Sentences with phrase «expectations model schools»

As a transformational leader, Dr. Denison opened Ginger McNabb Elementary School, a Great Expectations Model school, in Spring, Texas.

Not exact matches

Producers of literature, when they are not themselves wracked with doubts or preoccupied with taking a postmodern revenge on traditional expectations of order, speak out of a prescientific discipline of expectation — a school of faith that models the need to bracket with ironic reservation that information which, if not bracketed, would insist simplistically that life is only a bracket - defying tale told by an idiot.

It is not clear, however, whether Brown's constant stress on high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace in the 1930s in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged in original research.

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

Simply put, the facets of a quality school model with high expectations will work for all students, regardless of race, ethnicity, or immigrant or socioeconomic status.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

In contrast to progressive charters in suburban areas, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized tests.

School leaders play a critical role in fostering schoolwide activities and policies that promote positive school environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff meSchool leaders play a critical role in fostering schoolwide activities and policies that promote positive school environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff meschool environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff members.

In contrast to charters in suburban areas, which tend toward a progressive pedagogy, central - city charters typically embrace the «no - excuses» model of teaching and learning, emphasizing strict dress codes, rigorous discipline, extended school days and school years, and high expectations for performance on standardized tests.

Advocates of SGPs, and of «sparse» growth models more generally, view this as an advantage; they worry that methods that do take into account student or school - level demographic characteristics effectively set lower expectations for disadvantaged students.

Stan Davis: The primary goal of my bullying reduction strategies is to have school staff and students work together to encourage, model, and enforce school - wide expectations for respectful behavior.

«We have designed the Master Bus to meet the needs and exceed the expectations of school users in Australia,» says Lyndon Healey, Model Line Manager for Renault LCV.

Then that principal retired, we had a new principal come in, who did things very differently and people just transferred out of the school, left right and centre... a lot of it does come from the top, from expectations from the top, and role modelling from the top (teacher).

Founder J. C. Huizenga has refused to play along with the fatuous expectation that each school must be «customized» to the local community — for the industry» s very premise is that a well - designed school model will work equally well in Anacostia or Albany.

Professors at M.I.T., Columbia, Michigan and Berkeley have tracked thousands of charter - school applicants, through high school and beyond, in Boston, where most charters fit the «high expectations, high support» model.

Another irony is that the best charters themselves copy from the classic Catholic - school model — uniforms, firm discipline, high academic standards and expectations, plus a schoolwide ethic grounded in clear values.

Through an advisory council of business leaders, community members and educators, increased funding for professional development, the designation of teacher leaders to lead the work, and expectations of central office to partner with the school in development of the work (among other things), we created a model for other high schools to follow.

Schools within the Sparta Area School District, similar to other PBIS schools across Wisconsin, have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors schooSchools within the Sparta Area School District, similar to other PBIS schools across Wisconsin, have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors schoolSchool District, similar to other PBIS schools across Wisconsin, have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors schooschools across Wisconsin, have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors schoolschool wide.

Holding the Model District flag are Chuck McCauley, BPSD Supt. of Schools; Rick Pierce, Great Expectations Instructional Coach; Dr. Read More...

The Phoenix model incorporates the rigorous academics of high expectations and college - prep charter schools and the relentless support techniques of leading youth development organizations for high - risk teenagers.

Representative teachers and administrators from each Model School, along with Board of Education members and district administrators, were recognized by Great Expectations at a school board meeting in NovemberSchool, along with Board of Education members and district administrators, were recognized by Great Expectations at a school board meeting in Novemberschool board meeting in November 2017.

Adjustments to universal level supports can include teacher - guided interventions (e.g., increasing student opportunities to respond in the classroom), classroom management strategies, and developing or modifying student classroom and schoolwide expectations, such as those used in schools that embrace positive behavioral intervention and support (PBIS) models.

A sample of 36 Great Expectation model elementary schools were matched with 556 Oklahoma non-Great Expectations elementary schools based on the following variables: ethnicity, free and reduced lunch eligibility, school size, average number of days students absent, percent of parents attending conferences, percent of teachers with advanced degrees, percent passing third grade reading test, district population size, unemployment rate, average household income, teachers per administrator, percent of student's in special education, instructional support budget, and district percent passing Algebra I. Five years of pass rates on third grade reading and third grade math state exams were examined.

Research shows that black teachers connect more deeply, hold higher expectations, and provide stronger role models for black children, who make up nearly 90 percent of the city's public school students.

The staff's expectations and modeling of appropriate behavior and other good citizenship practices encouraged students to help promote school safety, which authentically contributed to changing students» perspectives from one of «ratting out» their friends to one of civic responsibility to their school.

To meet these expectations, the school board has since approved scores of important measures, such as new innovative school models, additional resources for low - performing schools, expanded preschool opportunities, stronger partnerships with charter schools, and an infusion of intervention services.

To create equity, we strive for a model of education where curricula reflect students» ways of knowing and their people's history, behavioral expectations respect students» ways of interacting, and espoused and / or implicit values of a school acknowledge what is learned at home.

Despite their distinctive styles, all these school leaders consciously attempt to model for their teachers and students the way free citizens should treat one another in a democracy — with tolerance, respect, and high expectations.

At our four - day workshop you'll learn how to use Cognitive Coaching as a model for working with your teachers and school leaders to establish a culture of high expectations, where trust and respect serve as the foundation for your school's long - term success.

Rowland Unified School District (RUSD), Rowland, CA A Leadership Model For Data Use That Embraces Three Key Components: Expectation, Support, Involvement This story describes how one district embraced and modeled best practices for using data well and supplied the support that built a culture of meaningful data use across its schools.

«I am most proud of the innovation of our school model — specifically the marriage of rigorous high - expectations with a truly socio - economically diverse school community,» notes Chiappetta.

Consulting for school administrators and staffs on how to reproduce and sustain Catapult Learning's hallmark «positive peer culture» — a dynamic, multidimensional system of norms and expectations founded on peer mentoring, role modeling, and positive redirection by peers.

She provided ongoing support, was very clear and focused in her expectations for her staff, celebrated small and big successes and she modeled what she believed in and «how the school was to be» every day.

«At one of my schools, I would use the Friday assembly to reflect back on the week and recognize those students who modeled Christ - like behavior and embraced the student - learning expectations,» Pierre - Antoine said.

Green Dot schools provide a high care, high structure, high expectations approach to learning; a personalized learning plan for students; a traditional school day with an early emphasis in proficiency in reading and math; and after - school programs complementing our mission and educational model.

«Under her watch, entire districts have had all their schools become model (Great Expectation) schools, state funding has been restored, new team members have joined us and additional research in cooperation with Harvard University has been undertaken.»

Model and set expectations for students, staff, and parents about how to build a positive school culture where all students feel included and respected, regardless of their gender identity or gender expression.

[7] Other researchers developed a model to predict this variation and found that five policies, including «frequent feedback to teachers, the use of data to guide instruction, high - dosage tutoring, increased instructional time, and high expectations», explain approximately 50 percent of the variation in school effectiveness.

Though the new policy won't require reporting of daily attendance, there is an expectation that the schools will require and monitor student participation in the online academic delivery model — but the policy also allows the virtual schools to define on their terms what they consider to be student participation, or «student activity» as it's mentioned in the new policy document.

The principal was knowledgeable and modeled instructional strategies, professional expectations, or other behaviors related to school goals, including, but not limited to, leading / facilitating professional learning.

When that school opened, a number of Massachusetts charters were already achieving great success with educational models that hold students to very high standards and expectations.

Visionary leader with high expectations and successful administrative experience Willing and able to be a visible community leader Strong working knowledge of community relations, program evaluation, finance, school law, collective bargaining, personnel recruitment, selection, and retention Desire to build upon a record of continuous academic improvement and success Sensitivity to the total needs of all socio - economic and cultural backgrounds pertaining to students, parents, educators, and support staff Individuals who possess, model, and expect fairness, honesty, and integrity

South Carolina In South Carolina, accountability redesign has focused on adopting a comprehensive vision for high school graduates and creating opportunities for innovative approaches to learning that will support students in meeting these expectations, including career - based learning experiences, personalized learning, proficiency - based learning models, and other novel programs and courses.

Designed to prepare students to succeed in high school and continue on a path toward college and beyond, our educational model focuses on five core values: high expectations for all students; small, personalized schools and classrooms; increased instructional time; highly qualified principals and teachers; and parents as partners.

The models described below are not mutually exclusive, however they attempt to describe the culture, expectations, and / or curricula of popular charter school models.

It introduces the model of school improvement and change and outlines the expectations and responsibilities of the impact coach role.

LDC works with a variety of stakeholders — states, districts, partnering organizations, schools, and individual teachers — to enable all educators to model, lead, and succeed in implementing the high expectations embodied in the CCRS as they accelerate their own professional growth and increase student outcomes.

The increasing number of state legislators, auditors, comptrollers, parents, students and academic institutions that are calling for more accountability in the charter sector are right: If we are committed to a public education system that strives to serve all children, with the understanding and the expectation that each and every one matters, has potential and deserves the resources and opportunity to succeed, then we must rein in the current growth model of charter expansion, and insist instead on a well - regulated and equitably resourced system of public schools that works for all children.

Holding the Model District flag are Chuck McCauley, BPSD Supt. of Schools; Rick Pierce, Great Expectations Instructional Coach; Dr. Linda Dzialo, President and CEO of Great Expectations; and Dianne Martinez, BPSD Exec.

The classic model of the U.S. part - time law degree was referred to as «Night School» as it typically features evening classes, to accommodate the expectation that most if not all students were engaged in work or care responsibilities during the day.