Monday, February 9, 2009

Module 2: Reflection Questions

5. Of the 6 SchoolPLUS compliant effective practices underlying community education as described in this module, are there any in particular that your school or educational organization does well?
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6 comments:

  1. RobskcaFebruary 18, 2009 at 7:10 PM

    Caring and Respectful School Environment

    Since one of our school division's shared values includes "I Respect", we already assert a belief in the necessity for respect. All students are treated with respect and we ask them to treat others with respect as well.

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  2. RobskcaFebruary 18, 2009 at 7:16 PM

    Responsive Curriculum and Instruction

    In our school, the curriculum and our teaching is encouraged to be responsive to the students' needs. All students learn at different rates and have diverse needs. Teachers are asked to adjust their teaching styles to meet the needs of the students in their classes.

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  3. RobskcaFebruary 18, 2009 at 7:21 PM

    Assessment for Learning

    Our school has just undertaken a series of assessments aimed at improving the ability of students to their reading skills. These assessments looked at six different reading skills. We performed it as a pre-test and after working on the skills, we will perform a post-test afterward. Hopefully, no, certainly we will see improvements.

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  4. RobskcaFebruary 18, 2009 at 7:54 PM

    Adaptive Leadership

    From the Role of the School paper:

    That all of the educational stakeholder organizations do everything within their
    power to promote an approach to leadership and school administration that is consistent with a Community School philosophy, that,

    · Seeks to be collaborative, rather than adversarial;
    · Seeks to promote the development of staff, rather than merely exercising control;
    · Seeks to share power and value team work;
    · Possesses negotiating and mediation skills;
    · Seeks the common interest base in an attempt to resolve conflict;
    · Values morale and organizational climate;
    · Finds ways to meaningfully consult student opinion, and attempts to adapt the school program in light of this input;
    · Values parents as partners in the education of children;
    · Sees the community as a resource, and seeks ways to incorporate these resources in the life of the school.

    In my school, many of these values. All leaders, right from the principal, vice-principals, Learning Leaders and Core Leaders all work to actualize these values. Even teachers work to do this.

    However, not everyone does this. There is a certain number of teachers who are very "old school". They believe they have the students' best interests at heart, but they find it difficult to surrender power to their students.

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  5. RobskcaFebruary 18, 2009 at 8:05 PM

    Authentic Partnerships

    In some schools I've been in have had business partners that have had fairly superficial relations with the school. Other schools tried to instill some significance in the school/business relationship. This at times meant that students took part in the business just as an employee might.

    To be in an authentic partnership, the school would get something from the business but the business would also get something from being associated with the school.

    Unfortunately, I am not even aware of my school's business partner's name. Therefore further answers cannot be arrived yet. This leaves me with a question that still needs to be answered.

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  6. RobskcaFebruary 19, 2009 at 8:01 AM

    Comprehensive Prevention and Early Intervention

    In my school we have certain forms of intervention that are aimed at academic intervention. Intervention for family and other reasons is not as common as I've seen in other schools.

    Our Student Achievement Committee meets regularly to discuss students' achievement and some students' names are put forward for us to consider. Their CUM folders are checked and in our meetings we discuss a course of action for them.

    In terms of students and whether they are at risk, the guidance councilors and Vice-Principals monitor students who are showing signs of being at risk. If problems arise action is taken to ensure that a suitable response is provided.

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