Pre-Novice proficiency level: Keisha- 2nd Grade

Keisha is in the middle of a unit on money and coins with her second graders. Last week, her students worked on addition with coins, and the class was assessed at the end of the week with a quiz. Today, she is working on subtraction with coins.

Novice

Beginning

Advanced

 

In action…Demonstrates attempt to employ role models

In reflection…Accurately explains how to select and use role models to convey messages of persistence or academic success

Describes in a compelling way why it is important to employ such role models

Uses reasonably appropriate and relevant role models with whom at least some students can identify

Strand 1: The alignment between role models’ messages and the ideals of persistence and academic success.

Ensures that role model conveys message of persistence or academic success

Ensures that role model conveys message of persistence and academic success

Strand 2: The extent to which students are able to interact with role models and extract meaning and inspiration from their stories.

Enables students to learn role models' stories through occasional exposure

Enables students to gain frequent and meaningful exposure to role models

Strand 3: The number of students who have relevant role models.

Uses reasonably appropriate and relevant role models with whom at least some students can identify

Ensures almost all students have appropriate role models with whom they identify, based on an understanding of student sub-groups

 

 

For TFA Staff: Guidance for Pre-Novice and Novice Ratings

Analysis: Why did the teacher receive these ratings?

What if Keisha …

Discovered a few students in the class mastered the last week's objective (as evidenced by their scores on the assessment) but many scored lower than 80%? At the beginning of the week Keisha passes out the graded quizzes, reviews the answers, and tells the class that it "needs to work harder and stay focused this week if they want to get to the Big Goal." When a few students express frustration and demoralization ('This is just too hard for second graders!" and "We can't do this!"), Keisha responds, "Yes you can. But it will take hard work." When the evaluator asked about other ways that Keisha could have addressed the lack of progress and evident frustration, Keisha says, "I just need to get them to work harder."

The evaluator sees no evidence of attempting to employ role models, even though Keisha could have used the students who mastered the objective as effective role models. This is a missed opportunity because Keisha could have capitalized-in a diplomatic way-on the success of the students who did master the material, celebrating their success. In that way, she could have illustrated how hard work leads to achievement, and proactively countered the students’ assertion that the work is "too hard for second graders" by emphasizing that their own peers were indeed capable of mastering the objectives.

If we can see no other efforts in Keisha's class to promote role models, Keisha rates PRE-NOVICE on I-3

Schedules a classroom visit for a local bank president (a respected local woman who went to the elementary school where Keisha teaches) to assist one of the coin counting lessons? Keisha imagines the bank president will serve as a role model both as someone who uses the skills and concepts that her students are studying and also as someone who is a personally inspiring community member with a compelling life story that could motivate her students. Keisha does not have a chance to engage with the bank president in planning the lesson beyond briefly explaining the week's general objectives. During her visit the bank president presents a lesson that fits the specified concepts. After the lesson, Keisha tells her mentor that although the lesson itself was successful, the bank president did not engage students with her own story of academic achievement and persistence, which was one of the main reasons that Keisha contacted her in the first place. Keisha tells her mentor that she now realizes that she should have discussed this objective with the bank president ahead of time to help shape the content of the lesson to include more of her personal story but says she was really busy and slightly intimidated by such an influential member of the community.

Keisha attempts to use a role model with an appropriate message, but does not ensure that the desired message would be delivered. Thus, Keisha would achieve a NOVICE rating.