Gateway Regional High School
MORE in Action
How do we know it when we see it?
- Provides student with choice
- Models personal connections
- Demonstrates how skills taught in each class are used in the real world.
- Incorporates student-led discussion in lesson planning
- Relates what is being taught in the lesson to student experiences.
- Uses examples that are standards based
- Differentiates instruction for student ability and interest
- Utilizes programs such as Renaissance for student recognition, Gator of the Month nominations
- Confers with students individually regarding progress
- Revisits skills frequently
- Reflects on past lessons and connects previous lessons to what students are currently learning
- Checks for understanding
- Provides students with feedback on progress in relation to learning goals
- Uses formative assessment regularly as a tool to drive instruction and gain feedback of student understandings.
- Provides opportunities for additional learning beyond the school day
- Provides spiraling reviews/concepts through practice
- Creates assignments that reflect real life situations where the skills learned could be used again outside of school in the future
- Demonstrates model/ethical behavior that is appropriate for school/career settings
- Uses current interests and trends to engage students
- Selects topics that allow for interdisciplinary connections amongst curriculums
- Provides options for assignments, projects, topics, learning style
- Creates assignments where the content is related to things occurring in real life: current events, themes and moral decisions, etc.
- Is willing to take risks to try new things. Sometimes they may fail, but they will be able to learn even from failure.
- Maintains dialogue between teacher and students; teacher challenges students with essential questions
- Allows for creativity in the classroom.
- Asks leading/open-ended questions
- Takes a facilitate or supportive role
- Has a positive attitude and relationship with staff.
- Is reflective, asking “Why I am doing this assignment?” and developing a self-awareness.
- Applies what they’ve learned to other areas / transfer of learning
- Makes positive choices.
- Poses questions based on background knowledge and interest
- Chooses topics based on interests, expanding through research
- Produces original works, not replicating/ Ex. Using media sources to create an original work (video, etc.)
- Makes connections between curriculum and present day life
- Works in small groups and teams and creating positive social interaction
- Sets personal goals and monitors progress (progress monitoring folders)
- Seeks to improve through retakes/corrections/revisions
- Learns from past experiences (classwork, tests, projects, etc.) and apply to future work .
- Takes advantage of opportunities for additional learning beyond the school day
- Seeks current event articles that are relevant to their lives and uses them for research projects and other classroom assignments.
- Demonstrates scholarly habits, such as, using correct research strategies, is accountable for actions, maintains academic honesty, has an open mind
- Discusses how this information can be useful in real-life situations
- Interacts with people related to subject matter outside of the classroom
- Works cooperatively on a common goal
- Asks questions
- Engages in classroom discussions
- Varied of mediums used by students for choice of topic/role/final product
- Makes connections between content and interests, self, other contents, etc.
- Utilizes technology
- Allows faculty time to communicate with each other about individual students and their needs
- Allows teachers more freedom to select materials that match students reading levels
- Provides feedback that is useful and constructive to further lessons.
- Makes time and planning opportunities reflective of what is attainable.
- Provides strategies and resource instead of simply criticism.
- Contributes to growth of educators and students through professional development opportunities and budgetary items
- Maintains positive personal interaction with students.
- Maintains open communication with faculty and staff.
- Has high visibility in the hallways.
- Is understanding of challenges-help with follow through(supportive with change)
- Recognizes that our lessons are not in isolation
- Provides built-in time for planning and curriculum development (PLCs)
- Provides smaller class size to make individual conferencing possible
- Maintains consistency with Code of Conduct & Disciplinary Policy
- Provides support to the teachers on current trends in their subject areas.
- Provides training to their departments.
- Keeps up with state mandates.
- Focuses more on implementing creative and innovative lesson and less on gathering data.
- Makes sure teachers have access to relevant materials.
- Gives teachers time to revise curriculum as things change over time (up to date articles/videos).
- Allows teachers flexibility to meet the needs of their students.
- Continues to provide access to technology and opportunities for professional development to remain up to date on current education trends.
- Is visible to all students and interacts with them not in the administrative manner.
- Makes sure teachers have access to engaging materials for students (Upfront Magazine, new technologies, etc.)
- Makes sure teachers have the planning time to plan engaging lessons.
- Allows teachers to take risks and realize that sometimes it may fail. Be forgiving and allow for failure.
- Encourages teacher reflection.
- Understands that students will be out of their seats, talking, building, and sharing.
- Provides for professional learning communities with teachers and administrators collaborating over new practices.
- Reassess the differences in rigor among the different levels with the goal to increase rigor overall.
- Supports teachers’ innovative ideas.
- Invites more professionals to speak with students about real world applications of curriculum.