### Novice

### Beginning

### Advanced

Strand 1: The teacher’s effectiveness in selecting “I can” strategies and messages that will compel students.

Effectively uses the same teacher-centered strategies in all situations to convey generic messages that students can achieve by working hard

Effectively uses student-centered strategies (based on an understanding of students and depending on the situation) to reach a range of students to convey that students can achieve by working hard

Effectively considers individual students and situations when choosing strategies and messages that convey that students can achieve by working hard

Strand 2: The frequency of “I can” strategies and the degree to which they are integrated into the classroom.

Conveys messages and implements strategies occasionally and in isolation

Regularly conveys messages and employs a series of integrated classroom strategies

Monitors individual students’ “I can” investment levels, effectively conveys messages and employs strategies as often as necessary, enables students to empower one another, and initiates effective efforts to shape the larger school context

**Analysis:** Why did the teacher receive these ratings?

Rating: **BP**Strand 1: **The teacher’s effectiveness in selecting “I can” strategies and messages that will compel students.**

Why BP?

The teacher "uses teacher-centered strategies in all situations to convey generic messages that students can achieve by working hard." She created individual graphs for each student, so she could record their diagnostic results and their final assessment. She also has a whole-class graph to indicate average mastery. Finally, she has a chant to emphasize the connection between hard work and achievement, i.e., "Work hard. Get smart."

Based on the responsiveness from students, it is evident that she "effectively" uses the strategies so that at least half of the students would find her messages important, relevant, and compelling. These strategies are "teacher-centered" because the teacher’s role in the strategies overshadows students’ minimal and/or superficial involvement.

Why not AP?

The teacher does not use "student-centered strategies." For example, she updates the students’ tracking sheets herself, so students have no participation in the implementation of strategies.

Rating: **BP**Strand 2: **The frequency of “I can” strategies and the degree to which they are integrated into the classroom.**

Why BP?

The teacher "conveys messages and implements strategies occasionally and in isolation." She uses the whole-class tracking graph and the individual graphs once at the beginning of summer school and once at the end.

Why not AP?

Although the teacher uses the chant more frequently, that one strategy does not constitute "a series of integrated classroom strategies."