Capitol Collegiate Academy

Investing, Engaging, and Supporting All Students in Learning

	Not Observed	Developing Proficiency	Proficient	Excellent	Exemplary
Develop students’ rational understanding that they can achieve by working hard (“I can”)	Teacher Actions: Does not attempt to build students’ understanding that they can achieve through hard work Student Actions: Students do not think they are able to achieve or do not know how In Reflection: Teacher does not think students can achieve, even through hard work	Teacher Actions: Demonstrates an attempt to develop students’ understanding that they can achieve by working hard Student Actions: Some (25%) students demonstrate a belief that they can achieve, primarily through their own motivation In Reflection: Explains strategies for developing a few students’ understanding that they can achieve	Teacher Actions: Uses the same small set of teacher-centered strategies to build understanding that students can achieve through hard work Student Actions: Most (50%+) students demonstrate a belief that they can achieve In Reflection: Explains strategies for developing some students’ understanding that they can achieve through hard work	Teacher Actions: Chooses strategies using small sub-groups of students to build understanding that students can achieve through hard work Student Actions: Students generally demonstrate a belief that they can achieve In Reflection: Explains strategies for developing students’ understanding that they can achieve through hard work	Teacher Actions: Chooses strategies based on individual students and employs those to build understanding that students can achieve through hard work Teacher ensures that students are surrounded by messages that hard work leads to success Student Actions: All students demonstrate a clear belief that they can achieve In Reflection: Explains strategies for developing students’ understanding that they can achieve through hard work and describes why it is important
2.2 Develop students’ rational understanding that they will benefit from achievement (“I want)	Teacher Actions: Does not attempt to build students’ motivation to want to achieve with hard work Student Actions: Students do not demonstrate a desire to achieve and may not know how In Reflection: Does not consider strategies to motivate students to want to achieve or does not explain why it is important to do so	Teacher Actions: Demonstrates an attempt to develop students’ motivation to want to achieve with hard work Student Actions: Few students demonstrate a desire to achieve and may not see the connection to working hard In Reflection: Generally explains or knows why it is important that students want to achieve, but may not consider strategies	Teacher Actions: Uses the same small set of teacher-centered strategies to build motivation for students to want to achieve through hard work Student Actions: Some students demonstrate a desire to achieve In Reflection: Explains key strategies for developing some students’ understanding that they will benefit from achievement	Teacher Actions: Considers small sub-groups of students when developing strategies and employs a series of integrated classroom strategies Student Actions: Most students demonstrate a clear desire to achieve In Reflection: Accurately explains key strategies for developing most students’ understanding that they will benefit from achievement Describes why it is important to develop these beliefs	Teacher Actions: Considers individual students when developing strategies and employs those when developing students’ understanding of what they will achieve with hard work Student Actions Students demonstrate a clear desire to achieve In Reflection: Accurately explains key strategies for developing students’ understanding that they will benefit from achievement Describes why it is important to develop these beliefs
2.3 Engaging students in problem-solving, critical thinking, and other activities that make learning meaningful	Teacher Actions: Makes an inaccurate assessment of the level of student engagement and does not assume responsibility for lack of engagement No learning opportunities are provided for students to engage in problem solving, analysis or inquiry Student Actions: Students do not appear to be engaged in class and most are not participating in class activities In Reflection: Does not communicate the importance of student motivation or does not know how to motivate students	Teacher Actions: Makes a general assessment of the level of student engagement that is not supported with details or evidence Few learning opportunities are provided for students to engage in problem-solving, inquiry, and analysis Student Actions The same small group of students is actively involved in class; other students may participate in either written or verbal work (50%) In Reflection: Communicates the importance of student motivation, but may not know how to motivate students	Teacher Actions: Makes a generally accurate assessment of the level of student engagement that is somewhat supported with details and evidence Some learning opportunities are provided for students to engage in problem-solving, inquiry, and analysis Student Actions: Some students are actively involved in class (70%) In Reflection: Communicates motivation of small groups of students	Teacher Actions: Makes an accurate assessment of the level of student engagement, supported with details and evidence Learning opportunities and support are provided for students to engage in problem-solving, inquiry, and analysis Student Actions: Most students are actively involved in class In Reflection: Clearly communicates motivation of small sub-groups of students	Teacher Actions: Makes a thoughtful and accurate assessment of the level of student engagement, supported with details and evidence Learning opportunities are provided that extend student thinking and engage and support all students in problem solving, inquiry, and analysis Student Actions: All students are actively involved in class (asking and answering questions, completing all work, etc.) In Reflection: Clearly communicates individual student motivation
2.4 Promoting social development and group responsibility	Teacher Actions: Students’ social development, self-esteem, and diversity are not supported Student Actions: Students have no sense of responsibility for each other In Reflection: Teacher does not consider ways to improve social development in the classroom and may not express its importance	Teacher Actions: Students respect each other’s differences most of the time Teacher provides limited opportunities for students to assume responsibility Student Actions Students have some responsibility for others Students work together fairly well In Reflection: Teacher recognizes the importance of social development, but may not know how to foster it	Teacher Actions: Classroom community that generally shows students who have respect for differences, though few students assume leadership Student Actions: Students work together moderately well Some students take responsibility for others In Reflection: Teacher considers limited, general ways to improve and sustain social development in the classroom that is targeted at the whole group	Teacher Actions: Classroom community that often shows students who have respect for many differences and where many students assume leadership Student Actions: Students work independently and collaboratively Students take responsibility for themselves and their peers In Reflection: Teacher considers the performance of small subgroups of students Teacher considers specific ways to target and support those subgroups	Teacher Actions: Classroom community that clearly shows students who have respect for differences and who assume leadership roles Student Actions: Students work independently and collaboratively Students are responsible for themselves and their peers In Reflection: Teacher considers the performance of individual students
2.5 Reinforce efforts towards the Big Goal and promote self-directed, reflective learning	Teacher Actions: Does not demonstrate an attempt to reinforce the Big Goal Does not reinforce effort or reinforces effort at irregular intervals Student Actions: There are no opportunities provided for students to initiate their own learning or monitor their own work In Reflection: Does not recognize the importance of reinforcing the Big Goal	Teacher Actions: Demonstrates an attempt to reinforce efforts towards the Big Goal Reinforces effort at somewhat regular intervals Student Actions: Student learning is directed and monitored by the teacher with few opportunities for students to initiate or monitor their own learning In Reflection: Does not know or explains strategies for reinforcing the Big Goal Describes the importance of reinforcing the Big Goal	Teacher Actions: Uses the same small set of reinforcement tools in all situations Reinforces effort on an absolute scale Teacher provides reinforcement at regular intervals and directs students to the Big Goal, but may not develop intrinsic motivation Student Actions: Students monitor their own learning during activities Students reflect about their own work In Reflection: Generally explains strategies for reinforcing the Big Goal for the class Describes the importance of reinforcing the Big Goal	Teacher Actions: Uses a variety of appealing reinforcements to engage and reach students based on an understanding of subgroups Reinforces effort on a relative level Teaches students how to reinforce their own performances and build intrinsic motivation at regular intervals Student Actions: Students monitor their own learning in class and cumulatively Students reflect about their own work and may discuss reflections with classmates In Reflection: Explains strategies for reinforcing the Big Goal for small subgroups of students Describes the importance of reinforcing the Big Goal	Teacher Actions: Considers individual students and situations when choosing how to reinforce class goals Reinforces effort on a relative and individual level Teaches students how to reinforce their own and each others’ performance, building intrinsic motivation Student Actions: Students take initiative for their own learning and monitor their performance in class and cumulatively Students reflect on and evaluate their own work with peers In Reflection: Explains strategies for reinforcing the Big Goal for individual students Describes the importance of reinforcing the Big Goal