Novice proficiency level: 11th Grade Chemistry

Support materials:
Conversation with Observer (Excerpt)

Overall rating & analysis

Overall rating: Two N strands equal an overall N rating.

Novice

Beginning

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In action…
Demonstrates attempt to set or adopt a big goal according to the criteria In

In reflection…
Accurately explains the main ideas behind big goals, including relationship to standards, measurability, and criteria for ambitiousness and feasibility

Describes in a compelling way why it is important to set big goals, particularly according to the criteria

Strand 1: The Big Goal’s appropriateness for all students, reasoned ambitiousness, and sources.

Adopts a broad, generic goal that aspires to be ambitious and feasible for the entire class and achieves that balance for at least half of the teacher’s students

Designs a goal that is both ambitious and feasible for most students, based on reasoning informed by multiple sources, including diagnostic results for mastery goals

Strand 2: The teacher’s understanding of how accomplishing goals will demonstrate mastery of standards and increase students’ opportunities in life.

Describes how the goal is aligned to key standards and identifies a basic tool of measuring achievement of the goal.

Describes how the goal is aligned to all key standards, explains broadly what students should know, understand or be able to do in order to achieve the goal, and cites the necessary assessment tools (e.g. achievement tests, performance-based assessments, etc.) that will be most meaningful to students’ lives when measuring the different facets of the goal

 

 

Analysis: Why did the teacher receive these ratings?

Rating: NStrand 1: The Big Goal’s appropriateness for all students, reasoned ambitiousness, and sources.

Why N?

Although the teacher sets a goal that "80% of us will take the AP Chemistry Exam at the end of the year and score a 3", the goal only attempts to be "ambitious and feasible for the entire class" because the goal indicates that the teacher only expects 80% of students to take the exam. Therefore, the goal sets no expectation for 20% of the class.

Rating: NStrand 2: The teacher’s understanding of how accomplishing goals will demonstrate mastery of standards and increase students’ opportunities in life.

Why N?

Although the teacher does identify the AP exam as "a basic tool for measuring achievement of the goal," he has not yet ensured that the AP test is "aligned to key standards." The teacher has minimally consulted the standards (i.e., "I haven't really spent a ton of time looking through all the standards yet. .[F]rom what I can tell, the AP test covers a lot of the standards and essential topics, and this way, if they are taking the test, my students have to learn the most important content."). Additionally, the teacher has merely "looked over a few tests." Therefore, the teacher’s actions constitute an attempt to develop a standards-aligned and measurable goal. The teacher is novice rather than pre-novice because he has selected the AP test as the measurement tool, which is likely to be at least somewhat aligned to the standards.