CW Made initial contact with Mya Loftis at Woodland Heights Elementary. Present is the Guidance counselor Ms. Arnold. Mya is six years old and she is in Kindergarten. She likes to go to Recess. She gets to school by her mother driving her to her grandma then her grandmother brings her to school.
As a child, one is oftentimes told to put thought into one’s actions to avoid the predictable, unpleasant consequences of a hasty performance. During an individual’s youth, the value of accountability is tremendously emphasized by one’s parents and educators. Children are taught that they must be held responsible for their actions, and, as they age and grow into mature individuals, they take on accountability for others. Being responsible means having a duty or an obligation to diligently fulfill a certain task, and as an individual matures, his or her obligations begin to encompass not only the responsibility one has for oneself, but also social accountability. Nevertheless, when one is faced with demanding obstacles, one’s sense of obligation to others may become compromised.
This committee was necessary as our schools have gone through rapid growth in a world that is constantly changing. I was asked to join as a student member of this committee, and jumped on board without hesitation, remembering all the good that the schools had done for me. As a student member of this committee, I worked with teachers and administration across the school district, parents of kids in the district, and community leaders in both Sartell and St. Stephen to come up with a common vision for the future of our schools and a blueprint to lead us there. As we met through the rest of that school year, we came up with the common goal of meeting the mission statement of the Sartell Schools, which is to “Inspire the entire community to develop well-rounded citizens capable of becoming successful and contributing members of society by providing outstanding instruction in a caring and
They made sure that the use of braille writers and other specialized equipment are available at all times for students. They also offered consultative support to school staff as well as to parents (RESA, 2016). MARESA staff also works along with most school staff to help them develop in areas that they are weak in. As well as working with the school staffs to identify special education services. They help with planning, supporting opportunities for staff to develop, as well as opportunities for teachers, administrators, aides and parents to learn new skills as well as plans that facilitates the success of the students, in addition, to the growth of the staff (RESA, 2016).
My families need to be able to talk to me about any academic concern that they may have in regards to their child’s education in my centers. I feel all schools should have safety protocols so
To create a healthy and safe school community I believe that the teachers and in general, the administration play the key role by practicing and knowing the policies and establishing these to promote specific values. Collaboration, strong relationships and understanding between all staff members through practices such as PD days or staff meetings allows for congruency and harmony within the school and will reflect on the students accordingly. Potential Area for Growth: My potential area of growth regarding TQS 6 is in maintaining awareness of, and responding in accordance with, requirements authorized under the School Act and other relevant legislation. Most importantly, the “maintaining awareness” piece. Truthfully, it is daunting to realize and keep up with all the responsibilities that a teacher must be aware of and must do.
Carter says that because of this, “the child lacks positive academic role models” (1). This information is relevant because it suggests that most kids today, who live in poverty, do not have someone with a quality education helping them with their studies, which can cause the child to become less motivated to do well in school. If a students has no one to help with homework, he or she may not feel pressured to complete the homework. Usually, that is when the school steps in and provides after school programs, where local mentors or teachers are available to help kids with their homework. Those teachers or mentors, often serve as unofficial role models that not only help with homework, but also give guidance and advice that can provide these students with the skills that they need and often do not get at home, to develop emotional intelligence.
A teacher and parent survey will be used to help measure the effectiveness of the school educational program. I will have to ensure that every student and parent know that are important to the success of the school and their voices will be heard, by seeking feedback from the community. The strengths and weaknesses from the survey would be used to identify school goals, along with consensus building. Consensus building will allow for everyone voice to be
The Jackson school would be building a working relationship between the school and the community. We at The Jackson school believe that it is imperative to create a working relationship that keeps parents and taxpayer connected, engaged and allows a two-way communication. Here at The Jackson School, the staff focus on the individual student which take precedence over concerns for the group or the curriculum. The Jackson School has developed the internet emerging accessibility that more parents who have students with special needs The Jackson school can be reached.
There are different strategies to make the goals of the campaign achievable using school-wide strategies and student-centred strategies (Helm, 2011). Some school wide approaches to this area are attendance strategies usually have a system where the school contacts parents to get them involved where attendance is an issue as well as staff monitoring truancies. Schools could also bring in career development support, Helm (2010) had mentioned that Indigenous families would need more assistance in the process of career development to ensure their
Also, the student explained, the solution team tried to make the target feel better about themselves and tried to stop problems around the school if the problems were relevant to the situation. However, the student also stated he knew of incidents where the system was abused, and no help came from the form. Obviously, many students have mixed feelings about the system; the school’s system seems good in theory, but less in
For my senior thesis, I spent an entire year researching the benefits of community service in secondary schools. The idea from my thesis was a result of my interest in service and my passion for servant leadership. My intention was to utilize all that I know from leadership and alternative forms of learning and combine it with my knowledge of education. The result was a greater understanding of the importance of implementing community service requirements in schools. Many high school students benefit from community service in a variety of ways including personally and civically.
In this excerpt from a speech delivered in 1873 by Susan B. Anthony, the author directly refutes the inequal oligarchy of sex by stating the contradictions of these concepts against the constitutions of United States. By heavily emphasizing the attributes of the democracy, the author reinforces the concept of revolution, which functioned to provoke woman suffarage movement. In order to effectively state her position, the author incorporated various persuasive techniques including, reiteration of the constitutional rights, creating rapport with the readers, and inducement of voluntary thoughts regards to this matter. The author is mindfully persuasive from the very beginning, opening her speech with very clear arguement.
A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. Faith. (n.d.). In Oxford English Dictionary.
Interested parents can choose to participate on an advisory council. This committee works with GATE resource teachers, school administrators, general education teachers, and other school personnel to receive updates, provide feedback, and ask questions related to GATE programs. The advisory council meets at least three times a year in order to ensure that the education of every child is enhanced by assisting with program planning and assessment. The role of parent representatives is to serve as a liaison between the school’s GATE program and the school community. Parents may find information about joining the local advisory council by meeting with a school administrator or the GATE coordinator.
