Instruction: Dimension 2.1
Dimension 2.1 Achieving Expectations:
The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.
Clarifying Statement:
There is a direct correlation between high expectations and high levels of student performance. The overall goal is to ensure that students are achieving at their highest potential and connecting learning. This dimension focuses on ensuring that high expectations are consistently and systematically communicated and expected as a part of the classroom and school culture to develop goal setting as a lifelong skill.
Standards Basis:
Standards Basis: 1B, 1D, 1E, 2A, 2C, 3B, 4A, 4D, 5B
Possible Sources of EvidencePossible Sources of Evidence:
- Conferences and Conversations with the Teacher
- Formal Observations/ Walkthroughs
- Student Growth Processes
- Analysis of Student Data
-
T-TESS Alignment to Practice
- Teachers believe that all students can achieve at high levels and establish expectations which clearly and consistently communicate this message.
- Teachers effectively communicate goals, expectations, and objectives to help all students reach high levels of achievement.
- Teachers set high expectations and create challenging learning experiences for students, encouraging them to apply disciplinary and cross-disciplinary knowledge to real-world problems.
- Teachers model expectations for learning using varied strategies, including think-aloud models to assist students in understanding the cognition and thought process behind each step of the new learning.
- Teachers consistently involve students in establishing high expectations for performance through ongoing communication of what they are expected to know and do and regularly provide opportunities for students to review current performance compared to desired goals and outcomes.
- Students are provided with strategies to self-monitor their performance and evaluate the cause and effect relationship for those strategies, actions and behaviors that contribute to their successes.
- The school and classroom culture are aligned to send a consistent message about goal setting and monitoring their progress over time. This includes staff goal setting as a means of modeling the expectation for high levels of achievement and continuous learning.
-
Key Questions
- How are students consistently provided with opportunities to set high academic and social- emotional goals for themselves, including monitoring progress towards these goals?
- How do teachers communicate to collectively support students in goal setting and progress monitoring results?
- How is "mastery" of the discipline communicated to students so they are clear about the learning expectations?
Distinguished
The Teacher
- Provides opportunities for students to establish high academic and social-emotional expectations for themselves.
- Persists with the lesson until there is evidence that all students demonstrate mastery of the objective.
- Provides opportunities for students to self-monitor and self-correct mistakes.
- Systematically enables students to set goals for themselves and monitor their progress over time.
Accomplished
The Teacher
- Provides opportunities for students to establish high academic and social-emotional expectations for themselves.
- Persists with the lesson until there is evidence that most students demonstrate mastery of the objective.
- Anticipates student mistakes and encourages students to avoid common learning pitfalls.
- Establishes systems where students take initiative of their own learning and self-monitor.
Proficient
The Teacher
- Sets academic expectations that challenge all students.
- Persists with the lesson until there is evidence that most students demonstrate mastery of the objective.
- Addresses student mistakes and follows through to ensure student mastery.
- Provides students opportunities to take initiative of their own learning.
Developing
The Teacher
- Sets academic expectations that challenge most students.
- Persists with the lesson until there is evidence that some students demonstrate mastery of the objective.
- Sometimes addresses student mistakes.
- Sometimes provides opportunities for students to take initiative of their own learning.
Improvement Needed
The Teacher
- Sets expectations that challenge few students.
- Concludes the lesson even though there is evidence that few students demonstrate mastery of the objective.
- Allows student mistakes to go unaddressed or confronts student errors in a way that discourages further effort.
- Rarely provides opportunities for students to take initiative of their own learning.
Student-Centered Actions
Teacher-Center Actions