Beginning proficiency level: 10th Grade Social Studies

Support materials:
Video clip #235
Round 2 Corps Member Reflective Guide (Excerpt)

Overall rating & analysis

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

Beginning

Advanced

Exemplary

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

Regularly conveys messages and employs a series of integrated classroom strategies


Analysis: Why did the teacher receive these ratings?

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

Why BP?

The teacher uses a “teacher-centered strategies,” namely:

The teacher uses 3 distinct strategies: a questionnaire, a lesson on malleable intelligence, and individual contracts. Each of these strategies is “teacher-centered” –that is, the teacher is responsible for conveying messages about hard work.

The teacher wrote and facilitated the questionnaire activity, and responded to some students’ answers (i.e., when one student speaks quietly while answering the question “I am successful”, the teacher encourages him to “Say it louder, you’re successful. Don’t be embarrassed.”).

His lesson on malleable intelligence focused on a “20-minuted lecture” given by the teacher.

While the students signed contracts, promising to work to reach the big goal, each student agreed to work hard in the same ways (“increasing their effort by studying at least 4 hours a week, being focused and prepared for class, participating and asking me questions when they are confused about something “) and they do not engage with them throughout the year. Rather, the teacher references them periodically to remind students that they can master each objective. (“At the beginning of each unit and before each exam I point to their contracts and remind them “You can all master all of the material of the unit if you follow your contracts.”)

The teacher’s utilizes strategies “in all situations to convey generic messages that students can achieve by working hard.”

The teacher does not differentiate his strategies for students; rather, he uses the same strategies for his entire class, at all times. The lesson on malleable intelligence was delivered to the class as a whole and each student signed the same contract.

The teacher’s messages about malleable intelligence and that “You can all master all of the material of the unit if you follow your contracts” convey that all students can achieve by working hard.

The teacher has employed the strategies “effectively” because students connect their hard work to achievement: “When a student has improved quite a bit in a short period of time, I make sure to praise them individually after class. They often then tell me how they were able to do it, and lately they relate the success to working hard.”

Why not AP?

There is insufficient evidence that the teacher utilizes “student-centered strategies.” While students do participate in each of his strategies (they answered the questions on the questionnaire, they were involved in a discussion about malleable intelligence, and they signed contracts) the teacher plays the largest role in these activities.

The teacher’s strategies may not “reach a range of students.” He uses the same strategies for all students, and does not take into account that different students need difference support and guidance in order to connect their hard work to achievement.

Rating: BPStrand 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 in isolation.” He delivered the questionnaire and the lesson on malleable intelligence only once, and refers to their contracts only “At the beginning of each unit and before each exam.”

Why not AP?

There is insufficient evidence that this teacher “regularly conveys messages” or “employs a series of integrated classroom strategies.” His strategies are not a purposeful part of the classroom structure.