response to the question Booth uses things that interest me to explain hard ideas” on the “Ms. Student Feedback Survey, 9 students agrees while 15 students disagreed. Summative Assessment Quality *X Scope * X Consistency * X Evidence holds students to high expectations by reviewing expectations of students before and even during lessons. In a social studies lesson she taught on April 4th, 2016, she had to stop the lesson several times through in order to remind students of the expectations for what proper behavior looks like when sitting on the rug. She invited students to model what exemplary rug behavior looks like, and asked many different students to repeat the expectation. When there is a student facing away from the board, she uses the phrase facing forward” to have them “shoulders turn their bodies to face the front. She will occasionally simply say a student’s name sentence and then continue with the to quickly get their attention and get them to evaluate their behaviors. She will often start student’s independent work time as an “ultimate zero,” which means that for five minutes, the students are working in complete silence with no teacher help. After 5 minutes of ultimate zero, students can if they would like help. She sets the ultimate zero with the purpose of students getting started independently so they can see what they know and what they still need clarification on. She uses the ultimate zero to encourage the students to hold themselves to their own high expectations and try to complete the work without the aid of a teacher. Paris models how to do problems in her lessons and shows her work, demonstrating for the students exactly what she expects of them. In her handouts, she also usually provides an example that shows exactly what your work” looks like. “showing IV.A.1: Reflective Practice Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates limited May reflect on the Regularly reflects on the Regularly reflects on the reflection on practice effectiveness of lessons/ effectiveness of lessons, effectiveness of lessons, and/or use of insights and interactions with units, and interactions units, and interactions gained to improve students but not with with students, both with students, both IV-A-1. practice. colleagues and/or rarely individually and with individually and with Reflective uses insights to improve colleagues, and uses colleagues; and uses and Practice practice. insights gained to shares with colleagues, improve practice and insights gained to student learning. improve practice and student learning. Is able to model this element. Formative Assessment Quality *X Scope * X Consistency * X
response to the question “Ms. Booth uses things that interest me to explain hard ideas” on the Student Feedback Survey, 9 students agrees while 15 students disagreed. Summative Assessment Quality *X Scope * X Consistency * X Evidence holds students to high expectations by reviewing expectations of students before and even during lessons. In a social studies lesson she taught on April 4th, 2016, she had to stop the lesson several times through in order to remind students of the expectations for what proper behavior looks like when sitting on the rug. She invited students to model what exemplary rug behavior looks like, and asked many different students to repeat the expectation. When there is a student facing away from the board, she uses the phrase “shoulders facing forward” to have them turn their bodies to face the front. She will occasionally simply say a student’s name and then continue with the sentence to quickly get their attention and get them to their behaviors. She will often start student’s independent work time as an “ultimate zero,” which means that for five minutes, the students are working in complete silence with no teacher help. After 5 minutes of ultimate zero, students can evaluate if they would like help. She sets the ultimate zero with the purpose of students getting started independently so they can see what they know and what they still need clarification on. She uses the ultimate zero to encourage the students to hold themselves to their own high expectations and try to complete the work without the aid of a teacher. Paris models how to do problems in her lessons and shows her work, demonstrating for the students exactly what she expects of them. In her handouts, she also usually provides an example that shows exactly what “showing your work” looks like. 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/ 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. Formative Assessment Quality *X Scope * X Consistency * X
Sample-CAP-Summative-Rubric-Elementary.docx