Learning Expectation/Outcomes
What are Learning Expectations?
Student learning expectations, or outcomes, are the critical knowledge we expect children to master, understand, and do by the end of each school year. Through essential understandings, teachers facilitate learning of important content and skills, develop critical thinking skills, and stimulate a love of learning.
Curriculum knowledge is not just facts; it consists of concepts, content, and processes. Through consistent district-wide expectations, parents can expect their child to receive the same instruction regarding the identified learning expectations. This would be true regardless of the school they attend or the classroom to which they have been assigned. If your child is in a third grade science class at Memorial, s/he will be exposed to the same information as students in the third grade classes at all other schools across the district. Likewise, all students taking World History will be exposed to the same knowledge articulated in the Student Learning Expectations. In addition to the identified learning expectations, other information will also be taught based on time as well as student and teacher interests.
Burlington’s teachers, specialists, and coordinators spent last year and this summer identifying the learning expectations that reflect the state frameworks developed as a result of the Educational Reform Act of 1993. This year our goal is to identify and articulate those learning expectations not yet completed. Additionally, we will continue to create and refine pacing guides for teachers, content vocabulary for students, and resources for faculty and parents.
How are Learning Expectations used?
Learning expectations are useful guidelines for teachers, parents and students alike. For teachers, they help to identify key concepts, content, skills, and processes specific to each grade level. They provide a roadmap of what students have learned in previous grades. and what is to follow in subsequent grades. They assist teachers in linking learning across all subject areas. They may be used by students to focus their instruction and to highlight what they are expected to master during a unit and/or school year. For parents, they serve as a tool for understanding the desired outcomes for their child at each grade. This allows parents to more effectively assist/support their child (ren) at home. In addition, they facilitate collaboration and communication between parents and staff.
Will the Student Learning Expectations always stay the same?
Student learning expectations will not stay the same. Revision of curriculum and the learning expectations are, and will be, ongoing as we remain current with new research and best practices, seek new and effective means of communicating the learning expectations, and adopt new strategies for more effective delivery of instruction. Technology will continue to be integrated in new and creative ways to facilitate and enhance learning. We look forward to your feedback to help us in our quest for continual improvement of the teaching and learning process in Burlington.
I wish to recognize and thank the many teachers, specialists, and coordinators who worked on the learning expectations, pacing guides, curriculum maps, and rubrics throughout last year. Their efforts insure cohesive courses of study that reflect the State Frameworks, yet are flexible. This allows us to respond to both student interests and learning needs.
Should you have any questions regarding the learning expectations, please contact your child's teacher, Principal, or the Assistant Superintendent.
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