Curriculum Expectations

• All teachers fully implement high quality, deeply rigorous, and fully aligned TEKS Resource System curriculum.
• Follow and understand the depth of the Texas Essential Knowledge and Skills and follow the TEKS Resource System Curriculum for the content area and teaching assignment.
• Incorporate student objectives and English Language Proficiency Standards (ELPS) in lesson and unit planning.
• Know the distinction between the readiness, process, and supporting standards from the TEKS content standards eligible for assessment.
• Instructional strategies will closely match the cognitive complexity level evident in the TEKS.
• Process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of learned skills.
• Lesson plans are school-specific and based on the TEA’s Effective School’s Framework.  Sample: Elementary lesson plan template, Secondary lesson plan template; ESF sample lesson plan template
• Complete lesson plans per campus expectations prior to the team or department planning. 
• Instructional Coaches will provide support and feedback in the design and implementation of fully aligned lesson plans.
• Copy electronic department lesson plan to your personal lesson planner and, if necessary, alter your personal changes to the instructional strategies five days prior to beginning the lesson.

Instruction & Feedback

• All teachers' instruction is constantly improving in its alignment to TEKS and instructional practices due to actionable, evidence-based feedback.
• Utilize instructional decision points that include high yield researched-based instructional practices and 7 Steps to a Language-Rich Interactive Classroom to help students achieve the learning.
• Collaborate with colleagues in Professional Learning Communities to review data, align instructional strategies to meet student needs, and improve learning. 
• Teachers are encouraged to reflect and adjust instruction daily based on checks for understanding and student feedback, such as exit tickets or formative assessments.
• Utilize Thinking Maps in classroom instruction.
• Instructional coaches will provide reflective instructional feedback through coaching sessions.

Data-Driven Instruction (DDI)

• All teachers incorporate results from analysis of periodic common formative assessments and/or performance tasks to inform instruction and address student misconceptions and preconceptions.
• Prior to teaching, review 9 weeks assessment and plan according to the rigor of the assessment with a focus on  Marzano's High-Yield Instructional Strategies to teach the objectives: Comparing - Similarities, Contrasting - Differences, Classifying,  Summarizing, Reinforcing, Practice/Feedback, Linguistic Representation, Cooperative Learning, Generating/Testing Hypotheses, Cues and Question Strategies.
• Analyze 9-week assessments, which measure grade-level progress on the state standards and be prepared to discuss results with principals and campus leaders.
• Re-teach and adjust teaching practice based on the analysis of student progress against the standard.
• To assist with monitoring student growth and effective instruction, students will take a Star Renaissance test four times a year.

Culture of Safety & Development

• All educators report feeling part of a safe, risk-taking environment where it is safe to try new things and get smarter at implementing the state standards.
• Utilize and implement EC's PR Plan.
• Post Classroom/Teacher Expectations.
• Communicate high expectations where all students develop and continuously improve through practice, feedback, reflection, and teacher interventions.
• Smile and greet students at the door every day and every class period.
• Communicate and foster a caring environment which promotes a growth mindset for both students and adults. 
• Work to “Capture Kids Hearts.”
• Contact and communicate with parents regularly, per campus expectations.