Sentences with phrase «high academic expectations by»

Many teacher evaluation programs refer to high academic expectations by using language on specific qualities such as these from the CCT Rubric for effective teaching:

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.

As the Bears try to navigate some of the country's highest academic expectations and financial obligations, football's fit in a highly unique environment will be better managed by Wilcox.

Year after year, La Cañada High School students have demonstrated their ability to make the grade, continually exceeding the academic expectations set forth by state and national benchmarks.

The combination of high expectations and adequate supports has been shown by several meta - analyses to be one of the most impactful strategies for improving academic achievement (Hattie, 2009).

Its explicit goal is increasing college enrollment by combining an emphasis on factors proven to bolster academic success (high expectations, parental involvement, time spent on instruction) with a novel focus on developing seven character strengths — zest, grit, self - control, optimism, curiosity, gratitude, and social intelligence.

But they felt they got to a whole new place and turned a corner when they came to see they had a hidden commitment to what they called «a povrecito culture,» a culture that took pity on these «poor little ones» by not heaping upon them the further «burden» of high academic expectations.

culture,» a culture that took pity on these «poor little ones» by not heaping upon them the further «burden» of high academic expectations.

This is supported by Psychologists, Weihua Fan and Christopher Wolters, who state that «Students who are confident in their learning abilities and are intrinsically interested in learning activities are more likely to have higher expectations for obtaining desired academic goals.»

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

And education studies have shown Black and Latino students taught by teachers who share their racial background have improved academic results, benefit from a culture of higher expectations and fewer discipline referrals.

The latest draft of proposed common academic standards offers more - detailed expectations of what students should know and be able to do by the end of high school in math and language arts, but also notes that some decisions about curricula should be left to individual states and schools.

A highly effective school results from a rigorous academic program in a culture of trust and high expectations, led by a visionary instructional leadership team and implemented by talented, dedicated teachers.

These schools are hugely popular with parents, who are drawn by high academic and behavioral expectations, the more intimate environment that charters typically offer and their focus on results.

High or low self - expectations, as measured by children's estimates of their grades, is one of the strongest known predictors of their ultimate academic success (J.Hattie, 2009).

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

This school maintains a culture of high academic expectations and focuses on continuous improvement by defining measurable goals for all of its students.

A school is more likely to retain effective teachers, a new study reports, if it is led by a principal who promotes professional development for teachers, is characterized by collaborative relationships among teachers, has a safe and orderly learning environment and sets high expectations for academic achievement among students, a new study reports.

YPI Charter Schools will empower our Citizen Scholars, California's future leaders, to succeed in the global community by setting high expectations of academic achievement, technological collaboration, information gathering skills, and social competence.

Insights from the three educators» stories reveal how coupling feedback with expressions of high expectations and faith in students» capabilities can influence student motivation, particularly in the level of support felt by students when tackling challenging academic work.

March 4, 2015 (New York)-- Schools Chancellor Carmen Farina joined hundreds of Educators 4 Excellence - New York members Wednesday to discuss ways our neediest students can access higher academic expectations set by the Common Core State Standards.

This purpose can be accomplished by ensuring that high - quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with state academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement.

«By incorporating high academic standards and clear expectations with plans for greater student engagement and achievement, Alabama stands ready to meet the rigorous demands of preparing students for the work force and for their roles as citizens in our democratic system.

«As an authorizer, I am motivated by the potential of charter schools to provide our children with excellent educational options based on high expectations for all, an unwavering focus on academics, the pursuit of social justice and the hard work, dedication, and talent of teachers and staff.»

With a mix of human capital reforms, such as rounding out the teaching force with UCLA graduate students who have expertise in key subjects, added student learning and enrichment programs in and out of classroom, and a new focus on developing a college - going culture of high expectations, UCLA is setting out to take what is, by most measures, a struggling school and drastically improve academic outcomes for all students.

By emphasizing high academic expectations, strong character development and individual responsibility, Southside - Ashpole will improve academic outcomes and inspire students to become lifelong problem solvers, effective communicators, and contributing members of their community.

By assuming a comprehensive approach to academic content that holds students to high expectations, institutions of education can expand student learning and subsequently improve readiness for, and success in, a wider variety of postsecondary and career endeavors.

Graduate faculty ensure students are challenged by rigorous academic curriculum and hold students to high expectations in their master's degree work.

Excel Academy teachers hold students to high academic expectations, and are able to focus on effective instruction because consistent classroom management expectations are enforced by every teacher and followed by every student.

Outstanding local teachers will prepare you to manage a classroom, to deliver the content your students must learn, and to support students in meeting high expectations by building bridges between challenging academic content and students» unique values and experiences.

They align with the developmental and cultural needs of secondary students and the academic expectations held by high school teachers.

Graduate level faculty ensure students are challenged by rigorous academic curriculum and hold students to high expectations in their academic work.

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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