In action…Demonstrates attempt to develop students’ rational understanding that they will benefit from achievement
In reflection…Accurately explains key strategies for developing students’ rational understanding that they will benefit from achievement
Describes in a compelling way why it is important to develop students’ belief that they will benefit from achievement
Strand 1: The teacher’s effectiveness in selecting “I want” strategies and messages that will compel students.
Effectively uses the same teacher-centered strategies in all situations to convey generic messages that students benefit from academic achievement
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 benefit from academic achievement
Strand 2: The frequency of “I want” strategies and the degree to which they are integrated into the classroom.
Implements strategies in isolation and does so occasionally
Employs a series of integrated classroom strategies regularly
For TFA Staff: Guidance for Pre-Novice and Novice Ratings
Is having real problems with student participation and progress in his class and asks a colleague for help? When the colleague starts to asks questions about why students aren't more involved, Jonah says "if these kids don't want to learn, there's nothing I can do about that. That's not my problem. I'm here to teach the ones who want to learn. Anything else is unfair to those students who really want to learn."
Jonah makes no attempt and does not value influencing students to want to learn. Jonah would receive a PRE-NOVICE rating for I-2.