ED368:
Prerequisites
Meeting Times, Location, & Course Delivery Details
ED386 is delivered in person, face‑to‑face on campus. Our class time is designed for active participation, discussion, and hands‑on practice. Being present in class allows you to collaborate with peers, engage in interactive activities, and receive immediate feedback. Together, we’ll build a supportive learning community that thrives on shared experiences and professional growth.
Contact Information
This course does not require a textbook. Instead, we’ll use a variety of resources — including articles, case studies, videos, and professional tools — that are provided for you in class and on Blackboard. All materials are chosen to be practical, accessible, and directly connected to your work as a future teacher. Bring a notebook or digital device for notes and reflections, and be ready to engage with hands‑on activities each week.
By the end of this course, candidates will be able to:
- Design and implement classroom management strategies that foster positive, inclusive, and equitable learning environments.
- Aligned to: CAEP 1.2; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1
- Apply evidence‑based frameworks (PBIS, MTSS, SEL) to support student behavior, engagement, and social‑emotional growth.
- Aligned to: CAEP 1.1, 4.1; InTASC 2, 5; Ohio EPP Clinical Practice; WC PLO 4a; OSTP 1.1, 5.2
- Integrate culturally responsive and trauma‑informed practices into lesson planning and classroom routines.
- Aligned to: CAEP 3.1; InTASC 2; Ohio EPP Program Quality; WC PLO 6a, 6b; OSTP 1.2, 4.3
- Use data‑informed decision making to monitor student progress, adjust instruction, and evaluate classroom interventions.
- Aligned to: CAEP 1.3, 5.2; InTASC 6; Ohio EPP Continuous Improvement; WC PLO 5b; OSTP 3.1, 3.2
- Demonstrate professional dispositions including integrity, collaboration, advocacy, and resilience in classroom and field settings.
- Aligned to: CAEP 5.1, 5.2; InTASC 9, 10; Ohio EPP Continuous Improvement; WC PLO 4a, 7a; OSTP 7.1, 7.3
- Collaborate effectively with families, colleagues, and community stakeholders to support student learning and well‑being.
- Aligned to: CAEP 2.1, 5.3; InTASC 10; Ohio EPP Clinical Practice; WC PLO 4b, 6b; OSTP 6.1, 6.2
- Reflect on and articulate a personal classroom management philosophy that synthesizes theory, practice, and professional ethics.
- Aligned to: CAEP 4.1, 4.2; InTASC 9, 10; Ohio EPP Program Quality; WC PLO 1a, 5a; OSTP 7.1, 2.2
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
| Week | Dates (Mon/Wed/Fri) | Module Title | Standards Alignment |
|---|---|---|---|
| 1 | Jan 12, Jan 14, Jan 16 | Course Introduction: MTSS & Policy Navigation | CAEP 1.2; InTASC 9; Ohio EPP Clinical Practice; WC PLO 4a; OSTP 7.3 |
| 2 | Jan 19 (MLK Holiday – no class), Jan 21, Jan 23 | Fundamentals of Classroom Management | CAEP 1.1; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1 |
| 3 | Jan 26, Jan 28, Jan 30 | PBIS Frameworks | CAEP 1.2, 4.1; InTASC 3, 5; Ohio EPP Clinical Practice; WC PLO 7b; OSTP 5.2 |
| 4 | Feb 2, Feb 4, Feb 6 | Social-Emotional Learning (SEL) | CAEP 1.1, 4.2; InTASC 2; Ohio EPP Program Quality; WC PLO 4a, 7a; OSTP 1.1, 6.1 |
| 5 | Feb 9, Feb 11, Feb 13 | Culturally Responsive Teaching | CAEP 3.1; InTASC 2; Ohio EPP Program Quality; WC PLO 6a, 6b; OSTP 1.2, 4.3 |
| 6 | Feb 16, Feb 18, Feb 20 | Trauma-Informed Instruction | CAEP 1.2, 4.1; InTASC 2, 3; Ohio EPP Clinical Practice; WC PLO 3b, 4a; OSTP 1.1, 5.1 |
| 7 | Feb 23, Feb 25, Feb 27 | Data-Informed Decisions | CAEP 1.3, 5.2; InTASC 6; Ohio EPP Continuous Improvement; WC PLO 5b; OSTP 3.1, 3.2 |
| 8 | Mar 2 (Session I ends), Mar 4 (In-Service Day – no class), Mar 6 | Engagement Strategies (UDL) | CAEP 1.2; InTASC 2; Ohio EPP Program Quality; WC PLO 2a, 7a; OSTP 5.1 |
| 9 | Mar 9–13 | Spring Break (no classes) | — |
| 10 | Mar 16, Mar 18, Mar 20 | Designing Learning Environments | CAEP 1.2; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1 |
| 11 | Mar 23, Mar 25, Mar 27 | Behavior Management Plans | CAEP 1.2, 4.1; InTASC 5; Ohio EPP Clinical Practice; WC PLO 3a, 3b; OSTP 3.2, 5.1 |
| 12 | Mar 30, Apr 1, Apr 3 (Good Friday – no class) | Reflective Practice | CAEP 4.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 5a; OSTP 7.1 |
| 13 | Apr 6, Apr 8, Apr 10 | Teacher Resilience & Advocacy | CAEP 5.1, 5.2; InTASC 9, 10; Ohio EPP Continuous Improvement; WC PLO 4a, 7a; OSTP 7.1, 7.3 |
| 14 | Apr 13, Apr 15, Apr 17 | Collaboration with Stakeholders | CAEP 2.1, 5.3; InTASC 10; Ohio EPP Clinical Practice; WC PLO 4b, 6b; OSTP 6.1, 6.2 |
| 15 | Apr 20, Apr 22, Apr 24 | Ethics & Professional Responsibility | CAEP 5.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 4a; OSTP 7.3 |
| 16 | Apr 27, Apr 29, May 1 | Capstone Philosophy | CAEP 4.1, 4.2; InTASC 9, 10; Ohio EPP Program Quality; WC PLO 1a, 5a; OSTP 7.1, 2.2 |
| Finals | May 4, May 6, May 7 | Capstone Presentations & Reflection | CAEP 4.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 5a; OSTP 7.1 |
| Week | Dates (Mon/Wed/Fri) | Assignment | Type + Points | Due Date | Standards Alignment |
|---|---|---|---|---|---|
| 1 | Jan 12, Jan 14, Jan 16 | Policy Scavenger Hunt | Formative – 20 pts | Jan 16 | CAEP 1.2; InTASC 9; Ohio EPP Clinical Practice; WC PLO 4a; OSTP 7.3 |
| 2 | Jan 19 (MLK Holiday – no class), Jan 21, Jan 23 | Reflection Journal: Teacher Identity & Boundaries | Formative – 20 pts | Jan 23 | CAEP 1.1; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1 |
| 3 | Jan 26, Jan 28, Jan 30 | PBIS Implementation Plan | Summative – 55 pts | Jan 30 | CAEP 1.2, 4.1; InTASC 3, 5; Ohio EPP Clinical Practice; WC PLO 7b; OSTP 5.2 |
| 4 | Feb 2, Feb 4, Feb 6 | SEL Integration Mini-Lesson | Summative – 55 pts | Feb 6 | CAEP 1.1, 4.2; InTASC 2; Ohio EPP Program Quality; WC PLO 4a, 7a; OSTP 1.1, 6.1 |
| 5 | Feb 9, Feb 11, Feb 13 | Equity Exit Ticket | Formative – 20 pts | Feb 13 | CAEP 3.1; InTASC 2; Ohio EPP Program Quality; WC PLO 6a, 6b; OSTP 1.2, 4.3 |
| 6 | Feb 16, Feb 18, Feb 20 | Trauma-Informed Lesson Plan | Summative – 55 pts | Feb 20 | CAEP 1.2, 4.1; InTASC 2, 3; Ohio EPP Clinical Practice; WC PLO 3b, 4a; OSTP 1.1, 5.1 |
| 7 | Feb 23, Feb 25, Feb 27 | Data Analysis Report | Summative – 55 pts | Feb 27 | CAEP 1.3, 5.2; InTASC 6; Ohio EPP Continuous Improvement; WC PLO 5b; OSTP 3.1, 3.2 |
| 8 | Mar 2 (Session I ends), Mar 4 (In-Service Day – no class), Mar 6 | Peer Feedback on UDL Lesson Design | Formative – 20 pts | Mar 6 | CAEP 1.2; InTASC 2; Ohio EPP Program Quality; WC PLO 2a, 7a; OSTP 5.1 |
| 9 | Mar 9–13 | Spring Break (no classes) | — | — | — |
| 10 | Mar 16, Mar 18, Mar 20 | Environment Design Project | Summative – 55 pts | Mar 20 | CAEP 1.2; InTASC 3; Ohio EPP Program Quality; WC PLO 7a; OSTP 5.1 |
| 11 | Mar 23, Mar 25, Mar 27 | Final Behavior Intervention Plan (BIP) | Summative – 55 pts | Mar 27 | CAEP 1.2, 4.1; InTASC 5; Ohio EPP Clinical Practice; WC PLO 3a, 3b; OSTP 3.2, 5.1 |
| 12 | Mar 30, Apr 1, Apr 3 (Good Friday – no class) | Reflective Analysis Paper | Summative – 55 pts | Apr 1 | CAEP 4.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 5a; OSTP 7.1 |
| 13 | Apr 6, Apr 8, Apr 10 | Teacher Advocacy Toolkit | Summative – 55 pts | Apr 10 | CAEP 5.1, 5.2; InTASC 9, 10; Ohio EPP Continuous Improvement; WC PLO 4a, 7a; OSTP 7.1, 7.3 |
| 14 | Apr 13, Apr 15, Apr 17 | Stakeholder Collaboration Plan | Summative – 55 pts | Apr 17 | CAEP 2.1, 5.3; InTASC 10; Ohio EPP Clinical Practice; WC PLO 4b, 6b; OSTP 6.1, 6.2 |
| 15 | Apr 20, Apr 22, Apr 24 | Ethics & Compliance Paper | Summative – 55 pts | Apr 24 | CAEP 5.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 4a; OSTP 7.3 |
| 16 | Apr 27, Apr 29, May 1 | Final Classroom Management Philosophy | Capstone Summative – 110 pts | May 1 | CAEP 4.1, 4.2; InTASC 9, 10; Ohio EPP Program Quality; WC PLO 1a, 5a; OSTP 7.1, 2.2 |
| Finals | May 4, May 6, May 7 | Capstone Presentations & Reflection | Included in Capstone | May 7 | CAEP 4.1, 5.2; InTASC 9; Ohio EPP Continuous Improvement; WC PLO 5a; OSTP 7.1 |
The link below provides a guide to all formative and summative assessments, including all assignment instructions and rubrics for this course.
The grading scale will be as follows:
Point Distribution
- Formative Assessments (10 assignments) → 200 points total
- Each formative = 20 points (content + dispositions embedded)
- Summative Assessments (10 assignments) → 550 points total
- Each summative = 55 points (50 content + 5 dispositions)
- Capstone Philosophy (Final Project) → 110 points total
- Content = 100 points + Dispositions = 10 points
Total Course Points = 860
Letter Grade Conversion
| Points Earned | Percentage Range | Letter Grade | Performance Description |
|---|---|---|---|
| 800–860 | 93–100% | A | Exemplary mastery of standards; consistently exceeds expectations |
| 774–799 | 90–92% | A– | Strong mastery; exceeds expectations in most areas |
| 748–773 | 87–89% | B+ | Proficient with occasional exemplary performance |
| 714–747 | 83–86% | B | Solid proficiency; meets expectations |
| 688–713 | 80–82% | B– | Developing proficiency; minor gaps in clarity or consistency |
| 662–687 | 77–79% | C+ | Developing; meets minimum expectations with notable gaps |
| 628–661 | 73–76% | C | Beginning-level proficiency; limited demonstration of standards |
| 602–627 | 70–72% | C– | Minimal proficiency; significant gaps in performance |
| 576–601 | 67–69% | D+ | Insufficient; attempt made but requirements not fully met |
| 542–575 | 63–66% | D | Insufficient; major gaps in meeting standards |
| 516–541 | 60–62% | D– | Barely passing; minimal evidence of competency |
| Below 516 | Below 60% | F | No evidence of competency; requirements not met |
Instructor Course Policies
Your presence and participation are essential to our shared learning community. Because ED386 emphasizes collaboration, reflection, and practice, regular attendance helps you stay engaged and prepared for assignments. If you must miss class, please communicate with me in advance whenever possible. Absences do not excuse you from completing assignments, and you are responsible for catching up on missed work. Together, we’ll keep the focus on growth, professionalism, and consistency.
Honesty and integrity are the foundation of our work together. All assignments must reflect your own effort, with proper credit given when you use ideas, words, or resources from others. Collaboration is encouraged when appropriate, but copying or misrepresenting work is not.
AI tools (such as Microsoft Copilot, ChatGPT, or others) may be used responsibly for brainstorming or organizing ideas, but all submitted work must show your own understanding and professional judgment. If AI assists your work, please acknowledge it. Misrepresenting AI-generated content as entirely your own is considered a violation of academic integrity.
Course Description
ED386 prepares teacher candidates to design, implement, and evaluate classroom and behavior management systems that foster safe, inclusive, and equitable learning environments. Candidates explore Positive Behavioral Interventions and Supports (PBIS) within Ohio’s Multi-Tiered System of Supports (MTSS), social-emotional learning (SEL), trauma-informed practices, culturally responsive teaching, restorative approaches, and teacher resilience/advocacy. Emphasis is placed on developing Behavior Intervention Plans (BIPs), using data to inform decisions, collaborating with families and community partners, and protecting teacher wellbeing in challenging school contexts.
All course objectives and assessments are explicitly aligned with CAEP Initial-Level Standards, InTASC Model Core Teaching Standards, Ohio Educator Preparation Program (EPP) Standards, and Wilmington College Program Learning Outcomes (PLOs). This ensures candidates demonstrate competencies required for licensure, accreditation, and effective practice in real-world classrooms.
The course follows the Transparency in Learning and Teaching (TILT) framework and integrates Universal Design for Learning (UDL principles) to provide clarity, accessibility, and multiple pathways for candidate success.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Class Attendance Policy |
Accessibility and Disability Services
Accessibility and Disability Services
Wilmington College provides accommodations and services for student with a variety of disabilities, including chronic illnesses, psychological, physical, medical, learning, and sensory disability amongst others. If you anticipate or experience barriers based on disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to contact:
Spencer Izor, Associate Vice President of Compliance - Title IX/ADA Coordinator at spencer.izor@wilmington.edu or 937-481-2365 or Nathan Flack, Academic Resource Manager at 937-481-2208 to learn more about the process and procedures for requesting accommodations, or by visiting College Hall Room 306a or the Robinson Communication Center, Room 103.
Religious Accommodations
Wilmington College strives for an inclusive climate and welcomes students from all backgrounds, faiths, and experiences. If religious observance impedes your ability to participate fully in classroom activities or a principal holiday from your religious tradition occurs during the semester and conflicts with class meetings or activities, please make the professor aware of this immediately to determine if a reasonable accommodation is possible.