Advanced proficiency level: 7th Grade Life Science

Attendance at her "Lead Them To Learn" workshops has fluctuated between 5 and 13 family members and students.

Support materials:

Overview of Teacher's Approach

Overview of Letter Home to Families

Overview of Parent-Student Survey

Overview of Quotes from Teacher

Overview of Lead them to Learn Flyer

Overall rating & analysis

Overall rating: Four AP ratings equal an overall AP rating.

Beginning

Advanced

Exemplary

Strand 1: The number of strategies teacher uses to interact with students’ influencers and the extent to which strategies are customized.

Uses a single, formal method to interact with every student's family

Uses multiple methods and occasions to mobilize Students’ key influencers (e.g., parents, guardians, other relatives, coach, pastor, etc.)

Based on an understanding of individual students and their key influencers, customizes interactions in order to mobilize each students’ key influencers to invest students in working hard toward the Big Goal

Strand 2: The information teacher shares with student influencers, and the extent to which teacher enables student influencers to act on the information.

Provides basic information and respectfully requests help when students are not working hard

Shares knowledge and skills on how the influencers and the teacher can accelerate the students’ progress

Ensures that students’ influencers are equipped to invest and advocate for students beyond this school year, in addition to sharing knowledge and skills on how the influencer and the teacher can work together to accelerate the student's progress

Strand 3: The type of positive information teacher provides influencers about students’ academic progress.

Shares positive news of student performance on an absolute scale

Shares positive news of student performance on a relative scale

Shows influencers how to monitor students’ performance and recognize progress

Strand 4: The extent to which the teacher mobilizes student influencers.

Successfully informs students’ families of basic information

Successfully involves students’ key influencers

Successfully invests students’ key influencers


Analysis: Why did the teacher receive these ratings?

Rating: APStrand 1: The number of strategies teacher uses to interact with students’ influencers and the extent to which strategies are customized.

Why AP?

Ms. Bothner clearly uses more than a "single, formal" method for interacting with students’ influencers (as would be required for Beginning Proficiency). In fact, the list of methods and occasions used to interact with student influencers is extensive. She has class letters home, personal notes in the students’ Resource Books, Back to School night, evening phone calls with 3-5 families several night a week, etc. Ms. Bothner clearly uses "multiple methods and occasions to mobilize students’ key influencers (e.g., parents, guardians, other relatives, coach, pastor, etc.)."

Why not E?

While there is evidence of Ms. Bothner's gathering information about individual students and their interests (with the Family Survey), the evidence available does not indicate that she actually individualizes investment strategies for different families.

Rating: APStrand 2: The information teacher shares with student influencers, and the extent to which teacher enables student influencers to act on the information.

Why AP?

Ms. Bothner demonstrates particularly strong evidence on Strand Two (enabling influencers to act on information). Her initial letter home, for example, contains a number of direct suggestions for managing and supporting students’ learning. Her "Lead to Learn" workshops (for which we have one flyer) are precisely the kind of sharing "knowledge and skills on how the influencers and the teacher can accelerate the students’ progress" contemplated by Strand Two at the Advanced Proficiency level.

Why not E?

It is difficult to decide whether Ms. Bothner has qualified for Exemplary on this Strand. The skills she is teaching through her family workshops will no doubt have implications for students beyond this school year (as required by the Exemplary cell). There is not, however, evidence that Ms. Bothner is explicitly guiding students’ families' advocacy for the next year, and for that reason maintain an Advanced Proficiency rating for Ms. Bothner on Strand Two.

Rating: APStrand 3: The type of positive information teacher provides influencers about students’ academic progress.

Why AP?

The evidence indicates that Ms. Bothner does communicate "positive news of student performance on a relative scale" as required on Strand Three. For example, she includes notes with precisely that purpose in the Resource Book that students take home to their families.

Why not E?

The evidence does not indicate that Ms. Bothner is setting up students’ families to "monitor students’ performance and recognize progress" as called for by the Exemplary cell.

Rating: APStrand 4: The extent to which the teacher mobilizes student influencers.

Why AP?

Given the success of Ms. Bothner's strategies (for example, 5 to 13 family members at evening seminars and students’ families in her classroom every week), Ms. Bothner has successfully "involved" (more than merely "informed") students’ families, thereby indicating Advanced Proficiency.

Why not E?

Again, an observer may be tempted to grant Ms. Bothner's success an "Exemplary" rating. The only element of that classification that does not seem fulfilled by Ms. Bothner's approach is that the evidence does not show influencers "taking the initiative and creating opportunities to consistently reinforce academic achievement" as described in the interpretation guide. While this is a close decision, for that reason Ms. Bothner warrants an Advanced Proficient, rather than an Exemplary, rating.