II.D.2: High Expectations Unsatisfactory Needs Improvement Exemplary Proficient Gives up on some May tell students that the Effectively models and Effectively models and students or subject or assignment is reinforces ways that students reinforces ways that students communicates that some challenging and that they can master challenging can consistently master cannot master challenging need to work hard but does material through effective challenging material through II-D-2. material. little to counteract student effort, rather than having to effective effort. Successfully High Expectations misconceptions about innate depend on innate ability. challenges students’ ability. misconceptions about innate ability. Is able to model this element. Quality Consistency Sources of Evidence for II.D.2: High Expectations: Observations Measure of Student Professional #1 #2 Unannounced #3 Announced #4 Unannounced Student Learning Artifacts Practice Goal Announced * Required Required Evidence II.D.2: High Expectations: Area for Growth II.D.2: High Expectations: IV.A.1: Reflective Practice Unsatisfactory Needs Improvement Exemplary Proficient Demonstrates limited May reflect on the Regularly reflects on the Regularly reflects on the reflection on practice effectiveness of lessons/ units effectiveness of lessons, units, effectiveness of lessons, and/or use of insights and interactions with students and interactions with units, and interactions with gained to improve practice. but not with colleagues students, both individually students, both individually and/or rarely uses insights to and with colleagues, and uses and with colleagues; and uses IV-A-1. improve practice. insights gained to improve and shares with colleagues, Reflective practice and student learning. insights gained to improve Practice practice and student learning. Is able to model this element. Quality Scope Consistency Sources of Evidence for IV.A.1: Reflective Practice: Observations
II.D.2: High Expectations 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 about innate ability. Is able to model this element. Quality Consistency Sources of Evidence for II.D.2: High Expectations: Observations Measure of Student Learning * Student Artifacts Professional Practice Goal #1 Announced #2 Unannounced #3 Announced #4 Unannounced Required Required Evidence II.D.2: High Expectations: Area for Growth II.D.2: High Expectations: 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 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. Quality Scope Consistency Sources of Evidence for IV.A.1: Reflective Practice: Observations
cap-formative-assessment-2018.docx