Enumeration of Professional Ethics and Values
When speaking of professional ethics and values surrounding education, safety, student achievement, professional development, collaboration, collegiality, and goal-oriented decisions create a productive environment. Members of the educational environment should feel secure and comfortable to communicate their professional ideas and theories on improving student achievement. A system of respect and shared-interest on improving student performance needs to be common practice. This needs to be established by professional modeling by leaders within the educational community.
Student Learning
It is my belief that ALL students should have an opportunity to become productive members of society. This requires differentiation of instruction and data-based skills instruction. The first step in achieving this is to find appropriate benchmarking assessment and procedures to determine student strengths and need and to re-evaluate these measures as needed. Secondly, I feel that teachers need procedures that allows for sufficient time for productive discussion and learning, centered around data. Through supportive systems with collegial collaboration as a focus, teachers are able to make un-biased, accurate, and student-centered decisions about instruction. In addition to frequent opportunities for teacher collaboration, discussion, and support, professional development on differentiated instruction, data-based skills instruction, determining the effects of instruction on student learning, and data-based decision making should be readily encouraged, offered, and made convenient to attend.
Student Management
Student management from a procedural level should encourage positive behavior. A proactive strategy should include a social development curriculum that is school-wide. The curriculum should offer students an opportunity to model appropriate behavior with positive reinforcement for that behavior. Re-teaching procedures should also be established for students who do not display appropriate behavior. In addition to re-teaching strategies, a progressive procedure for student discipline also needs to be established to provide a consistent response to student behavior.
Supervision of Adults to Promote Achievement
As a building leader, I feel that it is important to think of students' safety then achievement when providing supervision of the adults who interact with them. Communicating safety procedures in a clear and consistent fashion is the first step to providing a safe environment for all students. Once this is established, student achievement should be the top priority. Providing professional development, consistent curriculum expectations, and data-based decision making will increase student achievement. In addition to professional development, supervision with professional improvement should be the main priority. Supervision should be provided with opportunities for staff members to determine their strengths and needs, set goals, and evaluate themselves through guided discussion and reflection.
Culture of Schools
A culture of achievement is important to establish in all school buildings. This can be accomplished through a focus on differentiated goal setting for students. All students achieve personal milestones and these should be celebrated to encourage continued student improvement, no matter what the level of achievement. This should be accomplished through top-down modeling and systems of proactive, positive character development curriculum and systems as aforementioned for student management. Since the two go hand-in-hand, it only seems logical to create a system of student achievement that coincides with student management centered around proactive strategies that positively reinforce appropriate academic behavior and learning.
When speaking of professional ethics and values surrounding education, safety, student achievement, professional development, collaboration, collegiality, and goal-oriented decisions create a productive environment. Members of the educational environment should feel secure and comfortable to communicate their professional ideas and theories on improving student achievement. A system of respect and shared-interest on improving student performance needs to be common practice. This needs to be established by professional modeling by leaders within the educational community.
Student Learning
It is my belief that ALL students should have an opportunity to become productive members of society. This requires differentiation of instruction and data-based skills instruction. The first step in achieving this is to find appropriate benchmarking assessment and procedures to determine student strengths and need and to re-evaluate these measures as needed. Secondly, I feel that teachers need procedures that allows for sufficient time for productive discussion and learning, centered around data. Through supportive systems with collegial collaboration as a focus, teachers are able to make un-biased, accurate, and student-centered decisions about instruction. In addition to frequent opportunities for teacher collaboration, discussion, and support, professional development on differentiated instruction, data-based skills instruction, determining the effects of instruction on student learning, and data-based decision making should be readily encouraged, offered, and made convenient to attend.
Student Management
Student management from a procedural level should encourage positive behavior. A proactive strategy should include a social development curriculum that is school-wide. The curriculum should offer students an opportunity to model appropriate behavior with positive reinforcement for that behavior. Re-teaching procedures should also be established for students who do not display appropriate behavior. In addition to re-teaching strategies, a progressive procedure for student discipline also needs to be established to provide a consistent response to student behavior.
Supervision of Adults to Promote Achievement
As a building leader, I feel that it is important to think of students' safety then achievement when providing supervision of the adults who interact with them. Communicating safety procedures in a clear and consistent fashion is the first step to providing a safe environment for all students. Once this is established, student achievement should be the top priority. Providing professional development, consistent curriculum expectations, and data-based decision making will increase student achievement. In addition to professional development, supervision with professional improvement should be the main priority. Supervision should be provided with opportunities for staff members to determine their strengths and needs, set goals, and evaluate themselves through guided discussion and reflection.
Culture of Schools
A culture of achievement is important to establish in all school buildings. This can be accomplished through a focus on differentiated goal setting for students. All students achieve personal milestones and these should be celebrated to encourage continued student improvement, no matter what the level of achievement. This should be accomplished through top-down modeling and systems of proactive, positive character development curriculum and systems as aforementioned for student management. Since the two go hand-in-hand, it only seems logical to create a system of student achievement that coincides with student management centered around proactive strategies that positively reinforce appropriate academic behavior and learning.