Sentences with phrase «high expectations for teachers»

Sending your kids back to school with high expectations for the teachers and administration?

High Expectations, Dramatic Results Wesley Taylor, the 2011 MetLife - NASSP National High School Principal of the Year, has high expectations for both teachers and students at Lowndes High School in Valdosta, GA..

Observations (50 %): LAUSD should replace the current «barebones» teacher evaluation rubric with a rigorous, research - based rubric with clear and high expectations for teachers and meaningful feedback to identify areas for professional growth and support.

Our standards are a cornerstone for members as they promote high expectations for teachers and leaders.

ensuring rigorous initial and continuing professional development High - performing countries establish rigorous initial teacher education courses and set high expectations for teachers» ongoing professional learning.

Not exact matches

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.

For Yeager, the conclusion to draw from the study is not that teachers should start slapping high - expectations Post-its on every piece of work they hand back to students.

On the other hand, while providing all of those supports, we understand if teachers and principals are not held accountable to high expectations for these children.

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.

When teachers and schools are able to convey both of those messages at the same time, that you belong here and this is a place where you are welcome, but also that I have high expectations for your ability to achieve things, and I'm going to give you the right kind of help and support for you to breach those high expectations, those two toolboxes combine to be what is most motivating and inspiring to kids.

Many teachers in top - achieving schools with high levels of collective efficacy talked about how they used social persuasion to enforce norms of high expectations for student success.

Her brother, Marshall [Keir Gilchrist], is suffering the throes of first love — with the impudent but Lionel — and trying to make a short film with Lionel [Michael Willett] and their friend Noah [Aaron Christian Howles], for class [their teacher has high expectations for them since they are the only gay students in the class].

Teachers hold high expectations for all students and confront every excuse.

The school was disciplined, teachers had high expectations for students, and the administration was eager to welcome new students.

These teachers sustain high expectations of all students, especially for those whom others may have given up on.

A commonly proposed strategy for raising achievement levels in schools is to specify high expectations or «standards» of student performance and to hold students, teachers and schools accountable for achieving those standards.

If teachers of color hold higher expectations for minority students — stemming from their perceptions about student ability, effort, and behavior — they might be more likely to push students to work hard and to insist on their best effort in all assignments.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

As teachers know, the year - level curriculum seriously misses the mark for many students, either because its expectations are too low or too high.

Strong ties and high expectations can help teachers end discipline disparities and shift outcomes for minority students

Textbooks are written to reflect these high expectations, and teachers are instructed to teach the curriculum specified for each grade.

«Students might perceive and emotionally react to low or high teacher expectations... Teachers with expectations for certain types of students may modify how they teach, evaluate, and advise them,» say Gershenson and Papageorge.

They will argue that it makes more sense to set sail for the new standards now, to allow teachers and schools to begin preparing for the higher expectations of the Common Core.

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.

Outwardly, Success is similar to other «no excuses» (Moskowitz dislikes that term) charter schools: students are called «scholars» and wear uniforms; a longer school day and year allow for about one - third more instruction time than district schools provide; rooms are named after the teacher's alma mater; a culture of discipline and high expectations reigns.

This Presentation Includes: Well Formulated, Measurable, SMART Learning Objectives and Outcomes Engaging and Creative Lesson Starter — Spelling Bingo Overview of Vocabulary for a Spellings Lesson Flipped Lesson Part - Video - How to Learn Basic Spelling Rules Space for Peer Teaching - 10 Basic Spelling Rules Scaffolded Notes to Support the Learners - Pronunciation Symbols Collaborative Group Tasks — Think - Write - Share, Pair - Share Mini-Plenary to Test Student Understanding — 3 Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Tasks Extensions to Challenge the High Achievers - Online Exercises Plenary to Assesses Learning Outcomes - Find the Word Success Criteria for Self Evaluation - My Spelling Sketch Home Learning for Reinforcement - Spelling Bee Site Map Common Core Standards - ELA-LITERACY.L.4.1.g/L.8.2/L.8.2.c Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this presentation to give a complete knowledge and understanding of Spelling Rules to the learners, thereby helping them to enhance their spelling skills.

For starters, a Center for American Progress study titled America's Leaky Pipeline for Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokeFor starters, a Center for American Progress study titled America's Leaky Pipeline for Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokefor American Progress study titled America's Leaky Pipeline for Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokefor Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokers.

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.

Its 40 or so recommendations focused on five areas: stronger content; higher standards and expectations; more time for learning, more effectively used; better prepared, rewarded, and respected teachers; and responsible national, state, and local leadership.

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.

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).

However, if we have higher aspirations for teachers, we must also have higher expectations of teacher unions.

College completion rates are systematically higher for students whose teachers had higher expectations for them.

Most classrooms we observed were alive, engaged places in which teachers appeared to have high expectations for their pupils and planned their instruction around the assumption that students can and want to learn.

Minority students have high expectations for their future, but many of their teachers and principals don't share that view, concludes a report released last week.

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.

Needless to say, they include a vastly more rigorous curriculum, higher expectations for all students, a knowledge - based rather than a methods - based emphasis in teacher education, and a more thoughtful system of assessment rather than the relatively mindless fill - in - the - blank approach of so many conventional standardized tests.

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.

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.

To begin to understand the extent to which teacher expectations matter, we first compare the college completion rates of students whose teachers have lower and higher expectations for their educational attainment.

While most teachers believe in the importance of holding high expectations for students, many appear to fall short of doing so in practice, according to a new nationwide survey of educators.

On the importance of setting high expectations, analysis shows students in schools where teachers have low expectations are 1.2 times more likely to perform poorly in mathematics, after accounting for socioeconomic status.

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.

in either school leadership or teacher leadership, to spread innovation and develop high - expectations learning environments for all students.

Teachers and parents can feel compelled in their role to help students fulfil their potential and work towards the high expectations alongside the students, rather than dictating the goals for the students and leaving them to achieve them on their own.

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.

«I think stress levels [among teachers] are very high because expectations are high and demands are much higher,» says Albert Madden, a guidance counselor at Stevens Elementary School in Williamsport, Pennsylvania, who has conducted stress - reduction workshops for teachers.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

Children should have teachers that love learning and have high expectations for themselves and their students.

Curriki Geometry is a great example of a course designed to make it easy for teachers to incorporate authentic projects into their class curriculum while demanding high expectations for students and addressing the goals of the common core.