Exploring the Middle School Philosophy: A layered approach to meeting the dev...Deb White Groebner
This presentation was created for KSP 607 (Middle School Philosophies and Practices). Instructions read: “Prepare a persuasive presentation for your future middle school employer outlining in writing improvements that could be made to address the needs of middle school students. If you were given 15 minutes at a leadership committee meeting, what key points would you share to convince them of the merit of your recommendations?”
This product thoroughly shows deep and meaningful knowledge of the development and needs of middle school students. It is artifact 1bB. in my Competency Log (Domain 1: Planning and Preparation / Demonstrating Knowledge of Students). In addition to viewing the slides, please read the presenter notes (when viewing with SlideShare, click on the "NOTES ON SLIDE _" tab under the presentation window) to understand what I would say during this persuasive presentation. The course instructor requested permission to use my presentation as an example of exemplary student work.
positive vs toxic culture in schools.pptxsmitaamit1
does a scchool have a culture ? if yes what inflluences it and how do positive cultures differ from negative ones ? what can we do to diagnose and cure it
112 & 312. Practical Ideas to Transform Your School Culture and Create a Vision
A positive school climate & culture is critical to the learning process for students as well as creating a collaborative environment for teachers. Listen to practical ideas on how to create a positive climate and culture in your school. Whether you are a teacher or in a leadership role, you have an opportunity to make your school inviting for all.
Presenter(s): Bruce Vosburgh
Location: Colony C
3300 W. Camelback Road, Phoenix, AZ 85017 gcu.edu15GCU02.docxrobert345678
3300 W. Camelback Road, Phoenix, AZ 85017 | gcu.edu
15GCU0264
PROFESSIONAL DISPOSITIONS OF LEARNERS
Dispositions are the values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and that affect
student learning and achievement, motivation and development, as well as the educator’s own professional growth. If sincerely held, dispositions should lead to
actions and patterns of professional conduct.
For GCU College of Education students, these dispositions flow from the university’s mission statement. A values-based education emphasizing community,
character and citizenship in the context of a Christian worldview seeks to teach, reinforce, support and cause teacher candidates to contemplate certain
foundational values which Christianity contends lead to a good life. These normative Christian values are integral to the development, maturity and education
of ethical and morally respectable citizens who continue on the path of lifelong learning and service. For College of Education students, this is manifested in the
professional dispositions each carries into the educational community.
High Expectations
Educators should believe that all students could learn and should set and support realistic expectations for student success.
These expectations should be communicated in positive ways. Educators within the College of Education believe that all students have the capacity to be successful
in their academic endeavors. To that end, they support rigorous, but realistic expectations for student success. Goals for teacher candidates’ achievement are
based on the tenets of critical thinking and a global perspective of the educational community as a whole. Further, goals are stipulated to include the skillsets
and best practices regarding educational theory, methodology and assessment in order to assure teacher candidates complete their programs with a highly
developed and effective pedagogy. Goals and expectations are communicated in a positive and proactive manner with the recognition that teacher candidates
are capable of constructively reaching their goals. Collaboration and teamwork are emphasized in this process, in that the entire educational process is a
collaborative effort directed at a successful and prudent result.
High Expectations is demonstrated by the following behaviors:
• Identifying both strengths and weaknesses in students through assessments
• Using the knowledge to individualize instruction for each student
• Monitoring and assessing in real-time and changing practice almost as quickly
• Knowing students and their interests and abilities
• Communicating expectations positively through a variety of methods
• Including students in the planning of the classroom goals
Respect for the Diversity of Others
Educators should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of the community. Th.
3300 W. Camelback Road, Phoenix, AZ 85017 gcu.edu15GCU02simisterchristen
3300 W. Camelback Road, Phoenix, AZ 85017 | gcu.edu
15GCU0264
PROFESSIONAL DISPOSITIONS OF LEARNERS
Dispositions are the values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and that affect
student learning and achievement, motivation and development, as well as the educator’s own professional growth. If sincerely held, dispositions should lead to
actions and patterns of professional conduct.
For GCU College of Education students, these dispositions flow from the university’s mission statement. A values-based education emphasizing community,
character and citizenship in the context of a Christian worldview seeks to teach, reinforce, support and cause teacher candidates to contemplate certain
foundational values which Christianity contends lead to a good life. These normative Christian values are integral to the development, maturity and education
of ethical and morally respectable citizens who continue on the path of lifelong learning and service. For College of Education students, this is manifested in the
professional dispositions each carries into the educational community.
High Expectations
Educators should believe that all students could learn and should set and support realistic expectations for student success.
These expectations should be communicated in positive ways. Educators within the College of Education believe that all students have the capacity to be successful
in their academic endeavors. To that end, they support rigorous, but realistic expectations for student success. Goals for teacher candidates’ achievement are
based on the tenets of critical thinking and a global perspective of the educational community as a whole. Further, goals are stipulated to include the skillsets
and best practices regarding educational theory, methodology and assessment in order to assure teacher candidates complete their programs with a highly
developed and effective pedagogy. Goals and expectations are communicated in a positive and proactive manner with the recognition that teacher candidates
are capable of constructively reaching their goals. Collaboration and teamwork are emphasized in this process, in that the entire educational process is a
collaborative effort directed at a successful and prudent result.
High Expectations is demonstrated by the following behaviors:
• Identifying both strengths and weaknesses in students through assessments
• Using the knowledge to individualize instruction for each student
• Monitoring and assessing in real-time and changing practice almost as quickly
• Knowing students and their interests and abilities
• Communicating expectations positively through a variety of methods
• Including students in the planning of the classroom goals
Respect for the Diversity of Others
Educators should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of the community. Th ...
Culture is the most powerful source of leverage for bringing about change in a school – or any organization, for that matter.School Culture is often majority driven (staff), intangible, hard to describe, and difficult to positively impact, or change in a systemic way. The attitudes, beliefs, and values may often be “hidden” to those new to or outside of the school community.
Values are the eternal things and that govern the world of humanity. Education needs to be. value based to save the humanity from the devastating and detrimental degradation of human values. Let's join our hands to have a world where each and every one would be concerned about the needs of others.
Harnessing the Power of Relationships in Schools with Dr. Timothy GadsonTimothy Gadson
Explore the transformative impact of interpersonal dynamics in educational settings with Dr. Timothy Gadson’s presentation, “Harnessing the Power of Relationships in Schools.” This examination shows how foundational elements like trust, respect, empathy, and collaboration can profoundly influence school culture and student achievement. Dr. Gadson offers educators detailed methodologies for nurturing these essential relationships within their school communities. The presentation delves into strategies for building meaningful connections with students, faculty, families, and the local community, emphasizing the role of equity and social justice in these interactions. It provides a roadmap for educators to create more inclusive and supportive educational environments, enhancing students' personal and academic growth.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2.
Culture
Tells people what is truly important
Tells people how they are to act
Norms
Beliefs
Values
that make up the
Rituals
persona of the school
Ceremonies
Symbols
Stories
6. The Principal Is The Key
*What does the principal plan for?
* What does the principal monitor?
* What does the principal model?
*What does the principal reinforce through
recognition and celebration?
*What behavior is the principal willing to
confront?
7. Principals in Healthy Cultures
Are visible to all stakeholders
Communicate regularly and purposefully
Never forget that they are role models
Are passionate about their work
Accept responsibility for the school’s culture
Are organized
Exhibit a positive outlook
8. Principals In Healthy Cultures
Take pride in the physical
environment of the school
Empower others appropriately
Demonstrate stewardship –
they protect their school and its
people
9. Every school has:
A Formal Culture (job descriptions, traditions,
mission statement values, defined by
symbols[school mascot, song] )
An Informal Culture – how people interact
with each other, share information, how work
gets done and by whom
Subcultures – grade levels, departments,
young teachers, old teachers, fine arts.
10. So…..
Identifying school culture is a
complex undertaking.
It cannot be reduced to merely
having members of the community
list their beliefs, values, and
assumptions.
11. The Markers of School
Culture
The mission statement
Student programs
Programs for teachers
The physical building (the learning
environment)
12. Culture is the most powerful
source of leverage for
bringing about change in a
school – or any
organization, for that
matter.
13. Characteristics of a Healthy Culture
A Healthy Culture can:
*Unify people within the school and its
many communities
*Assist with establishment of a plan for
school improvement
*Focus people on the future and point to
what the school wants to become
*Promote growth in the folks who work
there
14. Healthy Cultures
Marked by professional collaboration
Teachers and administrators share their
knowledge and develop plans together to
achieve organizational goals
Principals work with teachers – they have a
shared mission and vision
Principals and teachers focus on student
learning
The school is aligned….goals and objectives
are consistent with the mission
15. School Culture is over a
period of time…the history
Climate is now, it’s the
perceptions/emotions being
evoked
16. School Climate is the communication of
its norms, beliefs, and values through
various behaviors and interactions and
their effect on others, with the primary
focus being on students. School Climate
is driven by and reflected in the daily
interactions of staff, administration,
students, support staff, and the outside
community.
17. Difference Between
Culture and Climate
Both are related to organizational behavior and
productivity
“Personality is to the individual what climate
is to the organization.”
School climate is the social atmosphere in
which people interact with others and the
school environment
Climate includes perceptions that people have
of the environment (safety, high expectations,
relationships with teachers, students, parents,
and administrators)
18. Climate continued….
The quality of interactions in the
teacher’s lounge
The noise levels in the hallways and
cafeteria
Physical comfort levels (heating, cooling,
lighting)
How safe people feel
How easy it is for students, teachers to
interact with one another informally (size
of school affects this)
20. Academic Climate
Results from how the school uses
rewards and praise
Results from the effectiveness of
the teachers and principal
Results from the collaborative
processes that exist within the
school
21. Social Climate
Results from the appearance, comfort,
and orderliness of the school facility
Results from the opportunities students
have to participate in the school programs
Results from the peer norms that are
present
Results from the nature of the
administrative staff-student cohesion and
support systems
22. Leadership Builds the
Culture and Climate
Healthy cultures and positive climates do not
magically occur!
Strong cultures emerge due to the efforts of the
components
- support and nurture people
- connect and align people and programs
- launch a vision rooted in the belief that all
children can learn
- empower each other
23. The Twelve Norms of
School Culture
1.
2.
3.
4.
5.
6.
Collegiality
Experimentation
Reaching Out To The Knowledge
Base
Appreciation and Recognition
Caring, Celebration & Humor
Traditions
25. Principals in Unhealthy Cultures
Are rarely seen outside their office
Find little time for communication
Feel that other people are
responsible for their school
building’s physical needs
Take passive roles in decorating or
furnishing their schools
26. Principals in Unhealthy Cultures
See themselves as the lone leader or
“boss” of the school
Never empower teachers to lead
Are poorly organized
Habitually make excuses for their
school’s shortcomings
Blame inadequacies on outside
influences
(Fiore, 2001)
27. The Toxic Culture
Marked with dysfunctional patterns of
behavior
Toxic cultures deplete members’
energy, damage the members, make it
impossible to be collaborative
Reinforce negativity (values & beliefs
are negative)
Rituals and traditions are joyless
28. Toxic Cultures
Evolve over time
Have staffs that are fragmented
Serve the adults in the schools rather than
the students
Are places where negative values and
hopelessness reigns
Are a wasteland for students, teachers, and
others, both internal and external
constituents
29. A Toxic School
Culture Is full of
Tators
Dictators
Commentators
Agitators
Spectators
30. Why Is School
Culture Important?
What research tells us:
“Positive learning can only take place in a
positive culture. A healthy school culture will
affect more student and teacher success than
any other reform or school improvement effort
currently being employed.”
-Gary Phillips
31. TO CHANGE YOUR
SCHOOL’S CULTURE
Promote your mission, vision, values
and goals.
Togetherness and Connectivity.
Sustain the culture through
communication.
Persist.
Confront problems.
32. Positive School Culture/Climate
Mission IS about student and teacher
learning
Rich sense of history and purpose
Core values of collegiality, performance, and
improvement centered around quality,
achievement, and learning for ALL students
Positive and Proactive Approaches for staff
33. This includes the bus!
The bus is an extension of school!
This includes the bus stop!
The same rules apply!
Don’t jeopardize your bus privileges!
39. Respect
Caring
Respect
Treat others with respect.
Be considerate of the feelings of others.
Be tolerant of differences.
Use good manners, not bad language.
Don’t threaten, hit or hurt anyone.
Deal peacefully with anger, insults and
disagreements.
44. A Final Thought
“Self-renewing school cultures are collaborative
places where adults care about one another,
share common goals and values, and have the
skills and knowledge to plan together, solve
problems together, and fight passionately but
gracefully for ideas to improve instruction.”
-Robert Garmston & Bruce Wellman
45. If All The Trees Were Oaks
What if all trees were oaks,
How plain the world would seem;
No maple syrup, banana splits,
And how would orange juice be?
Wouldn’t it be a boring place,
If all the people were the same;
Just one color one language,
Just one family name!
If the forest were the world,
And all people were the trees;
Palm and pine, bamboo and willow,
Live and grow in harmony.
Aren’t you glad, my good friend,
Different though we be;
We are here to help each other,
I learn from you, and you, from me.
-Author Unknown