quality is at least once. quality is sometimes / quality is most of the quality is all the time. occasionally. time. Evidence for meeting the High Expectations Element: IV.A.1: Reflective Practice Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates limited May reflect on the Regularly reflects on Regularly reflects on the Quality reflection on practice effectiveness of lessons/ the effectiveness of effectiveness of lessons, and/or use of insights units and interactions lessons, units, and units, and interactions gained to improve with students but not interactions with with students, both practice. with colleagues and/or students, both individually and with rarely uses insights to individually and with colleagues; and uses and improve practice. colleagues, and uses shares with colleagues, insights gained to insights gained to improve practice and improve practice and student learning. student learning. Is able to model this element. Scope The scale of impact is on The scale of impact is on a The scale of impact is The scale of impact is on all one student. small group or subset of all students in the students in the classroom students. classroom to which the to which the candidate is candidate is assigned. assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which The frequency with which The frequency with The frequency with which the candidate the candidate which the candidate the candidate demonstrates this skill, demonstrates this skill, demonstrates this skill, demonstrates this skill, action or behavior with action or behavior with action or behavior with action or behavior with quality is at least once. quality is sometimes / quality is most of the quality is all the time. occasionally. time. Evidence for meeting the Reflective Practice Element:
quality is at least once. quality is sometimes / occasionally. quality is most of the time. quality is all the time. Evidence for meeting the High Expectations Element: IV.A.1: Reflective Practice Quality 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. Scope The scale of impact is on one student. The scale of impact is on a small group or subset of students. The scale of impact is all students in the classroom to which the candidate is assigned. The scale of impact is on all students in the classroom to which the candidate is assigned and is done with exceptional attention to the needs of each student in the class. Consistency The frequency with which the candidate demonstrates this skill, action or behavior with quality is at least once. The frequency with which the candidate demonstrates this skill, action or behavior with quality is sometimes / occasionally. The frequency with which the candidate demonstrates this skill, action or behavior with quality is most of the time. The frequency with which the candidate demonstrates this skill, action or behavior with quality is all the time. Evidence for meeting the Reflective Practice Element:
cap-formative-assessment-rubric.docx