The Educator Evaluation Rubric element 2D2, High Expectations, prompts educators to explicitly model and identify high expectations through a list, rubric, and/or exemplars. Once students understand the expectations, educators can coach students towards achieving high expectations. Effective coaching requires educators to dispel untrue, but commonly held, myths about innate intelligence by teaching students that positive attitudes, asking for help, strategic process, coaching, assessment, revision, and practice are attributes of student success.
As you reflect on element 2D2, read the standard, indicator, element, criteria, key points, and questions below. Use the grid to reflect upon, and to make notes related to this element's implications for your own practice.
Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency
Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.
II-D-2: High Expectations
Criteria (exemplary)
Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.
Key Points/Questions:
Models and reinforces ways students can consistently master challenging material through effective effort. How do you demonstrate and coach students' effective effort with challenging tasks and material?
Successfully challenges students' misconceptions about innate ability. How do you teach students' the latest research and understanding about the attributes of successful learners?
My self analysis and action steps related to this element.
Reflections' Links
Reflection #1 Subject Matter Knowledge
Reflection #2 Child and Adolescent Behavior
Reflection #3 Rigorous Standards-Based Unit Design
Reflection #4 Well Structured Lessons
Reflection #5 Variety of Assessment Methods
Reflection #6 Adjustment to Practice
Reflection #7 Analysis and Conclusions
Reflection #8: Sharing Conclusions with Colleagues
Reflection #9 Sharing Conclusions with Students