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Have a passion for teaching

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Have joy in the classroom and towards all students in the school

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Teach students how to plan, organize, monitor, direct, and self-reflect on their own learning.

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All students are expected to be active learners.

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Risk-taking and allowing others to risk-take judgment free

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Risk-taking and allowing others to risk-take judgment free

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Consistently gauge student's interests to keep them actively engaged and set a clear purpose for their learning/product.

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Consistently gauge student's interests to keep them actively engaged and set a clear purpose for their learning/product.

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Use the district curriculum, such as Learnzillion.

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Use the district curriculum, such as Learnzillion.

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We all implement PBIS in our classrooms so students have common expectations and common language throughout their years here.

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We all implement PBIS in our classrooms so students have common expectations and common language throughout their years here.

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Building rapport with students will pay off in major dividends for everyone involved.

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Providing appropriate challenges for our students  at each level of learning 

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Providing appropriate challenges for our students  at each level of learning 

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Take the time to teach what you expect.  If you expect it.  Teach it.

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Take the time to teach what you expect.  If you expect it.  Teach it.

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-with parents
-with students
-with colleagues
-with other learners

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We believe in proactive classroom management rather than reacting to student behaviors and can do this by establishing systems and routines within the classroom

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Students need clear models and examples to be able to meet the learning goals.

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BBC students belong to ALL teachers.

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We build relationships with students and are responsive to their needs.

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We build relationships with students and are responsive to their needs.

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Planning and monitoring for student learning, just just teaching a lesson

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Planning and monitoring for student learning, just just teaching a lesson

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Reinforce positive behaviors

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Explaining what we are learning and why and connecting to the students lives. 

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Explaining what we are learning and why and connecting to the students lives. 

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Metacognitive Strategies; helping kids monitor their own learning and outcomes

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Metacognitive Strategies; helping kids monitor their own learning and outcomes

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Systems and structures in place. For example,  In September spend lots of time practicing What it looks like, sounds like to ...

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Systems and structures in place. For example,  In September spend lots of time practicing What it looks like, sounds like to ...

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- Consistent morning routines,
-Learners know procedures throughout the whole day.
- Anchor charts for reference so kids aren't depending on the teacher
-lots of visuals

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Take on challenges and don't fear failure.

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Take on challenges and don't fear failure.

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Teachers are willing to be learners and make mistakes in front of coworkers

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Teachers are willing to be learners and make mistakes in front of coworkers

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Give students timely and specific feedback

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Give students timely and specific feedback

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deliberately seeking out reasons to celebrate

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Establish community and a safe learning environment at the beginning of the year. 

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Establish community and a safe learning environment at the beginning of the year. 

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We believe that giving formative assessment frequently is even more important than summative assessments. This way we know our students strengths and next steps and the students' needs drive our instruction.

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Make learning related to real-life exp

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Connect classroom learning to students' lives

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Connect classroom learning to students' lives

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Create opportunities for students to Create, Communicate, and Collaborate

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Create opportunities for students to Create, Communicate, and Collaborate

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Use our school's common language for learning and everyone will follow the same expectations for common areas

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Clear expectations

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Start with what kids know and build from there.

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Clear routines and structures- students know what to expect

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High and consistent expectations

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Building relationships

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Building relationships

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Modify learning resources so that all students can be successful.

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At BBC, teachers are eager to learn and try new things in order to grow as educators.

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At BBC, teachers are eager to learn and try new things in order to grow as educators.

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collaborate with PLC members about student learning, and determine next steps for students.

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collaborate with PLC members about student learning, and determine next steps for students.

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Clear behavior expectations in common places school wide

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Differentiation of process, product, content  or learning environment according to learning style, interest or  . . .

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Differentiation of process, product, content  or learning environment according to learning style, interest or  . . .

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A belief that all students can learn and will work at their personal best level at all times

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to create systems for every routine in a classroom (ex. getting white boards; lining up; getting writing journals, etc.).

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I talk about learning more than teaching

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I talk about learning more than teaching