Novice proficiency level: 2nd Grade

Support materials:

Narrative

Overall rating & analysis

One BP rating and two 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: BPStrand 1: The teacher’s selection of extrinsic reinforcements.

Why BP?

The teacher chooses "a small set of reinforcements for all situations." She has two strategies aimed at reinforcing students’ efforts toward the big goal of getting student "to read like fourth graders." She has both a "Homework Superstars Tracking Log" to positively reinforce students who complete their homework and a "Pathway to Big Goal Land" to celebrate students’ progress toward mastering the objectives. Two strategies constitute "a small set."

Why not AP?

The teacher has only two reinforcement strategies therefore she has not chosen "a variety of appealing reinforcements."

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

Why N?

The "Homework Superstars Tracking Log" system "recognizes achievement of a well-defined, absolute bar." Students earn a reward after everyone in the class has completed ten homework assignments. However, the "Pathway to Big Goal Land" system does not recognize "achievement of a well-defined, absolute bar." The teacher moves students up "when they do a really good job." The teacher assumes that the students understand when and why they receive reinforcement (i.e., "So they get the idea, I think.") However, the lack of specificity around what students need to do to receive reinforcement prevents the teacher from achieving the BP bar.

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" because she no longer uses the homework system, and she does not implement the other system as planned.
  • For example, the last time the teacher updated the "Homework Superstars Tracking Log" "was late October. The pages covering November and December were blank." Further, the teacher has not updated the "Pathway to Big Goal Land" system based on test results since the diagnostic.
  • However, since the teacher still uses the "Pathway to Big Goal Land" to reward students who "do a really good job," she is at least attempting to provide "reinforcement."