Sentences with phrase «high expectations for her students by»

Develop a culture of high expectations for all students by modelling and setting challenging learning goals.

Setting high expectations for students by establishing new programs to support efforts to increase the number of students taking AP, IB, and college - level courses by 50 percent.

She sets high expectations for her students by using data to help them set and achieve their goals.

Have and communicate high expectations for all students by establishing a strong, no - nonsense — yet nurturing — classroom culture.

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.

Tough recounts an experiment by David Yeager and colleagues in which teachers provided feedback to students on their essays and then added a Post-it that said either the comments were given as feedback or the comments reflected the teacher's high expectations for the student.

For instance, if only 50 percent of a state's 4th graders are proficient by the nationally determined NAEP standard, but the state claims proficiency for 80 percent, then the state should be given an F for its failure to establish high expectations for its studenFor instance, if only 50 percent of a state's 4th graders are proficient by the nationally determined NAEP standard, but the state claims proficiency for 80 percent, then the state should be given an F for its failure to establish high expectations for its studenfor 80 percent, then the state should be given an F for its failure to establish high expectations for its studenfor its failure to establish high expectations for its studenfor its students.

The absence of high - performing public schools, and the lack of emphasis on American civics or expectations for good citizenship, will hurt our nation's youth and will certainly handicap our Hispanic immigrant students and their families most by impeding the assimilation process.

Because these assessments are likely to include some tasks that many students had little exposure to prior to 2010, and because the expectations for student performance represented by the standards are considerably higher than in many states» previous standards, the test scores are expected to be lower than in the past.

I certainly think by making NAPLAN available online for students it becomes more accessible, but also you can start to have higher expectations, or drill down a little bit more into some of the literacy and numeracy skills.

The formation of the Future Campus Masterplan for the University of West London was driven by the University's brief to exceed the high expectations of the «millennial student».

Let's start by believing that highly effective teachers must reinforce high expectations for all students and that they are responsible for (and should be supported to) provide instruction that is standards - aligned, student - centered, engaging, and data - informed.

Finally, to instill a culture of high expectations and college access for all students, we started by setting clear expectations for school leadership.

Another widespread problem is that most middle schools do not put forth common expectations for the content knowledge and skills needed by all students to be ready for high school work.

No matter how good the technology, students will always need to be surrounded by adults who set high expectations and hold them accountable for achieving at the highest possible level.

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

When implementing this approach, we only compare the outcomes of students for whom the same pair of teachers is making the assessments to ensure that our results are not biased by certain kinds of students being assigned to teachers with especially high (or low) expectations.

But the key ingredient cited by people both inside and outside the system is high expectations for all students.

For example, we take advantage of the fact that some teachers are more optimistic by nature than others, and thus are more likely to have high expectations for all studenFor example, we take advantage of the fact that some teachers are more optimistic by nature than others, and thus are more likely to have high expectations for all studenfor all students.

A lingering concern, however, is that the analysis may be contaminated by the fact that the very cultures that introduce merit pay are those that set high expectations for student achievement.

The survey, released this month by MetLife Inc., found that nearly nine in 10 teachers and principals — 86 percent and 89 percent, respectively — believe that setting high expectations for students can have a major impact on student achievement.

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.»

Standards - based reform was fed by three factors: increased expectations for learning beyond high school, which led to a focus on college readiness for all; the availability of reliable and cheap measures of student proficiency in reading and math; and the push for teacher and school accountability.

Based on my observations, the lives of the high school students I teach are hemmed in everywhere by social pressures and expectations: high - stakes testing, the looming shadow of college admissions, the fiercely competitive school system, the painful process of figuring out who you are, and the ubiquitous desire for peer acceptance.

He improved student achievement and changed the schools culture by setting high expectations for everyone in the building.

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).

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;

High expectations for students with unique needs An important case being heard by the U.S. Supreme Court on Jan 11, Endrew F. v. Douglas County School District, is being supported by civil rights groups and school choice advocates alike.

As lead teacher for three - year old kindergarten, Ms. Bridges pushes students to achieve high expectations, preparing them for kindergarten by building foundational literacy, numeracy and study skills.

Co-authored by High Expectations Parental Service and the Partnership for Children & Youth, this first chapter of «Student Supports: Getting the Most out of Your LCFF Investment» dives into the most impactful practices for family engagement and how they can help support progress on the LCFF priorities.

There are many across the United States that say that the Common Core has helped set a high bar, that the expectations set by the Common Core have been an impetus for teachers to expect more of students in low performing schools.

As a WA State Teacher Leader and whole - hearted believer in high expectations for students, Brooke writes about the Common Core, effective teaching strategies, and assessment practices for CORElaborate; a blog hosted by the Puget Sound Educational Service District.

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

The principal strives to make schools a positive learning environment by setting high expectations for each student and teacher.

As I have noted, stronger standards alone aren't the only reason why student achievement has improved within this period; at the same time, the higher expectations for student success fostered by the standards (along with the accountability measures put in place by the No Child Left Behind Act, the expansion of school choice, reform efforts by districts such as New York City, and efforts by organizations such as the College Board and the National Science and Math Initiative to get more poor and minority students to take Advanced Placement and other college prep courses), has helped more students achieve success.

The work began with teams from City - As - School, Voyages Preparatory High School, and ELLIS Preparatory Academy exploring research - based feedback practices — such as one - on - one conferencing and using student - facing rubrics to set expectations for learning — during after - school PLC sessions facilitated by Eskolta.

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.

Demonstrates exceptional leadership in a particular school program; is respected by students, colleagues, parents, and the community at large; and sets high expectations for school staff and students.

Effective teachers have high expectations for all students and help students learn, as measured by value - added or other test - based growth measures or by alternative measures.

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.

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.

One 2005 review by Russell Rumberger and Gregory Palardy of the educational effects of high - school demography found evidence that the factors that seem to matter for improvements for low - income students in integrated settings include high teacher expectations, more hours of homework completed, college - prep courses, and a lower percentage of students reporting feeling unsafe.

As teachers work hard to find ways to help all students reach these expectations, we're working to ensure that there are high - quality instructional materials available that have been developed by teachers for teachers.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendancefor all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendanceFor example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendancefor students of color, such as high school completion and college attendance.24

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.

Guided by these national standards, my district has fully embraced the notion that high expectations for students will result in high outcomes for students.

The National Board Standards for accomplished teaching, written and maintained by teachers, describe what teachers should know and be able to do with their students and within learning communities, guiding high quality professional learning and expectations for successful classroom practice.

You'd think an effort to improve school standards and promote higher expectations for students — adopted by 45 states, embraced by the business community, and endorsed by governors and education reformers from both parties — would be about as controversial as motherhood and apple pie.