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Connect with students on a personal and intellectual level. Get to know them. Students should be able to choose  ways they learn, be rewarded for encouraging and supporting peers.
Link to Google Doc:
https://docs.google.com/document/d/1wHnERHNtgCp7R4vJpQxA-yxv1Qrp6QZpsf7DLX3dNyo/edit?usp=sharing

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Culturally relevant text
student interest/choice topics
student led inquiry/projects
student as co-teacher

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Through relationship building, we get to see the students for who they are and we get to include that in future planning

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Flexing our creative muscles in curriculum design will benefit all stakeholders.

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Students engage in discussions, independent and collaborative learning as natural outgrowths of the environment created.

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Being authentic provides a real connection to our students that enhances the high quality, rigorous, and inclusive instruction. It motivates students to see someone who who shares many of the same values care for them to succeed.

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-Students Learning about cultures inclusive with theirs
- Students are encouraged to use their voice and effect changes within their community.
-Students learn about current events.

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Education should be culturally relevant. Students should be able to relate to their learning and feel connected and empowered. Rigorous instruction looks different based on students levels and needs.

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With hope imbedded in students' hearts and minds - for learning to be effective they must be able to relate, make a connection, see themselves represented to recognize value in any lesson

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Collaboration - High Quality, Rigorous, Inclusive Instruction

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Collaboration - High Quality, Rigorous, Inclusive Instruction

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*Students see themselves in the curriculum - authors/text/materials that represent the students we serve.
*Celebrating different backgrounds/experiences within their learning
*Incorporating students cultures into learning.
*Real application
*Build confidence and trust for students to struggle through content - we provide the resources they need to be successful - but allow them to work through the challenge within the learning.
*Knowing what scaffolds our students need to support their learning that does not drop the rigor.
*Ensuring that students access to what they need to learn the content in small groups, independently, etc.

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Teachers show a willingness to share a details of their life and show elements of their own humanity by making jokes and sharing their own mistakes. They also demonstrate care and compassion by recognizing them as individuals. Inquiring about their well being when they are absent.

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We believe that we have to create a team, in which staff and students welcome and empower everyone.
How teamwork will look in our classroom?
Students will support eachother's learning.

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Trust team:
1/3
When students are involved in what they will learn they are naturally educationally stimulated. Also, when students are given the opportunity to LEAD they feel empowered.
2/3 If students do not learn how to be accountable for their actions at home then it is a challenge for students to be accountable in the school building.
3/3 Seeing themselves in the curriculum is very important. Students are more motivated and willing to learn when the topics are relatable.

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Students need hope believe they can achieve. With hope, they can change their mindset to realize their time and energy is an investment - you are accountable for your grades, behavior, conduct, etc.

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If students feel a sense of loyalty or allegiance with you they will be more motivated in class

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Growth 2 (All three parts): Herrera, Goddard, Rotich

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Growth 2 (All three parts): Herrera, Goddard, Rotich

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(1)
We support an environment where school culture is empowering, welcoming, and educationally stimulating by channeling a growth mindset, acknowledging that together we all need, seek and look to provide help.

(2)
We cultivate an equitable environment for our community to feel motivated and take accountability for our learning. We welcome and encourage one another in times of need and look to learn and provide new strategies when challenges emerge.

(3)
Our mission is to provide high quality, rigorous, and inclusive instruction where students see themselves and find value in their learning, while continuing to develop strategies from feedback and learning from previous mistakes and moving on to new experiences.

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Compassion: If students care about the environment, then they feel more connected to school and therefore want to be part of the larger community

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Compassion: If students care about the environment, then they feel more connected to school and therefore want to be part of the larger community

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Supporting ALL students (disabilities, ELL etc) with regard to meeting their unique needs. Instruction should be tailored to meet their unique needs.

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Collaboration - Motivation & Accountability 

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Collaboration - Motivation & Accountability 

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*Able to and have access to participate when they speak a language other than English.
*My (student) knowledge adds value to the class/task/discussion.
*The adults have to be open to the idea that the students can add value to the learning.
*Clear and reciprocal communication between the adults and students around - what's expected, what they are tasked to do - what they are learning - feedback to learning
*Adults have flexibility in how/when students learn best. Using what you know about your students to get the most out of them.

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Fig and Trott
1/3 - Students are aware and develop a belief, education is important and empowering.
2/3 - students environment for students to feel motivated and take accountability for their learning.
Students need to feel safe and welcoming, challenged and yet understood where they are strong in and enhance their weaknesses using various

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Students have to believe and hope that the lessons taught in the classroom will be a representation of themselves and others. They have to be hopeful that what they are learning will help them in their future.

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If staff brings joy and positive relationships to the classroom, then students will think deeper and create positive relationships. Class discussions are enriched.
Welcoming-will improve attendance.
Creates a sense of community and meets emotional needs.

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Fostering a positive environment where all students feel respected by their teachers, classmates and all school staff. Students would able to learn, grow together, make mistakes in a safe learning environment.

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To have students complete tasks that promote

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We create a welcoming environment through relationships forged throughout the school year

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-It looks like students are engaged in academic discussions.

-Students are pushing each others thinking

- Students providing constructive feedback to one another

-Students being responsible and accountable for their learning.
-Students responsible for their learning

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1/3 When students are more positive and empowered they will have confidence in their ability to learn. They will accomplish more.
2/3
We give positive affirmations to ALL.  This makes everyone feel wanted and safe to achieve their best.
3/3. If the students have a positive out look they are more apt to complete their work. They can work individually and in a group because they are always looking to be "positive" and enjoy their work , learning and growth.

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*Students are able to advocate for themselves and/or their peers. (2/3)
* Students see themselves in their work which helps them to see that they are accepted. (3/3)
* Students feel welcomed and safe (1/3)

*Students are participating and responding to each other.

*Students are aware that their words have value

*Students welcome different points of views, and

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(1/3)When the community/environment is empowering, welcoming and educationally stimulating, students feel part of the community and are more willing to take risks, consider the voices of others, be more accepting of those not like themselves and supporting and building off the ideas of others.
(2/3) When we cultivate an equitable environment for students to feel motivated and take accountability for their learning, they will see themselves as part of a community, take pride in that community and work to build and foster that community.
(3/3) when the community values high quality, rigorous, and inclusive instruction where students see themselves and find value in their learning, students will take ownership of their learning and understand how their interactions with their community is part of their learning.

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Mitchell & Tay: We believe that through self-expression students will feel EMPOWERED to discover and use their voices, they will feel WELCOME and STIMULATED. We feel that when they are comfortable using their voices they will be MOTIVATED and feel ACCOUNTABLE for themselves and the power that their voices have. We feel that when they are encouraged to find and use their voices their education will be rigorous and elevated through discourse, writing, creativity, and using their voices to further their education.

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Need hope to access, master & become proficient in any rigorous task/learning.  Can be encouraged through recognizing student's glows and grows

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Compassion - Fofana, Perry, Romano, Medina, Madigan

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Compassion - Fofana, Perry, Romano, Medina, Madigan

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Compassion promotes trust in the classroom, which empowers students to find their voice.  This leads to greater engagement and in turn promotes rigor.  Students will feel welcome and better able to participate in the educational process.
Compassion is inclusive and looks to welcome all learning styles.
Compassion promotes patience and tolerance as a classroom norm.  This is essential to inclusivity.
Modeling compassion encourages inclusivity.

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To support NBE's vision statement it is vital for our community to work together in all aspects of our community. Without a teamwork approach the important elements in our vision statement will suffer.

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Being authentic allows  for all students regardless
of identity markers, including race, gender, sexual orientation, language, ability, and economic background" to recognize a high standard of achievement set and understand that it is attainable. All students are held the same high expectations which will not waiver regardless of circumstance.

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Flexibility & Perseverance Ms. Francisco & Mr Jordan

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Flexibility & Perseverance Ms. Francisco & Mr Jordan

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Perseverance is explaining that learning doesn't take just one try you have to be able to continue to motivate and hold each child accountable to

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Collaboration & Empowering, Welcoming ad Stimulating Experience

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Collaboration & Empowering, Welcoming ad Stimulating Experience

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*Students are able to show and share what they know - They safe to do so, *Mistakes are a part of learning together.
*Students have voice in what and how they learn - the work is more engaging and stimulating because they had a role in creating it.

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1/3
When students feel that they are cared for, they tend to feel welcomed and ready to learn and comply.

2/3
When a caring environment is established, students are willing to be more accountable for their own actions and that of others.

3/3
When students feel they are cared for, they tend to put their all into their learning because they are not feeling judged.

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Our mission is to provide high quality, rigorous, and inclusive instruction where students see themselves and find value in their learning.

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We cultivate an equitable environment for students to feel motivated and take accountability for their learning.

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We support an environment where school culture is empowering, welcoming, and educationally stimulating.

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"Have high expectations and deliver rigorous instruction for all students regardless

of identity markers, including race, gender, sexual orientation, language, ability, and economic background"