Agency Mission Pupil Services is an agency within Los Angeles Unified School District under the Student Health and Human Service Division and their mission statement is the following: “To ensure that all LAUSD students are enrolled, attending, engaged, and on-track to graduate.” The agency firmly believes that within every student is a highly capable and motivated high school graduate. Agency Structure Pupil services partner with a variety of district and non-district agencies such as the City of Los Angeles. The City of Los Angeles pays for 16 PSA counselors, 1 lead counselor, and 1 coordinator position to be co-located at FamilySource Centers which are non-LAUSD agencies.
The children in a school are valued, with an environment that fully encourages and celebrates their learning and progression and how they are developing. The provision of a safe and secure learning environment for all its pupils should be provided through recognizing the importance of welcoming diversity and equal opportunities. The atmosphere within a school should be positive, with this being reflected in the attitudes of the staff and pupils, all caring for and taking pride in their surroundings and in how the learning journey of each pupil takes
4.1 Identify ethos, mission, aims and values of an educational setting Ethos: The ethos of an educational setting refers to the underlying culture, atmosphere, and values that inform the daily life of the institution. It reflects the principles, beliefs, and attitudes that guide the behaviour and interactions of its members, including staff, students, parents, and other stakeholders. Mission: The mission of an educational setting is a statement of its purpose and overall goal. It reflects the institution's commitment to delivering high-quality education and achieving specific outcomes. The mission statement should be concise, clear, and inspiring, and it should provide direction and focus for the institution's strategic planning and decision-making.
Ethos: In the text Freire is confident in his writing. He states every argument as a fact even if it is subjective. Researching the author, it is clear that he has expertise on the subject of education. He was a professor himself and was an activist for literacy in Brazil.
Working within our school setting  we work in an open and transparent manor This includes ensuring , all doors have glass panels in or be left open so that we can be seen as we teach, this is set in place to discourage any false allegations of occurrences of abuse as it can be disproved and can also protect teachers them self from having abuse. By doing so we are allowing open teaching which can dissolve any accusations made by either students or staff. Listening to children-  All staff members to ensure they make time to listen to their pupils as it could raise concern regarding the child’s welfare as when a child is willing to speak and feels comfortable and safe enough to open up it is the staffs duty to ensure this child is listened to and taken seriously.
My actual audience is everyone who reads the Daily Wildcat, but my target audience is leaning towards us students. It could also reach out to parents whom have children as well. A reason being for choosing that audience is that I primarily wanted to inform current students and also parents that have children that are in the public school system, because they are the ones that can make a change happen by knowing all the possible ways school choice can affect not only them now but the future of their children as well. This group of people are the ones that should be the most concerned about school choice because it effects them directly. I initially started off my editorial with saying “But on February 7 2017, the education system was changed
The school’s indifference to Walter’s base level of physiological and safety needs, a school’s primary priority, leads to an apathetic treatment of schoolchildren. The school system concerns teaching only, rather than the holistic well-being of the student to thrive and succeed in a learning environment. The failure of the school system also shines through the example
In order to demonstrate expected behaviour, values and attitudes in children and young people schools have developed a behaviour policy. The policy has to have clear manageable expectations, be fair, easy to understand and realistic. Each school writes its own behaviour policy, it is normally developed by the head teacher in consultation with other senior people within the school. A behaviour policy, in effect outlines school rules and expectations that the pupils must adhere to.
We can see in “This We Believe”, an important aspect in middle level education is that “the school environment is inviting, safe, inclusive, and supportive of all” (Page 33). In This We Believe, it says that “a successful school for young adolescents is an inviting, supportive, and safe place- a joyful community that promotes in-depth learning and enhances students’ physical and emotional well-being” (Page 33). Creating a supportive and safe place for my students should not only be in my classroom, but in the school as a community. This We Believe also states that “The school actively involves families in the education of their children” (Page 40).
• Modeling positive behaviour o As educators we need to develop our own positive attitudes towards cultural diversity. Our own behaviour and attitudes in relation to cultural diversity will be recognised by children and possibly reflected in their own actions and behaviour. We need to ensure that what children see and hear from us is appropriate, correct and positive. The behaviour that we want to see in children, namely an acceptance of and respect for diversity, must first be shown by the centre’s educators. • Effectively dealing with stereotypes and racism o Children – whilst it is essential that stereotypes and racism are addressed with children as they occur, educators should keep in mind that in general children are not intentionally
teacher can promote safe and supportive environment to motivate students’ engagement in classroom activities. According to domain two of Danielson’s (2011) “The Framework for Teaching Evaluation Instrument”, "Teachers need to create an environment of respect and rapport in their classroom by the ways they interact with students and by the interaction they encourage and cultivate among students" (p.28). This domain illustrates all students need to have a feeling of physical and emotional safety in the classrooms. Therefore, it is very crucial that teachers treat all students the same way as a family by making sure that each student values each other’s racial and cultural differences, as it will build the feeling of welcome and prevent the use
So what makes a good teacher in a Catholic school? A good place to beginning is by looking at the ethos and mission of the school as this underpins all aspects of school life (IQM). The ethos of a Catholic school sets it apart from other schools. To give an example the mission is ‘In Christ, we Grow’ which sits alongside the Gospel values of love, justice and hope. While the mission is short and simple it encapsulates the beliefs of the school.
This is a chance for the schools to reinforce their ethos and values. The ethos of the school should be felt in the atmosphere of the school environment as it is part of daily practise and activites planned by the teachers. It should prioritise childrens safety and with children at the centre of all
The school should facilitate a learning environment where there is a sense of camaraderie between the learners and never the feeling of competition for knowledge because knowledge of all kinds is best learned through shared social experiences. Article 3: The Subject Matter of
As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.
