WOODLAWN ACADEMY HIGH SCHOOL
"JOIN THE VISIONARY TEAM"
21ST CENTURY " NEW VISION, NEW MIND, NEW FUTURE"
EXTRA! EXTRA! " READ ALL ABOUT IT COME ONE COME ALL" TO HELP SHAPE OUR FUTURE LEADERS, (OUR STUDENTS) WITH A NEW LOOK FOR THE "21ST CENTURY", A NEW MIND FOR "INNOVATION", A NEW VISION FOR "CHANGE AND IMPROVEMENT" FOR A NEW FUTURE OF LEADERS.
Contact Person: Mary Lee
Monday, Jan 18, 2016, 06:00 PM
6725 Buncombe Rd, Shreveport, Louisiana 71129, United States
NEW VISION STATEMENT
6:00 -6:20 Refreshments
6:20- 7:00 Establishing Stakeholders Partners
7:00- 7:20Purpose of Establishing a New Vision Statement
7:20- 8:30 21st Collaboration Discussion of New Vision
8:30-8:45 Reviewing and Drafting Vision Statement and Copies
8:30- 9:00 Establishing Next Meeting Time and Topics
PURPOSE OF STAKEHOLDERS INPUT FOR SCHOOL NEW VISION
Leaders can have experienced teachers work together to solve an instructional problem (Spitz, 2003).
Stakeholders are responsible for reviewing deliverable project items. Project deliverables can include data collection and analysis, blueprints and documents. With the assistance of other private and community stakeholders are responsible for approving these items. Stakeholders who work on business projects may have specific project duties, depending on the types of projects they fund. For instance, stakeholders in private software companies may fund software projects and become responsible for the final outcome. stakeholder is someone who has a vested interest, financial, social or otherwise in an action or organization, (Campbell & Rozsnyai, 2002).
The school community needs to create a shared vision based on a set of core beliefs to which the school community can commit, (Farmer and Gabriel, 2009).
The vision will need to reflect school district vision and goals as well as the state standards. The vision requires staff and other stakeholders to identify and share their core beliefs and describe how their ideal school would look. People can be inspired if there is a vision and a clear, worthwhile mission, the statement can be expressed, and inspire, motivate people when they are expressed clearly and with intent, and when they are communicated effectively to everyone in the school.
Campbell, C. & Rozsnyai, C., 2002, Quality Assurance
and the Development of Course Programme. Papers
on Higher Education Regional University Network on
Governance and Management of Higher Education in
South East Europe, Bucharest: UNESCO.
Gabriel, J., & Farmer, P. (2009). How to help your school
thrive without breaking the bank. Alexandria, VA:
Association for Supervision and Curriculum
Development.
Spitz, F. (2003). Sharing knowledge, sharing leadership in Keeping Good Teachers. Alexandria, VA: Association for Supervision and Curriculum Development. Scherer. M. (Ed.) 180-189.
.
POSITIONS OF STAKEHOLDERS AND CO-DEVELOPERS IN NEW VISION
Stakeholder includes students, academics, employment and careers advisors, teaching and learning managers, employers of recent graduates, business deans, professional bodies, libraries, PTAs and other parent organizations.
Internal stakeholders are those who work within the school system on a daily basis andHave a lot of control of what goes on there. They include school staff, district staff, and, to some extent, school boards. (Maassen, 2000).
External stakeholders are those outside the day to day work of the schools who have strong interest in school outcomes but who do not directly determine what goes into producing those outcomes. They hold position of committee chairpersons such as, ad havoc, budgets, safety, rules and policy regulations, ongoing collaborators, Advocates for school improvement.
Stakeholders are parents, families and the community make decisions about teacher decisions, while school leaders involve families when creating a mission statement and vision for the school. They involve families and the community when addressing safety and discipline issues including the establishment of a school safety committee that includes community representatives to gather and analyze data, put together and implement a plan, and monitor its results (NEA, 2003). Leaders include parents on the school’s interviewing and hiring committee to show how parent involvement is an important activities (Johnson and Birkeland 2003). Business people and community organizations help create learning experiences for students, nd make available health, social, mental health, counseling and other family services in the school and increase the number of stakeholders to provide care and guidance for students. Leaders can generate a broad set of activities in which family and community members can participate and contribute their talents to the school (Ferguson 2003).
Birkeland, S.E. and Moore Johnson, S. (2003). The
schools that teachers choose. Educational
Leadership, May 2003, Vol. 60, No. 8, 20-24.
Ferguson, D. (2003). Did you know about the differences between “parent involvement” and
“family/community linkages”? National Institute for Urban School Improvement.
Maassen, P. (2000). Editorial. European Journal of
Education, 4, 377±83.
National Education Association. (2003). Meeting the
challenges of recruitment and retention. A guidebook
on promising strategies to recruit and retain qualified
and diverse teachers. NEA.
ASSUMED STAKEHOLDERS RESPONSIBILITIES
Teachers- teachers, and paraprofessionals, teacher aids volunteer parents and community members.
- Use effective instructional strategies.
- Maintain high standards for all students by providing a rigorous curriculum.
- Understand and capitalize on students' diverse cultures.
- Examine their expectations, beliefs, and practices through the equity lens.
- Serve as "first responders" in identifying students who need additional instructional support.
- Participate in professional development programs that provide them with strategies for working with students and their families who are not achieving success.
2. Teacher Unions- teachers, faculty, principals, district and school board members, and counselors.
- Collaborate with districts in organizing and funding instructional support programs for students who are not achieving.
- Identify strategies to improve achievement.
- Share information among the membership about effective practices.
- Offer induction and professional development to attract and retain qualified teachers.
3. Education Support Professionals- school boards, faculty members, district, Principals, Teachers, and Counselors.
- Serve as links to families and the community.
- Provide instructional support to students.
- Serve as mentors for students.
4. District and School Leaders- Counselors, principals, District leaders and school board members.
- Create a professional learning community to programs that will close achievement gaps.
- Support teaching and learning through consistent priorities and actions.
- Share responsibility for improving district and school operations.
5. Students
- Take personal responsibility for their learning.
- Engage with teacher(s), classmates, and others in the school and community.
- Participate, as needed, in supplemental learning programs and opportunities.
6. Families Parents, students, community members, and business, and community schools.
- Provide a home environment that supports learning.
- Share schools' and teachers' high expectations for students.
- Communicate with teachers and other school personnel.
- Participate in school decisionmaking.
7. National, State, and Local Policymakers
- Enact policies that support educators' efforts.
- Provide adequate resources to close achievement gaps.
8. Business and Community Leaders
- Maintain active partnerships with schools.
- Provide resources and opportunities that enrich school programs.
- Create a local economy that provides employment, affordable housing, human and social services, and other investments that increase families' standard of living.
NEW VISION FOR THE 21ST CENTURY SCHOOL, TECHNOLOGY, INSTRUCTIONAL STRATEGIES, AND LEADERSHIP
Using Technology to enhance instructions and web 2.0 tools that will help students to engage in activities to think critical, solve problems, make decisions with games and simulations so learning can be meaningful, and in whole class discussions where students are active participants, motivated digital natives, using their learning style and current ability with instructions that target collaboration discussions , projects, in communication that builds learning communities that are safe and orderly, that embraces diversity and where learning and teaching is effective in best practice.
Email: mlee6657@att.net
Website: http://healthinactionmarylee.pbworks.com/w/page/88265585/FrontPage
Location: 6725 Buncombe Rd, Shreveport, LA, United States
Phone: 318-518-5799
Facebook: facebook.com/MaryLee
Twitter: @twittercom