Gateway Regional High School

MORE in Action

How do we know it when we see it?

Teacher Behaviors

Student Behaviors

In General

Meaningful

  • 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

Ongoing

  • 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

Relevant

  • 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

Engaging

  • 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

Meaningful

  • 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

Ongoing

  • 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

Relevant

  • 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

Engaging

  • 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

Administrator Behaviors

Meaningful

  • 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.

Ongoing

  • 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.

Relevant

  • 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.  

Engaging

  • 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.