Novice proficiency level: 10th Grade ESL

Support materials:

Narrative

Overall rating & analysis

Three N ratings equal an overall N rating.

Novice

Beginning

Advanced

In action…
Demonstrates attempt to reinforce efforts toward the big goal

In reflection…
Accurately explains key strategies for consistently reinforcing efforts toward the big goal

Describes in a compelling way why it is important to consistently reinforce efforts toward the big goal

Strand 1: The teacher’s selection of extrinsic reinforcements.

Chooses a small set of sound reinforcements for all situations

Chooses a variety of appealing reinforcements to reach a range of students, based on an understanding of students and depending on the situation

Strand 2: The scale (moving from generic and absolute to individualized and relative) the teacher uses to reinforce achievement.

Reinforcement system recognizes basic academic effort (e.g., class participation, homework completion, etc.) and mastery of a well-defined absolute bar

Reinforcement system recognizes significant academic effort (e.g., studying hard and making incremental gains) and mastery of a well-defined absolute bar

Strand 3: The strategic timing and consistency with which the teacher reinforces students’ efforts.

Consistently provides reinforcement at regular intervals and sometimes conveys the meaning of the reinforcements as a celebration of progress toward the goal

Provides reinforcements appropriately and flexibly so that they are delivered only at purposeful intervals, and almost always conveys the meaning of the reinforcements as a celebration of progress toward the goal to maximize impact and lead to intrinsic motivation


Analysis: Why did the teacher receive these ratings?

Rating: N Strand 1: The teacher’s selection of extrinsic reinforcements.

Why N?

The teacher has only one strategy for reinforcing students: "Effort Points." One strategy is not sufficient to constitute a "small set."

Rating: N Strand 2: The scale (moving from generic and absolute to individualized and relative) the teacher uses to reinforce achievement.

Why N?

Although the teacher’s system does reinforce "basic academic" effort in the form of "Effort Points," it does not include any positive reinforcement of "a well-defined absolute bar" (i.e., there is no reinforcement of basic academic achievement).

Rating: NStrand 3: The strategic timing and consistency with which the teacher reinforces students’ efforts.

Why N?

The teacher does not consistently provide "reinforcement at regular intervals." The reinforcement that students receive in the form of "Effort Points" does not reward students who collect the most points after the first time they receive the reward. Therefore, students may deserve the reward but receive no reinforcement. Further, the teacher does not "consistently" provide "reinforcement" to students according to the way he has designed the system. When the teacher takes away ten "Effort Points" from students for misbehavior even though the system was designed and introduced to students purely as a means to track and reward their academic effort, he is not implementing his reinforcement policy "consistently" by following through on the plan that has been introduced to students and now making unpredictable changes to the conditions of receiving reinforcement.