D168 - Schools as Communities of Care

D168 - Schools as Communities of Care Leave the first rating Students also studied Terms in this set (75) Social SciencesPsychology Educational Psychology Save

AEPA NES NT052

Teacher 164 terms SoupSnailPreview ICLA Standard 2 32 terms zoe_smith_pgm Preview Foundations fo reading Final 90 terms tagintsevnPreview World Teacher ana Self Awareness Interstate Assessment and Support Consortium (InTASC) guide the principles and foundations of teaching practice that cut across all subject areas and grade levels and that all educators share Model Code of Ethics for Educators (MCEE)guide for future and current educators faced with the complexities of P-12 education Professional Dispositionsconsist of attitudes, beliefs, virtues, values, and ethics addressing qualities of character, intellect, and care as part of the fabric of the educational profession Professional Responsibilities and Ethicsessential requirements of the profession and integral for the success of Next-Gen candidates. Our candidates engage in professional learning, act with integrity, assume responsibility for student learning, respond to the needs of the diverse education population and the greater community, and collaborate effectively with others.Five Professional DispositionsAll individuals can learn, belonging, empathy, growth mindset and intellectual courage Three Professional ResponsibilitiesIntegrity, professionalism and communication Describe how one can maintain ongoing collaborative relationships and connections among families, the school, and community resources Building restorative community is a transformative process. When implemented effectively restorative practices improve the learning environment, promote positive relationships, and promote safety, inclusion, and respect opportunities to coach learners through self-awareness, honest dialogue, and application of Next-Gen Teaching Dispositions and Ethics. Aligning with the belief all individuals can learn, we use restorative practices as an opportunity for growth not punishments for Next-Gen candidate error.

All Individuals can Learn (demonstrated behaviors) Growth Mindset, Differentiation of Teaching Styles, Reflective Practitioner, Structure Learning Opportunities and Generalize Learnings Growth MindsetRecognizing that individuals can explore, question and debate as part of the learning process Differentiation of Teaching StylesMeeting individuals where they are in their personal learning journey and adapting instruction Reflective PractitionerSeeking and making use of guidance and feedback from their professional community Structure Learning OpportunitiesScaffolding prior skill development and experiences with new knowledge and experiences Generalize LearningsApplying knowledge and skills in diverse settings, professional environments and other learning contexts Belonging (demonstrated behaviors)Community Care, Lifelong Learning, Self Awareness, Individual Innovator, Growth Oriented Assessment, Respect and Inclusiveness All Individuals can Learnrecognize learning is transformative as they learn by making meaning of information and creating innovative ideas and knowledge.act on the knowledge that learning is a process, which includes "effort, mistakes, reflection and refinement of strategies" By adapting their instruction, learning, and leading styles, Next-Gen candidates gain expertise to align with the knowledge that intelligences and capabilities are malleable candidates intentionally support the growth of the intellect and talent of all individuals Belongingcreates and sustains an environment in which all individuals feel seen, heard, and valued candidates to model an inclusive mindset by amplifying the voices of others, intentionally creating equitable teaching practices, and cultivating a classroom culture where all are welcomed consider the broader social contexts that impact learning and educational climate by developing culturally responsive perspectives critique and transform pedagogical assumptions, beliefs, and practices impacting teaching and learning regularly display belonging in their interactions within the school and within their communities Community CareCreating cultural bridges between academic learning and the lived experience of others by establishing positive classroom norms and healthy professional communities Lifelong LearningEngaging in ongoing processes of self-knowing, self-reflection and self- assessment

Individual InnovatorCreating opportunities for individual expression in a safe environment while encouraging the identification of- and courage to confront- institutional, cultural, social, physical and professional barriers Growth Oriented AssessmentBelieving all individuals can learn by leading critical discussions around closing achievement gaps and supporting individual learner needs RespectDemonstrating respect and appreciation for the voices, perspectives, differences, and lived experiences of others (including but not limited to disabilities and/or differences (including but not limited to physical, mental, or emotional disabilities and ethnic, racial, cultural, political, religious, gender, or socioeconomic differences).InclusivenessCreating a healthy, safe, supportive and respectful environment for all learners and colleagues Empathyrequires awareness, understanding, and experience related to the feelings, thoughts, and needs of others creating and exhibiting a safe and supportive educational environment encompasses compassion, responsiveness to others, and valuing their lived experience Empathy (demonstrated behaviors)Respect, Compassion, Care, Trust RespectRespecting the beliefs, values, and talents of others CompassionFeeling the actions, feelings, and beliefs of others without judgement or bias.CareEnsuring care for the health, comfort, and safety of others in the professional community.TrustEstablishing trust and consistent interaction with other.Growth Mindsetinvolves the learning process where talent and skills are developed educators are more willing to embrace challenges, persist when dealing with adversity, and show resilience in meeting goals show improvement in academic achievement, engagement, and resilience Growth Mindset (demonstrated behaviors)Learning, Rigor, Relevance, All Individuals Can Learn, Reflection, Innovation and Perseverance RigorEnsuring candidates are challenged to develop advanced skills and knowledge.RelevanceHelping candidates see the value of what they are learning.All Individuals Can LearnWorking to uncover potential in all individuals ReflectionUsing self-analysis and feedback to learn and grow.InnovationShowing and encouraging others to try novel approaches and strategies.

PerseveranceUsing problem-solving skills when faced with adversity or challenges.Intellectual Couragepersonal, involves big, bold critical thinking, and intentional, conscious reflection.centered around continuous growth and development.demonstrated when one can do what is right, not what is popular engaging in a professional and respectful manner while remaining open to feedback and criticism will earn the trust of colleagues and students through genuinely listening and treating others with respect.Intellectual Courage (demonstrated behaviors) Fair-Minded, Critical Thinking, Teachers College Way, Reflection, Courage, Ownership and Communication Fair-MindedExhibiting open-mindedness and empathy toward opinions both similar and different to their own.Critical ThinkingRecognizing and demonstrating the ability to make meaningful connections and apply knowledge in new ways.Teachers College WayModeling and evaluating experiences based on Teachers College Professional Dispositions and Professional Responsibilities and Ethics.ReflectionConsidering one's view, idea, or behavior may be wrong, incomplete, or harmful.CourageTaking cognitive risks in learning to cultivate a healthy learning environment and fair-minded thinkers.OwnershipCreating multiple pathways to become a courageous thinker through continuous professional learning and development.CommunicationEngaging in fair, respectful, and open communication pertaining to topics that evoke strong emotions.Dispo - Communicationminimize barriers to communication by using effective forms of professional communication: verbal, nonverbal, written, and visual in both personal and digital modalities.responsible and accountable for communicating professionally and effectively with learners, colleagues, and community stakeholders by recognizing that all forms of communication, intended or not, have an impact understand how lived experiences and culture shape communication both in verbal and nonverbal ways utilize emotional awareness through communication that uplift and encourage avoid the use of discriminatory remarks, threats of violence, and sharing content meant to harm, demean, or incite a negative environment based on sexual orientation, gender, race, religion, disability, and age.treat digital space as an extension of the professional workspace by displaying respect for others, protecting K-12 learners and the privacy of all stakeholders, and maintaining professional and ethical teaching standards.Communication (demonstrated behaviors)Verbal Communication, Non-Verbal Communication, Written Communication, Digital Citizenship, Digital Advocacy, Social Media