.0

Good progress:

average = 3.0-3.9

Strength Area:

average = 4.0 or more

1. What is an area of particular strength for you with Responsive Classroom implementation and facilitating the

engagement of the people you serve? Why do you believe this is the case? Provide some specific examples that

support your reasoning.

2. What would you identify as potential opportunities for your growth with facilitating individual and community

engagement? Which Responsive Classroom practices could you use to support your efforts? Provide some ideas

as to how you might modify a few RC practices to more clearly align with your role and the learners you serve.

CRS 2020 Assignments for RC Practitioner Certification Page 28

3. Prioritize your opportunities for growth and relevant RC practices in order of most importance or urgency for

you. To create a self-improvement plan for these areas, include two action items and one resource you will

review.

4. Now that you have a plan in place, how and when will you know these strategies are positively impacting

academic engagement? When will you assess this plan again?

CRS 2020 Assignments for RC Practitioner Certification Page 29

RESPONSIVE CLASSROOM PRACTITIONER ASSESSMENT TOOL SCORE TRACKING AND SUMMARY PAGE

SECTION 1: EFFECTIVE MANAGEMENT

EM1: Establishes and reinforces clear routines

EM2: Organizes the environment for safety and autonomy

EM3: Leadership style is assertive, authoritative, and approachable

EM4: Environment is arranged for maximum learning

Total

Average

SECTION 2: POSITIVE COMMUNITY

PC1: Creates the conditions for individuals to belong and be significant

PC2: Interactions with others are respectful

PC3: Approach to discipline is primarily proactive

PC4: Responses to misbehavior preserve the dignity of individuals and group

PC5: Opportunities to succeed are equitable, fair, and just

Total

Average

SECTION 3: DEVELOPMENTALLY RESPONSIVE

DR1: Uses active and interactive teaching practices

DR2: Environment represents students and families

DR3: Uses words and nonlinguistic models

DR4: Knows students, families, and colleagues

Total

Average

SECTION 4: ENGAGING ACADEMICS

EA1: Instruction is sound and models pedagogy/andragogy standards

EA2: Teaches to a learning objective

EA3: Uses effective questioning techniques

EA4: Sets high expectations for all

EA5: Monitors learner practice to make decisions

Total

Average

CRS 2020 Assignments for RC Practitioner Certification Page 30

Four Domains: Strategies and Resources

Effective Management

Articles available online:

 Challenge Is a Part of Learning

 Clearing the Way for New Growth

 Guest Teacher Handbook

 Is Your Classroom Organized for Learning?

 Let's Do Lunch!

 Making an Entrance

 Parent Outreach for Busy Leaders

 Setting a Positive Tone in Special Area Classrooms

 Teaching Children to Check Their Own Behavior

Publications available for purchase:

● Building An Academic Community

● Interactive Modeling

● Quick Coaching Guide: Classroom Organization

● Responsive School Discipline

● The First Six Weeks of School

● The Power of Our Words

● The Power of Our Words The Power of Our Words For Middle School

● The Responsive Classroom Assessment Tool for Teachers

● Yardsticks

Positive Community

Articles available online:

 Adapting Morning Meeting: Speech and Anxiety Needs

 How We Want Our School to Be

 Playing to Strengths: Morning Meetings Designed for Students with Autism

 Public Discipline Systems

 Rebuilding Community by Reuniting School Staff

 Responding to Defiance in the Moment

 School Gatherings

 Taking Positive Language Schoolwide

 Teaching Without Using Rewards

Publications available for purchase:

● 99 Activities and Greetings

● How To Bullyproof Your Classroom

CRS 2020 Assignments for RC Practitioner Certification Page 31

● Quick Coaching Guide: Dealing With Defiant Behavior

● Quick Coaching Guide: The Power of Envisioning Language

● Responsive School Discipline

● Seeing the Good In Students

● Solving Thorny Behavior Problems

● Teaching Children to Care

● Teaching Self-Discipline

● Teasing, Tattling, Defiance & More

● The Power of Our Words

● The Power of Our Words For Middle School

● Yardsticks

Developmentally Responsive

Articles available online:

 A Principal’s Job Is Also to Teach

 A Time of Change

 Changing a School Climate: How Responsive Classroom Helped

 Having Effective, Affirming and Energizing Conversations with Families

 Helping Students Give Effective Compliments

 Know Your Students: Developmentally Responsive Planning

 Lively Learning for Professional Development

 Teachers, Specializing in … Everything!

 The Building Blocks of Collaboration: Partner and Small-Group Chats

 Time for a Brain Break!

Publications available for purchase:

● Energize Your Meetings!

● Energizers!

● Middle School Motivators!

● Quick Coaching Guide: Calming Down in Quiet Time

● Quick Coaching Guide: The Teacher’s Role in Responsive Advisory Meeting

● Quick Coaching Guide: Using Visual Cues to Support Learning

● Refocus and Recharge! 50 Brain Breaks for Middle Schoolers

● The Responsive Advisory Meeting Book

● What Every Teacher Needs to Know K-5 Series

● Yardsticks

● Yardsticks Guides

CRS 2020 Assignments for RC Practitioner Certification Page 32

Engaging Academics

Articles available online:

 Academic Engagement in the Home Stretch

 Asking Strategic Questions

 Challenge Is a Part of Learning

 Closing Circle

 Engaging Hearts and Minds

 Open-Ended Questions

 Our Hopes and Dreams for School

 Teaching Students to Speak Confidently

 The Language of Learning (Foreword)

 Using Observation to Extend Learning

Publications available for purchase:

● Closing Circles

● Doing Academics in Morning Meeting Series

● Quick Coaching Guide: Developing Effective Listeners

● Quick Coaching Guide: Replacing Direct Teaching with Active Teaching

● Responsive Classroom for Music, Art, PE, and Other Special Areas

● The Joyful Classroom

● Teacher Language for Engaged Learning Kit

● The Language of Learning

● The Power of Our Words

● The Power of Our Words For Middle School

● Yardsticks

CRS 2020 Assignments for RC Practitioner Certification Page 33

Assignment 2a: Engaging Academic Lesson Planning Sheet

Refer to your Responsive Classroom Course Resource Book and the Four Domains: Strategies and Resources section

found at the end of the Responsive Classroom Practitioner Assessment Tool for information and ideas as you plan your

engaging academic lesson. This lesson plan should identify the following:

Elements of Engagement

Four Domains

Students’ Needs

● Active

● Interactive

● Appropriately challenging

● Purposeful

● Connected to strengths/interests

● Provides autonomy/choice

● Positive Community

● Effective Management

● Engaging Academics

● Developmentally

Responsive

● Belonging

● Significance

● Fun

Grade level: _________________________ Subject Area: ____________________________

Number of students in class and present in lesson: ________________________

Estimated length of lesson: __________________ Date lesson will be conducted: ______________

Objective/Learning Goal(s): What will students be able to do as a result of this lesson?

● Academic Learning Goals

● Social-Emotional Learning Goals

Outline/Sequence of Lesson: Using bullet points to outline the sequence of the lesson is acceptable. Be sure to include

enough detail to provide a clear understanding of what will occur in the lesson and specific actions being used to address

the Four Domains.

● Opening

● Body

● Closing

Elements of Engagement: Identify a minimum of 3 of the following elements of engagement that will be present in the

lesson and describe what the observable indicators will be.

● Active

● Interactive

● Appropriately challenging

● Purposeful

● Connected to strengths and interests

● Provides autonomy/choice

Students’ Needs: Explain where and how this lesson will meet students’ needs.

● Belonging

● Significance

● Fun

Assessment: How will you know what students have learned in this lesson?

CRS 2020 Assignments for RC Practitioner Certification Page 34

Assignment 2b: Engaging Professional Development Session Planning Sheet

Refer to your Responsive Classroom Course Resource Book and the Four Domains: Strategies and Resources section

found at the end of the Responsive Classroom Practitioner Assessment Tool for information and ideas as you plan your

engaging professional development session. This session outline should identify the following:

Elements of Engagement

Four Domains

Adults’ Needs

● Active

● Interactive

● Appropriately challenging

● Purposeful

● Connected to strengths/interests

● Provides autonomy/choice

● Positive Community

● Effective Management

● Engaging Academics

● Developmentally

Responsive

● Belonging

● Significance

● Fun

Content/Focus Area: ____________________________________________________________________

Number of adults in school and present in session: ___________________________________________

Estimated length of session: __________________ Date session will be conducted: _____________

Objective/Learning Goal(s): What will adult learners be able to do as a result of this professional development session?

● Professional Learning Goals

● Social-Emotional Learning Goals

Outline/Sequence of Session: Using bullet points to outline the sequence of the professional development session is

acceptable. Be sure to include enough detail to provide a clear understanding of what will occur in the session and

specific actions being used to address the Four Domains.

● Opening

● Body

● Closing

Elements of Engagement: Identify a minimum of 3 of the following elements of engagement that will be present in the

session and describe what the observable indicators will be for each.

● Active

● Interactive

● Appropriately challenging

● Purposeful

● Connected to strengths and interests

● Provides autonomy/choice

Adults’ Needs: Explain where and how this session will meet adults’ needs.

● Belonging

● Significance

● Fun

Assessment: How will you know what adults have learned in this session?

CRS 2020 Assignments for RC Practitioner Certification Page 35

Assignment 2a: Engaging Academic Lesson Video Checklist

The video submission has clear audio.

All students are visible most of the time during the lesson.

The lesson is content-focused and addresses academic and social-emotional objective(s).

The video is aligned with the lesson plan.

The video illustrates elements of engagement, Four Domains, and student needs being met.

The lesson is between 20 and 30 minutes long.

Note: Video can be edited to fit within the 20-30 minute limit. If edited, elaborate on the edits below.

Example: The lesson was 50 minutes, with group work lasting 25 minutes. The video was edited to show 5

minutes of group work time to highlight the social-emotional and academic skills being practiced and meet

the video length requirement.

The video demonstrates a high level of implementation of Responsive Classroom teaching

practices, facilitation strategies, and core beliefs about teaching and learning.

CRS 2020 Assignments for RC Practitioner Certification Page 36

Assignment 2b: Engaging Professional Development Session Video Checklist

The video submission has clear audio.

All adult learners are visible most of the time during the session.

The session is content-focused and addresses professional goals and social-emotional objectives

for the adult community.

The video is aligned with the professional development session outline.

The video illustrates elements of engagement, Four Domains, and adult needs being met.

The session is between 20 and 30 minutes long.

Note: Video can be edited to fit within the 20-30 minute limit. If edited, elaborate on the edits below.

Example: The lesson was 50 minutes, with group work lasting 25 minutes. The video was edited to show 5

minutes of group work time to highlight the social-emotional and academic skills being practiced and meet

the video length requirement.

The video demonstrates a high level of implementation of Responsive Classroom teaching

practices, facilitation strategies, and core beliefs about teaching and learning.

CRS 2020 Assignments for RC Practitioner Certification Page 37

Assignment 2a: Engaging Academic Lesson Reflection Guide

Review the academic lesson video and create a 3-5-page written reflection explaining how the lesson incorporated the

following:

Elements of Engagement

Four Domains

Adults’ Needs

● Active

● Interactive

● Appropriately challenging

● Purposeful

● Connected to strengths/interests

● Provides autonomy/choice

● Positive Community

● Effective Management

● Engaging Academics

● Developmentally

Responsive

● Belonging

● Significance

● Fun

Use the following prompts to guide your reflection:

● What went well in this lesson? What were some strengths of your teaching (RC practices used, management,

presentation, delivery) as you reflect on this particular lesson?

● What was a time during the lesson that students were most engaged? What might be some reasons this piece

led to higher engagement for your students than other points in the lesson? Challenge yourself to cite specific

elements of engagement in your rationale by identifying elements that were contributing to students’ superior

engagement.

● How did you address each of the Four Domains in this academic lesson? Share specific examples from the lesson

video that illustrate each of the domains.

● What were examples of evidence that students’ needs for belonging, significance, and fun were met during this

lesson?

● Reflecting on this lesson, what changes would you make to enhance each of the Four Domains? What are some

action steps you’ll take to implement these reflections in future teaching opportunities?

CRS 2020 Assignments for RC Practitioner Certification Page 38

Assignment 2b: Engaging Professional Development Session Reflection Guide

Review the professional development session video and create a 3-5-page written reflection explaining how the session

incorporated the following:

Elements of Engagement

Four Domains

Adults’ Needs

● Active

● Interactive

● Appropriately challenging

● Purposeful

● Connected to strengths/interests

● Provides autonomy/choice

● Positive Community

● Effective Management

● Engaging Academics

● Developmentally

Responsive

● Belonging

● Significance

● Fun

Use the following prompts to guide your reflection:

● What went well in this professional development session? What were some strengths of your facilitation (RC

practices used, management, presentation, delivery) as you reflect on this particular lesson?

● What was a time during the session that learners were most engaged? What might be some reasons this piece

led to higher engagement for your adult learners than other points in the session? Challenge yourself to cite

specific elements of engagement in your rationale by identifying elements that were contributing to adult

learners’ superior engagement.

● How did you address each of the Four Domains in this professional development session? Share specific

examples from the session video that illustrate each of the domains.

● What were examples of evidence that adults’ needs for belonging, significance, and fun were met during this

session?

● Reflecting on this professional development session, what changes would you make to enhance each of the Four

Domains? What are some action steps you’ll take to implement these reflections into your facilitation of future

professional development?

CRS 2020 Assignments for RC Practitioner Certification Page 39

Assignment 3a: Student Impact Essay Guide

This essay should be 3-5 pages in length.

Implementing Responsive Classroom practices with high fidelity makes learning lively and engaging and helps students to

build academic and social-emotional (A+SEL) skills that yield positive student outcomes; proximal, intermediate, and

long-term.

Show how implementation of the Responsive Classroom philosophy and practices has positively impacted student

development of A+SEL skills. Include specific examples of how students exemplified success in A+SEL academic and what

evidence of growth was observed for each of these skills. The essay should focus on student growth, and the vignettes

used to describe that growth can combine A+SEL skills from throughout the school year.

Academic Competencies:

● Academic Mindset: Four self-perceptions influence a student’s academic mindset: 1) I belong in this academic

community, 2) my effort improves my performance, 3) I can succeed at this work, and 4) I see value in this work.

● Academic Perseverance: A student’s tendency to complete assignments in a timely and thorough manner and to

the best of their ability, despite distractions, obstacles, or level of challenge.

● Learning Strategies: Techniques, processes, and tactics a student uses to 1) learn, think, remember, and recall,

2) monitor their own comprehension and growth, 3) self-correct when they are confused or have an error in

thinking, and 4) set and achieve goals and manage their time effectively.

● Academic Behaviors: The ways in which students conduct themselves that support their success in school,

including such things as regular attendance, arriving ready to work, paying attention, participating in

instructional activities and class discussions, and devoting out of school time to studying and completing

assignments and projects.

Social-Emotional Competencies:

● Cooperation: Students’ ability to establish new relationships, maintain positive relationships and friendships,

avoid social isolation, resolve conflicts, accept differences, be a contributing member of the classroom and

school community, and work productively and collaboratively with others.

● Assertiveness: Students’ ability to take the initiative, stand up for their ideas without hurting or negating others,

seek help, succeed at a challenging task, and recognize their individual self as separate from the circumstances

or conditions they’re in.

● Responsibility: Students’ ability to motivate themselves to take action and follow through with expectations; to

define a problem, consider the consequences, and choose a positive solution.

● Empathy: Students ability to “see into” (recognize, understand) another’s state of mind or emotions and be

receptive to new ideas and perspectives; to appreciate and value differences and diversity in others; to have

concern for others’ welfare, even when it doesn’t benefit or may come at a cost to one’s self.

● Self-Control: Students’ ability to recognize and regulate their thoughts, emotions, and behaviors in order to be

successful in the moment and remain on a successful trajectory.

CRS 2020 Assignments for RC Practitioner Certification Page 40

The focus of this essay should be on the trajectory of growth and the positive impacts that your use of Responsive

Classroom strategies and practices had on your students’ development of the academic and social-emotional

competencies outlined above.

Consider using the graphic organizer below to help plan your essay with the specific examples that highlight student

impact and growth. You can also read excerpts of exemplar Student Impact Essays from previous applicants to guide you

as you craft your own essay.

Challenges my student(s)

faced

What I did to address the

challenges

Positive outcomes I observed

Specific behaviors I saw/heard

that impeded the social,

emotional, and/or academic

growth in students individually

and/or of our learning community

overall.

Responsive Classroom strategies

and practices I implemented to

support positive change in

students' actions and thinking.

Specific results and changes to

student behavior that had a

positive social, emotional, and/or

academic impact on students

individually and/or on our learning

community overall.

Cooperation

Assertiveness

Responsibility

Empathy

Self-Control

Academic Mindset

Academic Perseverance

Learning Strategies

Academic Behaviors

CRS 2020 Assignments for RC Practitioner Certification Page 41

Assignment 3b: School Impact Essay Guide

This essay should be 3-5 pages in length.

Implementing Responsive Classroom practices with high fidelity in classrooms makes learning lively and engaging and

helps students to build academic and social-emotional (A+SEL) skills that yield positive student outcomes; proximal,

intermediate, and long-term.

Implementing the approach with fidelity schoolwide requires school leaders that model and use Responsive Classroom

practices within their adult communities. In doing so, they lead by example and create the conditions for Responsive

Classroom to take deep root. One critical aspect of leading this approach is working intentionally to cultivate the adults’

academic* and social-emotional competencies. Among the many benefits of strengthening adult SEL competence,

research from the Collaboration for Academic and Social Emotional Learning (CASEL) finds “adults who can recognize,

understand, label, express, and regulate their own emotions … more effectively teach and model social-emotional

competence for their students.”

In this essay, describe how your leadership and implementation of Responsive Classroom beliefs and practices has

positively impacted your school through students’ and adults’ development of A+SEL competence. For both types of

reflections – those illustrating how your RC implementation positively impacted students, and those illustrating positive

impacts on staff – provide examples that detail learners’ growth in at least two academic competencies and at least two

social-emotional competencies. Include specific examples of how individuals and/or groups exemplified success in A+SEL

skills in your reflections and identify what evidence of growth was observed for each of the competencies you focus in

on. The essay should focus on students’ and adults’ A+SEL growth, and the vignettes used to describe that growth can

combine A+SEL skills from throughout the school year and throughout the school itself.

Academic Competencies*:

● Academic Mindset: Four self-perceptions influence a learner’s mindset: 1) I belong in this academic community,

2) my effort improves my performance, 3) I can succeed at this work, and 4) I see value in this work.

● Academic Perseverance: A person’s tendency to complete assignments/responsibilities in a timely and thorough

manner and to the best of their ability, despite distractions, obstacles, or level of challenge.

● Learning Strategies: Techniques, processes, and tactics a person uses to 1) learn, think, remember, and recall, 2)

monitor their own comprehension and growth, 3) self-correct when they are confused or have an error in

thinking, and 4) set and achieve goals and manage their time effectively.

● Academic Behaviors: The ways in which a person conducts themselves that supports their success in school,

including such things as regular attendance, arriving ready to work, paying attention, participating in

instructional activities and group discussions, and devoting out of school time to studying, completing

assignments/responsibilities and projects.

* If translating Academic Competencies to adult learners feels challenging, consider substituting the word academic with terms that relate to

the adult community at your school. For example, professional mindset, life-long learner strategies, mission-driven behaviors, etc.

Social-Emotional Competencies:

● Cooperation: A person’s ability to establish new relationships, maintain positive relationships and friendships,

avoid social isolation, resolve conflicts, accept differences, be a contributing member of the classroom and

school community, and work productively and collaboratively with others.

CRS 2020 Assignments for RC Practitioner Certification Page 42

● Assertiveness: A person’s ability to take initiative, stand up for their ideas without hurting or negating others,

seek help, succeed at a challenging task, and recognize their individual self as separate from the circumstances

or conditions they’re in.

● Responsibility: A person’s ability to motivate themselves to take action and follow through with expectations; to

define a problem, consider the consequences, and choose a positive solution.

● Empathy: A person’s ability to “see into” (recognize, understand) another’s state of mind or emotions and be

receptive to new ideas and perspectives; to appreciate and value differences and diversity in others; to have

concern for others’ welfare, even when it doesn’t benefit or may come at a cost to one’s self.

● Self-Control: A person’s ability to recognize and regulate their thoughts, emotions, and behaviors in order to be

successful in the moment and remain on a successful trajectory.

CRS 2020 Assignments for RC Practitioner Certification Page 43

The focus of this essay should be on the trajectory of growth and the positive impacts that your use of Responsive

Classroom strategies and practices had on both students’ and adults’ development of the academic and social-

emotional competencies outlined above.

Consider using the graphic organizer below to help plan your essay with the specific examples that highlight positive

impact and growth in your school. You can also read excerpts of exemplar School Impact Essays from previous applicants

to guide you as you craft your own essay.

Challenges my school faced

What I did to address the

challenges

Positive outcomes I observed

Specific behaviors I saw/heard

that impeded the social,

emotional, and/or academic

growth in students/adults

individually and/or of our school

community overall.

Responsive Classroom strategies

and practices I implemented to

support positive change in

students'/adults’ actions and

thinking.

Specific results and changes to

student/adult behavior that had a

positive social, emotional, and/or

academic impact on students,

families, or adults individually

and/or on our school community

overall.

Cooperation

Assertiveness

Responsibility

Empathy

Self-Control

Academic Mindset

Academic Perseverance

Learning Strategies

Academic Behaviors

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