Sentences with phrase «district learning expectations»

All that being said, it is the district's responsibility to design a process (system) to ensure the district designs its own curriculum process and documents to ensure universal understanding and use of the agreed - upon standards in the development of the district learning expectations.

Not exact matches

Distinct from his school department (which, like more than 90 percent of Rhode Island's school districts, is governed by an elected school committee), OCYL's mission was to extend learning time for as many Cumberland children and youth as possible while raising the community's expectations regarding educational outcomes.

They learn the expectations of a local district's science curriculum and not only show the ability to assess 6th grade science projects using the district's rubric, but also plan the next steps in designing instruction to meet the students» needs.

A study published in 2005 by the Education Commission of the States (ECS) on state takeovers of schools and districts noted that the takeovers «have yet to produce dramatic consistent increases in student performance,» and that the impact on learning «falls short of expectations.»

They're not a detailed, day - to - day curriculum; they're a broad outline of learning expectations from which teachers or district leaders craft a curriculum.

Could a charter middle school with high academic expectations and an emphasis on project - based STEM learning find footing in the district?

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.

The team recommended the district improve its collection and analysis of interim student performance data, establish and enforce expectations for student learning and classroom assessment, and ask principals to consistently monitor curriculum delivery and differentiation.

More commonly, respondents claimed that district expectations for student learning were more rigorous than (yet compatible with) those mandated by the state.

District leaders in higher - performing settings invested in the development of common professional learning experiences for principals, focused on district expectations for instructional leadership and adminisDistrict leaders in higher - performing settings invested in the development of common professional learning experiences for principals, focused on district expectations for instructional leadership and adminisdistrict expectations for instructional leadership and administration.

From district leaders in our higher - performing settings, we have learned that once standard expectations for curriculum, instruction, and leadership are implemented and sustained with a reasonable degree of fidelity and quality, further improvement in the quality of teaching and learning is unlikely to be gained by doing more of the same.

This view was not universally shared among school personnel, who pointed to a track record of good results on the old state test and rankings, where Tortuga Shoals was always in the top 10 percent of the districts in the region.303 To legitimate these directions for improvement, the superintendent commissioned a curriculum audit by outside consultants, with the expectation that results from this audit would provide direction and legitimacy to a new plan for improving teaching and learning in the district.

One of the most productive ways for districts to facilitate continual improvement is to develop teachers «capacity to use formative assessments of student progress aligned with district expectations for student learning, and to use formative data in devising and implementing interventions during the school year.

In addition to providing or recommending teaching methods, leaders in higherperforming districts provided direction and support for the use of common methods of assessing and reporting student learning, aligned to curriculum expectations.

Dr. Cruz believed the path to improvement in student learning would require strengthening compliance with new state - level expectations, better vertical alignment of curriculum across the schools, and more effective collaboration within the district.

The Leading the Nation campaign is scheduled for 2018 and coincides with the 25th anniversary of the Massachusetts Education Reform Act, which increased and stabilized state aid to districts, established common learning expectations statewide, and made it easier to see where schools were doing well and where changes might be needed.

Whether the district buys or develops their own learning expectations, the second critical step in this process is implementing that intended curriculum and ensuring it is faithfully implemented and put through the continuous improvement loop to ensure it is a living, breathing document and not condemned to waste away on a shelf somewhere.

Collaboratively designed and developed by higher education faculty, high school teachers, and curriculum specialists from multiple colleges and school districts, Bridge to College courses teach to the state learning standards and are grounded in career and college readiness expectations.

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It goes hand - in - hand with any other discipline programs a district implements because it is high expectations for the entire learning community and builds a culture of respect and academic excellence that our students deserve.»

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

Approximately nine months ago she was asked to resign her teaching position by the district's interim superintendent — Dr. Michael Rivera — due to her students» low test scores for the 2013 - 2014 school year, and despite her students exceeding expectations on other indicators of learning and achievement.

They ensure that the school or district focuses on high expectations and standards, that professional development first focuses on providing time for colleagues to have meaningful discussions about our craft, that all learning is engaging, and that the school provides a healthy, safe, supportive, engaged, and challenging environment for all kids.

With Kickboard, educational leaders can set school - and district - wide behavior expectations to help teachers keep students engaged in learning.

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

NOW that the district has come to an agreed - upon set of learning standards, aligned to the CCSS or state standards, scaffolded, based on how children best learn and vertically articulated between grade levels, the district can legitimately begin the task of building a system to ensure those learning expectations are the basis for all curriculum, instruction and assessment within the district.

In order to build a curriculum, instruction, and assessment system, the district must first have a curriculum in place — a set of common learning expectations that the district has coalesced around and accepted as the expected learnings for ALL district students.

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The documents produced in this process form the foundation of the core subject curriculums at each grade level and establish district - wide expectations for what teachers should teach and what students should learn and be able to do in relation to a specific standard.

«Now it's just the expectation,» she says of flipped learning at her district.

And indeed, the adoption of college - and career - readiness (CCR) standards in all 50 states and the District of Columbia (D.C.), like the flap of the butterfly wings, jumpstarted the implementation of scores of other policies designed to support administrator, educator, and student acclimation to these rigorous learning expectations.

Cahill said it was encouraging that 45 states and the District of Columbia have agreed to adopt the Common Core, a program which aims to set clear expectations of what students are expected to learn in schools.

This expectation to now be the experts in teaching and learning marks a dramatic evolution of the SDE's original role, to serve as a regulatory, monitoring entity that oversees their districts» performance.

A partnership with AIR means that school districts and schools can expect to achieve a coherent, disciplined approach to teaching and learning embedded throughout the school's and district's practices, improvement in school climate and culture, more effective teachers and leaders, improvement in parent and community engagement, and higher expectations and results for all students.

For example, they sometimes influence how school leaders do their work; the nature of classroom teaching and learning processes (through their effects on teachers» expectations); the financial resources available to districts and schools; and the nature of the «social capital» available to students.

Principals at the school level, and superinten ¬ dents at the district level, are uniquely positioned to provide a climate of high expectations, a clear vision for better teaching and learning and the means for everyone in the system — both educators and students — to realize their goals, said conference speakers.

We have district curriculum expectations, a stipulated math program, and district - wide common assessments, but how we structure our learning experiences to address the curriculum is left up to the teams of teachers.

To assume that tests accurately capture teacher effectiveness is to overlook discrepancies among the official curriculum set forth by state and district officials, the curriculum that teachers actually choose to teach, and the learned curriculum that students pick up through teachers» modeling and expectations.