Sentences with phrase «other school expectations»

Not exact matches

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.

Code 37-13-137 (2010) requires the Office of Healthy Schools of the State Department of Education to provide comprehensive training for food service directors food service managers of local school districts on marketing healthy foods, creating a healthy cafeteria environment, effective and efficient food service operations, the standards and expectations of food service staff, and other topics as identified by the department.

In exchange for a much higher expectation and dependence on parent involvement in the school, tuition is kept much lower than what other traditional preschools charge.

The trend to learning centers is partly due to high parent and school expectations; it's also attributable to research that shows that kids are capable of learning early academics and other skills that previously were not taught until later.

Responding to School Violence: Tips for Administrators Administrators can reinforce the importance of creating a caring school community in which adults and students respect and trust each other and all students feel connected, understand expectations, and receive the behavioral and mental health support theySchool Violence: Tips for Administrators Administrators can reinforce the importance of creating a caring school community in which adults and students respect and trust each other and all students feel connected, understand expectations, and receive the behavioral and mental health support theyschool community in which adults and students respect and trust each other and all students feel connected, understand expectations, and receive the behavioral and mental health support they need.

But the reality is that there are many things that would affect that other than just individual parenting skills — like a long line of trickle - down societal expectations; the way kids are treated at school; not to mention a high - quality, state - funded daycare system that most parents choose over staying at home permanently with their children.

consistent failure to speak in specific social situations (in which there is an expectation for speaking, such as at school) despite speaking in other situations.

Consistent failure to speak in specific social situations (in which there is an expectation for speaking, e.g., at school) despite speaking in other situations.

The expectation was that the larger candidate (president is larger than Senator than Representative than state senator than state representative; other positions like governor, mayor, county commissioner, school director, and municipal commissioner fit differently depending on circumstances) would appear in support of the smaller candidate.

By setting high standards and pushing ourselves to meet them, our school realized our boundless potential to exceed our own expectations, and those laid out by others.

Through early testing and teacher selection, certain children are singled out for an enriched lesson plan to push them to their limit, whereas others are labeled as low achievers, which often diminishes their expectations of themselves and hurts their performance in school.

Probably more than any other filmmaker, his name evokes instant expectations on the part of audiences: at least two or three great chills (and a few more good ones), some striking black comedy, and an eccentric characterization or two in every one of the director's movies.Originally trained at a technical school, Hitchcock gravitated to movies through art courses and advertising, and by the mid -»20s he was making his first films.

Charlize Theron plays Marlo, whose life has become an endless montage of managing other people's expectations, and Mackenzie Davis plays Tully, the spritely young woman who enters Marlo's home at night, bakes cupcakes to dazzle the other moms at school, and gradually rekindles Marlo's spirit of optimism.

There are many other factors to consider, such as administrators making time to visit classrooms, capable instructional leadership, clear expectations and common language around school or district initiatives, creating a culture of risk taking, etc..

Shabazz students must commit to the academic expectations of the school and give assurance, in writing, that they will observe nonharassment, alcohol and other drug, and attendance policies.

Files Included with this Lesson • Teacher Notes and Resources • Quick Getting Started Tutorial for Students • Student Expectations, Project Instructions and Rubric • List of 12 easy project ideas to choose from Middle schoolers love this activity and many of my students have gone on to create other videos at home!

Parched minds become satisfied with minimum learning expectations and some, especially as they approach middle and high school, begin to believe that school can not quench their thirst as well as other societal options.

While some accountability hawks saw this move as a way to water down expectations, others viewed it as a chance to provide a more balanced look at school quality.

And there are other ways in which schools set expectations based on group membership.

Outwardly, Success is similar to other «no excuses» (Moskowitz dislikes that term) charter schools: students are called «scholars» and wear uniforms; a longer school day and year allow for about one - third more instruction time than district schools provide; rooms are named after the teacher's alma mater; a culture of discipline and high expectations reigns.

School choice supporters are split over the program's strict accountability provisions, however, which some say represent over-regulation by the state but which others claim are on par with the expectations for traditional public and charter schools.

At some point during that first month of teaching, I realized that while I had many demands and expectations of myself as a teacher, I lacked something that everyone else in the school building had — prior relationships with others in the school.

At Dewey Elementary and many other PBIS schools, the framework for the rules and expectations are similar to these:

Because pairing and clustering mandates student involvement in desegregation and typically requires that students travel greater distances than under the redrawing of school catchment areas or other voluntary desegregation plans, the finding that this plan type produces the largest enrollment response is consistent with expectations.

While many North Carolina school administrators and teachers are winning praise and cash for meeting or exceeding performance expectations on state tests, others are starting the school year scrambling to respond to their students» low achievement.

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).

Even if our nation's schools are not beset by a widespread shortage of qualified teachers and teachers are paid salaries comparable to other professionals, there are still those who believe that teachers» pay is too low, that their salaries are simply not commensurate with our expectations of a good education for our children.

Ultimately, working with others to establish a strong, sustainable school culture of high expectations for everyone, while maintaining a climate of psychological safety and camaraderie is essential.

Moe argues that this may be a result of people's holding low expectations of schools to begin with: «Parents who are poorly educated and have low expectations are more likely to be satisfied with their local schools, whatever their quality, than other parents are.»

That confusion, coupled with parents» high expectations for success in school and careers, the frustration of having white peers constantly question their «American - ness,» as well as body image and other concerns that are common to all teens are among the factors that put Korean American students at risk for a growing list of emotional and psychological issues.

Creating a tightly structured environment and staff development programme, assisted by Teach First, BGTC transformed other schools» excluded students and created a new culture of expectation.

«On the other hand, often in a low - SES school for example, the focus is more on, if you like, student welfare, wellbeing — rather than the academic side — and people have low expectations for those students.»

While the ASD and other authorizers like Nevada's State Public Charter Schools Authority create contracts with clear performance expectations, the ESA program provides no apparent standards for judging whether public funds are buying strong outcomes.

There will be set tasks just like any other lesson, and all normal school rules and expectations still apply.

Moreover, research universities have teaching expectations that are much lower than at other schools.

As per the former, it's essential for states to allow entities other than districts to authorize schools and to create high expectations for organizations that play that role.

The Arizona Community Foundation, along with other organizations and businesses, pooled their resources to create Expect More Arizona, an advocacy group designed to raise the public's expectations for its public schools.

School reports typically show how students have performed against year - level expectations and / or the performances of other students.

The new computing curriculum has raised expectations of what the teachers must teach and what the children must learn, which is quite difficult, and coupled with the fact that the support we used to receive from the local authority (LA) has been significantly reduced, means that we were in a challenging situation, and I'm sure so many other schools are in the same predicament.

In other words, the policy response has been to confirm existing practice — to set clear curriculum expectations for each year of school and to judge and grade all students on how well they achieve those expectations.

In this Q&A - based webinar, special guest Roxanna Elden, an author and teacher, will discuss ways teachers can thrive despite challenges, including by managing expectations, building mentoring relationships, and taking advantage of other school supports.

Witness that principal Jack Noles of Shallowater (Texas) Intermediate School was inspired by a recent Great Expectations session («Roles and Attributes of Leaders») that was spun from Stephen Covey's work — specifically his newest 8th habit: «Find your voice, and inspire others to find theirs.»

Responding to School Violence: Tips for Administrators Administrators can reinforce the importance of creating a caring school community in which adults and students respect and trust each other and all students feel connected, understand expectations, and receive the behavioral and mental health support theySchool Violence: Tips for Administrators Administrators can reinforce the importance of creating a caring school community in which adults and students respect and trust each other and all students feel connected, understand expectations, and receive the behavioral and mental health support theyschool community in which adults and students respect and trust each other and all students feel connected, understand expectations, and receive the behavioral and mental health support they need.

Last week, it became clear in House and Senate education committees» meetings that not all lawmakers were on board with the move to these grade - level learning expectations that would have brought Pennsylvania public school instruction more in unison with the standards that 44 other states and the District of Columbia were in the process of implementing.

Again and again, analyses of «high expectations, high support» schools — in Florida, Denver, New Orleans, New York, even Newark, despite other charter - school disappointments there — have come to similar conclusions.

School leaders should, among other things, be able to set clear direction, establish high expectations, and develop talent in their schools to fully support teaching and learning.

Requiring all students to take a college - and workplace readiness curriculum by defining specific, challenging core content in English and math required for graduation, regardless of the high school program in which students enroll, and by ensuring that other courses such as science, history and the arts reinforce college and workplace readiness expectations;

The report, Strong Standards: A Review of Changes to State Standards Since the Common Core, found California and most of the other states studied maintained rigorous standards and expectations aimed at graduating students who are college - and career - ready after high school.

On the other hand, the least advanced students start the school year two or three years behind and so are already on track to perform poorly against year - level expectations.

In fact, what typically distinguishes the best schools from the others is the culture — shared expectations, values, norms, and beliefs — that permeate the school environment.