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Responsive Classroom Teacher Certification Assignments Elementary Teacher Applicants (Responsive Classroom)

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Responsive Classroom Teacher Certification Assignments
Elementary Teacher Applicants
Assignment 1: Use the Responsive Classroom Assessment Tool, Second Edition (2016), to self-
assess your practice in all components of Responsive Classroom. Scores must average 4.0 or
higher to qualify for certification. You will be required to submit a completed score tracking
sheet and completed post-assessment reflection pages (included in this packet) for each practice
from the Assessment Tool. Your responses to the questions should accurately reflect your
continued growth plan.
Assignment 2: Engaging Academic Lesson
• Video of an engaging academic lesson you are teaching students:
o Video length should be 20-30 minutes.
o Engaging academic lesson should be content focused on and aligned to an
objective. (Please note: Morning Meetings and Responsive Advisory meetings do not meet the
criteria for this assignment.)
o Use the Engaging Academics Video Checklist included in this packet.
• Lesson plan for the academic lesson video:
o Use the Academic Lesson Planning Sheet included in this packet.
• Written reflection of video, focusing on the Four Domains of Responsive Classroom:
Positive Community, Effective Management, Engaging Academics, and Developmentally
Responsive Teaching (3-5 pages).
o Use the Academic Lesson Reflection Guide included in this packet.
Assignment 3: Student Impact Essay (3-5 pages)
• Explain how implementing Responsive Classroom practices has positively impacted your
students’ growth in both academic and social-emotional skills:
o Use the Student Impact Essay Guide included in this packet.
Assignment 4: Provide two letters of recommendation
• One letter from your professional supervisor commenting on your qualities as an
effective teacher (i.e., relationship to children, overall management and organization of
class, approaches to instruction); approach to professional development (i.e., ability to
be reflective about your own teaching and response to outside feedback); and
proficiency in Responsive Classroom implementation.
• One letter from a colleague who can speak to your qualities as an effective teacher (i.e.,
relationship to children, overall management and organization of class, approaches to
instruction); 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: Provide a current resume
CRS 2020 Assignments for RC Educator Certification Page 2
Responsive Classroom Assessment Tool for Teachers
Score Tracking Sheet
Section 1: Interactive Modeling
Section 2: Morning Meeting
IM 1
MM 1
IM 2
MM 2
IM 3
MM 3
IM 4
MM 4
IM 5
MM 5
Total
MM 6
Average
MM 7
MM 8
MM 9
Section 3: Guided Discovery
MM 10
GD 1
MM 11
GD 2
MM 12
GD 3
MM 13
GD 4
MM 14
GD 5
MM 15
GD 6
MM 16
GD 7
MM 17
GD 8
MM 18
GD 9
MM 19
GD 10
MM 20
GD 11
MM 21
GD 12
MM 22
GD 13
MM 23
GD 14
MM 24
GD 15
MM 25
Total
MM 26
Average
MM 27
Total
Average
0
0
0
0
0
0
CRS 2020 Assignments for RC Educator Certification Page 3
Score Tracking Sheet (cont.)
Section 4: Engaging Academics
EA 1
CO 1
EA 2
CO 2
EA 3
CO 3
EA 4
CO 4
EA 5
CO 5
EA 6
CO 6
EA 7
CO 7
EA 8
CO 8
EA 9
CO 9
EA 10
CO 10
EA 11
CO 11
EA 12
CO 12
EA 13
Total
EA 14
Average
EA 15
EA 16
EA 17
EA 18
TL 1
EA 19
TL 2
EA 20
TL 3
EA 21
TL 4
EA 22
TL 5
Total
TL 6
Average
TL 7
TL 8
TL 9
TL 10
TL 11
TL 12
TL 13
TL 14
TL 15
TL 16
TL 17
TL 18
TL 19
Total
Average
0
0
0
0
0
0
CRS 2020 Assignments for RC Educator Certification Page 4
Score Tracking Sheet (cont.)
Section 7: Classroom Rules
Section 8: Classroom Management
CR 1
CM 1
CR 2
CM 2
CR 3
CM 3
CR 4
CM 4
CR 5
CM 5
CR 6
CM 6
Total
CM 7
Average
CM 8
CM 9
CM 10
Section 9: Responding to Misbehavior
CM 11
RMB 1
CM 12
RMB 2
Total
RMB 3
Average
RMB 4
RMB 5
RMB 6
Section 10:Problem-Solving Strategies
RMB 7
PS 1
RMB 8
PS 2
RMB 9
PS 3
RMB 10
PS 4
RMB 11
PS 5
RMB 12
PS 6
RMB 13
PS 7
RMB 14
PS 8
RMB 15
PS 9
RMB 16
PS 10
RMB 17
PS 11
RMB 18
PS 12
RMB 19
PS 13
Total
PS 14
Average
Total
Average
0
0
0
0
0
0
0
0
CRS 2020 Assignments for RC Educator Certification Page 5
Interactive Modeling 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 with Interactive Modeling? What has contributed to your
success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of Interactive Modeling.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 6
Morning Meeting 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 with Morning Meeting? What has contributed to your success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of Morning Meeting.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 7
Guided Discovery 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 with Guided Discovery? What has contributed to your success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of Guided Discovery.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 8
Engaging Academics 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 with engaging academics? What has contributed to your
success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of engaging academics.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 9
Classroom Organization 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 with classroom organization? What has contributed to your
success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of classroom organization.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 10
Teacher Language 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 with teacher language? What has contributed to your success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of teacher language.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 11
Classroom Rules 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 with classroom rules? What has contributed to your success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of classroom rules.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 12
Classroom Management 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 with classroom management? What has contributed to your
success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of classroom management.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 13
Responding to Misbehavior 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 with responding to misbehavior? What has contributed to your
success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of responding to misbehavior.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 14
Problem-Solving Strategies 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 with problem-solving strategies? What has contributed to your
success?
2. What would you identify as areas for improvement?
3. Prioritize these areas for improvement in order of most importance to you.
4. For your most important area, create a self-improvement plan. See suggestions in the Strategies and
Resources section of the Assessment Tool for specific ideas about ways to work on one or more
components of problem-solving strategies.
5. Create self-improvement plans for your other priority areas.
6. When will you assess this practice again?
CRS 2020 Assignments for RC Educator Certification Page 15
Engaging Academic Lesson Planning Sheet
Refer to your Responsive Classroom Course Resource Book for detailed information and
strategies 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 Teaching
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 Engaging Academics: Identify a minimum of 3 of the following elements of engaging
academics that will be present in the lesson and describe what the observable indicators are.
Active
Interactive
Appropriately challenging
Purposeful
Connected to strengths and interests
Provides autonomy/choice
Students’ Needs: Explain where and how this lesson will meet the students’ needs.
Belonging
Significance
Fun
Assessment: How will you know what students have gained from this lesson?
CRS 2020 Assignments for RC Educator Certification Page 16
Engaging Academic Video Checklist
The video submission has clear audio.
All students are visible at times 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 to meet the length requirement.
The video demonstrates high level of implementation of Responsive Classroom
teaching practices and strategies.
CRS 2020 Assignments for RC Educator Certification Page 17
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
Students’ Needs
Active
Interactive
Appropriately challenging
Purposeful
Connected to strengths/interests
Provides autonomy/choice
Positive Community
Effective Management
Engaging Academics
Developmentally
Responsive Teaching
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 characteristics of Engaging Academics 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 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 Educator Certification Page 18
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 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 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 on
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 Educator Certification Page 19
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
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Responsive Classroom Teacher Certification Assignments Elementary Teacher Applicants (Responsive Classroom)

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Completed 13 July 2021

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