The educator compass
S.H.I.N.E. Expectations Matrix.
Five observable professional expectations for every Cosmos Primary educator, organised across five interaction contexts. Students, Colleagues, Families, Leadership, and Self.
Purpose
The S.H.I.N.E. Expectations Matrix sets out five observable professional expectations for every Cosmos Primary educator, organised by the five key interaction contexts that shape our professional lives.
Confirmed structure: Interaction Contexts — organised by who you are with.
What is S.H.I.N.E.?
Five letters, five expectations.
S.H.I.N.E. is the adult parallel of S.T.A.R. — five observable professional expectations for all educators at Cosmos Primary, rooted in the school’s 7 institutional values.
Share openly
Make your thinking visible. Welcome ideas that challenge yours. Draws from Openness and Dialogue (🧠 Learn Reflectively).
Honour commitments
Follow through on promises. Own mistakes. Be consistent. Draws from Integrity and Trust (💪 Inspire Integrity).
Inquire deeply
Ask before assuming. Stay curious about people and practice. Draws from Inquiry (🧠 Learn Reflectively).
Nurture relationships
Treat everyone with care. Notice and name the good in others. Draws from Respect and Appreciation (❤️ Feel Intentionally).
Empower growth
Support colleagues. Share expertise. Develop others. Draws from all values in action (🚀 Empower Growth).
The principle
We don't just teach character. We model it. Students aim for the S.T.A.R.s. We S.H.I.N.E.
Organising principle
The Five Interaction Contexts.
S.H.I.N.E. looks different depending on the audience, not just the location. These five contexts capture the full range of an educator’s professional relationships.
With Students
Teaching, supervision, transitions, events.
With Colleagues
PLCs, team meetings, staff room, informal exchanges.
With Families
Parent meetings, reports, events, communication.
With Leadership
Receiving feedback, coaching, appraisals — and giving it.
With Self
Self-reflection, professional growth, wellbeing, and self-management.
The Matrix
5 interaction contexts × 5 S.H.I.N.E. expectations.
Each cell uses three parallel rule types — Looks like, Sounds like, and Shows up as — mirroring the S.T.A.R. matrix. Swipe horizontally on phones.
| Context | SShare openly | HHonour commitments | IInquire deeply | NNurture relationships | EEmpower growth |
|---|---|---|---|---|---|
| With StudentsTeaching, supervision, transitions, events. | Looks likeThink aloud during instruction; make reasoning visible. Sounds like“Here’s why I’m doing it this way…” Shows up asStudents can explain the why, not just the what. | Looks likeFollow through on expectations and consequences calmly and consistently. Sounds like“I will check back at ___. / The next step is ___.” Shows up asChildren experience predictable follow-through — no surprises, no exceptions. | Looks likePause to gather the child’s perspective before deciding. Sounds like“Help me understand what happened. / What were you trying to do?” Shows up asCorrections match the real cause, not an assumption. | Looks likeGreet by name; use warm tone, eye contact, and positive proximity. Sounds like“I’m glad you’re here. / You can fix this — I’m with you.” Shows up asStudents recover quickly from mistakes and stay emotionally safe. | Looks likeNotice and name growth with Specific Positive Feedback. Sounds like“You showed ___ when you ___ — that’s [S.T.A.R. value].” Shows up asStudents can say what they did well and why, without prompting. |
| With ColleaguesPLCs, team meetings, staff room, informal exchanges. | Looks likeShare reasoning, resources, and learning — not just outputs. Sounds like“My current thinking is ___; please challenge it.” Shows up asColleagues can pick up and use what you shared without chasing you. | Looks likeDo what you said you would do; respect shared agreements. Sounds like“I’ll own ___ by ___. / I’m blocked; here’s my new plan.” Shows up asActions close before the next meeting (or are renegotiated early). | Looks likeSeek clarity before disagreeing; check stories against facts. Sounds like“Help me understand… / What might I be missing?” Shows up asDisagreement stays in the room, not the corridor. | Looks likeInclude people, acknowledge effort, protect dignity in team spaces. Sounds like“Thanks for ___; that moved us forward. / How are you going?” Shows up asParticipation spreads across the team, not a few dominant voices. | Looks likeStrengthen others by noticing what works and offering next steps. Sounds like“One thing you did well was ___. A next step could be ___.” Shows up asColleagues repeat effective practice and ask you for input. |
| With FamiliesParent meetings, reports, events, communication. | Looks likeExplain the why and the approach so families understand decisions. Sounds like“Our intention is ___ because ___. / Here’s what we’re trying to build.” Shows up asFamilies can restate the rationale and feel informed, not surprised. | Looks likeKeep your word and close loops after conversations and meetings. Sounds like“By ___ you will receive ___. / I’m following up to confirm…” Shows up asFamilies don’t need to chase; commitments are met or renegotiated early. | Looks likeLearn the home context before concluding; listen fully before responding. Sounds like“What are you seeing at home? / What matters most to you here?” Shows up asPlans reflect family reality — fewer misunderstandings and escalations. | Looks likeCommunicate with warmth and respect, especially in difficult moments. Sounds like“I hear your concern. / Thank you for telling me — let’s work together.” Shows up asFamilies feel dignity protected even when hearing hard feedback. | Looks likeBuild hope by naming strengths and inviting partnership in growth. Sounds like“A strength I see is ___. A next goal is ___; can we try ___ together?” Shows up asFamilies leave with clarity and confidence, not just concerns. |
| With LeadershipReceiving and giving feedback, coaching, appraisals. | Looks likeShare evidence, reflections, and uncertainties honestly — no “performance.” Sounds like“Here’s what I tried, what I noticed, and what I’m unsure about.” Shows up asLeaders can support you accurately because you surfaced the real picture. | Looks likeHonour coaching agreements and deliver on the support you’ve promised. Sounds like“I’ll follow up by ___. / Here’s what I’ve completed; what’s next?” Shows up asCommitments show up in action, not just intention. | Looks likeSeek context before judgement; separate facts from interpretations. Sounds like“Help me understand… / What constraints were in play?” Shows up asFeedback is fair, specific, and accepted with less defensiveness. | Looks likeProtect dignity while holding standards; address the work, not the person. Sounds like“The impact was ___. / Let’s focus on the behaviour and next step.” Shows up asPeople feel respected while expectations stay clear and non-negotiable. | Looks likeCoach for growth: affirm strengths, clarify the gap, commit to next steps. Sounds like“A strength is ___. The next step is ___. I believe you can get there.” Shows up asImprovement is visible over time; people feel supported, not judged. |
| With SelfSelf-reflection, professional growth, wellbeing, and self-management. | Looks likeReflect honestly on practice — strengths, gaps, and learning edges. Sounds like“What worked, what didn’t, and why? / What am I avoiding?” Shows up asYou can name one improvement you made this month + the evidence for it. | Looks likeKeep commitments to your own planning, wellbeing, and boundaries. Sounds like“I’m protecting this time because it keeps me effective.” Shows up asDeadlines are met without chronic overwork; energy stays stable. | Looks likeChallenge your own assumptions; seek feedback before defending. Sounds like“What’s another explanation? / What feedback would help me most?” Shows up asYou respond less reactively; you adapt faster after feedback. | Looks likeTreat yourself with the same warmth you offer others. Sounds like“I made a mistake; I can repair it. / Next time I’ll ___.” Shows up asYou recover quickly from errors and keep improving — no shame spirals. | Looks likeInvest in your growth and contribute to others’ growth strategically. Sounds like“My next learning goal is ___, and I’ll practice it by ___.” Shows up asYou can point to new skills, new impact, and what enabled the change. |
The giving tool
The S.H.I.N.E. star — the picker educators use to give a coin.
Every S.H.I.N.E. Coin is tagged against one expectation (the five letters in the star) and one interaction context (the five bands around it). The visual below is the exact picker educators see inside the app.
From 7 values to 5 expectations
How S.H.I.N.E. consolidates the 7 institutional values.
S.H.I.N.E. does not replace the school’s 7 institutional values — it consolidates them into 5 memorable, actionable expectations.
Share openly ← Openness + Dialogue
Sharing and listening are two sides of the same coin — open communication.
Honour commitments ← Integrity + Trust
Integrity without follow-through is empty; trust is built by honouring your word.
Inquire deeply ← Inquiry
Stands alone — curiosity is powerful enough to be its own expectation.
Nurture relationships ← Respect + Appreciation
Respect is the foundation; appreciation is how you actively build on it.
Empower growth ← all values in action
Empowering others requires all values working together — it’s the capstone.
One school. Two tools. One culture.
S.T.A.R. for children. S.H.I.N.E. for educators.
The two frameworks mirror each other — same architecture, same vocabulary, one shared culture across children and adults.
Full form
S.T.A.R. — Strive · Take Responsibility · Always Work Together · Respect. S.H.I.N.E. — Share openly · Honour commitments · Inquire deeply · Nurture relationships · Empower growth.
Number of expectations
S.T.A.R. — four. S.H.I.N.E. — five.
Matrix structure
S.T.A.R. — 6 school settings × S.T.A.R. S.H.I.N.E. — 5 interaction contexts × S.H.I.N.E.
Recognition currency
S.T.A.R. Coins for children; S.H.I.N.E. Coins for educators.
Reward system
The S.T.A.R. Store for children; the S.H.I.N.E. Store for educators.
Taught through
S.T.A.R. through SWPB lessons and the A.I.M. routine. S.H.I.N.E. through PLC discussions, PD reflection, and onboarding.
Displayed in
S.T.A.R. posters in every school setting. S.H.I.N.E. in staff room, PLC spaces, and communication templates.
Using the matrix.
Onboarding. Introduce S.H.I.N.E. during induction so new staff see the five expectations across every relationship they will hold.
PLCs. Use a row of the matrix as a reflection prompt — "How did we S.H.I.N.E. with students this week?".
Coaching and appraisals. Use the With Leadership column to frame two-way feedback conversations.
Daily practice. Treat the matrix as a living reference — refer to it in staff meetings, in coaching conversations, and in personal reflection.