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