II.D.2: High Expectations Unsatisfactory Needs Improvement Proficient Exemplary Gives up on some May tell students Effectively Effectively models students or that the subject or models and and reinforces ways communicates that assignment is reinforces ways that students can some cannot master challenging and that that students can consistently master II-D-2. challenging material. they need to work master challenging material High hard but does little challenging through effective Expectations to counteract material through effort. Successfully student effective effort, challenges students’ misconceptions rather than misconceptions about innate ability. having to depend innate ability. Is able on innate ability. to model this element. Quality Consistency IV.A.1: Reflective Practice Needs Unsatisfactory Proficient Exemplary Improvement Demonstrates limited May reflect on the Regularly reflects on Regularly reflects on reflection on practice effectiveness of the effectiveness of the effectiveness of and/or use of insights lessons/ units and lessons, units, and lessons, units, and gained to improve interactions with interactions with interactions with practice. students but not students, both students, both IV-A-1. with colleagues and individually and Reflective and/or rarely uses with colleagues, and with colleagues; and Practice insights to improve uses insights gained uses and shares practice. to improve practice with colleagues, and student insights gained to learning. improve practice and student learning. Is able to model this element. Quality Scope Consistency
II.D.2: High Expectations II-D-2. High Expectations Unsatisfactory Needs Improvement Proficient Exemplary Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions innate ability. Is able to model this element. Quality Consistency IV.A.1: Reflective Practice IV-A-1. Reflective Practice Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element. Quality Scope Consistency