Action Three - Voicing & Demonstrating High Expecta

Which of these two indicators come under Action 3?

• Show they are passionate about what is being taught

• collaboratively develop clear expectations for positive behaviour and relationships

Which of these two indicators come under Action 3?

• Collaboratively develop clear expectations for positive behaviour and relationships

• Ensure exemplary models are shared with students

Which of these two indicators come under Action 3?

• Plan learning that enables students to accelerate their learning

• have high expectations that all students can achieve, no matter what

Which of these two indicators come under Action 3?

• Understand individuals have a diverse way of thinking when viewing the world in accordance with their respective tikanga

• Support students to construct clear learning goals for themselves

Which of these two indicators come under Action 3?

• Provide clear learning intentions and co-construct success criteria

• Support students to bring their own way of making sense of the world, their own cultural knowledges, language/s and understanding to learning conversations

Which of these two indicators come under Action 3?

• Provide students with clear and timely feedback that is specific to what they're learning

• Continually and critically reflect on their teaching

Which of these two indicators come under Action 3?

• Ensure that high expectations are voiced and/or written often

• Provide an inviting environment that reflects both the learners in the class and their class's role as part of the wider school

Which of these two indicators come under Action 3?

• Show compassion, empathy and respect for all students and school communities e.g. through learning and ensuring names are pronounced correctly

• Constantly support and reward efforts and learning by students

Which of these two indicators come under Action 3?

• Plan and create activities that are cognitively challenging

• Negotiate learning processes so that they are understood by students/whānau

Which of these two indicators come under Action 3?

• See learners’ language, culture, and heritage as assets to build upon and not as hindrances to learning

• Do not accept mediocrity from anyone (especially themselves)