The Purpose Of This Assignment Is To Discover Strategies For

The Purpose Of This Assignment Is To Discover Strategies For Promoting

The purpose of this assignment is to discover strategies for promoting, collaborating, and communicating the school mission and vision. Additionally, you should also gain insight into the effect of vision and mission as a factor in the current school culture and be able to apply this experience to future roles. Allocate at least 3 hours in the field to support this field experience. At your field experience school, observe two teachers teaching in their classrooms. Analyze specific classroom routines, activities, and environmental factors, and the degree to which they support a positive student-centered culture.

Following the observations, write two research-based recommendations for one teacher to promote a more positive student-centered culture. Incorporate 1-2 evidence-based research articles as the basis for each of your recommendations. In your recommendations include: A description of the strategy and its purpose, relating it to the observations that you made. How to implement the strategy. Anticipated effects of the strategy. How the recommendation aligns to the school's vision. Submit the recommendations to your principal mentor for feedback. Use any remaining field experience hours to observe or assist the principal mentor. Write a word reflection of your observations, recommendations, and feedback received from the principal mentor. Consider how you would share these strategies with the teacher you observed. Incorporate PSEL Standard 5 and/or Standard 6 and describe how you will apply what you have learned to your future professional practice. While APA style format is not required for the body of this assignment, solid academic writing is expected, and PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Paper For Above instruction

The integration of school mission and vision into classroom practices is essential for fostering a positive, student-centered culture that aligns with the broader educational philosophy and organizational goals. This assignment emphasizes the importance of observing classroom routines, activities, and environmental factors to identify how they support or hinder this alignment, and then developing research-based strategies to enhance student engagement and well-being.

During the field experience, observing two teachers within their classrooms provides critical insights into the current practices and environmental setups that promote or detract from a supportive, positive culture. Analyzing these observations allows for targeted recommendations grounded in current educational research, thereby promoting a cohesive approach to aligning classroom practices with the school's mission and vision.

Drawing upon evidence-based research, two strategic recommendations can be formulated to foster a more inclusive and student-centered environment. For example, implementing restorative practices can improve classroom climate by emphasizing relationship-building and conflict resolution, which aligns with promoting collaboration and respect — core aspects of a positive school culture (Cohen & Sandy, 2008). Another strategy, such as incorporating student voice in classroom decision-making, fosters agency and ownership, directly impacting student motivation and engagement (Mitra & Gross, 2009). These strategies should be tailored to the specific classroom contexts observed, enhancing their relevance and effectiveness.

Implementation of these strategies involves clear communication with the teacher about the purpose and benefits, providing targeted professional development, and gradually integrating new routines that promote positive behaviors and student participation. The anticipated effects include increased student motivation, improved classroom climate, and enhanced respect and collaboration among students and teachers. Furthermore, these practices directly support the school's mission of cultivating a nurturing learning environment that prepares students for responsible citizenship.

Aligning these strategies with the school's vision entails demonstrating how fostering a respectful, inclusive classroom culture contributes to long-term educational goals. Submitting these recommendations to the principal mentor ensures professional feedback, and using remaining field hours to observe or assist allows for practical application and refinement of these strategies. Reflecting on observations, recommendations, and feedback deepens understanding and prepares for future implementation.

In consideration of the Professional Standards for Educational Leaders (PSEL), particularly Standard 5 (Clinical Practice) and Standard 6 (Professional Capacity of School Personnel), I recognize the importance of continuous improvement and collaboration in promoting effective school culture. Applying what I have learned involves not only developing classroom strategies but also engaging colleagues in professional dialogue and collective problem-solving, thus fostering an environment of shared leadership and ongoing growth.

In conclusion, this assignment underscores the significance of aligning classroom practices with the school’s mission and vision to create a positive, student-centered environment. Through careful observation, research-based recommendations, and reflective practice, future administrators and teachers can develop strategies that promote inclusivity, engagement, and responsibility, ultimately advancing a healthy school culture rooted in shared values and goals.

References

• Cohen, J., & Sandy, S. V. (2008). Restorative Justice in Schools: An Evidence-Based Perspective.
• Mitra, D. L., & Gross, M. (2009). The Power of Student Voice in Making Schools Better.
• Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press.
• Kress, L., & King, S. (2012). Culturally Responsive Classroom Management.
• Tschannen-Moran, M., & McMaster, P. (2009). Trust Matters: Leadership for Successful Schools. Jossey-Bass.
• Leithwood, K., & Jantzi, D. (2005). Transformational Leadership. In B. Davies (Ed.), The RoutledgeFalmer reader in educational leadership (pp. 47–61). Routledge.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management that Works: Research-Based Strategies for Every Teacher. ASCD.
• Schweinhart, L. J., Montie, J., Nees, J., & Zeljo, A. (2005). The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions.
• Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able To Do. Jossey-Bass.