II-D-2: High Expectations Unsatisfactory Needs Improvement Exemplary Proficient Gives up on some students May tell students that the Effectively models and Effectively models and or communicates that some subject or assignment is reinforces ways that reinforces ways that cannot master challenging challenging and that they students can master students can consistently material. need to work hard but does challenging material master challenging material little to counteract student through effective effort, through effective effort. misconceptions about rather than having to Successfully challenges innate ability. depend on innate ability. misconceptions students’ about innate ability. Is able to model this element. II-D-3: Access to Knowledge Unsatisfactory Needs Improvement Exemplary Proficient Rarely adapts instruction, Occasionally adapts Consistently adapts Individually and with materials, and assessments instruction, materials, and instruction, materials, and colleagues, consistently to make challenging assessments to make assessments to make adapts instruction, material accessible to all challenging material challenging material materials, and students. accessible to all students. accessible to all students, assessments to make including English challenging material learners and students accessible to all students, with disabilities. including English learners and students with disabilities. Is able to model this element.
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. II-D-3: Access to Knowledge Unsatisfactory Needs Improvement Proficient Exemplary Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students. Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students. Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element.
8thGradeRhetoricalAnalysis.docx