Novice proficiency level: 10th Grade Math

Support materials:

Description and Conversation Between PD and CM

Overall rating & analysis

Overall rating: Two N ratings and one BP rating equal an overall Novice rating.

Novice

Beginning

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In action…
Demonstrates attempt to employ role models

In reflection…
Accurately explains how to select and use role models to convey messages of persistence or academic success

Enables students to learn role models' stories through occasional exposure

Describes in a compelling way why it is important to employ such role models

Strand 1: The alignment between role models’ messages and the ideals of persistence and academic success.

Ensures that role model conveys message of persistence or academic success

Ensures that role model conveys message of persistence and academic success

Strand 2: The extent to which students are able to interact with role models and extract meaning and inspiration from their stories.

Enables students to gain frequent and meaningful exposure to role models

Uses reasonably appropriate and relevant role models with whom at least some students can identify

Strand 3: The number of students who have relevant role models.

Uses reasonably appropriate and relevant role models with whom at least some students can identify

Ensures almost all students have appropriate role models with whom they identify, based on an understanding of student sub-groups


Analysis: Why did the teacher receive these ratings?

Rating: NStrand 1: The alignment between role models’ messages and the ideals of persistence and academic success.

Why N?

  • Peter did not ensure that the role models conveyed a message of either persistence or academic success.
  • Peter did not actively structure the presentations enough to sufficiently direct students to talk about the hard work required by the role models in order to achieve success.
  • Although many of his selections have legitimately demonstrated persistence, there is no evidence that either he or his students sufficiently emphasized persistence as a reason for why they found that person inspiring.
  • Peter's attempt is unsuccessful and ineffective because he ultimately fails to make any connection between the role models' success and the lives of his students. Thus, it is unlikely that any of his students will "reference" any substantive message from the initial presentations or the display "in future contexts."

Why not BP?

  • Peter did not present his role models in a way that conveyed a message of either persistence or academic success. The initial presentations were mostly insufficient to get a message of value across, and simply displaying the pictures is not enough to ensure that the potential message is delivered.
  • Peter seemed guided by a desire to please his students and "seem cool," rather than by strategically selecting people with the most effective messages to send.
  • The appropriateness of some of his selections could be questioned.
  • To earn a BP rating, Peter could have directed the conversations he had about each person around the issue of how hard each of these people had to work in order to achieve their success. He also could have selected some people with a clear message of academic success (politicians, scientists, corporate leaders, authors, etc.), in addition to celebrities and athletes.

Rating: NStrand 2: The extent to which students are able to interact with role models and extract meaning and inspiration from their stories.

Why N?

  • While Peter makes a limited attempt to engage students to learn the role models' stories, the level of engagement does not rise above a one-time superficial encounter. Since Peter offered little guidance and used no structure in the presentation of the role models' stories, the stories were not as universally substantial or relevant as they should have been in order to be effectively compelling.
  • Peter acknowledges that he hasn't referenced the role models since the first week of school, and has no other plans to use role models for the remainder of the semester.
  • Peter's comments seem to suggest that he considers the use of role models in the classroom to be a one-time special display as opposed to understanding that he can infuse his classroom with role models in an integrated and ongoing way.

Why not BP?

  • Peter would need to use the role models and their inherent messages of persistence in an ongoing and deeper way. By simply leaving their pictures on the wall without ever returning to them he does not meet the BP bar of even "occasional" use.
  • As currently used, it is unlikely that any students will reference the role models' messages in future contexts.
  • To earn at least a BP rating, Peter would need to ensure that his students were able to learn the role models' stories. To do so, he could have assigned each student to briefly research one of the role models, and given specific guidance and structure about identifying the roots of their success in order to ensure that messages of persistence were conveyed (i.e. for how many years did they learn their skill/craft? How often do they train? What does their training entail? What sacrifices have they had to make to get where they are? What did they do that the average person did not do that enabled them to succeed?). Each student could have then given a short presentation to the class about the persistence demonstrated by his or her assigned role model.

Rating: BPStrand 3: The number of students who have relevant role models.

Why BP?

Peter uses reasonably appropriate and relevant role models with whom many of his students can identify. He takes student interests into account by trying to select role models that he specifically thinks will have meaning and relevance for his students. He intentionally selects role models who share his students’ ethnicity and although there are more men than women, he does include some women (and even includes women of varying shapes and sizes, an important gesture for high school girls who inevitably face body image issues).

Why not AP?

  • Peter attempts, but does not ensure that almost all students have role models with whom they identify. Although he clearly pays attention to race, and intentionally selects role models who share his students’ ethnicity, he seems to de-emphasize the importance of gender since there are twice as many men as there are women. He also, however unintentionally, seems to send a message that only men can achieve athletically since he includes several male athletes, but no female athletes. He also admits to realizing that some of his students will not be interested in either sports or Hollywood, yet he still limits his selections to role models from those categories, essentially dismissing the less popular interests of those students. To reach AP, and to enhance his ability to reach more subgroups, Peter could have included role models that branched out beyond celebrities and athletes, to include civil rights figures, politicians, literary types, etc. to ensure that almost all his students would have a role model represented that they found personally inspiring.
  • To reach AP, Peter could have let students self-select their role models, so that each student would have at least one person guaranteed to be meaningful for them. Peter could have played a more pro-active role in helping direct students to choose people who might have offered more significant or relevant messages.