Advanced proficiency level: 6th Grade

Support materials:
Video clip #255
Conversation with Evaluator (Excerpt)

Audio clip #255b_fone

Overall rating & analysis

Overall rating: Two AP Strands equal an overall AP rating.

Beginning

Advanced

Exemplary

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

Effectively considers individual students and situations when choosing strategies and messages that 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

Monitors individual students’ “I will” 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: APStrand 1: The teacher’s effectiveness in selecting “I want” strategies and messages that will compel students.

Why AP?

  • The teacher "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 achievement." Such strategies include writing letters to colleges, allowing students to engage in outside research, etc.
  • The teacher understands student interests via the “secret agent profile” form and then caters (as appropriate) strategies to connect the students’ future goals to the academic curriculum. For example, in the conversation with the evaluator, the teacher explains that the students “could apply this new learning to their future goals.”
  • The teacher reaches subgroups by catering the “I want” strategies to students within five general categories of career interest.
  • Teacher infuses other strategies into the classroom structures (i.e., college word wall, writing to college admissions offices, classroom motto, etc); these strategies are student-centered because the students are actively involved.
  • Students’ comments in the video indicate that the teacher’s messages are “important, relevant and compelling.” (e.g., Students relate being a mission success scholar to long-term goals. “Being a mission success scholar will help me when I have a job.” … “Approach to success will help me.”)

Why not E?

  • Although the teacher does tailor strategies for five different subgroups of students, there is no evidence that the teacher caters strategies to each student individually based on each student’s unique interests.

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

Why AP?

  • The strategies are integrated into the classroom structures “regularly.” The teacher connects classroom activities to a genre of student interests “at least once per week”.
  • The class repeats classroom motto and engages in college challenge questions daily.

Why not E?

  • There is no evidence that the teacher monitors levels of student investment.
  • There is no evidence that the students are able to empower each other.
  • There is no evidence that the teacher “initiates effective efforts to shape the larger school context.”