Sentences with phrase «creates high expectations for students»

In particular, education leaders need to pay attention to the standards» implementation to ensure that they create higher expectations for students.

Not exact matches

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

In an effort to create immediate and enduring improvements in student outcomes, most states have adopted Common Core State Standards or other content standards that reflect higher expectations for student learning than previous iterations.

Rising educational expectations, increasing accountability, equitability for diverse populations, and new technologies are creating opportunities for gaining growth and higher outcomes for every student.

In «Navigating the Common Core,» Michael McShane of AEI argues that while Common Core holds much promise for creating common expectations for students, successful implementation is contingent upon navigating «a field of mines, any one of which could blow the enterprise sky - high.»

Focusing the schools» and teachers» attention on goals and expectations for instruction and student achievement is part of Building a shared vision, Fostering acceptance of group goals, and Creating high performance expectations.

In addition, a dedicated team of counselors, intervention specialists and administrators takes a deeper look at data for students that are struggling and creates support plans and a culture of high behavioral and academic expectations tailored to their needs.

Understanding the full impact of inequities is the first step to creating inclusive learning environments, supportive schools, and targeted instruction that reflects high expectations for every student.

The Wallace Foundation (Kutash et al., 2010) emphasizes that professional learning «must be aimed at breaking established routines and norms, changing entrenched expectations, providing new instructional approaches, and creating and enforcing a school culture of high expectations for all students.»

Assessment Education Continuum Work Group — this group is creating a continuum that establishes expectations for what teachers should know and be able to do with assessment at different points along their professional career continuum, from aspiring high school students to master teachers.

These access points promote high expectations for cognitively disabled students and create direct links to grade - level standards and regular benchmarks.

Fulfilling the promise of the new state standards requires creating a culture of high expectations for all students.

TDS provides onsite facilitation or contracted technical assistance to school leaders and teacher teams in creating a culture of high expectations for students as well as staff — one of collective commitment to excellence and shared responsibility for decisions, interventions, and outcomes.

«North Dakota ESSA plan stakeholders created a formula of accountability based on our state's values that struck a balance of high expectations of proficiency for all students and growth for all students.

Not all principals create a culture of high expectations for all students.

We work with teams to create these ecosystems that are designed to help students build a sense of trust, engage with them deeply, convey high expectations for learning, make contributions to their communities, and allow them to participate in the development of their own mastery.

They work purposefully and deliberately to create collaborative, positive, and enriching school cultures with high expectations for all students.

For all of this work to take root, higher education institutions and employers need to be working closely with K - 12 schools to align expectations and create smoother transitions for students from high school to college to employmeFor all of this work to take root, higher education institutions and employers need to be working closely with K - 12 schools to align expectations and create smoother transitions for students from high school to college to employmefor students from high school to college to employment.

The new principal's goals for 2010 were clear and ambitious: create a schoolwide culture of high expectations and engender family buy - in in order to ensure a marked improvement in student achievement.

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.

States and districts should work together to build the capacity of principals and all teachers — especially content area teachers and career and technical education teachers — to align curriculum and assessments with the expectations of colleges and employers; to offer counseling services that prepare students for high school graduation, college admission, and career success; to engage and motivate students to meet higher standards; and to create positive relationships with parents and community members.

Teachers should create a new environment and have high expectations for their students in the classroom, and teach proper academic behavior.

Instructional leadership (d = 0.42) refers to those principals who have their major focus on creating a learning climate free of disruption, a system of clear teaching objectives and high teacher expectations for teachers and students

She remained at the school three years beyond her placement to continue to teach, lead a Parent Outreach Committee, and create a «school within a school» with three team members, building a culture of high expectations, standardized classroom procedures, and culture - building activities for over 200 students.

I will work to create proof points of what is possible with a culture of high expectations and a focus on results, and to inspire hope, deliver justice and create opportunity for all of our students through a high - quality education.

She will be honored as Principal of the Year for her exemplary leadership at Seaton and for creating a positive and inclusive culture of high expectations that allows students to form strong cross-cultural bonds.

Create a culture of high expectations for all students.

I was passionate and caring but I didn't know how to effectively plan lessons nor did I know how to set up all the systems necessary to create a safe learning environment where students feel cared for and held to high expectations.

Video: Educating Everybody's Children: Tape 1, Attitudes and Beliefs explains how understanding the needs of students as individuals gives educators the basis for creating a school culture that promotes high expectations for all.

GRANGER HIGH SCHOOL, Killeen, TX (6/2009 to Present) Basketball Coach • Assess students to determine which ones have the physical stamina and training to meet the selection criteria • Interview students to decipher their comprehension of the game beyond mere game play • Select students based on academic and physical performances • Create and implement core basketball programs and enroll the right athletes for it • Conduct coaching sessions by providing individual attention to each team member • Coordinate scouting activities and ensure that all team members are on the same page during training sessions • Monitor and maintain the discipline and conduct of athletes to support the image and reputation of the alma mater • Plan and implement coaching sessions for individual athletes to assist them in overcoming their specific shortcomings • Arrange for tournaments with schools and other competitive tours and ensure that team members indulge in extra practice to live up to expectations • Arrange for uniforms, basketball supplies and correlating equipment to be procured from registered vendors