Sentences with phrase «valued member of the school community»

They assured the white parents that they were welcomed and valued members of the school community, even as they continued to hold the respect of the families who had long been part of the school.

«That tells our parents: You are a valued member of our school community.

When we overcome our own fears and uncertainty about how to intervene in these kinds of situations so common in our middle grades schools, we are giving clear signals to all students, regardless of sexual orientation or gender identity or gender expression, that they are valuable and valued members of our school community.

We really appreciate CMI's dedication to inclusion and the way my child has been treated as an important and valued member of the school community.

At The Hewett Academy we value every member of our school community and we want every child to achieve their full potential.

Further research should continue to explore ways to foster educational environments that show all students they belong and are valued members of the school community.

Not exact matches

Our Trustees are a group of up to fourteen voting members including parents, teachers, and outside community members dedicated to the mission and values of Marin Waldorf School.

Added Elia: «Transgender youth are valued members of our schools and communities across New York State, yet statistics show that more than half of them will attempt suicide at least once by their 20th birthday.

«It is appalling to see the federal government refuse to investigate these important civil rights complaints from transgender youth, who are valued members of our schools and communities across New York State.

«The language and values go together,» said Chris Altvater, a member of the Passamaquoddy tribal community and the school counselor at Beatrice Rafferty.

The program opens up channels of communication where members of the school student community are given license to engage with others, become aware of those around them, value their peers and know that they exist in a mutually and active supportive community.

They suffer the daily injustice of attending schools that treat them more as inmates than as valued community members and developing learners.

We foster a culture of respect for every member of our school community in our values, behaviours and through differentiated learning options in our curriculum and co-curricular programs.

Clemett and Pearce (1989) state that pastoral care is effective «when everyone in the school community knows, and feels secure in the knowledge that as valued members of that community, they can participate in giving and receiving encouragement, guidance and support».

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

In order to keep the school open and preserve its small class sizes, 62 kids embarked on a letter writing campaign to the local community describing the value of the school and explaining to community members exactly how they could help.

Finally, we need to make school culture a priority and encourage all members of the school community to participate in promoting the values and discipline protocols in schools.

At Greenfield (Mass.) Center School, the staff uses all - school traditions to teach children how to be part of a community and to see themselves as valued members of that commSchool, the staff uses all - school traditions to teach children how to be part of a community and to see themselves as valued members of that commschool traditions to teach children how to be part of a community and to see themselves as valued members of that community.

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

NACA, in conjunction with community members, developed «essential values» to ensure the school embraces the future while sustaining the identities, culture, and traditions of students and teachers.

All members of the school community are involved in a process of naming the values and principles to live by within their school community.

Restorative practices will contribute to an increase in positive school climate in which students will recognize and value their role as an active member of the school community.

AIMS is now looking for an Executive Director who will facilitate communication and collaboration among member schools, represent the interests of independent schools in the Michigan legislature, and promote the value of an independent school education to the statewide educational community.

RP will contribute to an increase in positive school climate in which students will recognize and value their role as an active member of the school community.

All members of the school community are responsible for contributing to the establishment and sustaining of a positive school culture by taking personal responsibility to follow through and hold one another accountable to the collective values and principles that define the community.

Despite the daunting circumstances many immigrant students face, the solution is rather simple — to show we care, value, and welcome immigrant students as full members of the school community, while respecting the importance of retaining their culture and individuality.

A number of articles in this issue (pp. 26, 35, and 65) describe how schools that surveyed students, teachers, parents, and community members used their findings about values and attitudes to improve everything from grading practices to school climate.

15:20 Dr. Montecel closes her speech: «The Quality Schools Action Framework speaks to the need and possibility of engaging citizens, leaders and policymakers around high quality data that call all of us as members of the community to act, to establish common ground, to strengthen education, and finally and most importantly and fundamentally, to align our values with our investments in the school system: fundamentals and features that we know are needed — from teaching quality, to engaged students, engaged parents and families, and a high quality, authentic curriculum so that students in every neighborhood and of every background can in fact have equal educational opportunities.»

The Sage School is a small, cohesive, nurturing community that values the free expression of ideas, the individual contributions of its members, and all types of diversity.

Citizens of the World Charter Schools seeks to build within each school a true community of learners that values the varied strengths of each member.

Sela's vision is of a community of learners striving towards excellence, where children of all backgrounds and abilities are valued members of a safe, nurturing community, in which differences are appreciated, and families are active participants in school life.

«The employee must uphold the district's value of respect... and avoid making defamatory statements about the school district or any member of the school community,» the policy reads.

Serving as trusted advisors and representatives of community beliefs and values, forward - leaning school board members are prioritizing policies around crowdfunding sites that provide transparency, integrity, and security throughout the process.

Our mission is to ensure that every member of every school community is valued and respected regardless of sexual orientation, gender identity or gender expression.

NACA, in conjunction with community members, developed «essential values» to ensure the school embraces the future while sustaining the identities, culture, and traditions of students and teachers.

The chapter argues that, ultimately, attending to rural school students» mental health will enhance students» educational experience and will also provide these students with a robust foundation to become valued and contributing members of their communities.