Instruction On High Expectations For Student Achievement Essay

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Centering Instruction on High Expectations for Student Achievement
Criterion one of the Teacher and Principal Evaluation Program is “Centering Instruction on High Expectations for Student Achievement” (CEL5D+, 2014, p. 1). Criterion one emphasizes the importance for teachers to execute lessons in which the objectives or learning targets are clear to students and connect to appropriate grade level standards. Students should also know exactly what they need to do in order to achieve those objectives. Criterion one also highlights the importance of engaging students in work of high cognitive demand. As teachers include all of these aspects into their lessons students benefit by becoming more independent learners, achieve greater academic success, have higher achievement on state assessments and develop greater social skills. This section will provide a description and empirical evidence to support the following four sub-categories: connection to standards, broader purpose and transferable skill, communication of learning target(s), success criteria and performance task(s), and high cognitive demand.
Connection to Standards, Broader Purpose and Transferable Skill
The first component of the first criterion is that lessons should connect to the standards and have a “broader purpose and transferable skill” (CEL5D+, 2014, p.1). According to the evaluation criterion, proficient teachers base their lessons “on grade level standards and the learning target(s) align to the standard”…

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