We have had one academic day of instruction. The administration suggested that teachers present syllabi on that day, but I decided to start straight away in Spanish as described in this recent post. Most classes went well although I started the day off a bit rusty, but one class made me remember all of the work that we do with norming a TPRS class at the beginning of the year so that students know how to learn.
On Saturday morning I pulled together a generic syllabus that I use for Spanish 1-3 (non-heritage speakers classes). You can download a .PDF version by clicking here or, if you want to change it, then here is a .docx version (beware: lots of text boxes). The Listening and Speaking section (40% of the grade) is from an interpersonal skills rubric that was created through Ben Slavic’s PLC (thanks for the clarification Jen! See her comment below).
I suspect that this might be controversial, since many educators seem to be eliminating all grades based on observed behaviors in favor of solely recording grades that reflect demonstrated proficiency. I still record observed behaviors as a major part of the grade. I believe that if a student follows this behavior rubric in class, language acquisition will happen naturally at the pace each student is capable of progressing. For a teacher who can have up to 240 students at a time (right now I have 223 on my roll), I need a system that is both flexible (motivating students with different abilities) and efficient (allowing me to spend most of my class time delivering comprehensible input).