Chapter Five | The Greater Expectations New Academy Includes...

the belief that all students are capable of high level learning
a commitment to inclusiveness and equal access to high quality college education for all individuals and groups
clear and coherent expectations of achievement, aligned throughout educational levels
solid preparation for challenging college work achieved through excellent K-12 teaching and curricula
a focus on learning and the quality of student accomplishment
a culture of intentionality at all educational levels: explicit goals achieved through appropriate practices and strategic allocation
of resources
a culture of evidence based on assessment and accountability
public support for universal higher achievement
joint responsibility and concerted action by all stakeholders.

An educational system that

coordinates expectations for learning vertically through the years and horizontally across subjects and institutions
progressively develops intellectual capacities, knowledge in essential areas, and ethical and civic responsibility
serves a diversity of learning styles, life experiences, and
enrollment patterns
meets students at their ability levels and moves them all toward greater achievement
clearly communicates goals and achievements to the public
recognizes the need of society for skilled, knowledgeable
graduates prepared for work, citizenship, and a rewarding life
in the twenty-first century.

Colleges and universities that

value themselves as learning communities whose mission is to improve student achievement
respond to the students they serve: their diversity, enrollment patterns, preparation, aspirations
assign resources to support increased faculty attention to student learning
accept responsibility for improved teacher education
promote collaborative leadership among the faculty, administrators, and other key stakeholders
join with state and business leaders to align college with society's needs
as a group, offer multiple educational models.

College and university faculty members who

hold themselves to high standards of teaching
hold their students to high standards of intellectual work that require strong commitments of time and attention
set clear, interrelated goals for their courses, academic programs, and student learning
accept responsibility for, and teach to achieve, the goals
design coherent curricula and employ teaching practices to help all students achieve the goals
regularly assess their own and student success, and use the results to improve learning
individually and collectively assume responsibility for the entire curriculum
embody life-long learning by engaging in professional development to improve teaching.

A curriculum that

prepares all students for successful careers, enriched lives, and engaged U.S. and global citizenship
develops self-directed, integrative, intentional learners who are empowered, informed, responsible, and thoughtfully reflective about their education
is based on a practical liberal education in which students learn and apply their learning in multiple ways to complex problems
is characterized by a diversity of perspectives
is informed by technology and develops information literacy
sets high standards of performance, but without prescribing a standardized path.

Classroom practices that

while teaching knowledge, also ask students to apply it
stress inquiry and engagement with unscripted and contested problems, including those drawn from real life
in an intentional way, employ the diversity of the student body as a learning tool
develop and value collaborative as well as individual achievement.