IIE - Expectations
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Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.
OVERVIEW:
One of the most fulfilling experiences as an educator is setting the proverbial bar higher than students are expecting, encouraging them on their way, and then watching as they approach or even clear that bar, far surpassing their own expectations and forever changing their self-image. Achieving this, of course, requires clearly communicated and challenging goals and expectations for the course, for each unit of study, and for each individual assessment. |
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EVIDENCE: "...for the course"
For each of the courses I teach, I have defined a set of course objectives; I communicate these clearly to the students on the course syllabus (example to the right). 
EVIDENCE: "...for each individual assessment"
Within each unit, each formal assessment (i.e., projects or papers) is assigned to students with very specific expectations, deadlines, and grading rubrics. These are all reiterated orally in class, discussed, modeled, and given to the students in written form, so as to reach every possible student in a myriad of ways. [**MODELING NOTE: This practice was modeled to my AIC cohort colleagues during EDU 5624.]
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EVIDENCE: "...for each unit of study"
Within each course, each unit of study has its own set of objectives, listed as "essential questions" and "writing focus," which students are expected to know and master by the unit's conclusion. Again, these are communicated first in the course syllabus (depicted left), then reiterated to the students as each unit commences and concludes during the year. 
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