Unsatisfactory Needs Improvement Exemplary Proficient Gives up on some May tell students that Effectively models Effectively models and students or the subject or and reinforces ways reinforces ways that communicates that some assignment is challenging that students can students can cannot master and that they need to master challenging consistently master II-D-2. challenging material. work hard but does little material through challenging material High Expectations to counteract student effective effort, through effective effort. misconceptions about rather than having Successfully challenges innate ability. to depend on innate students’ ability. misconceptions innate ability. Is able to model this element. Formative Assessment Quality * Scope * Consistency * Evidence: Summative Assessment Quality * Scope * Consistency * Evidence: IV.A.1: Reflective Practice Unsatisfactory Improvement Exemplary IV-A-1. Proficient
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. Formative Assessment Quality * Scope * Consistency * Evidence: Summative Assessment Quality * Scope * Consistency * Evidence: IV.A.1: Reflective Practice IV-A-1. Unsatisfactory Improvement Proficient Exemplary
revised_student_teaching_handbook_2016.docx