Sentences with phrase «high expectations for students academic»

Job Overview The middle school social studies teacher plans, implements, and reflects upon social... Maintains high expectations for students academic achievement and conduct * Values and draws upon...

The Opportunity The Elementary School Theater Teacher plans, implements, and reflects upon... Maintain high expectations for students academic achievement and conduct * Value and draw upon...

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 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.

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.

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).

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.

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.»

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

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.

«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.»

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

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.

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.

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.

An exceptional educational environment will provide a platform for students to support their intellectual growth, develop their leadership capabilities, and maintain a dynamic learning community that holds personal and academic expectations to the highest standard.

She told Jan, «I hold high academic expectations for my students, and I just expect them to get along and treat one another respectfully.

The mission of East Light Academy is to prepare its students for success in the modern society through English - Mandarin bilingual education that features language immersion, high academic expectations, and cultural diversity awareness.

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

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.

As a member of the task force, I am excited for the opportunity to join my colleagues in making recommendations to craft a new structure to improve California's education system focused on inclusive education practices, high expectations for students and education leaders, and providing evidence - based instruction and learning supports so that all students have an opportunity to learn the standards in all core subject areas, which will ultimately lead to increased accountability and academic success for all.

Or does the intelligence of these students lead to too high expectations, given that children with AD / HD are often at a greater risk for academic and social failure?

One of the best ways to help students meet rigorous academic expectations is to first set high expectations for behavior.

The vision of Lowcountry Leadership Charter School is to develop an intrinsic desire and purpose within our students, that will nurture confidence for authentic leadership opportunities to investigate, collaborate, and resolve issues of inquiry, involving all academic disciplines and extracurricular and athletic activities, within an atmosphere of encouragement steeped in high expectations and natural rewards, thereby yielding healthy, well - rounded, moral, accountable, and compassionate advocates of human rights, national resources, independent means, and civic responsibility.

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.

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

As the work becomes more challenging, expectations are higher, which means that 3rd - grade is the first time students learn to be accountable for their academic progress.

The focus on high expectations, high levels of achievement, and college readiness for all has lead to a school year that has not time for anything except academics, and it doesn't even have time to do that properly if you're a student who doesn't get something the first time it's taught.

Paul Tough, author of a book about the Harlem Children's Zone, describes the philosophy behind «no excuses» secondary schools that target at - risk students: «The schools reject the notion that all that these struggling students need are high expectations; they do need those, of course, but they also need specific types and amounts of instruction, both in academics and attitude, to compensate for everything they did not receive in their first decade of life.»

Known for its «high expectations» and strict disciplinary practices, the academic outcomes of Success Academy students have indeed been remarkable.

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?

Project LIVE & Achieve is a comprehensive program bringing schools, community groups, and faith organizations together to promote non-violence, academic success, high expectations and community involvement, with the main goal being to decrease violence impacting New Orleans youth and to strive for higher academic outcomes for students.

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.