Beginning proficiency level: Kindergarten

Support materials:

Video clip #239

Audio clip #239b_siss

Overall rating & analysis

Overall rating: One BP strand and one AP strand equals 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

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

Why BP?

This teacher’s utilizes “teacher-centered strategies” to convey to her students that they can achieve by working hard.

The “Land of I Can” is the central component of this teacher’s classroom. The teacher updates this board with age-appropriate symbols that represent individual students’ mastery of objectives, such as counting to 10 and knowing upper and lower case letters. The board reminds students that they have achieved, and will continue to achieve, by working hard.

In addition, the before assessments, the teacher reminds students of their year-end goals, and asks students to assess their progress so far.

The teacher’s strategies convey “generic messages that students can achieve by working hard.” She uses the board to convey messages to all students at once. The board’s name itself– “Land of I Can”--conveys the generic message that her students have and will continue to master objectives by working hard.

The teacher utilizes these strategies “effectively” because students seem to be confident that they can master their course objectives. The teacher states that, when she asks students how many letters they can identify today, students “think they can do all of them.” The student in the interview also states that he will definitely know at least 100 words by the end of the year.

Why not AP?

There is insufficient evidence that the teacher uses “student-centered strategies.”

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

Why AP?

The teacher “regularly conveys messages about working hard and employs integrated classroom strategies.” The “Land of I Can” wall is a regular system that is a purposeful part of their classroom experience. When prompted, the interviewed student reveals that he really believes he will reach his goals. The students have internalized the messages, showing that it is a regular part of the classroom structure.

Why not E?

There is insufficient evidence that the teacher “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.”