2.    How does the diverse student population  challenge teacher instruction?

3.    How does a standards-based classroom improve schools and what are the steps to implementation?

4.    What are the researched based instructional practices proven to be most effective in meeting standards?

High Expectations

1)       Personal relationships in which teachers and other school staff communicate to students, 'This work is important; I know you can do it; I won't give up on you' (Howard, 1990).

2) Schools also communicate expectations in the way they structure and organize learning (Weinstein et al., 1991). Teachers who teach to a broad range of learning styles and multiple intelligences communicate that the school values the unique strengths and intelligences of each individual (Gardner, 1985). Schools that encourage critical thinking & creative thinking and the development of a critical consciousness are not only able to engage youth but are especially effective at communicating the expectation that students are truly capable of complex problem-solving and decision-making (Kohl, 1994; Mehan et al., 1994).

3)       How we group children in our classrooms and schools indicates the expectations we have for them. Positive academic and social outcomes are a result of heterogeneous & cooperative learning groups (Wheelock, 1992; Johnson & Johnson, 1990; Slavin, 1990).

4) Evaluation is one more component through which we convey either high or low expectations. Several assessment approaches should be used besides standardized testing that  including authentic assessments and student portfolio’s that promote student reflection, critical inquiry, and problem-solving.