Sentences with phrase «teacher expectations matter»

To begin to understand the extent to which teacher expectations matter, we first compare the college completion rates of students whose teachers have lower and higher expectations for their educational attainment.

Our analysis supports the conventional wisdom that teacher expectations matter.

Not exact matches

Although these slogans might seem a little saccharine, the hopes and expectations that teachers hold for their students matter.

And expectations matter — having a teacher who expects a student to complete a four - year college degree increases the likelihood that the student actually goes on to do so.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

Teachers emphasized time management (setting the number of days and then building in a 20 percent overrun), flexibility (being prepared to give alternative instruction to reinforce subject matter versus knowing when to maintain a deadline), and priming (starting project dialogue and setting expectations early).

The qualities of greatness in a school are the same in every teacher: a desire to innovate, an acknowledgement that consistency is important, high expectations and a recognition that everyone matters.

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.

: The worst student to teacher ratios in the country; near the worst per pupil funding in the US; low starting salary schedules that shortchange new teachers so the oldest teachers can be overpaid, though all do the same work; LIFO policies so that younger teachers are always fired first no matter how good they are and no matter how poor senior teachers are; teacher layoffs expected at every recession, with waves of recessions expected indefinitely; bad funding in the absence of recessions and worse funding in recessions; constant loading with additional requirements and expectations; poor and worsening teacher morale; poor and worsening working conditions; ugly architecturally uninspired facilities and often trashy temporary classrooms; inadequate learning materials, resources and technology; inadequate administrative support with the worst student / administrator ratios in the county; inadequate librarian, psychologist, behavioral specialist, counselor, nurse support due to the worst ratios; inadequate student discipline structures; and much more...

Grade - level standardized tests are aligned with state learning expectations, so if teachers are «teaching to the test,» then students are practicing subject matter that has been deemed necessary for the successful completion of their grade.

One 2005 review by Russell Rumberger and Gregory Palardy of the educational effects of high - school demography found evidence that the factors that seem to matter for improvements for low - income students in integrated settings include high teacher expectations, more hours of homework completed, college - prep courses, and a lower percentage of students reporting feeling unsafe.

As we strive to implement strategies that promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and high expectations spread across classrooms, grade levels, and schools.

• Why school leadership matters • New expectations place tough demands on principals • What teachers want (in a principal) • Supply vs. demand: Rock - star superintendents • The modern superintendent

In short, we made sure students knew they mattered to us, and that we had high expectations for them and their teachers.

More - importantly, because the quality of teaching varies more within schools (from classroom to classroom) than among them, the racial myopia of teachers (and their low expectations for the poor and minority children in their care) are matters that have to be addressed in order to help all children succeed.

Dr. Good is also quick to acknowledge that, despite the reiterated notion that teachers matter and thus should possess (and continue to be trained in) effective teaching qualities (e.g., be well versed in their content knowledge, have strong classroom management skills, hold appropriate expectations, etc.), «fad - driven» education reform policies (e.g., teacher evaluation polices that are based in large part on student achievement growth or teachers» «value - added») have gone too far and have actually overvalued the effects of teachers.