0 Reflection #19: High Expectations

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The Massachusetts 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? 

Element 2D2: High Expectations

Key Points	Question	Effective Efforts	Implications for Your Practice	Results
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?	Explicit Instruction Use of Exemplars Student analysis, discussion of exemplars. Discuss what “effective effort” and “perseverance” look like. Point out examples of effective effort and show why and how that effort makes a difference.
Successfully challenges students' misconceptions about innate ability.	How do you teach students the latest research and understanding about the attributes of successful learners?	Start the year with a “learning to learn” unit that teaches the research related to effective learning attributes. Counter students’ discouraging comments with encouraging, action-based statements about learning and success.

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
• Reflection #10: Quality of Effort and Work
• Reflection #11: Student Engagement
• Reflection #12: Meeting Diverse Needs
• Reflection #13: Safe Learning Environment
• Reflection #14: Collaborative Learning Environment
• Reflection #15: Student Motivation
• Reflection #16: Respects Differences
• Reflection #17: Maintains Respectful Environment
• Reflection #18: Clear Expectations
• Reflection #19 High Expectations

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