# data[].attributes.body
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.

# data[].attributes.headline
5. Professionalsm in this school is achieved by teachers and school leaders working collaboratively to achieve "visible learning inside"

# data[].attributes.subject
5. Professionalsm in this school is achieved by teachers and school leaders working collaboratively to achieve "visible learning inside"

# data[].attributes.body
Teachers need to understand their effect on his or her students and understand that they need a mind frame of evaluation to help become effective teachers.

# data[].attributes.headline
4. This school's professional development also aims to help teachers to seek pathways towards:

# data[].attributes.subject
4. This school's professional development also aims to help teachers to seek pathways towards:

# data[].attributes.body
a. solving instructional problems
b. interpreting events in progress
c.being sensitive to context
d. monitoring learning
e. testing hypotheses
f. demonstrating respect for all in the school
g. showing passion for teacign and learning
h helping students to understand complexity

# data[].attributes.body
a. Can identify the most important ways in which to represent the subject they teach. They are deliberate in their choices

b. Are proficient at creating an optimal classroom climate for learning. It generates an atmosphere of trust-where it is okay to make mistakes

c. Monitor learning and provide feedback. These teachers are problem-solvers, are flexible, and improvise ways in which students can mater learning and seek feedback.

d. Believe that all students can reach this success criteria. Intelligence is changeable rather than fixed.

e. Influence surface and deep student learning.

# data[].attributes.headline
3. This school has a professional development program that:

# data[].attributes.subject
3. This school has a professional development program that:

# data[].attributes.body
a. enhances teachers' deeper understanding of their subject(s)
b. supports learning through analyses of the teachers' classroom interactions with students
c. helps teachers to know how to provide effective feedback
d. attends to students' affective attributes
e. develops the teacher's ability to influence students' surface and deep learning

# data[].attributes.headline
2. This school has convincing evidence that all of its teachers are passionate and inspired-and this should be the major promotion attribute of this school. 

# data[].attributes.subject
2. This school has convincing evidence that all of its teachers are passionate and inspired-and this should be the major promotion attribute of this school. 

# data[].attributes.headline
1. All Adults in the school recognize that:

# data[].attributes.subject
1. All Adults in the school recognize that:

# data[].attributes.body
a. there is variation among teachers in their impact on student learning and achievement
b. all (school leaders, teachers, parents, students) place high value on having major positive effects on all students
c. all are vigilant about building expertise to create positive effects on achievement for all students

# data[].attributes.headline
Visible Learning- Checklist for Inspired and Passionate Teaching

# data[].attributes.subject
Visible Learning- Checklist for Inspired and Passionate Teaching

# data[].attributes.headline
Chapter 3: Teachers: The Major Players in the Education Process

# data[].attributes.subject
Chapter 3: Teachers: The Major Players in the Education Process

# data[].attributes.body
A safe environment for the learner is where error is welcomed and fostered. To create an environment teachers need to be aware of which of their teaching strategies are working or not, need to be prepared to understand and adapt to the learners and their situations, contexts, and prior learning. This will help allow for the ability to command a range of learning strategies, and to be cognitively aware of the pedagogical means that enabel the student to learn.

# data[].attributes.body
Teachers are evaluators of their effect on students. They need to use evidence based methods to inform, change, and sustain their beliefs about what each student can do.

# data[].attributes.body
Visible Learning occurs when learning is explicit and clear, the expectations are appropriately challenging, and when both the teacher and the student seek to meet the expectations. It needs to be deliberate to attain mastery of the goal, feedback is given and sought, and when people are active, passionate, and engaging.

# data[].attributes.body
Involves identifying a specific outcome, such as an achievement and identifying an influence on that outcome (e.g. Homework), and then systematically searching various sources (databases, journals, etc.).

# data[].attributes.body
What truly matters is the attributes of schooling that make a difference to student learning, so the processing and actual teaching moments.

# data[].attributes.body
The learning aspect refers to how we go about knowing and understanding student learning. This is the "do".

# data[].attributes.body
The visible aspect refers to making student learning visible to teachers, ensuring clear identification of attributes that to student learning. Also it refers to making it visible to students so they can learn to become their own teachers and have a love of learning.

# data[].attributes.body
Visible learning is an attribute to help enhance student learning