Sentences with phrase «on high expectations for student»

In addition, a large majority of superintendents reported positive impacts on the professional growth of both teachers and administrators, and on high expectations for student learning.

Not exact matches

These schools have a lot in common: They're setting high expectations for all students, and they don't waver on that.

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.

While students do need high expectations for their work and conduct, focusing on order becomes hazardous when it overtakes the joy of experiencing God's grace.

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.

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.

The absence of high - performing public schools, and the lack of emphasis on American civics or expectations for good citizenship, will hurt our nation's youth and will certainly handicap our Hispanic immigrant students and their families most by impeding the assimilation process.

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

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.

Improvement is predicated on having and promoting high expectations for all the students the school enrols and, in particular, challenging the belief that «you can't expect more of these kids».

GM: «Those students can often achieve high grades, perform well on the expectations for the year level, without a huge amount of effort.

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).

At the other extreme, more advanced students often achieve high grades on what, for them, are middling year - level expectations and are not challenged or extended in their mathematics learning.

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.

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.

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.

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.

Based on my observations, the lives of the high school students I teach are hemmed in everywhere by social pressures and expectations: high - stakes testing, the looming shadow of college admissions, the fiercely competitive school system, the painful process of figuring out who you are, and the ubiquitous desire for peer acceptance.

The study also found that teachers, on average, have «far lower expectations for students who might need high expectations and support the most.»

When the PDK / Gallup questions on standards are put next to the Education Next findings on the Common Core, the responses are not out of alignment, Peterson said: People are generally in favor of setting higher expectations for students across states but they also want local teachers to have leeway in how those goals are met.

High expectations for students with unique needs An important case being heard by the U.S. Supreme Court on Jan 11, Endrew F. v. Douglas County School District, is being supported by civil rights groups and school choice advocates alike.

The second wave of reform took the form of school restructuring, and combined three complementary elements: (a) a call for higher and common expectations for ALL students, (b) an emphasis on new and more challenging teaching practices, and (c) dramatic changes in the organization and management of public schools (Elmore, 1990).

Focusing the schools» and teachers» attention on goals and expectations for instruction and student achievement is part of Building a shared vision, Fostering acceptance of group goals, and Creating high performance expectations.

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

McAdam wrote that Taos Charter offers accelerated learning opportunities for advanced students, and the school culture is based on «playfulness, hard work and high expectations.»

If Indiana leaves the Common Core initiative, the state's colleges and universities would have to sign off on the new expectations, certifying they would prepare students for higher education.

«When we look for greatness in our schools, we also look for evidence of high expectations for all students, a commitment to social - emotional learning and to a safe and healthy school climate, and a commitment to personalized instruction — giving students the opportunity to learn based on the unique interests and skills.

Co-authored by High Expectations Parental Service and the Partnership for Children & Youth, this first chapter of «Student Supports: Getting the Most out of Your LCFF Investment» dives into the most impactful practices for family engagement and how they can help support progress on the LCFF priorities.

An experienced special educator, CT3 associate Carrie Lupoli has provided insight on how to hold high expectations for ALL students.

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 199for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

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

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

In this A Word conversation, he defends the importance of setting high expectations for all students, measuring to make sure that students are on track, and preparing educators with actions and interventions designed to support the success of all children.

This publication builds on the 2015 Professional Standards for Educational Leaders, which aim to ensure district and school leaders are able to improve student achievement and meet new, higher expectations.

In these schools, the crisis has been overcome, because the educators sought to control what they could, held high expectations for student learning, and supported their students in surmounting the debilitating effects of poverty on learning.

He told parents and students they were more responsible than anyone for student success, which hinges on high expectations and follow - through.

It is built on a foundation of rigorous standards and high expectations for each student, with an intentional focus on low - performing students and closing achievement gaps through many inclusive strategies.

In this age of federal mandates for high - stakes assessment and accountability, educators need easily accessed data that will help them predict if all students are on - track to meet grade level expectations.

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

Schools where ALL children successfully learn share certain key characteristics that have come to be known as the Correlates of Effective Schools: a Clear & Focused Mission, a Safe & Orderly Environment, High Expectations for Success, Opportunity to Learn / Time on Task, Positive Home - School Relations, Frequent Monitoring of Student Progress, and Strong Instructional Leadership.

The work began with teams from City - As - School, Voyages Preparatory High School, and ELLIS Preparatory Academy exploring research - based feedback practices — such as one - on - one conferencing and using student - facing rubrics to set expectations for learning — during after - school PLC sessions facilitated by Eskolta.

This school maintains a culture of high academic expectations and focuses on continuous improvement by defining measurable goals for all of its students.

We help schools develop strong feedback and assessment processes for students to transparently and frequently reflect on their own progress and set goals against high expectations for learning.

We applaud the National Center on Educational Outcomes for providing these very real examples of districts that, despite widely varying demographics and economic situations, have demonstrated that it is possible to improve achievement for all students, including those identified as students with disabilities, when professionals set high expectations and work together to reach them.

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.

Having a clear set of expectations alongside data on exactly how each student is progressing towards each expectation allows for very high resolution identification of where the student needs help.

Teachers of color have a particularly positive effect on students of color: They have been found to hold higher expectations for students of color and to be both more likely to refer students of color into gifted and talented programs and less likely to refer them for suspension and special education (Ford, 2010; Grissom & Redding, 2016).