Performance Expectations

Teacher & Staff

Curricula that begins with the Ohio Academic Content Standards and Indicators and ends with successful participation in college level work without remediation.
Curricula that employ essential questions and are aligned with developing “ “Habits of Mind"--critical thinker, engaged learner, active and responsbile decision maker, problem solver, inquiring learner, effective collaborator, clear communicator
Varied instructional strategies and assessments that support the development of habits of mind for all students.
Classroom activities that are structured democratically so that students are able to play a variety roles in a variety of settings.
Classroom activities that foster collaboration and independence of thought.
Curricula and activities that are structured to support students as they develop the essential skills they will need to demonstrate in order to be promoted or graduate.
On-going discussions of ways in which "less is more," rather than coverage, leads to effective teaching and learning (depth vs. breadth).
A variety of resources (i.e. manipulatives, teacher resources, textbooks) being used to inform curricular decisions and deepen knowledge.
Diverse teaching practices that support student success.
Teachers who identify clear and measurable goals for all students and know where all students are in relation to those goals.
Teachers who not only believe that all students can learn to use their minds well, but actively promote this idea.
Teachers who know and share information about students' emotional, academic, and social needs, strengths, weaknesses and how they mesh with the norms and expectations of students' communities.
Strategies and interventions that are developmentally appropriate are being used to support students in a proactive way.
Implied trust (i.e. bells or tones are not used to signal the end of class or class change times) and respectful behavior among all stakeholders.
Curriculum and activities that give students choices and numerous opportunities to succeed.
Teachers, parents, and students interacting in a variety of settings (inside and outside the classroom), and making effective partnerships on behalf of students.
Teachers who analyze their teaching practices (i.e. ratio of teacher talk to student talk, opportunities for student initiated intellectual pursuits, quality and variety of learning activities, opportunities for multiple learning styles).
Teachers who coach/facilitate student learning rather than rely solely on lecturing.
A curriculum that is flexible enough to allow for independent exploration, student generated questions, and student reflection.
Teachers modeling the use of varied media/technology for presentations and exhibitions.
Promotion of students based on their demonstration of mastery, not by time spent in class.
Teachers who see their role in the school as one that goes beyond their immediate sphere, classroom, or subject area (i.e. advisor, counselor, coach, learner).
Teachers who work across grade levels and/or disciplines and share resources and expertise with each other.
Teachers who believe that understanding various student cultural differences (such as ethnic, gender, economic, linguistic) is a fundamental part of being a generalist.