MA Rubric of Effective Teaching:

Standard II: Teaching All Students Element II-A-1, II-A-2 & II-B-3
Description: Read through each expectation for this element and in your own words write one
paragraph that captures the true meaning of this professional teaching standard.
These standards focus on the importance of engaging all students and motivating
them to do their best. First, teachers must clearly define expectations so students
understand what they are striving to achieve. This should be done by providing
examples and grading rubrics. Teachers must then use instructional practices to
motivate students to complete the work to the best of their abilities. In order to
ensure that students are truly pushing themselves, teachers must create a learning
environment where students feel safe and supported enough to take academic risks.
Successes:

Challenges:

Area for Growth:

I feel like I am successful at

providing clear expectations
for quality work. I always
provide rubrics with all
assignments and I regularly
engage students in
discussions around looking
at authentic student work.

In middle school many

students definitely prioritize
being cool. It can be a
challenge to ignite a
students intrinsic
motivation to learn and to
convince them that
learning/getting good
grades should be the
priority.

I am actively trying to build more

opportunities for student movement
into my lessons. I do use gallery
walks and carousel discussions in
my Social Studies class, but Im not
very consistent with using these
instructional practices in my ELA
classes.

I have definitely been more

aware about student
engagement strategies as
of late. Ive been very
conscious about trying to
pick up the pace of my
lessons by planning lots of
shorter activities. This has
felt like a success.

Artifacts: Select evidence from each week that

demonstrates your new learning. What am I most proud to
highlight about my work?
-

This week in ELA I created lesson plans that

utilized more opportunities for student movement
Use of 3Ls lesson plan strategy in ELA lesson
plans increase both level of rigor and level of
student engagement with a text
Use of technology to engage students

Resources: List web-based

resources from the sessions that
supported your growth.
-

article:
http://members.shaw.ca/pris
cillatheroux/motivation.html
Google Classroom

Reflection: Why do the selected artifacts constitute evidence of achieving growth in this
element? Why did I choose these pieces? What does this work show about my learning?
I chose these three artifacts as evidence of my growth around student achievement because they
show my constant drive to find new ways to improve my professional practice. By using the 3Ls
lesson plan strategy to increase both accessibility and rigor of lessons, and by increasing student
movement during a class period, I am actively trying to increase each students active
engagement with lesson material.
Future Learning Goals: What more can I learn that will support growth in this element?

I would like to continue my exploration of all the available resources around how to increase
student engagement. One thing that I read in an article (linked above) that caught my eye was
the importance of the relationship between a students self control and their intrinsic motivation. It
stated, Students who feel they have the power to control some events in their lives are more
likely to become self motivated than students who see themselves as powerless. I wonder how
much this feeling of powerlessness plays a role in the lives of the students who seem chronically
unfocused in my classroom. What additional strategies can I use to reach these particular
students?