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Tuesday, July 16, 2013

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Reflection #18: Clear Expectations

Posted by Atsumori. Category:

The Class Blog is One Way to Support Clear Expectations
 The Massachusetts Educator Evaluation Rubric element 2D1 defines clear expectations. Educators are expected to provide learners with clear expectations--expectations students can understand, restate, follow, and meet. Educators as coaches are expected to avail themselves to learners as a learning resource. In part, this requires educators to make curriculum expectations, information, resources, and materials available online 24-7 and offline for appropriate time frames and access to support student learning. Websites, bulletin boards, resource kits, and student conferences are ways to support clear expectations. Developing a clear communication system prior to the school year will support this effort. 


As you reflect on element 2D1, read the standard, indicator, element, criteria, key points, and questions below.  Use the grid to reflect upon, and to make notes related to this element's implications for your own practice. 

Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency

Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

II-D-1: Clear Expectations

Criteria (exemplary)
Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element.

Key Points/Questions:
  • Clearly Communicates. How do you make all of your communications clear to students?
  • Consistently enforces specific standards for student work, effort, and behavior. What is your process for enforcing specific standards for student work, effort, and behavior?
  • Students are able to describe them, and take ownership. In what ways to ensure that students understand expectations, and are able to carry-out those expectations?

Key Points
Question
Effective Efforts

Implications for Your Practice
Results
Clearly Communicates.
How do you make all of your communications clear to students?
  • Whenever possible communicate with the following attributes:
    • lead time for projects, lessons.
    • 24-7 access to directions, support information.
    • availability for questions via email, phone or meeting.
    • multi-modal communication: visual, audio, tangible
    • Use tech to make communication accessible.


Consistently enforces specific standards for student work, effort, and behavior.
What is your process for enforcing specific standards for student work, effort, and behavior?
  • Use exemplars to demonstrate expectations.
  • Take time to converse about expectations, answer questions, restate.
  • Have standards expectations available 24-7 via hard copy and online copy.
  • Have materials and information to support those standards available 24-7.
  • Provide extra support for those who need it.
  • Conference and coach students’ towards meeting standards.


Students are able to describe them, and take ownership.
In what ways to ensure that students understand expectations, and are able to carry-out those expectations?
  • Get in the practice of having students repeat expectations aloud or in writing.
  • Coach students’ self regulation by helping them make action plans, goal set, monitor progress, and assess.



My self analysis and action steps related to this element.


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