Sentences with phrase «with high expectations for student»

«A quality education with high expectations for all students is clearly a major priority for New Yorkers, and that's exactly why two years of work has gone into revising the standards,» said Steve Sigmund, the group's executive director.

Excellence in education begins with high expectations for our students.

They work purposefully and deliberately to create collaborative, positive, and enriching school cultures with high expectations for all students.

Not exact matches

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.

Next we heard from Mark Terry, who gave a compelling comparison of his old school district — a low SES urban district with a high ELL population, an 85 % free / reduced qualifying rate, and a high need for meal and nutrition education services — and his current district, which is more affluent with a much lower free / reduced qualification rate and a community of parents who have high expectations for student success and a healthy lifestyle.

With the arrival of the very first students next month, expectations for the course are high.

Many teachers in top - achieving schools with high levels of collective efficacy talked about how they used social persuasion to enforce norms of high expectations for student success.

Several studies echo a high level of satisfaction among short course participants and found measurable impacts, but it is important for students to come in with realistic expectations and make an effort to further their learning after the program is done.

Her brother, Marshall [Keir Gilchrist], is suffering the throes of first love — with the impudent but Lionel — and trying to make a short film with Lionel [Michael Willett] and their friend Noah [Aaron Christian Howles], for class [their teacher has high expectations for them since they are the only gay students in the class].

Simply put, the facets of a quality school model with high expectations will work for all students, regardless of race, ethnicity, or immigrant or socioeconomic status.

I have high expectations for my students, and I keep in mind that I should ask questions before getting emotionally bent out of shape around a student's lack of compliance with the assignment.

To help citizens of every state know whether their state is maintaining high expectations for its students, Education Next plans to issue periodic assessments of how the states compare with one another.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

«Students might perceive and emotionally react to low or high teacher expectations... Teachers with expectations for certain types of students may modify how they teach, evaluate, and advise them,» say Gershenson and PapStudents might perceive and emotionally react to low or high teacher expectations... Teachers with expectations for certain types of students may modify how they teach, evaluate, and advise them,» say Gershenson and Papstudents may modify how they teach, evaluate, and advise them,» say Gershenson and Papageorge.

For starters, a Center for American Progress study titled America's Leaky Pipeline for Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokeFor starters, a Center for American Progress study titled America's Leaky Pipeline for Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokefor American Progress study titled America's Leaky Pipeline for Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokefor Teachers of Color reports that minority teachers have higher expectations of minority students, provide culturally relevant teaching, develop trusting relationships with students, confront issues of racism through teaching, and become advocates and cultural brokers.

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.

a set of extremely high expectations for students and families with regard to academic performance, a strong work ethic, appropriate behavior, and responsibility.

«If local people can get together and state what their expectations are for their students and have a conversation with the schools about how they are going to be successful and accountable, the expectations are generally very high.»

High flyers who have high expectations for students but who have never been in an organization with an emergent strategy might not be ideal off the High flyers who have high expectations for students but who have never been in an organization with an emergent strategy might not be ideal off the high expectations for students but who have never been in an organization with an emergent strategy might not be ideal off the bat.

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).

That confusion, coupled with parents» high expectations for success in school and careers, the frustration of having white peers constantly question their «American - ness,» as well as body image and other concerns that are common to all teens are among the factors that put Korean American students at risk for a growing list of emotional and psychological issues.

As we work with states in developing these systems, one of the key components is making sure the information is translatable for parents, that they can understand what percentage of students in that school who are mastering standards and achieving grade - level expectations and whether or not those students are going to be ready to graduate from high school and be successful in college.

Research shows that increasing the time students are actually engaged in learning, along with other factors such as high expectations and the use of data to guide instruction, results in what we want for all students: confidence, love of learning, and higher achievement.

Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to a high level of student learning.

When implementing this approach, we only compare the outcomes of students for whom the same pair of teachers is making the assessments to ensure that our results are not biased by certain kinds of students being assigned to teachers with especially high (or low) expectations.

Understanding the potency of self - fulfilling prophecy, Mr. Givens charged his students with high expectations and required them to take responsibility for their time commitment to assignments.

As an example, some states show that in the past six years graduation rates for secondary students has dramatically risen from 68 % to 81 % [ii] due to Student Success programs, but the questions that rarely get asked are, do these numbers truly reflect a students» intellect, insight, understanding, values and citizenship, or is it that higher standards with lower expectations has equated to this phenomenon that claims that «Failure is not an option»?

At the very least, states with fully online schools should adopt a policy like the one in Ohio, which requires such schools to offer an orientation course — the perfect occasion to set high expectations for students as they enter and let them know what would help them thrive in an online learning environment (e.g., a quiet place to study, a dedicated amount of time to devote to academics).

As the IEP program director, he led with assurance, encouragement, and held high expectations for every student.

Yet, we do know that teachers who lack sufficient time with students, and students who spend too much time away from productive learning, are fighting an uphill battle in an environment where we hold increasingly high expectations for our children.

Supporting effective teachers and school leaders goes hand - in - hand with testing — without proper instruction, students can not be expected to live up to high expectations — and support for these education professionals is also a priority for Business Roundtable CEOs.

Some of the most important attributes include explicit modeling, regular conferencing with students and families, high expectations, encouragement, flexibility, cooperative learning arrangements, and ample opportunities for self - regulation.

When the Common Core State Standards were launched in 2010, former Los Angeles Unified superintendent Roy Romer announced his high expectations for the initiative: «The common standards will provide an accessible roadmap for schools, teachers, parents and students, with clear and realistic goals.»

Advocates for Children of New York (AFC) leads a statewide coalition of educational and advocacy organizations and families who have come together to urge the creation of multiple pathways to a diploma in New York State, each of which holds all students to high expectations, provides them with quality instruction, and opens doors to career and post-secondary education opportunities.

They also assign mountains of homework, set high expectations, and pursue academic achievement for all students, regardless of background, with a secular religious zeal.

Never in a million years were we going to see forty - five states truly embrace these rigorous academic expectations for their students, teachers, and schools, meet all the implementation challenges (curriculum, textbooks, technology, teacher prep, etc.), deploy new assessments, install the results of those assessments in their accountability systems, and live with the consequences of zillions of kids who, at least in the near term, fail to clear the higher bar.

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.

[iii] To the extent that students attending schools with more demanding expectations for student behavior hold themselves to a higher standard when completing questionnaires, reference bias could make comparisons of their responses across schools misleading.

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.

He found that the most effective teachers were businesslike with a strong sense of task and direction for themselves and their students, had high expectations for their students» achievement, and redoubled efforts when failure was experienced, especially in low socioeconomic status (SES) environments.

The mission of Higher Ed for Higher Standards is to elevate the voices of higher education leaders in support of more ambitious K - 12 standards — standards that are aligned with the expectations students face in college and caHigher Ed for Higher Standards is to elevate the voices of higher education leaders in support of more ambitious K - 12 standards — standards that are aligned with the expectations students face in college and caHigher Standards is to elevate the voices of higher education leaders in support of more ambitious K - 12 standards — standards that are aligned with the expectations students face in college and cahigher education leaders in support of more ambitious K - 12 standards — standards that are aligned with the expectations students face in college and careers.

We set high expectations for ourselves and our students, in order to provide you with a quality educational and moral development program in a safe, nurturing environment

These teachers also hold high expectations for all students and develop positive and supportive relationships with and among all students.

The PCSD has high expectations for our students; they should treat you with respect.

Teachers, administrators and staff hold high expectations for their students, but the discipline is mixed with genuine care, concern and what many describe as a family atmosphere.

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.»

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).

We set high academic expectations for every student at GPS with strong foundations in math and literacy.

You must balance important, meaningful relationships with your students with high expectations for them to do competent work.

Overall, the PARCC scores for D.C. high school students were pretty abysmal, with only 10 percent of students meeting or exceeding expectations in math, and 25 percent of students meeting or exceeding expectations in English.