• II-D-2: High Expectations
    Unsatisfactory
    Needs Improvement
    Proficient
    Exemplary
    Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. 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.
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    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.
    1. Teacher may set learning goals for students, but goals are not ambitious.

    1. Teacher sets learning goals for students.

    1. Teacher sets ambitious and attainable learning goals for all students, and shares this information with students.

    1. Teacher and students collaboratively set ambitious and attainable individual learning goals for students.

    1. Teacher creates tasks that are only somewhat challenging for some students.

    1. Teacher creates tasks that may be cognitively demanding or challenging for some students.

    1. Teacher creates tasks that are cognitively demanding and challenging for all students.

    1. Teacher creates tasks that are appropriately cognitively demanding and challenging for all students and emphasizes the importance of mastering each task to achieve student learning goals.

    1. Teacher conveys that the material may be too challenging for some students, and does not model how students can master the material through effort.

    1. Teacher tells students that the material is challenging, but rarely models how students can master the material through effort.

    1. Teacher models how students can master challenging material and meet learning goals through effective effort.

    1. Teacher clearly and consistently models how students can master challenging material and meet learning goals through effective effort.

    1. Teacher does not encourage all students to work hard.

    1. Teacher may encourage students to work hard, but does not convey a belief that all students are able to produce high quality work and demonstrate effective effort.

    1. Teacher conveys that all students are able to produce high quality work and demonstrate effective effort, and encourages them to do so.

    1. Teacher consistently conveys to students, families, and colleagues that all students are able to produce high quality work and demonstrate effective effort, and encourages them to do so.

     
    1. Teacher rarely enforces expectations for student work, effort, and behavior with special recognition or logical consequences.

    1. Teacher enforces high expectations for student work and effort with special recognition or logical consequences, as needed.

    1. Teacher consistently enforces expectations for student work, effort, and behavior with special recognition or logical consequences as needed.

    As a result, the IMPACT on STUDENTS may be...
    1. Students often give up immediately when faced with challenging tasks.

    1. Students may attempt some challenging tasks.

    1. Students persevere in completing tasks, even when they are challenging.

    1. Students persevere in completing tasks, and seek out resources and supports when faced with challenging work.

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    Resource Name Description Type
    Setting high academic expecatations Offer techniques for students to develop high academic expectations for their students. Book Chapter
    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