Promotion of High Standards and Expectations for Student Achievement a. The teacher communicates learning goals and high standards and expectations to students
b. The teacher promotes confidence and perseverance in the student that stimulate increased personal student responsibility for achieving the goals of the curriculum
Promotion of High Standards and Expectations for Student Achievement. A. The teacher communicates learning goals *The teacher communicates standards, and high standards and expectations expectations and guidelines to students on to students on a regular basis and as a regular basis and as appropriate for the appropriate for the grade level. grade level. *The teacher communicates goals and objectives at the beginning of each lesson. *The teacher provides regular feedback to students on their progress. *The teacher models the skills and processes central to the subject being taught. *The teacher encourages students to take risks and persevere with challenging tasks.
B. The teacher promotes confidence *The teacher uses frequent feedback in and perseverance in the student order to increase student motivation and that stimulates increased personal ownership of learning. responsibility for achieving the goals *The teacher uses student goal setting in of the curriculum. order to increase student motivation and ownership of learning. *The teacher encourages students to find answers to their own questions. *The teacher models attitudes of fairness, courtesy and respect. *The teacher builds appropriate relation- ships with students that enhance students’ active participation and commitment to learning. *The teacher builds positive relationships with students and parents to enhance students’ ability to learn effectively. *The teacher encourages students to persevere in acquiring and applying higher order thinking skills.
Promotion of High Standards and Expectations for Student Achievement. A. The teacher communicates learning goals and high standards and expectations to students. (as per the following criteria)
1. Regularly communicates objectives or learning outcomes to students.
2. Regularly provides feedback to students on their progress on goals and objectives.
3. Communicates standards, expectations and guidelines regarding quality and quantity of students' work, work procedures and interpersonal behavior to students and parents.
4. Responds to students' answers and work so as to keep students open, thinking, and willing to take risks and to persevere with challenging tasks.
5. Models the skills, attitudes, values and processes central to the subject being taught.
B. The teacher promotes confidence and perseverance in the student that stimulate increased personal student responsibility for achieving the goals of the curriculum. (as per the following criteria)
1. Uses prompt feedback and student goal setting in order to increase student motivation and ownership of learning.
2. Develops and supports students' awareness of themselves as learners and their ability to overcome selfdoubts associated with learning and take risks.
3. Nurtures students' eagerness to do challenging work and provides incentive, interest and support for students to take responsibility to complete such tasks successfully.
4. Acts on the belief that all students can learn and that virtually all can master a challenging core curriculum with appropriate modifications of instruction.
5. Encourages and supports students to believe that effort is a key to high achievement and acknowledges and values student work, study and inquiry.
6. Regularly identifies students needing extra help and secures student cooperation and participation in extra help sessions.
7. Identifies students who are not meeting expectations and develops a plan that designates the teacher's and the student's responsibilities regarding learning.
8. Demonstrates attitudes of fairness, courtesy and respect that encourage students' active participation and commitment to learning.
9. Builds positive relationships with students and parents to enhance students' abilities to learn effectively.
10. Recognizes and responds appropriately when an individual student is having social and/or emotional difficulties which interfere with learning and/or participation in class.
