This rubric (2011) lists each of the domains (1-4) and sub domains (a-f) for each. It also gives Critical Attributes of each one and of Possible examples of distinguished models of implementation. This does not give each individual row of the rubric, but it is a good start.
LEARNING-FOCUSED provides schools and districts with the best solutions for consistently and pervasively implementing every domain and element of the Danielson evaluation.
Page 19 has some information about involving students in creating a school wide discipline policy. Perhaps these guiding principles could be developed and then implemented in all classrooms and that would cover the requirement in the rubric? It seems like a better method than individual teachers taking a day to develop the system in each class. This may work in an elementary contained classroom level, but when a student has 7 classes?
I exchanged emails with Michael Linsen, the author of "Dream Class"
www.smartclassroommanagement.com and he disagreed with the idea of letting students create the discipline plan, but said that there are ways of involving them which will bring you to the same result if necessary. I highly recommend the book, it changed the way I manage my classroom.
"One potential unintended effect of punishment techniques is that the target child may feel powerless--a situation that could erode the child's investment in learning. Whenever possible, the teacher should give the student a voice in the design of the behavior management plan. For example, a teacher designing a response-cost program might ask the student to come up with a 'secret' sign that the instructor might use to signal a warning to the student that he is on the verge of having a point deducted from his 'Great Study Behaviors' chart."
Standards of conduct are clear to all students and appear to have been developed with student participation. I felt this was a difficult and unnecessary step, but it was enlightening to read comments from all of my 100 plus students on what classroom behavior prevented them from learning. It was overwhelmingly student talking during instruction and learning time.
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