Exemplary proficiency level: 3rd Grade

 

Support Materials
Video clip #192

Conversation with Evaluator

Audio clip #192b_kraft

Overall rating & analysis

Overall rating: Two E ratings equal an overall E rating

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Exemplary

Strand 1: The teacher’s effectiveness in selecting “I can” strategies and messages that will compel students.

Effectively uses the same teacher-centered strategies in all situations to convey generic messages that students can achieve by working hard

Effectively uses student-centered strategies (based on an understanding of students and depending on the situation) to reach a range of students to convey that students can achieve by working hard

Effectively considers individual students and situations when choosing strategies and messages that convey that students can achieve by working hard

Strand 2: The frequency of “I can” strategies and the degree to which they are integrated into the classroom.

Conveys messages and implements strategies occasionally and in isolation

Regularly conveys messages and employs a series of integrated classroom strategies

Monitors individual students’ “I can” investment levels, effectively conveys messages and employs strategies as often as necessary, enables students to empower one another, and initiates effective efforts to shape the larger school context


Analysis: Why did the teacher receive these ratings?

Rating: EStrand 1: The teacher’s effectiveness in selecting “I can” strategies and messages that will compel students.

Why E?

  • The teacher "effectively uses a variety of student-centered strategies," including meeting with students individually to discuss progress/goal-setting and reflect on their efforts in the class, asking students to track their progress after attending tutoring, using pre-tests and having students reflect on the hard work it will take to improve their scores, having students apply the concept of malleable intelligence to the experiences of successful people in their lives, and enlisting parents in reinforcing messages.
  • The teacher "effectively considers individual students and situations when choosing strategies and messages that convey that students can achieve by working hard." By meeting with students one-on-one both weekly and monthly, the teacher is able to help students pinpoint their individual next steps. She also uses the information that she garners during those meetings to tailor her strategies based on individual students’ needs (i.e., "Last week Cal worked really hard on an essay we were writing. He's always been a bit insecure about his writing and this essay was his best ever. So I went out of my way to praise it and to remind him of all the practice that he'd been doing, and I showed him an essay he'd written two months earlier so he could see the difference for himself.").

Rating: EStrand 2: The frequency of “I can” strategies and the degree to which they are integrated into the classroom.

Why E?

  • The teacher "monitors individual students’ "I can" investment levels and "effectively conveys messages and employs strategies as often as necessary." For example, she gives students who seem to be struggling with internalizing the message of malleable intelligence the individual assignment of interviewing family members about how their hard work led to success. She also uses verbal reinforcement strategically to bolster certain individuals' "I can" investment (i.e., "Last week Cal worked really hard on an essay we were writing. He's always been a bit insecure about his writing and this essay was his best ever. So I went out of my way to praise it and to remind him of all the practice that he'd been doing, and I showed him an essay he'd written two months earlier so he could see the difference for himself.").
  • The context reveals that the teacher has created a peer-tutoring program that has built the "I can" investment of ESL third graders by giving them the instructional support they need to succeed and thereby showing students that their hard work leads to success. The teacher initiated "effective efforts to shape the larger school context" by getting eight other teachers to adopt this program, which effectively builds "I can" investment in low-achieving students (i.e., "Well, one of the most effective things I have done – that's actually been adopted by eight other teachers in the school – is the result of a collaboration with a veteran teacher in my grade level. My grade chair and I co-founded a Reading Buddies program last year to support the unserviced ESL and bilingual third grade population. Each struggling reader was assigned a high achieving third grade student to meet with periodically throughout the day. This program has instilled so much confidence in our lowest achievers and has helped transform the standardized test results of our entire grade level.").
  • In addition, the teacher has enabled "students to empower one another" by implementing a peer tutoring system in her class, which has allowed all of her students to experience success from their hard work, thereby building "I can" investment (i.e., "I've expanded the applications of the buddy system within my own classroom throughout the year for a variety of different learning purposes. It's a great way to get students to encourage and empower one another and experience the real benefits of teamwork.").