Where Expectations and Relationships Intersect


post was originally posted on Figuring It Out @jvbevacqua

In my role as Principal, I have the distinct privilege of overseeing the supervision of instruction of

teachers. With that privilege comes the awesome responsibility of teacher evaluation (formative and summative).

This post is not about the merits or pitfalls of any one approach to teacher evaluation (although I do have some thoughts on this). I am not sure exactly how many summative evaluations I have conducted, but I think I am getting close to 100.

Nonetheless, when I reflect and think about some of the most transformational and effective teachers that I have had pill price propecia the pleasure of working with, there are some obvious trends that emerge.

The Research

The research is exhaustive on what constitutes “effective” teachers, with various researchers listing a host of correlates for effective teaching.

Marzano (2003) identifies three main correlates: Instructional levitra prescriptions online Strategies, Classroom Management and Classroom Curricular Design.

Stronge (2002) list such qualities as classroom management, instruction plans, implementing instructions and monitoring student progress.

For each of these qualities the researchers have identified a myriad of research based teaching practices.

While not trying to be dismissive or overly simplistic in my interpretation of the research- my “field work” as a principal has crystallized a couple of trends when it comes to transformational teaching.

My main hypothesis is that transformational teaching does not begin or end with a teacher’s adoption any particular pedagogical approach (e.g technology integration). Instead, I have found that transformational teachers operate at the place where positive relationship intersect with having high expectations of students.

Let me explain each idea further

Positive Relationships

  • These teachers focus on teaching students, not the curriculum.
  • These teachers notice, recognize and listen to students as real people, each with their own learning needs, challenges, gifts and blessings. This mindset allows teaches to differentiate instruction and assessment to best meet the needs to students.
  • These teachers are prepared to have challenging conservation with students and parents in an affirming and constructive way.
  • These teachers anchor their assessment AND evaluation of students in descriptive and depth of feedback
  • These teachers have a unique ability to be vulnerable to their students as a teacher and co-learner.
  • These teachers never violate personal and professional boundaries with students.

High Expectations

I’ve written about this topic before here

  • These teachers are confidence builders while simultaneously stretching and challenging ALL students to reach for successes beyond the students’ wildest dreams.
  • The “sink or swim” mindset does NOT exist for these teachers. These teachers set the bar high and create a unique and appropriate road map for each student to reach that target.
  • These teachers are boiling over with enthusiasm about their course and learning in general. This enthusiasm becomes contagious with students
  • These teachers understand that in genuine and rigorous learning is rooted in a teachers ability to give up control of the learning environment and hand it over to the students.

As always, I am interested in hearing from other practitioners and their opinion on my Viagra england stated hypothesis.

mail order viagra in uk Still figuring it out….


  1. Rayna Gangi said:

    Classroom management, according to almost all research, is the key to any classroom’s, school’s success. We have proven results from across the country that using the five components returns positive control to the teacher and empowers/encourages students to excellence. Our five components are based in many core beliefs, but fundamentally that the child comes first and then that behavior can be changed, especially when done in a timely fashion. I have hundreds of teachers who wish they had our program as soon as or before they went in service. Some of them left the profession within 2-3 years because classroom management was not taught, was implemented incorrectly, wasn’t campus-wide, or was initiated by programs that can take 2 years to see results. Our results are evident in one day. Yet, so many principals, supers and others want to rely on new programs and ideas that their state supplies or that come free on the internet. Yes, there are budget problems, but Title 1 money, for instance, mandates a portion to professional development. We have worked with schools who have budget problems and slashed fees and book costs, helped them learn to host other schools and split the costs, and the schools/districts who have done this have seen test scores rise, referrals go down or be eliminated completely, and have retained teachers who will willingly say they’re happier. On top of that, our one day training is eligible for 1,2,or 3 graduate credits. It seems for those who believe in research, there’d be no question about exploring our time-tested techniques, and for those who aren’t so research-oriented, talk to those who are elated their principals thought enough of them to invest the time and sometimes money to help them be teachers.

    May 14, 2013

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