The+Core


 * // THE CORE/HEART OF THE MODEL //**
 * RELATIONSHIPS:** //TQS: KSA 1 (application of pedagogical knowledge based on contextual variables); KSA 6 (create and maintain environments that are conducive to student learning); KSA 10 (establish and maintain partnerships among schools, home and community, and with other schools)//
 * //Essential Questions://**
 * **What will I do to establish and maintain effective relationships with students and parents?**
 * **What will I do to communicate that I care about my students and their learning?**
 * **What will I do to create and foster a culture of belonging?**

//A. Academic Development through Relationships:// - “If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically” (American Psychological Association, 2011, p. 1). - Staff collaboratively communicates and plans for a “We-Expect Success” attitude at every turn. Teachers believe and communicate: (1) what we are doing is important; (2) you can do it; (3) We are not giving up on you (Westerberg, 2009, p. 7). - A teacher-student relationship of respect contributes to student energy and motivation for learning. A student’s belief that he or she is valued by a teacher will more likely empower the student to take on the challenges and risks that are part of the learning process (Tomlinson & McTighe, 2006).

//B. Social Development through Relationships:// - Students who feel valued and have a sense of belonging at school demonstrate increased success socially, behaviorally, and academically. - The teacher demonstrates a genuine interest, respect and involvement in the success of all students. - The classroom feels like a place where students want to be. There is a culture of mutual respect between students and between students and teachers (Goodwin, 2011). - The teacher establishes and reinforces clear expectations and routines for high standards of behavior (Goodwin, 2011). - The teacher provides students with tools, strategies, guidance and responsibility to fix problems they have or created (Curtis, 2011). - Staff facilitate and structure processes so that one staff member is assigned to connect with each student in the building which, in turn, allows a teacher to know and demonstrate knowledge about an individual student’s background, interest, strengths and academic needs (American Psychological Association, 2011).

//C. Student Success through Parental Relationships:// - The teacher demonstrates a genuine willingness to engage parents for the success of their child. - The teacher strives for a teacher-parent relationship of respect and open communication to meet the specific needs of the child**. ** - The teacher welcomes and encourages parent and community involvement.

- To promote student engagement, the student is able to clearly see the learning goal and: - “Levels of student engagement are related to five key drivers of schooling outcomes: quality instruction, teacher-student relations, classroom learning climate, expectations for success, and student advocacy” (Willms, 2011). - 3 types of engagement are important to support student learning and success:
 * STUDENT ENGAGEMENT:** //TQS: KSA 7 (translate curriculum content and objectives into meaningful learning activities)//
 * //Essential Question://** **What will I do to intellectually, academically and socially engage students?**
 * understands what is expected;
 * sees the content as relevant and meaningful for his or her future;
 * believes he or she is capable of succeeding;
 * feels accepted and supported by the teacher (Wiggins & McTighe, 2007).

//A. Intellectual Engagement:// <span style="font-family: 'times','serif';">- The result of intellectual engagement is that students attribute their success to their own effort and thus put forth a serious investment in their learning. <span style="font-family: 'times','serif';">- The teacher taps into student interests and prior knowledge related to content to be studied. The teacher establishes learning tasks in ways that help students see the relevance and meaning of what they are studying in relationship to their lives, family and communities (Lemke, 2008, p. 8). <span style="font-family: 'times','serif';">- The teacher encourages students to set learning goals and provides students with choice and feedback as to how they are progressing towards attaining these goals (Lemke, 2008). <span style="font-family: 'times','serif';">- The teacher assigns work whenever possible that is authentic and that requires students to demonstrate their learning. The teacher is clear and concise as to how, and in relation to which outcomes, student work will be assessed (Lemke, 2008. p. 8). <span style="font-family: 'times','serif';">- The teacher models the process of inquiry and deep learning (Lemke, 2008).

//B. Socio-emotional Engagement// //-// Students who feel socially engaged participate in the life of the school and will experience success academically and behaviorally (Dunleavy & Milton, 2008). //-// The teacher creates formal opportunities for students to work collaboratively on important learning tasks. //-// The teacher establishes intellectually safe learning cultures that foster positive teacher-student and peer-to-peer relationships. //-// The teacher provides opportunities for students to participate in extracurricular and in class activities (Lemke, 2008). - The teacher discusses and sets common standards for school-related behaviours.

//C. Academic Engagement:// //-// Students who participate in academic activities //required// within a school, strive to meet formal requirements, make serious personal investment in learning and are more engaged (Dunleavy & Milton, 2008). <span style="font-family: 'times','serif';">- Student engagement is measured by the extent to which students identify with and value schooling outcomes, have a sense of belonging at school, participate in academic and non-academic activities, strive to meet formal requirements of schooling and make serious personal investment in learning (Alberta Education, 2011). - Staff review processes at school that encourage and support student academic engagement and success such as: attendance policies, homework completion expectations, best practices in calculation of marks and discipline policies.