Five individuals from my “school community” were interviewed to get their perspective on the relationship between the school and the community. The quality of this relationship is used as an indicator of how they perceived the school to be doing in terms of the Circle of Courage and SchoolPLUS models. Each person’s involvement within the school varied. Three had children in the school and two did not. All five were employed in either the community or the neighboring town. An educational psychologist, an office manager, a gas station attendant, a health care worker and a receptionist in the medical clinic were all interviewed in their places of work.
Of the five people interviewed, the educational psychologist seemed to have the most positive view of the school as having a caring and respectful community environment. She indicated that she always felt welcome in the school. Staff members always stopped to talk with her in the hallway, invited her into their classrooms to show off their students’ work, and felt comfortable enough to tease and joke with her. The school and the educational psychologist seem to have a very strong working relationship as well. They are working together to assess the needs of each of the individuals in the school in order to more fully meet their needs and insure student success.
Three of the other four people interviewed also felt welcome in the school—one because she “is related to most of the people in the school”. The individual who did not feel welcome perceived the environment to be unfriendly.
When asked to discuss their children’s experience in the school, the parents had mixed responses. The first parent had one child attending a part time program who was enjoying school. Her second child was discontinued and moved to another school because of bullying. This parent did not feel that the teacher addressed her concerns thus pulled her child out of the school. The second parent indicated that her child liked going to school. In fact, she was very excited about the upcoming school carnival. Bullying was not a problem for her child, but she suggested it might be a problem for other students. The third parent had a very negative opinion of the school. Her child, who is in Grade Four, does not like going to school because the other students are mean to her—name calling being one example mentioned. The mother indicated that she would like to remove her daughter from the school, but policy did not allow it because they lived on-reserve. This parent also expressed concerns regarding the school discipline policy. She made reference to the Principal when suggesting that there was an overall lack of consequences for inappropriate behavior.
In terms of parent and community involvement in the school, there appears to be very few opportunities. Field trips were the only activity mentioned for which parents were able to volunteer. Attending parent/teacher interviews, the annual Christmas concert, and the carnival were the functions for which the parents and community were invited into the school. Outside of the regular school day however, the gymnasium is used to host a variety of community gatherings such as funerals, mini pow-wows, youth dances, and community “gym nights”.
Although an attempt to develop partnerships has been made, the actual degree of which is somewhat limited. The most obvious partnership is between the school and the health clinic. The health clinic, which is attached directly to the school, has a dentist which sees students regularly. As well, there is some programming for teachers/students in terms of workshops on a variety of health related topics such and diabetes, bullying, and nutrition.
The unique features of the community seem to be reflected in school programming to a certain degree. A traditional feast “kicks off” the school year and a language teacher delivers some programming that stresses the importance of the Dakota culture. In addition, Elders are occasionally asked to come into the school to speak with the students.
Wednesday, March 11, 2009
Sunday, March 8, 2009
Who is My Community?
For the purpose of this assignment, my community is comprised of several overlapping and co-centric components. First, there is the place in which I live. My family, neighbors, and friends are in the close knit circle of my community. Beyond them there are associates in a variety of organizations—each individual organization its own distinct community. People I work with on different committees such as musical festival, Friends for Life (group fundraising for breast cancer), minor baseball executive members, and book club members are all examples of “who” is in my community at this level. At the furthest reaches, based on location, are the people who own and work in businesses where I live, acquaintances I might meet on the street, parents of my children’s friends, and the teachers and staff from the schools my children attend.
The second component of community revolves around my place of work. As “division office” staff, I work closely with a team of individuals who share a similar purpose. Beyond them are the staff members of the different departments throughout the building where we work. We are linked by the organization for who we work. The principals, teachers, and staff members in each school form the next level of community. Each is its own distinct community which I intersect and impact slightly. Finally, the students in the school become part of my community as well. It is only recently, have I started to become involved with the parents as well and can consider them part of my community.
Common interest can help to define a community. With each new university class, a new community develops. These are generally focused around the subject matter, but they widen and deepen based on particular areas of interest and subject matter. Based on my interest in reading and learning to read, my community includes consultants in other school divisions, teacher specialists and librarians in other schools, and book reps for example. Communities are constantly growing and changing and are affected by every individual I meet.
The second component of community revolves around my place of work. As “division office” staff, I work closely with a team of individuals who share a similar purpose. Beyond them are the staff members of the different departments throughout the building where we work. We are linked by the organization for who we work. The principals, teachers, and staff members in each school form the next level of community. Each is its own distinct community which I intersect and impact slightly. Finally, the students in the school become part of my community as well. It is only recently, have I started to become involved with the parents as well and can consider them part of my community.
Common interest can help to define a community. With each new university class, a new community develops. These are generally focused around the subject matter, but they widen and deepen based on particular areas of interest and subject matter. Based on my interest in reading and learning to read, my community includes consultants in other school divisions, teacher specialists and librarians in other schools, and book reps for example. Communities are constantly growing and changing and are affected by every individual I meet.
Wednesday, February 25, 2009
Community
Wikipedia indicates that there were ninety-four discrete definitions of the term “community” by the mid 1950s. Examples of these competing definitions are given in the online article Community—community as a geographical area; community as a group of people living in a particular place, and community as an area of common life, to name just a few. As society has grown and changed, so has the idea of community.
Historically, according to Marcia L. Connor (2000), communities were very small. As forms of communication developed, communities grew and their boundaries were extended. She shares the following quotation that shows the fears people had regarding change and its affects on community. I would suggest that similar fears are echoed today. “Socrates supposedly said writing would lead to the end of civilization because people didn’t have to be amongst one another anymore.” What would he say now in the “age of technology” with the internet, the cell phone, and texting? Connors states that none of the forms of communication have replaced community, that they have simply extended its reach, depth and potential impact. However, I would argue that in many instances, the general sense of community is declining. Robert D. Putnam, cited on Wikipedia, found that over the 25 years from 1975-2000, attendance at club meetings had fallen 58%, family dinners were down 33%, and having friends visit was down 45%. It appears that people are being engaged less and less in face-to-face interactions. Using these numbers as indicators of sense of community, is seems that it is slowly being lost.
What is community then? Community is more than a group of people living in a common place. With community must come a sense of belonging. That sense of belonging comes from a feeling of being needed—individuality is honored and individuals feel like their lives have purpose in terms of the group. I love the statement (below) made by Connor as to the root of the word community.
Historically, according to Marcia L. Connor (2000), communities were very small. As forms of communication developed, communities grew and their boundaries were extended. She shares the following quotation that shows the fears people had regarding change and its affects on community. I would suggest that similar fears are echoed today. “Socrates supposedly said writing would lead to the end of civilization because people didn’t have to be amongst one another anymore.” What would he say now in the “age of technology” with the internet, the cell phone, and texting? Connors states that none of the forms of communication have replaced community, that they have simply extended its reach, depth and potential impact. However, I would argue that in many instances, the general sense of community is declining. Robert D. Putnam, cited on Wikipedia, found that over the 25 years from 1975-2000, attendance at club meetings had fallen 58%, family dinners were down 33%, and having friends visit was down 45%. It appears that people are being engaged less and less in face-to-face interactions. Using these numbers as indicators of sense of community, is seems that it is slowly being lost.
What is community then? Community is more than a group of people living in a common place. With community must come a sense of belonging. That sense of belonging comes from a feeling of being needed—individuality is honored and individuals feel like their lives have purpose in terms of the group. I love the statement (below) made by Connor as to the root of the word community.
“Coming from two Latin words meaning ‘with gifts,’ the term community suggestsA community of this nature can be all inclusive. Communities though exclude those that do not share the values, interests, and purpose that the individuals consider their common identity.
a general sense of altruism, reciprocity, and beneficence that comes from
working together. Communities help generate a shared language, rituals and
customs, and collective memory of those that join the group.”
Wednesday, February 11, 2009
How does my school fare in terms of SchoolPLUS and the Circle of Courage Model?
School A is a small band operated school nestled in the beautiful Qu’Appelle Valley. Head Start to Grade 9, there are approximately 120 students who are bused to school daily. Of the 20 staff members, 8 are teachers, and 12 are support staff. According to Band records, education received $1, 384, 456 for the 2007-2008 school year. For the same time period, $1,179,529 was received by band members through social assistance. Stats Canada indicates that the median age of the band members was 20.8 in 2007 and that the average household income was $17,152, which is well below the poverty line.
Five employees of the school were interviewed regarding their perceptions, thoughts and feelings on how the school is doing in terms of SchoolPLUS and the Circle of Courage Model. One resource room teacher, two classroom teachers, and two teacher assistants, were interviewed. Two of the interviewees are Band members.
When asked if they had heard about SchoolPLUS or the Circle of Courage Model, four of five people interviewed had not. One of the teachers described SchoolPLUS as part of school improvement planning but could not elaborate. Despite not knowing the terms, I would ague that the school staff are doing well in terms of both.
Parental and community involvement is very much a concern of the school. Last year, for example, the school applied for, and received, New Paths funding from INAC (Indian and Northern Affairs Canada) to improve home and school relations. One of their projects was the development of an incentive program where every time a parent or community member came into the school, they got to enter their name in a draw to win one of two laptops. As a staff they have expressed frustration in the lack of parental involvement and, as you can see, have been trying different means of improving it.
There seems to be a general consensus that the students of School A are happy and excited to come to school. Teachers feel this is reflected in attendance. Students generally greet teachers and classmates in a friendly manner. Students will often hug staff members when they meet them. Not only are students eager to participate in class, they are also involved in the school’s many extracurricular activities such as lacrosse, hockey, volleyball, and baseball, for example. There seems to be a very strong focus on sports throughout the school. Although there is no formal policy in place to welcome new students, teachers often “buddy” them up for a few days until they feel comfortable.
Mixed responses resulted when the staff members were asked if parents and community members feel welcome in the school. Teachers indicated that lack of parental involvement was a concern. One respondent felt that not enough was done by the school to make parents and community members feel welcome. Others thought that either education was not a priority for certain families, or that some individuals were nervous about coming into the school, either because of past experiences or feelings of inferiority. However, the staff members were in agreement that of the parents that did come into the school, they felt welcome. The large majority felt comfortable enough to venture directly to their children’s classrooms to see the children and the child’s teacher. Parents seem to feel at ease enough to voice their concerns.
School programming seems to have a focus on student success. They are using several programs that are rooted in research-based best practices. In several subjects students are grouped school-wide into ability level groupings. The hope is that by working at their own level, students will achieve success, and as a result, more growth. Although, for the most part, not familiar with the term multiple intelligences, teachers are trying a variety of different strategies. If a student isn’t catching on to one method, they will approach it with a different strategy. The resource teacher felt that positive relationships were a key to many of the student and school successes.
Over the past several years the school staff has taken part in two very different professional development in-services that address student behaviors—the Battleford Day Treatment Program and Perceptual Control Theory Training. The first was taught as an integrated part of the curriculum. The second, used as a way to teach inner control. Although the training has been intensive, one teacher reported that behavior is not being dealt with in a consistent manner nor is it being taught consistently in individual classrooms.
The school staff values generosity. This is demonstrated in their commitment to teaching children about sharing. It is not uncommon for students to share school supplies or lunches. In addition to this, the school is involved in several fundraising efforts that encourage generosity. Projects include penny drives for diabetes, the Terry Fox run, food hampers at Christmas time, and donations to the radio-thon for the neonatal intensive care unit.
The gym and adjoining Home Ec. Room have been designated as community space. They are used for a variety of after school activities such as funerals, round dances, workshops, family fun nights, and sports. These activities are usually organized by community members rather than teaching staff.
When asked about opportunities that the school has created to build relationships within the community, many felt that these were lacking. However, some mentioned parent-teacher interviews, school carnivals, and an “open house” policy as attempts at building relationships. This year the staff have attempted to bridge the gap between community and school by starting a band-wide volleyball league. In addition to the school team, there is a team from the health department, the chief and council, and the local RCMP. There were many positive comments about this initiative.
Partnerships seem to be an area of weakness according to individual responses. However, there are a multitude of resources available to the teachers should they choose to utilize them. The school is attached to the medical and dental clinic. The Health Department supports the school by offering nutrition workshops, diabetes and sexual health education, as well as individual and group counseling. The Tribal Council offers many of these same services as well. In addition to these, Elders were mentioned as a valuable resource in the school. The Elders try to be present at the majority of school functions. They also attend the student’s extracurricular activities when they can. Elders spend time both in the classrooms and with individual students as requested.
The final question that was asked during the interview was “What unique features of your community are reflected in your school programming?” First, community involvement in sports was mentioned in several of the answers. The resulting school focus on, and success in sports, they felt, was an outcome. Secondly, it was felt that the unique location of the school enabled teachers to enhance their programming. Nature walks, canoeing, and ice fishing being reflections. Finally, staff members felt that the support that they received from Chief and Council was unique. In discussions with colleagues from other schools, they ascertained that education was a priority for the Chief and Council in their community and did not seem to be so for others. They feel that the support of Chief and Council makes a huge difference in the school, its atmosphere, and its programming in general.
Five employees of the school were interviewed regarding their perceptions, thoughts and feelings on how the school is doing in terms of SchoolPLUS and the Circle of Courage Model. One resource room teacher, two classroom teachers, and two teacher assistants, were interviewed. Two of the interviewees are Band members.
When asked if they had heard about SchoolPLUS or the Circle of Courage Model, four of five people interviewed had not. One of the teachers described SchoolPLUS as part of school improvement planning but could not elaborate. Despite not knowing the terms, I would ague that the school staff are doing well in terms of both.
Parental and community involvement is very much a concern of the school. Last year, for example, the school applied for, and received, New Paths funding from INAC (Indian and Northern Affairs Canada) to improve home and school relations. One of their projects was the development of an incentive program where every time a parent or community member came into the school, they got to enter their name in a draw to win one of two laptops. As a staff they have expressed frustration in the lack of parental involvement and, as you can see, have been trying different means of improving it.
There seems to be a general consensus that the students of School A are happy and excited to come to school. Teachers feel this is reflected in attendance. Students generally greet teachers and classmates in a friendly manner. Students will often hug staff members when they meet them. Not only are students eager to participate in class, they are also involved in the school’s many extracurricular activities such as lacrosse, hockey, volleyball, and baseball, for example. There seems to be a very strong focus on sports throughout the school. Although there is no formal policy in place to welcome new students, teachers often “buddy” them up for a few days until they feel comfortable.
Mixed responses resulted when the staff members were asked if parents and community members feel welcome in the school. Teachers indicated that lack of parental involvement was a concern. One respondent felt that not enough was done by the school to make parents and community members feel welcome. Others thought that either education was not a priority for certain families, or that some individuals were nervous about coming into the school, either because of past experiences or feelings of inferiority. However, the staff members were in agreement that of the parents that did come into the school, they felt welcome. The large majority felt comfortable enough to venture directly to their children’s classrooms to see the children and the child’s teacher. Parents seem to feel at ease enough to voice their concerns.
School programming seems to have a focus on student success. They are using several programs that are rooted in research-based best practices. In several subjects students are grouped school-wide into ability level groupings. The hope is that by working at their own level, students will achieve success, and as a result, more growth. Although, for the most part, not familiar with the term multiple intelligences, teachers are trying a variety of different strategies. If a student isn’t catching on to one method, they will approach it with a different strategy. The resource teacher felt that positive relationships were a key to many of the student and school successes.
Over the past several years the school staff has taken part in two very different professional development in-services that address student behaviors—the Battleford Day Treatment Program and Perceptual Control Theory Training. The first was taught as an integrated part of the curriculum. The second, used as a way to teach inner control. Although the training has been intensive, one teacher reported that behavior is not being dealt with in a consistent manner nor is it being taught consistently in individual classrooms.
The school staff values generosity. This is demonstrated in their commitment to teaching children about sharing. It is not uncommon for students to share school supplies or lunches. In addition to this, the school is involved in several fundraising efforts that encourage generosity. Projects include penny drives for diabetes, the Terry Fox run, food hampers at Christmas time, and donations to the radio-thon for the neonatal intensive care unit.
The gym and adjoining Home Ec. Room have been designated as community space. They are used for a variety of after school activities such as funerals, round dances, workshops, family fun nights, and sports. These activities are usually organized by community members rather than teaching staff.
When asked about opportunities that the school has created to build relationships within the community, many felt that these were lacking. However, some mentioned parent-teacher interviews, school carnivals, and an “open house” policy as attempts at building relationships. This year the staff have attempted to bridge the gap between community and school by starting a band-wide volleyball league. In addition to the school team, there is a team from the health department, the chief and council, and the local RCMP. There were many positive comments about this initiative.
Partnerships seem to be an area of weakness according to individual responses. However, there are a multitude of resources available to the teachers should they choose to utilize them. The school is attached to the medical and dental clinic. The Health Department supports the school by offering nutrition workshops, diabetes and sexual health education, as well as individual and group counseling. The Tribal Council offers many of these same services as well. In addition to these, Elders were mentioned as a valuable resource in the school. The Elders try to be present at the majority of school functions. They also attend the student’s extracurricular activities when they can. Elders spend time both in the classrooms and with individual students as requested.
The final question that was asked during the interview was “What unique features of your community are reflected in your school programming?” First, community involvement in sports was mentioned in several of the answers. The resulting school focus on, and success in sports, they felt, was an outcome. Secondly, it was felt that the unique location of the school enabled teachers to enhance their programming. Nature walks, canoeing, and ice fishing being reflections. Finally, staff members felt that the support that they received from Chief and Council was unique. In discussions with colleagues from other schools, they ascertained that education was a priority for the Chief and Council in their community and did not seem to be so for others. They feel that the support of Chief and Council makes a huge difference in the school, its atmosphere, and its programming in general.
Monday, February 9, 2009
I envision a parallel relationship between the Circle of Courage Model and SchoolPLUS. The lines of this image however are somewhat blurred and are often found to be interwoven. Through a careful examination of how they are parallel it is quite clear how they too are different. Below is a chart (or at least is was....the formatting would not hold between Word and Blogger) detailing the similarities between the two models with its starting point as the Circle of Courage Model.Belonging - Circle of Courage Model
- Importance of powerful social bonds
- Built on relationships of trust and respect
- Fulfills the need for love and belonging
Belonging - SchoolPLUS
- Unconditional commitment to all
- Schools open and welcoming
- Inclusive model
- Culturally affirming environment
- Considerations made to create caring and respectful environments
Mastery - Circle of Courage
- Children taught to observe and listen to those with more experience (“models” for learning)
- Mastery for personal growth
- Creation of competent problem solvers
- Opportunities for success
- Cultivation of the desire to achieve
Mastery - SchoolPLUS
- Community resource support imperative for delivery of curriculum
- Teachers ensure high quality learning opportunities and highest possible outcomes for students
- Array of effective instructional and assessment strategies
- “Rather than requiring students to be school ready, schools are student ready.”
Independence - Circle of Courage
- Building of respect and teaching of inner discipline
- Children encouraged to make decisions, solve problems, and show personal responsibility
- Adults modeled, nurtured, and taught values
- Opportunities for making choices
Independence - SchoolPLUS
- Strengthen youth and community leadership capabilities
- Nurture understanding and respect among diverse groups
Generosity - Circle of Courage
- Cultivation of concern for others
- Life purpose
Generosity - SchoolPLUS
- ***
The Circle of Courage is a holistic model for positive youth development that is based on traditional Native American child rearing philosophies. These philosophies are not new. The Circle of Courage model is simply returning to a model that was historically successful in creating productive and healthy “citizens”. I appreciate this simplicity of the model in comparison to the SchoolPLUS model.
Although similarly holistic, the SchoolPLUS model is much more complicated; objectives, twelve significant forces of change, goals and principles, key elements, etc. are some of the underlying principles that guide the implementation of the model. Service delivery is a key component of SchoolPLUS . Service providers such as nurses, counselors and police officers work right in the schools. The model is not working from “what used to be” but instead looking ahead and making changes to what it is thought “should be”. An increasing focus on assessment and evaluation as well as on government involvement is key considerations.
While SchoolPLUS puts the school at the centre of its community, the Circle of Courage model is applied in settings beyond school such as treatment centers and youth facilities.
One surprising difference between the two models is the lack of focus on generosity in the SchoolPLUS model.
Resources:http://www.reclaiming.com/about/index.php?page=philosophy
http://www.sasked.gov.sk.ca/branches/pol_eval/school_plus/pdf/ataglance.pdf
http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf
http://ed870ak.edublogs.org/schoolplus-and-the-effective-practices-framework/
Sunday, February 8, 2009
What are the Implications of SchoolPlus and the Effective Practices Framework for School and Community Networking?
According to the document SchoolPLUS at a Glance, schools today have two major functions. The first is to educate children and youth in a holistic way, and the second, to support service delivery. In order for this to occur, the schools need to become the centers of their respective communities. Thus, the movement toward SchoolPLUS has implications for changing schools’ and communities’ perceptions about what a school is, and can be.
Change is needed in three areas according to the SchoolPLUS at a Glance document:
1.) Families and communities need to work together to ensure the healthy development of their children. Therefore, schools need to engage families and communities. To sustain involvement the engagement needs to be meaningful to both parties. Consideration needs to be given to the strengths of parents and community members. Not only does the school need to know what resources are available to them, they need to utilize them as well. Once relationships are developed, involvement in planning and problem solving can become a reality.
2.) Services need to be linked to schools. Aside from education, examples of the human services that were discussed include health, social justice, recreation, culture and housing supports. In fact, any services that contribute to the well-being of a family and/or its members may fall under the category of human services. The change should make these services more accessible to all.
An excellent example of service delivery lies in a partnership between Greater Saskatoon Catholic Schools and the University of Saskatchewan College of Nursing. St. Luke Elementary School and Pope John Paul II Elementary schools serve as locations for the clinical practicum for third and fourth year nursing students. A number of student programs have been the result of the partnership. As well, the nurses are able to provide primary health care. For this and other stories of success go to the following document: Many Roads Taken: Stories of SchoolPLUS. http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=1212,589,144,107,81,1,Documents&MediaID=1851&Filename=Many+Roads+Taken.doc
3.) Schools need to meet the needs of all of their students by being open, inviting, and inclusive. Participants will thrive in a caring and respectful environment that is culturally affirming. In the book Beyond the Bake Sale: The Essential Guide to Family-School Partnerships, four versions of partnerships are presented: partnership school, open-door school, come-if-we-call school, and fortress school. A scoring guide is presented that will give you a rough idea of where your school falls. The most effective of course, and the goal, is the partnership school.
Change is needed in three areas according to the SchoolPLUS at a Glance document:
1.) Families and communities need to work together to ensure the healthy development of their children. Therefore, schools need to engage families and communities. To sustain involvement the engagement needs to be meaningful to both parties. Consideration needs to be given to the strengths of parents and community members. Not only does the school need to know what resources are available to them, they need to utilize them as well. Once relationships are developed, involvement in planning and problem solving can become a reality.
2.) Services need to be linked to schools. Aside from education, examples of the human services that were discussed include health, social justice, recreation, culture and housing supports. In fact, any services that contribute to the well-being of a family and/or its members may fall under the category of human services. The change should make these services more accessible to all.
An excellent example of service delivery lies in a partnership between Greater Saskatoon Catholic Schools and the University of Saskatchewan College of Nursing. St. Luke Elementary School and Pope John Paul II Elementary schools serve as locations for the clinical practicum for third and fourth year nursing students. A number of student programs have been the result of the partnership. As well, the nurses are able to provide primary health care. For this and other stories of success go to the following document: Many Roads Taken: Stories of SchoolPLUS. http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=1212,589,144,107,81,1,Documents&MediaID=1851&Filename=Many+Roads+Taken.doc
3.) Schools need to meet the needs of all of their students by being open, inviting, and inclusive. Participants will thrive in a caring and respectful environment that is culturally affirming. In the book Beyond the Bake Sale: The Essential Guide to Family-School Partnerships, four versions of partnerships are presented: partnership school, open-door school, come-if-we-call school, and fortress school. A scoring guide is presented that will give you a rough idea of where your school falls. The most effective of course, and the goal, is the partnership school.
What implications does the Circle of Courage model have for school and community networking?
According to The Reclaiming Youth Network, the Circle of Courage is a model of positive youth development. It was first described in Larry Brendtro’s, Martin Brokenleg’s, and Steve Van Brockern’s book Reclaiming Youth at Risk (2002). The model, which is based on traditional Native American child rearing practices, is based on the four basic needs of all children. These are belonging, mastery, independence, and generosity. Identifying these as needs is essential. As with food, water, and shelter, if these needs are not met, children will not thrive, and the social implications are extensive. Research undertaken by Michelle Dickson & Kim Godbout at the MacQuarie University in Sydney Australia, suggest that behaviors such as alcohol and other drug use, crime, and teenage pregnancy for example, are rooted in a lack of belonging/social connectedness. Needs are not being met.
Both staff and students need to be engaged in the process of addressing the Circle of Courage Model. Staff need to teach and model what fulfilling each of the needs looks like and sounds like, and students need to opportunities to practice. A common language needs to be spoken in the school – each individual should potentially be able to explain (and not necessarily in reference to the model) the significance of needs associated with the Circle of Courage Model and how they can be met. Below is a link to a YouTube video from the Colorado Youth at Risk initiative. The dream, an environment where student needs are being met and all students can not only dream, but achieve.
http://www.youtube.com/watch?v=rmKbTHlcGLI&hl=un
What implications does the Circle of Courage model have for schools?
Belonging – Children need to feel that they are loved. Therefore, they must have access to a positive and caring environment. As well, learners, parents, and community members need to feel welcome in the school. The school needs to work hard at overcoming any negative perceptions of “school”, especially for those with previous negative encounters with schools. According to the staff at Orchard Place Campus School in Des Moines, Iowa, this can be accomplished through quality relationships.
"Research is pretty clear that the quality of human relationships in schools may
have a greater impact on student achievement and behavior than the specific
teaching techniques and strategies used. We know from experience
that teachers and counselors with widely different instructional styles and
different methodologies can all be successful if they develop a positive
rapport and form strong, caring relationships with students."
Staff that are hired to work with students need to truly care about them. New students need to feel welcome and that they too have a place in the school. Policies for inclusion are imperative.
Mastery – Strength-based approaches to learning rather than deficit models are embraced in relation to the Circle of Courage model. Children need to experience success and develop a sense of pride in their accomplishments. Teachers will need to use strategies that are multi-level to meet the needs of all of their students. Multiple intelligences need to be considered as a way to address strengths. The success of all students is paramount.
Independence – From a Circle of Courage perspective, it is imperative that students be taught decision making, problem solving, and other related social skills. Students need to learn to self-regulate and be in control of their own behaviors. One way this can be done is through choice. Students must be given opportunities to make, and be accountable for, choices.
Generosity - “It is one of the most beautiful compensations of this life that no man can sincerely try to help another without helping himself.” – Emerson
Generosity needs to be taught, modeled and practiced. Not only do the adults in the school need to demonstrate to the students that they value generosity, but opportunities must be provided for students to practice it. One possibility is to ensure that the curriculum includes a service learning component. Rosthern Junior College, a Mennonite Christian college in Rosthern, Saskatchewan, http://www.rjc.sk.ca/component/option,com_frontpage/Itemid,79/
is an excellent example of a school that values generosity. All students contribute by doing mission and service work in impoverished regions. For example, this year the students will be travelling to Guatemala for two weeks of mission and service learning. Trips of this nature usually involve working with organizations such as habitat for humanity.
Both staff and students need to be engaged in the process of addressing the Circle of Courage Model. Staff need to teach and model what fulfilling each of the needs looks like and sounds like, and students need to opportunities to practice. A common language needs to be spoken in the school – each individual should potentially be able to explain (and not necessarily in reference to the model) the significance of needs associated with the Circle of Courage Model and how they can be met. Below is a link to a YouTube video from the Colorado Youth at Risk initiative. The dream, an environment where student needs are being met and all students can not only dream, but achieve.http://www.youtube.com/watch?v=rmKbTHlcGLI&hl=un
Tuesday, February 3, 2009
What is a school?
There are as many different types of schools as there are definitions for the word school. As a starting point, the course outline suggests that a school is a “collection or group of people who share, organize and communicate common characteristics of opinion or outlook of a philosophy, discipline or belief.” Below is an excerpt from a 2006 article written by Jude Soo Meng Chua—What is school? An answer consistent with human rights. In the article she reveals the contrasting possibilities for the definition of a school.
Are these both schools? Unfortunately, according to our starting point, yes, they are. It is important to keep in mind that there are many kinds of schools. Pre-schools, elementary schools, vocational schools, professional schools, those that teach language, culture or religion, and yes, even those that prepare children to fight a war. Not only are there many different types of schools, but many different ways to “be” a school. The definition of a school will change according to the people who are involved, the visions and goals of the members, and ultimately, the community in which it exists. In the preface to the 2001 book, The Community School, edited by Redding and Thomas, it is suggested that the school is often seen as part of the community. However, it may be that when a school begins to function as a community that common values are shared. The SchoolPlus At A Glance Document focuses on the school as the centre of the community.
What then is my ideal picture of a school? A school is a healthy, safe and caring environment where all children are given the opportunity to learn. The SchoolPlus document extends this by stating that school is a place where all children and young people have the opportunity and supports they need to develop to their full potential. With this statement I would concur. It is through the healthy development of our children that the creation of a caring a prosperous society is made possible.
“There is no better place to create a community of caring than in our schools – the heart of our future.”
Patricia G∙ndara
“It is 6a.m. in the morning. The first school bus arrives to unload it
passengers—young boys and girls, some weighed down by a heavy backpack. Other
students begin to saunter through the gate to begin a new day. Teachers
rush towards classrooms and the staff rooms, preparing to deliver lessons on
arithmetic, languages and the sciences, and the principal walks about to ensure
all is in order, before returning to the office to sort out the pile of
administrative duties awaiting his attention—all this with a view to ensuring
that students succeed on obtaining an educational certificate, which will in
turn either enable entrance into a higher educational institute, or perhaps
obtain a job, pay for meals, support entertainment, live and live well.. This is
a school.
Elsewhere in another part of the world something like this is happening.
Students come in much earlier. Teachers and pupils organize themselves. Some
huddle in the cold, while others adjust the holsters in which their heavy
machine-guns nest. They sit in rooms where chalk boards describe maps of
surrounding jungles and instructors explain how best to surprise and survive.
Now and then a man walks about to punish the distracted child and to enforce
desirable behavior. This scene may be less familiar, but nonetheless exists. Or,
at least, one very much like this exists. For instance, the Quaker UNO
ethnographic study of child soldiers reports the daily life of the child, who is
taught, amongst other things, ‘how to enter enemy territory and collect
information…how to write detailed reports…[how] to be the keeper of detailed
records [of weapons]’ (see Keairns, 2002, p.23). And this too is a school.”
Are these both schools? Unfortunately, according to our starting point, yes, they are. It is important to keep in mind that there are many kinds of schools. Pre-schools, elementary schools, vocational schools, professional schools, those that teach language, culture or religion, and yes, even those that prepare children to fight a war. Not only are there many different types of schools, but many different ways to “be” a school. The definition of a school will change according to the people who are involved, the visions and goals of the members, and ultimately, the community in which it exists. In the preface to the 2001 book, The Community School, edited by Redding and Thomas, it is suggested that the school is often seen as part of the community. However, it may be that when a school begins to function as a community that common values are shared. The SchoolPlus At A Glance Document focuses on the school as the centre of the community.
What then is my ideal picture of a school? A school is a healthy, safe and caring environment where all children are given the opportunity to learn. The SchoolPlus document extends this by stating that school is a place where all children and young people have the opportunity and supports they need to develop to their full potential. With this statement I would concur. It is through the healthy development of our children that the creation of a caring a prosperous society is made possible.
“There is no better place to create a community of caring than in our schools – the heart of our future.”
Patricia G∙ndara
Wednesday, January 28, 2009
Module 1 Reflection Questions
Reflection Questions:
Each person has several horizontal and vertical pulls.
Horizontal Relationship — The association of one individual to another individual within the same locality such as a neighborhood or a city.
Vertical Relationship — The association of an individual to another individual or to a group based primarily on membership affiliation. This affiliation often includes membership outside the locality setting.
List several that affect you.
My horizontal pulls:
- children, husband, family, and friends
My vertical pulls:
- Tribal Council, Grad studies, Book Club, Friends for Life, Baseball Executive, Music Festival Executive, coaching, and colleagues
How have some of the pulls affected you as a community member in terms of loyalty, time constraints, and citizen involvement?
I consider myself to be extremely involved as a citizen in my community. I am a hockey mom and a baseball coach. I fill whatever position necessary to ensure my children have opportunities available to them such as sitting on parent executives for Baseball and on Music Festival Organizing Committees. There are a small group of us in the community who feel like we are doing it all. Burnout is a growing reality. So much time is spent volunteering for community activities that there is little time left for family and self. That being said, I often wish I could do more.
What “tensions” or discrepancies are there between your beliefs and values of community education and practice regarding the relationship between home, school and community? How did these tensions arise?
"It takes a community to raise a child." Should it not too then take a community to teach a child? There are so many community members with so much to share and it seems that those resources are not being tapped.
What tensions are there between your beliefs and values and practice regarding your role in the relationship between home, school and community? How did this tension arise?
As a skilled and knowledgeable parent I want to contribute to the school and community in a meaningful way. I believe that I have a great deal to offer the school, and through the school, the community in general. The tension arises when there is seemingly no interest in involvement from outside the school. The schools do not seem interested in outsider's ideas. They way they do things is working just fine - why fix something that isn't broken? Parents are welcome to be involved in the school as long as it is to cook hotdogs and attend field trips.
Each person has several horizontal and vertical pulls.
Horizontal Relationship — The association of one individual to another individual within the same locality such as a neighborhood or a city.
Vertical Relationship — The association of an individual to another individual or to a group based primarily on membership affiliation. This affiliation often includes membership outside the locality setting.
List several that affect you.
My horizontal pulls:
- children, husband, family, and friends
My vertical pulls:
- Tribal Council, Grad studies, Book Club, Friends for Life, Baseball Executive, Music Festival Executive, coaching, and colleagues
How have some of the pulls affected you as a community member in terms of loyalty, time constraints, and citizen involvement?
I consider myself to be extremely involved as a citizen in my community. I am a hockey mom and a baseball coach. I fill whatever position necessary to ensure my children have opportunities available to them such as sitting on parent executives for Baseball and on Music Festival Organizing Committees. There are a small group of us in the community who feel like we are doing it all. Burnout is a growing reality. So much time is spent volunteering for community activities that there is little time left for family and self. That being said, I often wish I could do more.
What “tensions” or discrepancies are there between your beliefs and values of community education and practice regarding the relationship between home, school and community? How did these tensions arise?
"It takes a community to raise a child." Should it not too then take a community to teach a child? There are so many community members with so much to share and it seems that those resources are not being tapped.
What tensions are there between your beliefs and values and practice regarding your role in the relationship between home, school and community? How did this tension arise?
As a skilled and knowledgeable parent I want to contribute to the school and community in a meaningful way. I believe that I have a great deal to offer the school, and through the school, the community in general. The tension arises when there is seemingly no interest in involvement from outside the school. The schools do not seem interested in outsider's ideas. They way they do things is working just fine - why fix something that isn't broken? Parents are welcome to be involved in the school as long as it is to cook hotdogs and attend field trips.
My Role in Home, School and Community Engagement
Based on Espstein’s (2001) comprehensive framework, there are six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with community.
As a parent, I support my children educationally by providing a positive and structured home environment with expectations for academic success. One element of this role is ensuring a balance between school, extracurricular activities, family time and “down time”. Although the children’s responsibility to bring home and complete, I am able to assist with homework and other out of school projects as needed. However, I am finding as my children age that there is less of a desire for parental input. As well, with the work becoming increasingly difficult I am able to help less and less. The difference in past and present teaching methods results in limiting the amount of help that I can offer. Helping often causes a great deal of frustration and confusion for both myself and my children. Sometimes not helping is the best help of all.
I believe that it is important as a parent to demonstrate support for the school and the students by attending school-based functions. Examples of these include open-house, parent-teacher interviews, concerts and other productions. It is important because it demonstrates to the students and teachers that you value what they are doing in the school. Research shows that when parents and community involvement at the school increase, children’s academic achievement increases, relationships between parents and school staff improve, family function is more positive and the school climate is more positive and supportive (Epstein, 1991, 2004; Howard et al. 2006; Jeynes, 2005; Marshall, 2006; Sheldon and Van Voons, 2007; Smith 2006; US Department of Education, 1994).
Volunteering is another way I have been engaged in the school. To date these opportunities have been limited to being the kindergarten helper, chaperoning field trips, working at track and field meets, and baking muffins for the breakfast program. Although it is important to assist with these types of activities I would appreciate the opportunity to be involved in the school in more meaningful ways. I see the possibility of the school community councils being one avenue where meaningful engagement is a possibility.
Currently in my position as Reading Consultant I have a limited role in home, school, and community engagement. No one school is “home” for me. Presently, I have not had the opportunity to interact with parents or community members. However, one area of focus this year has been to assist with the development of family literacy programs in four schools. We are looking to family literacy programming as a way to help bridge the gap between home and school. I have been able to make family literacy training available for teachers and community members in these schools. Having trained staff and community members will be the first step in building strong family literacy programs.
For further reading:
Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712.
Henderson, A.T., Mapp, K.L., Johnson, V.R., &Davies D. (2007). Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York: The New Press.
Sanders, M. (2006). Building school-community partnerships: Collaboration for student success. Thousand Oaks, CA: Corwin Press
As a parent, I support my children educationally by providing a positive and structured home environment with expectations for academic success. One element of this role is ensuring a balance between school, extracurricular activities, family time and “down time”. Although the children’s responsibility to bring home and complete, I am able to assist with homework and other out of school projects as needed. However, I am finding as my children age that there is less of a desire for parental input. As well, with the work becoming increasingly difficult I am able to help less and less. The difference in past and present teaching methods results in limiting the amount of help that I can offer. Helping often causes a great deal of frustration and confusion for both myself and my children. Sometimes not helping is the best help of all.
I believe that it is important as a parent to demonstrate support for the school and the students by attending school-based functions. Examples of these include open-house, parent-teacher interviews, concerts and other productions. It is important because it demonstrates to the students and teachers that you value what they are doing in the school. Research shows that when parents and community involvement at the school increase, children’s academic achievement increases, relationships between parents and school staff improve, family function is more positive and the school climate is more positive and supportive (Epstein, 1991, 2004; Howard et al. 2006; Jeynes, 2005; Marshall, 2006; Sheldon and Van Voons, 2007; Smith 2006; US Department of Education, 1994).
Volunteering is another way I have been engaged in the school. To date these opportunities have been limited to being the kindergarten helper, chaperoning field trips, working at track and field meets, and baking muffins for the breakfast program. Although it is important to assist with these types of activities I would appreciate the opportunity to be involved in the school in more meaningful ways. I see the possibility of the school community councils being one avenue where meaningful engagement is a possibility.
Currently in my position as Reading Consultant I have a limited role in home, school, and community engagement. No one school is “home” for me. Presently, I have not had the opportunity to interact with parents or community members. However, one area of focus this year has been to assist with the development of family literacy programs in four schools. We are looking to family literacy programming as a way to help bridge the gap between home and school. I have been able to make family literacy training available for teachers and community members in these schools. Having trained staff and community members will be the first step in building strong family literacy programs.
For further reading:
Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712.
Henderson, A.T., Mapp, K.L., Johnson, V.R., &Davies D. (2007). Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York: The New Press.
Sanders, M. (2006). Building school-community partnerships: Collaboration for student success. Thousand Oaks, CA: Corwin Press
Tuesday, January 27, 2009
A Visual Metaphor
A Choir – Voices worth hearing, Songs worth Singing
“You don’t get harmony when everyone sings the same note.”
Douglas Floyd
I am passionate about music. I have spent countless hours practicing, exercising my voice, humming scales and working on Etudes. For me, it is natural that I would choose a choir and apply it as a model for the relationship between education, community and leadership. Generally, most people have had the opportunity to listen to a choir perform whether at church, a school Christmas concert, or other community function. Everyone who listens forms an opinion of what they hear and shares it with others around them. Some have musical background and can form educated opinions, while others form opinions based on “gut” feelings or emotions. Choirs are seen by some as delivering of that which cannot be expressed—too delightful for words. Others cringe at the thought of sitting through a choral performance. School can be an uplifting experience or a long, drawn out misery. It’s difficult to listen to an Aria when you’d rather be rocking out to AC/DC.
A choir is a reflection of a community. One voice cannot a choir make; one individual cannot a community make. A community is a group of people who live and work together towards a common goal. The goal of the members of the choir is to learn and perform pieces of music. Thus, being in a choir involves a great deal of team work and cooperation. Nevertheless, each must do his/her individual part. The fact is that the overall sound of the group is dependant on its individual voices—the potential of the group only as strong as its weakest voice. Dissonance within the choir is normally unwelcome. As in a community, it is hoped that the individual voices will blend together harmoniously. When a choir performs, we generally do not sing the praises of the individual voices, but of the overall sound of the group. A final outcome of belonging to a choir is enrichment in the lives of its members.
Choirs are formed of leaders, the most obvious being the conductor. The conductor chooses the music that the group will rehearse and potentially perform. The music is usually chosen according to his/her own tastes. Sometimes it is a favorite piece that is well known, others a favorite style or musical genre. Conductors carefully examine the score and analyze all the parts. They develop a general sense of what the piece might sound like. Often times they listen to several recordings of the same piece to get a feel for the different interpretations. It is the conductor’s vision of what the piece should be that he attempts to elicit from the choir. The conductor sets the tempo at which the piece will be performed, communicates phrasing and style, and carefully attempts to maintain balance between the sections.
“A real leader helps others find their voice.” Covey
Each of the sections of the choir is appointed a section leader. These individuals generally have the most experience and training and are usually among the most capable voices in their sections. Others listen to them for pitch, style and phrasing. So much more is accomplished because of their expertise, they can lead others too.
A choir can also be a representation of education. A choir begins as individual voices seeking to find a group to belong to. Choirs can be found in most communities—different types and in different places. Some have been around for centuries, some for years, and others for single occasions. When members finally come together they listen to, and learn from one another. A transformation is eventually made from individual voices to a choir. The more time spent together, the more confident the members are in one another’s abilities. They know they can rely on one another to pull off a really great performance. As with education, individuals must have previous experience with music in order to belong to a choir. Basics such as knowing note names and pitches, the ability to read notation, and understanding how harmonies are built are all foundational. Without being able to link to this background, the experience would be frustrating and the choir members unsuccessful. The conductor needs to listen with a discerning ear and reflect on each and every rehearsal and performance. Does one section require additional practice? Did another sing too loudly? He must be trained to hear each individual part and at the same time hear the whole. Although it is similar with individual members, it is more important for them to hear the others than it is to hear themselves sing.
“You don’t get harmony when everyone sings the same note.”
Douglas Floyd
I am passionate about music. I have spent countless hours practicing, exercising my voice, humming scales and working on Etudes. For me, it is natural that I would choose a choir and apply it as a model for the relationship between education, community and leadership. Generally, most people have had the opportunity to listen to a choir perform whether at church, a school Christmas concert, or other community function. Everyone who listens forms an opinion of what they hear and shares it with others around them. Some have musical background and can form educated opinions, while others form opinions based on “gut” feelings or emotions. Choirs are seen by some as delivering of that which cannot be expressed—too delightful for words. Others cringe at the thought of sitting through a choral performance. School can be an uplifting experience or a long, drawn out misery. It’s difficult to listen to an Aria when you’d rather be rocking out to AC/DC.
A choir is a reflection of a community. One voice cannot a choir make; one individual cannot a community make. A community is a group of people who live and work together towards a common goal. The goal of the members of the choir is to learn and perform pieces of music. Thus, being in a choir involves a great deal of team work and cooperation. Nevertheless, each must do his/her individual part. The fact is that the overall sound of the group is dependant on its individual voices—the potential of the group only as strong as its weakest voice. Dissonance within the choir is normally unwelcome. As in a community, it is hoped that the individual voices will blend together harmoniously. When a choir performs, we generally do not sing the praises of the individual voices, but of the overall sound of the group. A final outcome of belonging to a choir is enrichment in the lives of its members.
Choirs are formed of leaders, the most obvious being the conductor. The conductor chooses the music that the group will rehearse and potentially perform. The music is usually chosen according to his/her own tastes. Sometimes it is a favorite piece that is well known, others a favorite style or musical genre. Conductors carefully examine the score and analyze all the parts. They develop a general sense of what the piece might sound like. Often times they listen to several recordings of the same piece to get a feel for the different interpretations. It is the conductor’s vision of what the piece should be that he attempts to elicit from the choir. The conductor sets the tempo at which the piece will be performed, communicates phrasing and style, and carefully attempts to maintain balance between the sections.
“A real leader helps others find their voice.” Covey
Each of the sections of the choir is appointed a section leader. These individuals generally have the most experience and training and are usually among the most capable voices in their sections. Others listen to them for pitch, style and phrasing. So much more is accomplished because of their expertise, they can lead others too.
A choir can also be a representation of education. A choir begins as individual voices seeking to find a group to belong to. Choirs can be found in most communities—different types and in different places. Some have been around for centuries, some for years, and others for single occasions. When members finally come together they listen to, and learn from one another. A transformation is eventually made from individual voices to a choir. The more time spent together, the more confident the members are in one another’s abilities. They know they can rely on one another to pull off a really great performance. As with education, individuals must have previous experience with music in order to belong to a choir. Basics such as knowing note names and pitches, the ability to read notation, and understanding how harmonies are built are all foundational. Without being able to link to this background, the experience would be frustrating and the choir members unsuccessful. The conductor needs to listen with a discerning ear and reflect on each and every rehearsal and performance. Does one section require additional practice? Did another sing too loudly? He must be trained to hear each individual part and at the same time hear the whole. Although it is similar with individual members, it is more important for them to hear the others than it is to hear themselves sing.
What Do I Believe About The Relationship Between The Home, School, And The Community?
The relationship between home, school and community is a very important, yet delicate one. For many reasons, i.e. past school history, lack of formal education, or their own feelings of inadequacy, parents often feel uncomfortable entering schools. It may be a very intimidating place for some—it may even feel unwelcoming, and justly so. According to Mavis Sanders (2001), schools may be reluctant to collaborate with parents and community members because of fear of public scrutiny. Additionally, in some instances, both parties abdicate responsibility for the child’s education and place it on the other. “In some schools there are still educators that say ‘If the family would just do its job, we could do our job.’ And there are still families that say ‘I raised this child, now it’s your job to educate her.” (Epstein, 1995) Perceptions regarding roles and lack of communication are often at the core of poor relationships.
In many instances I believe that parents would like to be more involved in their children’s education and teachers would welcome their involvement. However, oftentimes, both parties are reluctant. Parents do not know how they can be involved and the teachers are unsure of how to involve them. Thus, looking to the research and the success in other schools becomes important in building relationships. In her 1995 article School/Family/Community Partnerships, Joyce Epstein discusses several characteristics of successful partnerships. The principle that stands out most for me is that the development of a partnership is a process, not a single event. Trust and relationships are built over time. How can we expect one ‘open house’ a single Christmas concert or parent-teacher interview to be the foundation for a fabulous relationship? It takes a great deal more time, effort and persistence, to build a collaborative environment. In addition, Sanders (2006) highlights the following factors that influence the effectiveness of partnerships; a shared vision, clearly defined roles and responsibilities, and open communication.
In Henderson’s book Beyond the Bake Sale: An Educator’s Guide to Working With Parents, a suggestion is made for bridging the gap between home/community and school—getting to know the community’s strengths and assets is key. In order for partnerships to be sustained, parents and community members must feel that their involvement is meaningful. This involvement may take many forms; tutoring, assistance with homework, attendance at school functions, and financial contributions being just a few.
Parental and Community involvement in the school can be extremely beneficial. A great deal of research has already been done regarding the benefits of parental and community involvement. Collaboration can improve school programs and climate (Epstein, 1995), children’s academic achievement (O’Donnel et al. 2008), and increase student success (Epstein, 1995). Based on such research, it would seem imperative that relationships between the home, school, and community be paramount in importance.
In many instances I believe that parents would like to be more involved in their children’s education and teachers would welcome their involvement. However, oftentimes, both parties are reluctant. Parents do not know how they can be involved and the teachers are unsure of how to involve them. Thus, looking to the research and the success in other schools becomes important in building relationships. In her 1995 article School/Family/Community Partnerships, Joyce Epstein discusses several characteristics of successful partnerships. The principle that stands out most for me is that the development of a partnership is a process, not a single event. Trust and relationships are built over time. How can we expect one ‘open house’ a single Christmas concert or parent-teacher interview to be the foundation for a fabulous relationship? It takes a great deal more time, effort and persistence, to build a collaborative environment. In addition, Sanders (2006) highlights the following factors that influence the effectiveness of partnerships; a shared vision, clearly defined roles and responsibilities, and open communication.
In Henderson’s book Beyond the Bake Sale: An Educator’s Guide to Working With Parents, a suggestion is made for bridging the gap between home/community and school—getting to know the community’s strengths and assets is key. In order for partnerships to be sustained, parents and community members must feel that their involvement is meaningful. This involvement may take many forms; tutoring, assistance with homework, attendance at school functions, and financial contributions being just a few.
Parental and Community involvement in the school can be extremely beneficial. A great deal of research has already been done regarding the benefits of parental and community involvement. Collaboration can improve school programs and climate (Epstein, 1995), children’s academic achievement (O’Donnel et al. 2008), and increase student success (Epstein, 1995). Based on such research, it would seem imperative that relationships between the home, school, and community be paramount in importance.
Friday, January 23, 2009
What Do I Believe About Education?
According to the Encarta World English Dictionary, education is the imparting and acquiring of knowledge through teaching and learning, especially at a school or similar institution. This definition alludes to the notion that the purpose of education is the dissemination of knowledge—knowledge, being a finite body of information. Arguably, several questions arise from such a definition:
What is considered knowledge?
Who possesses knowledge?
Based on the definition, we assume that knowledge must be imparted on its students. Teachers become the disseminators of knowledge and students are simply empty vessels waiting to be filled.
What is considered knowledge?
Who possesses knowledge?
Based on the definition, we assume that knowledge must be imparted on its students. Teachers become the disseminators of knowledge and students are simply empty vessels waiting to be filled.
In contrast to the above are philosophies of education such as those of John Dewey. In Nel Noddings book(2006), an in-depth overview entitled The Philosophy of Education, she shares Dewey’s philosophy—education being synonymous with growth. The notion of child centered learning is highlighted in his work. In order for learning to occur, there must be a link to prior experience, materials need to be meaningful to the students, and students must be actively engaged. Knowledge is the product of the construction of personal meaning. I personally subscribe to these later notions.
In light of constantly changing philosophies of education, it is extremely important to continually examine the purpose and function of education. A critical review of the literature (found on courseworkinfo) suggests that Education has/has had the following functions:
· Education as a means of socialization and social control
· Education as a way of reducing and/or producing social inequalities
· Education being a benefit to the individual or the society economically
These highlight the important conversations educators are, or need to be having. We need to constantly be questioning what we are doing in schools and if we are indeed meeting the needs of our students in a culturally, socially, and economically responsive way.
Issues of accountability and assessment driven teaching have led to rigid structures that do not allow for child-centered learning. Instead of meeting the needs of students, students are expected to conform to schools. As a result, Kaser & Halbert (2008) suggest that many young people are under- or dis-engaged with learning opportunities. They suggest that increased engagement will occur when schools become more innovative and responsive. Technology, personalization of learning, and strategies for learning how to learn, are all issues to explore in regards to learner engagement.
Finally, education’s role in a rapidly changing society needs to be addressed. The skills employers are looking for in graduating students have greatly changed. Schools are becoming quickly outdated and the traditional organization of the education systems is no longer working. Education has not kept up with this rapidly changing society. The following video highlights this issue.
http://www.youtube.com/watch?v=Fnh9q_cQcUE
In light of constantly changing philosophies of education, it is extremely important to continually examine the purpose and function of education. A critical review of the literature (found on courseworkinfo) suggests that Education has/has had the following functions:
· Education as a means of socialization and social control
· Education as a way of reducing and/or producing social inequalities
· Education being a benefit to the individual or the society economically
These highlight the important conversations educators are, or need to be having. We need to constantly be questioning what we are doing in schools and if we are indeed meeting the needs of our students in a culturally, socially, and economically responsive way.
Issues of accountability and assessment driven teaching have led to rigid structures that do not allow for child-centered learning. Instead of meeting the needs of students, students are expected to conform to schools. As a result, Kaser & Halbert (2008) suggest that many young people are under- or dis-engaged with learning opportunities. They suggest that increased engagement will occur when schools become more innovative and responsive. Technology, personalization of learning, and strategies for learning how to learn, are all issues to explore in regards to learner engagement.
Finally, education’s role in a rapidly changing society needs to be addressed. The skills employers are looking for in graduating students have greatly changed. Schools are becoming quickly outdated and the traditional organization of the education systems is no longer working. Education has not kept up with this rapidly changing society. The following video highlights this issue.
http://www.youtube.com/watch?v=Fnh9q_cQcUE
Tuesday, January 20, 2009
What Do I Believe About Leadership?
Effective leadership is the key to every successful organization, business or school. An effective leader is a visionary who is not only knowledgeable in his/her field, but someone who can “see the bigger picture” as well. He/she has a dream or goal for the future of the school that is grounded in research-based, best practices and is morally sound. Leaders have an uncanny ability to draw people to them, create the sense of a collective vision, and empower others to cooperatively reach the group’s goals.
Leading by example, the effective leader sets the tone and the standards by which the team operates. He is passionate, reliable, resourceful and honest. As a team member, a great leader actively contributes to meeting group goals and expects that if others are to participate he must “show the way.”
An effective leader develops the leaders around him. In the Sep/Oct 2004 issue of Leadership, George Manthey states that “Leadership that matters is leadership that is sustained. Sustaining leadership requires a plan for distributing it to others”. Capitalizing on the strengths of those around him, a good leader is able to step back and allow individuals to demonstrate their capabilities, develop their skills, and share in the work of leading the school. Individuals are valued for the contributions they make to the school’s success and according to Maxwell (2005) an environment is created that “enables people to leverage each other beyond their own individual capabilities.”
The following link provides a statement regarding educational leadership from the Canadian Association of Principals:
http://www.cdnprincipals.org/educational%20leadership.pdf
For further reading:
Davis, Stephen H. (2004). The leadership journey. Leadership, 34, 1 (p. 8-13).
Manthey, George. (2004). Most powerful act of leadership is giving it away. Educational Leadership, 34, 1 (p.13).
Maxwell, John C. (2005). 25 Ways to Win With People. Nashville: Thomas Nelson, Inc.
Walker, Keith. (2007). Serviette Leadership. Submitted for Publication. University of Saskatchewan.
Leading by example, the effective leader sets the tone and the standards by which the team operates. He is passionate, reliable, resourceful and honest. As a team member, a great leader actively contributes to meeting group goals and expects that if others are to participate he must “show the way.”
An effective leader develops the leaders around him. In the Sep/Oct 2004 issue of Leadership, George Manthey states that “Leadership that matters is leadership that is sustained. Sustaining leadership requires a plan for distributing it to others”. Capitalizing on the strengths of those around him, a good leader is able to step back and allow individuals to demonstrate their capabilities, develop their skills, and share in the work of leading the school. Individuals are valued for the contributions they make to the school’s success and according to Maxwell (2005) an environment is created that “enables people to leverage each other beyond their own individual capabilities.”
The following link provides a statement regarding educational leadership from the Canadian Association of Principals:
http://www.cdnprincipals.org/educational%20leadership.pdf
For further reading:
Davis, Stephen H. (2004). The leadership journey. Leadership, 34, 1 (p. 8-13).
Manthey, George. (2004). Most powerful act of leadership is giving it away. Educational Leadership, 34, 1 (p.13).
Maxwell, John C. (2005). 25 Ways to Win With People. Nashville: Thomas Nelson, Inc.
Walker, Keith. (2007). Serviette Leadership. Submitted for Publication. University of Saskatchewan.
Wednesday, January 14, 2009
Who Am I?
I am just a small-town country girl through and through. I grew up on a farm near Broadview, Saskatchewan. It was there that I learned the importance of determination, perseverance, and hard work. Upon graduating from high school, I moved to Saskatoon to begin studies at the University of Saskatchewan. Like many typical university students, I took Arts classes my first year with no clue of "what I wanted to be when I grew up". An old band camp friend introduced me to the Department of Music and an idea was born. I would be a band teacher! Although I graduated with a Bachelor of Music in Music Education, I only taught band for 1/2 a year. Since then I have taught at several different schools in a variety of different classrooms. My last five years was with Grade One students. I can't believe I'm admitting this so publicly, but in the beginning, I was a horrible teacher! It wasn't until after I was able to participate in some very intense professional development that I grew to be a reflective practitioner and a really fantastic teacher (even if I do say so myself). For two years I was able to participate in Balanced Literacy Training with the Edmonton Public School Board. As a result I began reading more widely and actually reflecting on my practice. To make a long story short, I would have to say that is the reason I am back at university pursuing my Master's Degree. I started asking questions and looking for answers, finally feeling like I too am a learner. This is my 9th of 10 classes. I have taken the course-based Curriculum and Instruction route with a focus on Reading. Wanting to share all I've been learning, I accepted a position as a Reading Consultant with the File Hills Qu'Appelle Tribal Council. The majority of my time is taken up by Balanced Literacy training. Following a two-year professional development model, I inservice, demo and coach in seven First Nation Schools.
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