• II-A-1: Quality of Effort and Work
    Unsatisfactory
    Needs Improvement
    Proficient
    Exemplary
    Establishes no or low expectations around quality of work and effort and/or offers few supports for students to produce quality work or effort. May state high expectations for quality and effort, but provides few exemplars and rubrics, limited guided practice, and/or few other supports to help students know what is expected of them; may establish inappropriately low expectations for quality and effort. Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice. Consistently defines high expectations for quality work and effort and effectively supports students to set high expectations for each other to persevere and produce high-quality work. Is able to model this element.
    Coming Soon
    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.
    1. Teacher does not refer to criteria for exemplary work, or criteria are not rigorous.

    1. Teacher may communicate characteristics of high quality work, however, teacher does not refer to criteria when modeling tasks or rarely reminds students of the criteria for high quality work.

    1. Teacher defines criteria for high quality work by using examples, rubrics, and models high quality work with guided practice.

    1. Teacher defines criteria for high quality work by crafting detailed, comprehensive exemplars and rubrics with students, and models quality work with guided practice.

    1. Teacher does not explain or model expectations for quality effort, or expectations are low.

    1. Teacher rarely explains or models expectations for quality effort, such as students' participation, time management, attention, and integration of feedback into work.

    1. Teacher explains or models expectations for quality effort, such as students' participation, time management, attention, and integration of feedback into work.

    1. Teacher regularly explains and models expectations for quality effort, such as students' participation, time management, attention, and integration of feedback into work.

    1. Teacher does not provide students with strategies to persevere in completing challenging tasks.

    1. Teacher may evaluate student work and effort, but does so inconsistently or does not hold uniformly high expectations for all students.

    1. Teacher evaluates student work and effort against specified criteria and expectations, and often provides students and parents with feedback.

    1. Teacher routinely evaluates student work and effort against specified criteria and expectations, and provides students and parents with feedback.

    1. Teacher communicates low expectations for student ability to complete.

    1. Teacher provides few resources or strategies that support students to persevere in completing challenging tasks.

    1. Teacher explains to students how and when to utilize resources and strategies to persevere in completing challenging tasks and holds students accountable for doing so.

    1. Teacher consistently explains to students how and when to utilize resources and strategies to persevere in completing challenging tasks, and students hold each other accountable for doing so.

    As a result, the IMPACT on STUDENTS may be...
    1. When prompted, students are unable to articulate criteria for exemplary work and effort.

    1. When prompted, students may be able to articulate certain criteria for exemplary work or effort.

    1. When prompted, students articulate the criteria for exemplary work and effort.

    1. Students contribute to defining criteria for exemplary work and effort.

    1. Students do not conduct self or peer assessments of work or effort.

    1. Students rarely conduct self or peer assessments of work or effort, or assessments are not linked to exemplary criteria.

    1. Students use criteria for exemplary work and effort to conduct self and/or peer assessments.

    1. Students routinely use criteria for exemplary work and effort to conduct rigorous self and peer assessments.

    1. Students do not use additional resources or strategies for support when faced with a challenging task, or when asked, are unable to identify learning resources or strategies.

    1. Students rarely use additional resources or strategies for support when faced with a challenging task, or use resources and strategies that are not relevant to instructional goals.

    1. Students use additional resources or strategies for support when faced with a challenging task

    1. Students use and create additional resources and strategies for support when faced with a challenging task.

    Name Description Type
     Ms. Apt
    Orchard Gardens K-8 
     
    Kindergarten Literacy Lesson
    Quality of Effort and Work
      Apt
    Character Rubric Example This is an example of a rubric for character change Rubric
    Children's Diorama Presentation Rubric This is an example of a rubric for a diorama presentation Rubric
    What I Need to Do   Rubric
    Student Friendly Writing Rubric This is an example of a writing rubric using the 6 Traits Writing program. Rubric
    AIMS Writing Exemplars These are exemplars scored with the holistic rubric based on six traits traits of writing. Rubric
         
    Coming Soon
    Resource Name Description Resource Type
    Share My Lesson This is a website that teachers can join for free to create and share teaching resources, and to connect to an online community. It includes many resources related to the Common Core State Standards. This written response checklist offers an example of a self-assessment students can use along with a rubric to analyze writing. Website
    Classroom Instruction that Works: Research based strategies for Increasing Student Achievement This book highlights teaching strategies that have the most positive effect on student learning, particularly chapters 1, 2, and 4 on: setting objectives and providing feedback, reinforcing effort and providing recognition, and cues, questions and advance organizers. Book
    High Expectations Tool This tool allows teachers to use prompts to find evidence of how high expectations are manifested through teacher-student interactions. Template
    Effective Teaching Strategies and Tools This book explains "the essential features of active in-depth learning and to teach you those tools and strategies to transform your classroom from a passive learning environment into an "aerobic session for the mind" - one that engages, stretches and builds students' learning capacities. Book
    Classroom Assessment for Student Learning Chapter 2 outlines the similarities and differences between assessment for and of learning and relate them to student motivation and learning. The chapter provides teachers with information and strategies for supporting students in monitoring the quality of their work and knowing what high quality work looks like. Book
    Quality Teaching at BHHS This Wiki includes quality teaching documents, tools and strategies to implement into classroom practice to improve high expectations and student learning. Wiki
    Providing Students with Effective Feedback This Powerpoint presetation describes effective feedback, outlines the essential elements of feedback, strategies to help students learn to use feedback and methods to ensure student understanding of learning goals. Study
    Learning Across the Curriculum This packet from the Teaching that Makes Sense website provides a number of frames, exemplars, and instructional strategies to help define the quality of work that students should strive for in a classroom. Guidance Doc
    Do you have a resource that you want to recommend for this element? Email us at eval@bostonpublicschools.org with the subject line "Interactive Rubric Resource Recommendation" in the email