Civil Municipal Magazine - Dec 2023

274 CIVIL AND MUNICIPAL VOLUME 4, ISSUE 12 synergizes well with the following principles, including the gradual release learning model. This three-step learning model initially presents the teacher as the demonstrator of anything that needs to be learned. Next, the teacher works collaboratively with students to help them better understand the concept. Finally, the teacher allows the students time on their own to grapple with what they’ve just been taught. “We’re guiding students along on what we want them to do in the classroom expectation- wise; I do - we do - you do,” Molnar says. These instructional principles were clearly designed to be complementary because once students tackle concepts on their own, teachers must follow through on the next principle, which is to always conduct a check of understanding. This ensures a high level of teaching and learning where students are engaged and comprehending their lessons, and if they aren’t, teachers are encouraged to see that as an opportunity to intervene and re-teach. With that comes a responsibility to ensure students become active and productive members of their community, a duty that is staunchly reflected in the relationship between teachers and students. Concord High School Principal Dr. Seth Molnar explains this, saying, “We have well- defined instructional non-negotiables that we need our teachers to be doing each day. We’re very systematic about introducing those to staff, and we’re teaching them through professional development to make sure that we see that in their classrooms” Each of the non-negotiables is designed to align classroom instruction with the belief that all students are capable of learning at high levels, and that time and effort are the variables to their success. Among these non-negotiables, a primary principle is that teachers should be building positive relationships with their students. This expectation sets the foundation and