The authors continue to affirm that in closing the achievement gap, schools are required to use accountability methods to show student performance. Using data can aid in this process. When implementing great management skills, policy makers and other counseling leaders acknowledge the power of data to demonstrate academic achievement, and to promote counselor’s role in school reform. As a result of data collection and analysis, student will enhance their performance and close the achievement gap.
“Our community could use a little more love, kindness, and respect, which are the values that respect club contends,” Greer continued, “With influential figures like Kirby and James leading the new club, Florence is on its way to supporting a culture of coexistence.” Zach Henderson shares this point of view explaining, “I joined because I would like to help make a difference in how people treat one another and help people learn to be thoughtful.” Respect Club promotes the belief that proactive and preventative efforts in school communities can create a tolerant climate free of harassment. Stay tuned for upcoming projects and opportunities to get
She found that psychological membership itself might be an essential contributor to school motivation, effort, interest, and progressive accomplishment (Goodenow, 1993). Same as school membership is the build of school attachment. Evola (2004) reported that the more a student felt attach to school, the more prominent the school bond (Evola, 2004). According to Mouton, Hawkins, McPherson, and Copley (1996) reported similar descriptors of school attachment by students, citing the degree to which people at school liked the students.
The ASCA National Model is an important tool that supports school counselors and defines their specific role in the school counseling program. The ASCA National Model (2012) provides guidelines for a comprehensive counseling program and defines focus, student standards, and professional competencies. The ASCA National Model unifies school counselors with one vision and voice motivated by improving student success. The purpose of this paper is to reflect on my total program experience, field experience, and how these experiences align with the ASCA National
The NAEYC Code of Ethical Practices has been created to ensure that all teachers, staff and even the community will keep your child’s best interest in mind. The first core value stated in the NAEYC is “Appreciate childhood as a unique and valuable
According to Graham-Clay (2005), “establishing partnerships…[that] support student learning” is key to creating “strong communication” (p. 117). I always strived to create a safe environment that encourages the growth of their children by allowing open communication between myself and their parents. I have proven my sense of trust and concern for their children over the years. Through this, I implemented the ideal presented in the Code of Ethics from the NAEYC (2005) to listen and acknowledge their strengths and competencies, and learn from families which supporting them in their task of nurturing
It becomes the blueprint for the student’s education for the current school year.” I think looking at the IEP in this light is so incredibly important. If teachers and parents understand that it is both the “blueprint” and an accountability tool, the IEP will be more effective and meaningful. Every student deserves to have the best possible education, and the IEP helps to ensure that this happens among students with disabilities.
The career that I want to go into would be counseling. I would want to be an elementary school counselor. I think that I would be good as a school counselor because I like helping kids, I can listen to what they have to say, and I can try to give them advice. I think this is the right career for me.
Individual with positive relationship shows sympathy, trustworthiness, love and more positive activities with societies (Blanchflower & Oswald, 2008). According to a research teachers performing are excellent with positive mental health and psychological wellbeing, teachers and communities play a good role to develop education (Silverman & La Greca, 2002).Teacher with psychological wellbeing have the abilities to control the educational atmosphere as well as the community by its dynamic skills (Sheldon, Ryan, Deci, & Kasser, 2004). Teachers with psychological well-being have a goal of life and they are capable of how to achieve goal, it means that person identified the meaning of life (Roothman, Kirsten, & Wissing, 2003). Models of psychological wellbeing • Peterson (2010) found that different psychologist have worked on manipulating abnormal emotional states, psychological distress and other abnormal actions. Many theories have also introduced therapies and cure of psychological distress.
A study published by Weber & Ruch in 2011 examined the role of good character at school. Students completed the Values in Action Inventory and measures on school-related satisfaction and academic self-efficacy. Teachers’ ratings on positive classroom behavior and students’ grades were also collected. Love of learning, zest, gratitude, perseverance and curiosity were positively associated with school-related satisfaction. Whereas hope, love of learning, perseverance and prudence were positively associated with academic self-efficacy.
ELCC 5.1 states that leaders act with integrity and fairness to ensure the success for all students; therefore, as an educational leader I will have to practice demonstrating principles of integrity and fairness, and know the federal, state, and local policies, guidelines and procedures. I will have to plan, implement, and evaluate policies and procedures within the school in order to support the student’s success. Data is an easy way to assess student learning, and to ensure teachers are following the policies and procedures that are in place through the federal and state guidelines. As a leader, I will need to improve on my knowledge of the laws that are in place (which are is also stated in ISLCC standard 6), and research the best ways to assess my teachers and students according to these
It is important to keep all informed with the latest school activities. This gains support as well as partnerships that can lead to contributions financially and volunteering. Greater relations between the school and community help support and reinforce academic and social outcomes of the school community.
The goal of implementing PBIS into schools is to establish a climate in which students perform appropriate behaviors as the norm. When teaching behavioral expectation to students the benefits of rewarding students for following those expectations is much more positive than waiting for misbehaviors to occur and using different avenues to attempt and render the negative
1) Describe at least three special education services for students with impairments in sight and hearing Three special education services for students with impairments in sight and hearing are, (a) MARESA, (b) Exeter Township School District and (c) Chester County Intermediate Unit. (a) MARESA hearing and vision consultants’ work as a team with school staff to give students that are living with hearing and visual impairments the best access to tools and training so that they can successfully achieve their required educational goals. The Consultants for the hearing impaired are basically the ones that provides direct services for hearing impaired students. They are very supportive of special education or general education teachers. They also provides consultation to educational personnel on behalf of the students that are living with hearing impaired.
Literature Review This section will examine the history of Positive Behavior Intervention Supports (PBIS). Then explain how PBIS is an important addition to the Individuals with Disabilities Education Act (IDEA). Followed by an in-depth look at what the three tiers of PBIS are and the purpose they serve. Finally the vital role of the school counselor is explored to see whether the counselor would be a good candidate to implement the School Wide Positive Behavior Intervention Supports (SW-PBIS) framework.