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.
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 learnin
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 learnin
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).&raq
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).&raq
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).»
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.»
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).
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.
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.
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
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.
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.
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.
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.
«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.
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.»
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.
Teachers should create a new environment and have
high expectations for their
students in the classroom, and teach proper
academic behavior.
In Finland, Kim experiences a different world in which students are given freedom and autonomy in exchange for high academic expectations from the adults, parents, and teachers alik
In Finland, Kim experiences a different world
in which students are given freedom and autonomy in exchange for high academic expectations from the adults, parents, and teachers alik
in which
students are given freedom and autonomy
in exchange for high academic expectations from the adults, parents, and teachers alik
in exchange
for high academic expectations from the adults, parents, and teachers alike.
Promoting
high academic expectations for students starts with the teacher believing
in student success.
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