HRS level 2 and NASOT

High Reliability Schools Level 2 focuses on creating an effective teaching and learning environment by ensuring that instructional practices are consistent, collaborative, and aligned with clear goals. An online routine system for students aligns with this level by supporting the following:

Consistency in Instructional Practices: An online routine system standardizes routines and expectations across classrooms, making transitions and daily tasks predictable for students. This consistency supports a safe and orderly learning environment, a key aspect of HRS Level 2.
Student Ownership of Learning: Online routine systems empower students to take charge of their learning by providing access to daily schedules, assignments, and resources. This fosters student accountability and independence, which contributes to a positive and supportive classroom climate.
Collaboration and Communication: The system can serve as a platform for teachers to share resources, best practices, and updates. This promotes collaboration among staff, aligning with HRS Level 2’s focus on building professional learning communities.
Data-Driven Decisions: By tracking student engagement and completion of tasks through the system, educators can gather valuable data to identify patterns and make data-driven decisions to improve instruction.
Clear Goals and Expectations: The system helps communicate expectations clearly and consistently to students, families, and staff. This transparency supports cohesive goal setting and alignment, essential for sustaining a high-reliability environment.

Teacher Burnout

High-quality classroom management can be characterized by positive and proactive schedules, supports, and strategies that promote effective teaching and instruction as well as student motivation, engagement, and success (Sprick et al., 2021).

Teachers who use effective classroom management strategies can motivate student learning and learning motivation can lead to improved academic achievement (e.g., Adeyemo, 2012; Nisar et al., 2019).

It is not surprising that teachers who are observed to use lower quality classroom management strategies also report high levels of stress, which may contribute to continued cycles of negative teacher–student interactions (Jennings & Greenberg, 2009).

By Devlin Peck. Updated on January 3, 2025.

K-12 teachers are the #1 most burnt-out profession in The United States
44% of teachers in K-12 school report often or always feeling burnout
90% of teachers claim that feeling burnt out is a serious problem

Over half of teachers say they will leave teaching sooner than originally planned.

Connections to HRS level 2 and NASOT