Interviews were conducted with parents, teachers, students, and community members to put together a school vision that represents the values of all stakeholders. It was discovered that the attitudes, beliefs, and values of stakeholders consistently stressed the importance of student achievement as well as educating the whole child. These findings led to the establishment of a school vision for next year. Instructional as well as scheduling changes were developed with a strong focus on improving language arts proficiency for our special education students, while still providing them with the social and emotional benefits provided by mainstreaming. Implementing these changes will require exemplary leadership and participation from all stakeholders, along with consistent and frequent assessments and evaluation of our progress.
The code of behaviour helps the school community to endorse the school ethos, relationships, policies, procedures and practices that promote good manners & respectability and prevent unacceptable behaviour. The code of behaviour helps teachers, other members of staff, students and parents to work together for a happy, effective and safe school. The code expresses the vision, mission and values of the school and its Patron. It translates the expectations of staff, parents and students into practical arrangements that will help to ensure continuity of instruction to all students. It helps to foster an orderly, harmonious school where high standards of behaviour are expected and supported.
The essential goal of education is to give children the knowledge and means to entire the workforce and achieve success (Carmichael, 2009). It is important as teachers that we welcome the diverse needs of all students. While it is fundamental that teachers are well-informed on the content they are teaching and are responsible to guide student learning, there is much more to emerging student learning. To develop students’ education, schools should provide a structure of classroom communities conductive to learning. School environments must be respectful, caring, stable, and stimulating atmospheres in order to enhance the learning environment.
§6381, SEC. 1281. Retrieved from http://www.ed.gov Nolan, J. F. (2008). Teacher supervision and evaluation: Theory into practice 2nd ed. Hoboken, NJ: John Wiley & Son, Inc. Oliva, P. (2009).
Belmont: Wadsworth Pub. Co.. Shu, H., & Wang, S. (2011). The Impact of Using Blogs on College Students' Reading Comprehension and Learning Motivatio . Literacy Research and Instruction;, 50(1), 68-88. Wortham, J.
10. Chua, S., Chan, C. & Tiwari, A.(2011). Using blogs to support learning during internship. 11. Sideka, E., & Yunus, M., (2011).
Teachers are using blogs, social networking sites, and microbl... ... middle of paper ... ...earning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. Suthers, D., Harada, V., Doane, W., Yukawa, J., Harris, B., & Lid, V. (2004). Technology-supported systemic reform: an initial evaluation and reassessment. Vie, S. (2008).
The National School Climate Center defines school climate as the "quality and character of school life" and identifies four major aspects: safety, teaching and learning, relationships, and environment (National School Climate Center, 2012). Any organization that serves people must foster an environment in which the workers, and the people it services, collectively feel a certain pride in belonging to that institution. In order to get maximum efficiency and productivity out of teachers and students, school morale must be at a significant level. Some of these facets include working conditions, safety and sense of belonging, and respected camaraderie amongst staff, students and parents. According to the School Climate Challenge, “Research
Their assignment is a constant reminder of how educating students is a top priority and never cease. Tutoring sessions for instance may take place after school or on weekends and are part of the initiative to move student achievement forward, creating positive culture. Learning-friendly environments motivated by the leadership styles of principals can often show the following qualities within an effective school culture: safety, respect, student responsibility for learning, intellectual rigor, ongoing support, and concern for students’ welfare. Positive and Negative School Cultures Initiating an assessment of school culture to analyze its strengths and weaknesses, gives leaders the ability to affect school culture in a positive manner (Roby, 2011). According to Brown 2004 (as cited by Roby, 2011), the following ingredients are necessary for a productive school culture: • An inspiring vision and challenging mission.
They can decorate their classroom with pictures, calendars, student work, fun-filled fact boards, interactive charts, and positive poster boards relaying moral messages and describing behaviors expected out of the students. They can also do introduction exercises on the first day of class or warm-up activities throughout the year. They ca... ... middle of paper ... ...lvement is also necessary for the creation to be complete. O’connor (2011) wrote, “Students must be cooperative and motivated to learn if a learning environment is to be productive, and parental support is essential for promoting this cooperation and motivation” (cited in Introduction to Teaching: Becoming a Professional, 2014, p. 320). When teachers, parents, and students all work together the students are at a great advantage.