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