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