My Personal Case Study took place in April 2010 while working at Rainbow Child Development Center. Rainbow is a non-profit child care center which began in 1972 and is located on Edward Street in Worcester. The center offers services in family child care homes, a preschool setting, several after school programs, and a summer camp. Edward Street is a low-income neighborhood with many of its students living within its confines or in a nearby low-income housing project, Plumley Village. Most of Rainbow’s families receive childcare assistance in the form of government subsidies. The marketing manager constantly reaches out to the community in order to connect with local businesses. These connections often lead to financial donations, volunteerism from colleges and local …show more content…
This information should also let the reader know that the process component of this system was flawed at the Program Coordinator level. This flaw was the basis for my case study.
In April 8, 2010 I was one of 9 teachers working at Rainbow Child Development Center. I had been working there for 12 years in the position of Lead Teacher. On this day I was part of the late afternoon transition from the playground to the second floor classrooms. I was normally not a part of this routine. This was part of the problem. Quite often the late afternoon staff changed, leaving this transition in the hands of rotating teachers. I found this transition to be poorly planned, poorly communicated, and very chaotic, to the point of being unsafe for the children.
After I was out of the classroom I went up to speak to the Program Coordinator and Assistant Coordinator about this late afternoon transition. I asked for a plan, any plan, to be put in place to reduce the confusion. I expressed frustration and
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Superintendent Elliott made some errors in this situation. A couple of the errors were responding to the parent complaint without referring him to the proper level and failing to listen to the principal. The complaint that was made by the parent is something that should have been handled by the building principal. Instead of trying to take care of the situation himself the superintendent he should have led the parent to the correct building level channel first to come to allow them the chance to come to a solution. The building principal should have been able to build a stronger school community relation with this parent by being honest and handling his mistake.
I believe it was much more chaotic today because of the early dismissal, more kids were at the program than usual, probably because parents cannot pick up their child that early. Since all
Here at this child care we strongly feel and are committed in encouraging children and families from all social class, religion, race and disability to achieve his/her full potential. We are very aware of just how important it is to share awareness of diversity and cultural experiences to help others become aware of
Consistent with the value of personalismo, parents stress the importance of a good relationship with their worker and the implications to their case. Child welfare policy is another factor that can impact workers’ abilities to provide culturally congruent services. Conflicts with child welfare workers may arise as policies that guide the public child welfare system practices are child centered and reflect main-stream values influenced by individualistic world views. The findings from this qualitative study indicate that substantial change is required if we truly aim to provide culturally congruent and relevant services to the families served by the public child welfare system. Towards this aim, child welfare practice and policies need (1) to be informed by the families’ perspectives, and (2) to address child welfare workers’ need for training and support.
Lutherbrook Child and Adolescent Center was founded in 1873 located in Addison, IL. It is a highly specialized residential treatment center for youth ages 6-18 who have experience multiple and complex traumas. Their mission is to help a child return to a living situation. If appropriate they might be able to return to their biological family or maybe to a foster care family. The programs they offer are designed to meet each child’s individual needs by helping them acknowledge his/her strengths, skills and see what the child needs in order to successfully resume to family or community living.
As I read the case study of Almeada and baby Anne, I was inspired by her case manager Barbra LaRosa, she provided social care and became the “bridge” between Almeade and the systems. One function of bridging is to narrow the gap between the services being offered and the needs of the individuals who are receiving those services. (Woodside, M. R. (2015). An Introduction to the Human Services, 8th Edition) Ms. LaRosa applied social care to Almeada while she was pregnant with baby Anne, she recognized Almeada's problems in living and since she worked at the school, and Almeada had not returned from summer break, she reached out to her to see what was going on and learn more about her life.
In my last week in Wilkinson Middle School I was observing Classroom Procedures .Ms. Culberson is a very fun teacher but she is really strict in every one that enters her classroom knows that .Ms. Culberson might not be in the class whenever the bell rings but her students know to start in the bell ringer. She times her student and they all have to work quickly and quietly. They grade the bell ringer after words she asks for their grade and they have to say it out loud.
I viewed Frontline a documentary series, which episode was entitled Poor Kids. The frontline personnel spent time with three children Kailey, Johnny, and Britany along with their families as they all struggle financially. We perceive a glimpse of what it is like to live below the poverty line in America through a child’s eyes. While observing the documentary, I became consciously aware that children who are considered poor or living below the poverty line were more mindful of the responsibilities of life. The children were worrisome of the lack of employment for their parents, bills, and in Britney’s case; how they would accommodate their way of living to support a new addition to the family.
Assignment 3: Greenhill Community Center Case Study I. Does the Greenhill Community Center have a solid mission and direction? Discuss the organization’s mission and how well the organization accomplishes that mission. Are there examples of “mission creep" in this case study? When it comes to Greenhill’s mission of direction I feel that Greenhill has a clear mission direction.
Big Brothers Big Sisters is an organization that tries to impact the youth across the country by giving them a positive role model that helps guide them in the right direction. In their mission, Big Brothers Big Sisters states that it is their goal to “provide children facing adversity with strong and enduring, professionally supported one-to-one relationship that change their lives for the better, forever.” A child who participates in the program is called a “little” and they are given a “big”, and this “big” is supposed to influence their life in a positive way by creating a strong and lasting support system. It is important for children in low socioeconomic environments and single parent homes to have someone to encourage their passions
Different racial and socioeconomic backgrounds take a massive toll on the American nation - in moral, civic and economic terms (Kopp 2012). In fact, children living in struggle during formative years affect their life and attitude (“Jonathan Kozol” 2012). Most family’s situation is too honest to have to panhandle in the street. The cruel fact caused that those poor children cannot accept a well education. It is a crucial reminder that most economically disadvantaged children will not overcome their circumstances unless we commit ourselves to systemic changes and eliminate the root causes, from poverty to segregation (Kopp 2012).
I started doing my field Experience in Lime Kiln Elementary school where I shadowed Mr. Mikalov, a fifth grade teacher, When I first walked into his classroom it was so colorful and full of artworks, student works and inspirational quotes I felt happy walking into his classroom so I would imagine what a fifth grader would feel like. Mr.Mikalov was very generous in showing me around the classroom where they have their group work, reading area on the rug. He showed me the schedule they follow every week, they do math every day from 12:13 to 12:55 and have lunch every day at 11:26- 12:08 and off course I took a picture of it to know when and what they are doing that time. Mr.Mikalov introduced me to the principal who is very nice and welcomed
I was raised in a single-parent household, by my mother, along with my brother. We were economically disadvantaged because mother’s salary was not sufficient to cover the entirety of expenses, or provide for additional needs. Furthermore, we did not have financial support from my father, because my parents were divorced. There were times when my mother gathered financial resources from other family members, and public assistance to pay for expenses such as clothing, food, and utilities. Fortunately, I was able to receive loans and grants to pay for my tuition, because my mother could not afford to.
Using this model would allow Mr. Miller to review the mission of the school, determine whether ability grouping is aligned with the mission, and select an alternative that reflects the mission. 3. What action, if any, should Principal Miller take to demonstrate that he is an educational leader who treats people fairly, equitably, and with dignity and respect? Following Standard 3, Principal Miller should involve families and other stakeholders in the decision-making process. Mr. Miller should select and utilize a group decision technique will allow the opinions of the groups of parents, as well as other individuals and groups, to be heard and present their point of