Sentences with phrase «student culture of high expectations»

All participants will attend a 12 - day summer session and four additional weekend «intersessions,» during which they focus on Relay's key instructional pillars: observation and feedback, data - driven instruction, positive student culture of high expectations, adult professional development, instructional planning, an aligned staff culture, and strategic leadership.

This one - year program begins with a rigorous summer intensive (two weeks), and continues with four intersessions throughout the school year, during which participants focus on Relay's key instructional pillars: observation and feedback, data - driven instruction, positive student culture of high expectations, adult professional development, instructional planning, an aligned staff culture and strategic leadership.

Not exact matches

Baed on a flexible structure designed to meet the needs of a diverse group of students» needs through a positive school culture based on student leadership, personal relationships, high expectations, and celebration.

What I found is that schools that exceed expectations — as well as those that are making significant improvement from a base of overall poor performance — engage in the extensive practice of six research - informed instructional strategies and develop a culture that communicates high expectations and support for all students.

More generally, how can you begin to establish a productive and positive classroom culture — to communicate to students that you are well organized, have high expectations in terms of both learning and behavior, and aspire to make each class period stimulating, challenging, and enjoyable?»

Finally, to instill a culture of high expectations and college access for all students, we started by setting clear expectations for school leadership.

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.

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).

Educational research throughout the world points to the importance of school cultures that are driven by «high expectations» of teachers and students alike.

Students wear uniforms, and the school culture is one of high expectations.

«I've always been part of a culture where improvement is just accepted and expected - high expectation of yourself, your colleagues and students.

NISL participants discover why high expectations and the courage to take action are the foundation of a just, fair and caring culture in which all students believe they can succeed.

Develop a culture of high expectations for all students by modelling and setting challenging learning goals.

And education studies have shown Black and Latino students taught by teachers who share their racial background have improved academic results, benefit from a culture of higher expectations and fewer discipline referrals.

Develop a culture of high expectations, and establish data systems to ensure effective instruction for all students.

In this way, a culture of high expectation is in place for all students, regardless of their circumstances.

They have belief in the potential of all the students and a culture of high expectations is being developed.»

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

«District leaders, from superintendents to board members, are working with educators to create a culture of high expectations, data - based decision making and high - quality instruction, while fully engaging students and parents as partners.»

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.

Dr. Leslie «s first priority was to change the prevailing culture of low expectations among educators in the district; his second was to improve student achievement through increased rigor, alignment of state standards to classroom practices, and implementation of mathematics standards higher than those set by the state.

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.»

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.

The Wallace Foundation (Kutash et al., 2010) emphasizes that professional learning «must be aimed at breaking established routines and norms, changing entrenched expectations, providing new instructional approaches, and creating and enforcing a school culture of high expectations for all students.»

Even if the curricula is aligned with the standards, the curricula won't work if teachers are not capable of improving student achievement, if school cultures damn some kids (notably those from poor and minority backgrounds) to low expectations, and if school operators aren't held to high expectations (as well as rewarded and punished accordingly).

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

In this two - day institute, learn the what, why, and how of culturally responsive teaching strategies and practices using student - centered, culturally mediated instruction; high expectations; and learning within the context of culture.

Fulfilling the promise of the new state standards requires creating a culture of high expectations for all students.

Teacher collaboration creates a culture of high student expectations, promotes sharing of best practices, and cultivates a sense of belonging.

TDS provides onsite facilitation or contracted technical assistance to school leaders and teacher teams in creating a culture of high expectations for students as well as staff — one of collective commitment to excellence and shared responsibility for decisions, interventions, and outcomes.

Not all principals create a culture of high expectations for all students.

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.

The culture of small schools typically revolves around hard work, high aspirations, respect for self and others, belongingness, and the expectation that all students will succeed.

Partnering with an array of industry partners, the Information Technology Academy fostered a college - going culture, an atmosphere of achievement and high expectation, and a supportive environment where students were encouraged to become systems thinkers.

In addition to extra time, Noble's approach includes a consistent school culture of high expectations, the use of student - level data to drive instruction, and a focus on attracting and retaining the top teaching talent.

Partnering with Harvard University economics professor Roland Fryer, HISD embraced many tenets proven to increase student achievement, including more time in class, data - driven instruction, additional tutoring, and creating a culture of high expectations.

The new principal's goals for 2010 were clear and ambitious: create a schoolwide culture of high expectations and engender family buy - in in order to ensure a marked improvement in student achievement.

For example, there is significant evidence demonstrating that both lowering the rate of expulsion among students of color and establishing a culture of high expectations signaling that all children can and should excel often lead to higher student achievement and graduation rates.19

They are viewed here as students with high - context learning experiences and expectations (Hall in Beyond Culture, Anchor, New York, (1976), and a collectivistic orientation, with a pragmatic, rather than academic way of looking at the world, who are marginalized and disoriented in US classrooms.

Our Students develop academic and character habits to increase learning opportunities through embracing a culture of high academic expectations.

Our leaders promote cultures of high expectations through continuous communication of our vision and mission as well as use data and differentiated strategies to support student learning.

She remained at the school three years beyond her placement to continue to teach, lead a Parent Outreach Committee, and create a «school within a school» with three team members, building a culture of high expectations, standardized classroom procedures, and culture - building activities for over 200 students.

I will work to create proof points of what is possible with a culture of high expectations and a focus on results, and to inspire hope, deliver justice and create opportunity for all of our students through a high - quality education.

Throughout an education career that has included roles as a teacher, administrator, and principal; Tara has implemented a culture of high expectations, driven by rigorous teaching and learning, and with a single focus on raising student achievement.

Our school is characterized by high expectations for all students, a college going culture, mutual respect, a rich after school program, and interventions and support for all students as needed in order to ensure that all of them graduate from PUC Triumph Charter Academy prepared for high school success with a vision of future college graduation.

She will be honored as Principal of the Year for her exemplary leadership at Seaton and for creating a positive and inclusive culture of high expectations that allows students to form strong cross-cultural bonds.

Create a culture of high expectations for all students.

Culturally responsive teaching is a practice that promotes a culture of high expectations, while also recognizing the cultural capital that students bring into the classroom.

Video: Educating Everybody's Children: Tape 1, Attitudes and Beliefs explains how understanding the needs of students as individuals gives educators the basis for creating a school culture that promotes high expectations for all.

We now also know that the critical foundation for sustained improvement is internalizing a culture of high expectations — for both adults and students.