Sentences with phrase «high expectations for academic»

KIPP schools have clearly defined and measurable high expectations for academic achievement and conduct in order to create and reinforce a culture of achievement and support.

The Children's Guild DC Public Charter emphasizes high expectations for academic achievement, character development, an integration of the arts, and a focus on teaching contextual thinking and creative problem solving.

We provide unprecedented individual support and consistent high expectations for academic success and character growth.

• High Expectations: Clearly defined and measurable high expectations for academic achievement and conduct that creates and reinforces a culture of achievement and support.

What would happen if we empower all educators to engage each student's unique learning style and personal strengths while ensuring high expectations for academic growth?

Most students hold high expectations for academic achievement, rigor, diligence, effort, and future prospects.

Clearly defined and measurable high expectations for academic achievement and conduct that creates and reinforces a culture of achievement and support.

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.

KIPP schools have clearly - defined and measurable high expectations for academic achievement and conduct that make no excuses based on the students» backgrounds.

From administrators to guidance counselors to teachers, schools must institute high expectations for both academic achievement and behavior.

KIPP schools have clearly defined and measurable high expectations for academic achievement and conduct that make no excuses based on the background of students.

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).

Not exact matches

I have also learned not to take for granted students» knowledge in some general academic areas that may have been expectations at the high school, or dare I say, even junior high level, in my generation.

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.

Do parental high expectations get kids excited for a future of academic and personal achievement, or lead to other issues?

Public and Private schools on Monday resumed for the 2nd term academic session in Osun State, with high expectations from stakeholders, DAILY POST observes.

So, thank you to those students who understand that the expectations in the library are there for me to enforce to provide an academic place for high school students, yet as an individual, aside from my role in the library, I may be someone to get to know.

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).

These kinds of high expectations, along with adequate support structures in place, have been shown to be some of the most impactful strategies for improving academic achievement.

a set of extremely high expectations for students and families with regard to academic performance, a strong work ethic, appropriate behavior, and responsibility.

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).

I spoke of high academic expectations, respect for my children, and a positive school atmosphere.

New York State Commissioner of Education Thomas Sobol has proposed doubling the number of students who master three years of high - school mathematics as one of 12 strategic objectives for the year 2000 designed to raise academic expectations in the Empire State.

This combination of sensitivity, caring, high expectations and structure has been shown to have the best consequences for children, who commonly display academic achievement, good social skills, moral maturity, autonomy and high self - esteem.»

Stipek found that children in didactic, content - centered programs generally do better on measures of academic skill than do children in child - centered classrooms, while children in child - centered classrooms worry less about school and have higher expectations for success than children in content - centered classrooms.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Their children attend schools that are close to their homes, have high academic expectations and provide the environment for student success, and often enjoy a high rate of parental involvement in the life of the school.

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.

The first track is standards - based: Set clear, high expectations in core academic subjects; test students regularly to see which schools and students are clearing the bar; and hold schools (and perhaps also educators and pupils) to account for the results.

For example, the report says, «Ohio recently enacted a provision requiring e-schools to offer an orientation course — a perfect occasion to set high expectations for students as they enter and let them know what would help them thrive in an online learning environment (e.g., a quiet place to do schoolwork, a dedicated amount of time to devote to academics).&raqFor example, the report says, «Ohio recently enacted a provision requiring e-schools to offer an orientation course — a perfect occasion to set high expectations for students as they enter and let them know what would help them thrive in an online learning environment (e.g., a quiet place to do schoolwork, a dedicated amount of time to devote to academics).&raqfor students as they enter and let them know what would help them thrive in an online learning environment (e.g., a quiet place to do schoolwork, a dedicated amount of time to devote to academics).»

At the very least, states with fully online schools should adopt a policy like the one in Ohio, which requires such schools to offer an orientation course — the perfect occasion to set high expectations for students as they enter and let them know what would help them thrive in an online learning environment (e.g., a quiet place to study, a dedicated amount of time to devote to academics).

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.»

Its key findings: employers» and colleges» academic demands for high school graduates have converged, yet states» current high - school exit expectations fall well short of those demands.

Academic excellence and the pursuit of higher education are expectations for all students.

They also assign mountains of homework, set high expectations, and pursue academic achievement for all students, regardless of background, with a secular religious zeal.

Never in a million years were we going to see forty - five states truly embrace these rigorous academic expectations for their students, teachers, and schools, meet all the implementation challenges (curriculum, textbooks, technology, teacher prep, etc.), deploy new assessments, install the results of those assessments in their accountability systems, and live with the consequences of zillions of kids who, at least in the near term, fail to clear the higher bar.

Decades of research on effective schools conclusively demonstrates that setting high standards and expectations for all children, but especially those most at - risk of academic failure, creates a more positive, inclusive school culture and raises their level of achievement.

«The new Common Core standards have academic expectations for kindergarten students, and if children don't attend they begin first grade behind, and often finish high school behind, if they finish at all.»

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:

Her personal care and commitment to Catholic education and high academic expectations for all students will continue to catalyze positive change at St. Rafael.

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.

Celebrating its 15th year of success, this STEM - focus charter school has high academic rigor and expectations for students while providing a well - rounded college - preparatory education.

Miles made space for fun, while maintaining high academic expectations.

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.»

We set high academic expectations for every student at GPS with strong foundations in math and literacy.

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.

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

increase student expectations of their own academic performance, teacher expectations of ALL students» academic performance, and parent and community expectations for children's high academic performance

In MPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.