This principle assumes that everyone has the capacity for greatness, including educators. Every student deserves a bright future. And, great teaching requires years of experience and intentional support. Anti-Bias Statement - 6/23/20. The educators reflected deeply on their practice and wielded their pedagogy intentionally. We then married it with regular inquiry with students and parents.

In this case, you will not need to complete a FAFSA, but will need to contact the workforce division at your community college to determine eligibility. You and your coach work together to assess your skills and interests, talk about your future, and make a plan for enrolling in college. It requires critically examined and clearly articulated values. I needed support as a learner in my school. Together with a team of passionate teachers and incredible students, I helped create a learning community that was truly transformational.

I learned there is no magic to great teaching. I observed effective content engagement and classroom management strategies. In traditional pedagogy, high expectations are about grades, test scores, and behavior. Read through the articles on Age of Awareness to get the perspectives of parents and educators. We all have special talents and passions. In Conclusion.... Works Cited Page Dickens did indeed accurately portray education in Victorian England through his novel, Great Expectations. I found emotional support in my peers and the fundamentally positive culture of our team. Community meetings, email communications, and phone calls provided deep insight into how our work as educators was succeeding and, at times, failing to support our students. As competitive as college admissions can be, this is a painfully low bar for achievement. It is about intentionally leaning into my individual strengths and addressing areas for improvement. Your Great Expectations coach is there to help you discover yours. Eight Expectations for Living Educators helping students achieve excellence guide them in adhering to the following expectations: We will value one another as unique and special individuals. From there, your coach will guide you through the application and enrollment process. Everyone is responsible for great learning and great teaching. You don’t have to look far to find evidence of the failure of this approach. Take a look, where 44% of new teachers will leave the classroom within five years, great teaching requires years of experience and intentional support, If We Don’t Work on Pedagogy, Nothing Else Matters, The Great STEM Debate: States Can’t Agree on What Those Four Letters Mean And That’s a Problem, How To Seek Guidance, When No One Seems To Guide You, A New Grading Scheme for Creative Practice Courses, When Regular School Stops Being a Choice, Think About Unschooling, Why Quantitative Reasoning Skills are Necessary In and Out of the Classroom. It’s rooted in meritocratic assumptions that only some can be great. As a child, Pip receives almost no formal education: Mr. Wopsle's great-aunt's school is almost entirely useless; he acquires some basic literacy and a few random facts from Biddy – an experience which … This requires reflective practice, shared ownership of the learning space with students, and an ability to hear and receive feedback. But, it requires more than that. Nothing I have done as an educator before or since has had such a dramatic impact on my teaching. Teachers’ unions, administrators, and policy makers battle over who is responsible for the lack of greatness in our system. Together, you will talk about your goals for the future. Achieving greatness isn’t about putting all of the right inputs into students so they spit out the right outputs. It’s crucial that we create learning communities that support educators in their pursuit of greatness. It’s the result of a culture that recognizes and celebrates that learners and educators are in it together, that no one can succeed without the success of the others. We each came to own the learning process and give it meaning.

In these communications, we often posed questions related to our mission and vision as a school community. If we want to move past the performative approach toward transformational and humanizing education, this cultural and structural shift in our learning spaces is essential. That argument made no sense to me then, and it still doesn’t now.
As students and educators, we took a deep dive into our values and found purpose. On Tuesday afternoons, we’d gather after school to share our observations and discuss how the teacher’s pedagogy and practice challenged our thinking about our own work. You and your coach work together to assess your skills and interests, talk about your future, and make a plan for enrolling in college. Our leader set a strict rule: only observe for and take notes on the things that we liked.

To qualify, you must have been in foster care, custody of social services, or a special needs adoption when you earned your high school diploma or GED. College can be more affordable you think. Pip's education in Great Expectations From ignorant to educated. Financial aid and scholarships are available to students who have experienced foster care, including tuition grants that can cover tuition and fees at any Virginia Community College. When you join Great Expectations, you are paired with an adult coach at one of 21 Community Colleges throughout the state. We achieved greatness. Incorporating academic resources with experiential learning and diverse perspectives to generate understanding of the core subject and how others experience it; Learning that seeks to understand how context and core assumptions shape perceptions.

We achieved greatness because we leaned into the notion that individual growth was dependent upon having a supportive and challenging community of learning. It’s the result of a cohesive learning community where each stakeholder holds high expectations and has the responsibility to meet high expectations.

Tuition grants can also be used for non-credit workforce programs. This framing of greatness assumes every individual has sufficient potential.
Students and parents shared their perspectives, desires, and fears, helping the faculty shape our understanding of what great achievement looks like. What does this kind of greatness look like in the real world? It does not assume race, religion, class, or gender affect potential for greatness. We’d then compile the notes and share them with the observed teacher. Pip's educational ambitions arise from his wish to be more worthy of Estella, with Matthew and Herbert Pocket, he begins to acquire the education thought appropriate for a gentleman, Matthew Pocket's other students, although middle-class, clearly need some remedial education to fit them either for university education or for a professional role. The educators didn’t award grades or assess performance. You will research career options and learn about the schools and programs that offer the best fit for you.