Sentences with phrase «like teacher expectations»

Not exact matches

In a high - stakes testing climate like the one many of today's teachers contend with, it's easy to think that the related rhetoric signifies high expectations.

(WGBH) Rick Weissbourd discusses the impact that interventions like buddy benches can have, and how students, teachers, and schools can work to set ground rules and expectations about not ostracizing or degrading kids.

The only in - school reform that Rothstein mentions is the need to stop invoking slogans like «no excuses» to raise expectations for results because it undermines teacher morale.

Will they be places like what D.C. offered my client Eddie, schools with low expectations, dilapidated facilities, and teachers who have given up?

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.

But baking that expectation, quite literally, into accountability systems is destined to deflate the grades of schools like Sawgrass and demoralize their teachers, students, and families.

I, like many other teachers, thought that rubrics clearly articulated the expectations of assessments and would naturally promote achievement.

Like so much else in the world of teacher preparation, progress at readying new teachers for vastly different K - 12 content expectations can probably best be described by one adjective: inconsistent.

Facilitating productive discussions requires teachers to set clear expectations, model what a good discussion looks like, give students sentence starters for engaging (this is especially important for English language learners), and establish routines, so that effective discussions can occur among students even when the teacher is not present.

We created it after I realized how many school leaders just weren't clearing the space for teacher coaching to happen at the highest level: foundational things like creating a vision for their schools, holding adults accountable to meeting schoolwide expectations, designing and holding weekly leadership team meetings, creating and sticking to a daily calendar; and more advanced things like using data to inform the design of responsive PD.

Setting high standards and expectations for all students, and expecting everyone in the schools — students, teachers, counselors, principals, and parents — to work hard with a laser - like focus to achieve those expectations, are important words and symbolism.

The expectation that each teacher can be fairly evaluated on a single test without regard to the different traits of each student is like asking someone to bake a cake with only one ingredient.

Further, the process is meant to serve as an on - ramp to the professional expectations of a formal teacher preparation program, performance - based capstone assessments like edTPA, and ultimately, national board certification.

The Code is a youth - friendly set of cultural expectations featuring declarative language about the type of classroom culture students and teachers would like to uphold that is co-developed by students and teachers.

Just like our classrooms with students, learning experiences for teachers need to be fun, engaging and personalized to suit their needs and expectations.

Its components include things like consistent and well - defined learning expectations for children, frequent conversations among teachers about pedagogy, and an atmosphere in which it's common for teachers to visit one another's classrooms to observe and critique instruction.27

I also think we could do a lot better at figuring that out if we could have real discussions about the issue, including distinguishing what is actually «the standard» and what are related, but independent concepts (eg, curriculum, student / teacher paradigms) and more substantive questions like developmental appropriateness, aligning expectations to societal needs — and justifying those needs and that alignment — etc, etc....

For maximum benefit, behavior expectations should be consistent from classroom to classroom and teacher to teacher — just like your academic standards.

The effect of student — teacher demographic match on teacher expectations,» feels like a punch in the gut.

This idea that if you're a poor black boy, you might not have a lot of contact with college educated folks who look like you, and spending a year with a teacher who is also black and who is college educated, might allow them to imagine themselves in that kind of a role, and shift their own expectations and aspirations,» Papageorge told the Huffington Post, although he does not know if the role model effect influenced his study.

She did many things correct - she created time on the schedule for teachers to meet and collaborate, she reviewed some structural expectations, like what an agenda would look like, what the work should be that is discussed and she tried to visit with the teams of teachers on a regular basis.

Teachers with high expectations of themselves often want to meet even greater goals — like adhering to a standardized grading process all while utilizing project - based learning techniques.

Although no specific length was required for the weekly reflections, the preservice teachers held certain expectations as to a suitable entry length, summarized by the response «I felt like it needed to be at least a page long.»

The evaluation focused on three key areas: 1) Implementation (training, staffing, promotion, availability, methods for sustainability, curricular connections), 2) Participation (methods of adoption / education, level of participation, parent / teacher / food service worker roles) and 3) Attitudes (changes in diet / nutrition - related knowledge, behavior, impact of cultural differences, food likes / dislikes, expectations, influences on food selection, etc.).

A longer induction period, with appropriate professional learning and high - quality mentoring support, will help to strengthen the foundations for early career teachers, but should also set a high standard and high expectations for what professional learning and mentoring should look like throughout a teacher's career.

We are transparent when we debrief on the activities; the expectation is that teachers will use these activities, or ones like them, to uncover and celebrate the unique experiences each student brings to their class.

This is an unexpected finding, and my theory is that teachers tend to generally have very low expectations of what «appropriately providing for professional development» actually looks like, meaning that they are likely to report a positive for this on self - report surveys even if the quality is relatively poor, hence the low correlation with intention to leave.

When you work around the globe like we do, you're used to seeing all kinds of requirements and expectations that teachers around the world have for their students — because of this, we've developed the absolute best system possible to assist students with their assignments because we are fully capable of understanding what exactly students need to do in order to impress their teachers.

As a knowledgeable and student - focused teacher, I would like to meet with you to discuss your expectations and my relevant teaching skills in detail.

When a child's behavior reflects a great example of an expectation such as «Be a Friend» — like helping another child clean up a spill at lunch or inviting a new child to build a block tower — teachers can write a note of thanks or give the child an opportunity to wear a «Super Friend» cape.

It sounds like your 4 year old is really struggling at school and with following the teachers expectations.