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18 Cards in this Set
- Front
- Back
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Describe the Investing Students principle.
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The Investing principle describes the ways in which effective teachers motivate others toward reaching the Big Goal. This means two important things: first, teachers determine how to invest students toward the goal. Second, it means teachers determine how to invest other people in students' lives who can motivate them to work hard. Students' families, peers, coaches, community leaders and other key influencers are critical in demonstrating how persistence and ambition lead to achievement.
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What should we consider when evaluating corps members on the investment principle?
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We should consider the actual implementation and outcomes of the teacher actions.
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Describe I-1
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I-1
CMs will develop students' rational understanding that they can achieve by working hard ("I can") through evidence of students' own progress, statistics, explicit discussions of malleable intelligence, creative marketing, etc. |
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What does novice look like when scoring for I-1?
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In action…
CMs will demonstrate an attempt to develop students' rational understanding that they can achieve by working hard In reflection… CMs accurately explain strategies for developing students' rational understanding that they can achieve by working hard CMs describe in a compelling way why it is important to develop students' belief that they can achieve by working hard |
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How many strands does I-1 have?
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Two
STRAND 1: CMs evaluate teacher's effectiveness in selecting "I can" strategies and messages that will compel students. STRAND 2: CMs evaluate the frequency of "I can" strategies and the degree to which they are integrated into the classroom. |
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What does BP look like for Strand 1 in I-1?
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CM effectively uses the same small set of teacher-centered strategies in all situations to convey generic messages that students can achieve by working hard.
Example: CM messages communicate high expectations and link hard work and achievement. The blanket messages and limited variety of strategies apply to and engage students at some level, but the teacher misses the opportunity to reach all student sub-groups. At least half the students, if theoretically asked, would find the teacher's messages important, relevant, and compelling (determined by observing both the teacher's presentation and the students' demonstrated response), and state what their persistence means in a general way (e.g., If I work hard, I will achieve). Teacher's role in the strategies may overshadow students' minimal and/or superficial involvement. |
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What does BP look like for Strand 2 in I-1?
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CM conveys messages and implements strategies occasionally and in isolation.
Strategies are generally used at formal occasions, such as the beginning of a unit or before an important test and appear at least once per unit. |
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What should we pay special attention to when evaluating CMs on I-1?
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We can gather evidence for I-1 by listening carefully to the way in which a teacher reinforces and reviews his or her student achievement tracking system with students and how he or she responds to student mistakes with respect to academic achievement (e.g., answering questions in class, assessments). Similarly, evaluators should pay particular attention to the way in which students themselves respond to their own academic-oriented mistakes (through informal conversations with students or student responses when observing in class).
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How are E-6 and I-1 related?
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All teachers who succeed in developing students' rational understanding know that they can succeed if they work hard (as evaluated by I-1) and make students' academic progress transparent with charts and graphs.
While row E-6 (Tracking Students Performance) addresses the systems used to manage that data, this first row of Investment evaluates a teacher's use of that data to change students' mindsets about their own potential and those charts and graphs are critical to that effort. |
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What's the difference between I-1 (I CAN) and I-2 (I WANT)?
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I-1 (Develop Students' "I Can" Understanding) focuses on the strategies that effective teachers use to build students' belief that they are able to achieve academically. Newer teachers should realize that some of their students may come into the classroom doubting their ability to do what is asked of them, a perspective based on previous academic experiences.
The second row, I-2 (Develop Students' "I Want" Understanding), focuses on the strategies that effective teachers use to build students' desire to work hard toward the goal. Teachers who accept the psychological puzzle of convincing their students that they can and want to learn ultimately achieve much greater results with and for their students. |
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What is I-3?
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CMs employ appropriate role models so that students identify with people who work hard toward achievement ("I can") and value academic achievement ("I want")
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How do you find evidence of I-3 (employing role models)?
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You can gather evidence for I-3 by looking for evidence of teachers using fellow students as role models, and informal but effective teacher role-modeling (e.g., "I really like how [this student] is in learning position with his writer's notebook and pen ready to go.").
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What is I-4?
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CMs consistently reinforce academic efforts toward the Big Goal (e.g., through praise and public recognition of success, extrinsic reward and competition, cooperation, student-teacher relationships, etc.) even while increasing long-term investment in hard work and the Big Goals
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What is the relationship between setting big goals (B1) and reinforcing efforts toward the goal (I4)?
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B-1 is a planning precursor for the more execution-focused I-4. Teachers are responsible for the appropriateness for all students and the reasoned ambitiousness of the Big Goal in B-1. Teachers are subsequently responsible for the strategies that actually get students on board and continuously invested in that goal in I-4.
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What is the relationship between I4, P5 & E4?
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Teachers plan and implement rules and consequences for behavior in P-5 (Establish Behavior Management Plans) and E-4 (Communicate High Expectations for Behavior). Teachers are evaluated on their positive consequences for academic achievement in I-4 (Consistently Reinforce Efforts Toward the Goal). For instance, planning to praise and then praising students for being in "ready position" to learn (a behavior) may be evidence for P-5 and E-4, respectively.
Planning and praising students for hard work is evidence for I-4. |
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What is I5?
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CMs create a welcoming environment through rational persuasion, role models, and constant reinforcement and marketing to instill values (e.g., respect, tolerance, kindness, collaboration) so that students feel comfortable and supported enough to take the risks of striving for the big goals
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What are some examples of how a CM could create a welcoming environment?
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Read alouds (and reinforcement of themes) that support key values
Student collaboration Explicit discussions of cultural diversity Marketing values through chants Treating failures/mistakes as opportunities to learn Building student-teacher relationships |
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What is I6?
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CMs respectfully mobilize students' influencers (e.g., family, peers, coach, pastor, etc.) using techniques such as direct explanation, role models, modeling, constant reinforcement and marketing, etc., so that they actively invest students in working hard toward the big goal
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