Sentences with phrase «multiple teacher expectations»

Not exact matches

Each of our three strategies takes advantage of the fact that multiple teachers report expectations for each student.

Students go from a single teacher to learning the expectations of multiple teachers for the first time.

There is nothing in the standards about what teachers should teach in these subjects, but there is an expectation that students will learn multiple disciplines and use the reading and writing skills laid out in the standards in all of their classes.

Collaboratively designed and developed by higher education faculty, high school teachers, and curriculum specialists from multiple colleges and school districts, Bridge to College courses teach to the state learning standards and are grounded in career and college readiness expectations.

The test question links make it easy for teachers to see how the student expectations have been tested over multiple years, which deepens their understanding of how students are expected to demonstrate their learning.

The planning and preparation for a project that is designed to meet multiple competencies can provide teachers with the tool kit they need to retune their curriculum, assessment, and instruction paradigm to the new expectations of the Common Core State Standards.

Many will have very tough decisions to make in meeting the requirements and expectations of the new school financing law, implementing multiple new academic standards, preparing for a new state assessment in math and English language arts and balancing the requests of their many stakeholders (parent groups, teacher bargaining units, community and business leaders).

First, changing classes and having multiple teachers with diverse expectations place a great deal of stress on already weak organizational systems.

In schools that perform well, teachers and principals tend to establish high expectations for students and pay attention to multiple measures of student success.

Schools with higher levels of student achievement are more likely than others to have principals who establish high expectations for students and teachers and are attentive to multiple measures of student success.

The expectation that individual teachers, their classroom practices, and their districts» approaches to curriculum, assessment, and professional development would change in response to our work together was made explicit through multiple invitations to write for publication, to speak as representatives of MELAF at State Board of Education meetings, to experiment with classroom practice, and to design new curriculum plans.