Exemplary proficiency level: Elementary Self Contained

Students in this class track their own progress towards big goals. They call this their "brain growth" chart. There is no evidence that the teacher uses extrinsic rewards for the majority of students, but upon observing the classroom it does appear that students are intrinsically motivated to achieve and "grow their brains."

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Overall rating & analysis

Overall rating: Exemplary

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Exemplary

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

Chooses reinforcements based on the needs of individual students and situations

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

Reinforcement system recognizes effort in proportion to students? individual accomplishments

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

Provides reinforcements appropriately and flexibly so that they are only delivered as often as necessary to supplement students? intrinsic motivation, always conveys the meaning of the reinforcements as a celebration of progress toward the goal, and teaches students how to reinforce their own performance


Analysis: Why did the teacher receive these ratings?

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

Why E?

The majority of students appear to be intrinsically motivated, with the exception of one student Preston. For this student, the teacher has chosen extrinsic rewards that meet the needs of this particular student. The teacher develops a system for rewarding the student with pictures of gorillas, a self-identified extrinsic reward.

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

Why E?

Most students appear to be intrinsically motivated, with the exception of one student Preston. The teacher and Preston eventually "agreed that he needed to work harder to get the gorilla pictures. He needed to achieve past his personal best." This highlights the teacher’s rewards in "proportion to students’ effort."

In addition, during a peer review, one student is able to highlight another student's individual accomplishment. The student comments "I liked that Tiana left spaces in between her words - she didn't used to do that, and now it’s much easier to read." This highlights the students’ ability to recognize the "personal best" of others.

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

Why E?

Most students appear to be intrinsically motivated, with the exception on one student Preston. For this student, the teacher provides "reinforcements appropriately and flexibly so that they are only delivered as often as necessary to supplement students’ intrinsic motivation." The teacher mentions having to revisit the tracking system less and less after three months of using the system.