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