The School as a Community of Care

The School as a Community of Care Leave the first rating Students also studied Terms in this set (112) Western Governors UniversityD 167 Save WGU - Assessing and Monitoring St...Teacher 62 terms rlegere207Preview

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46 terms Vanessa_Gutierrez684 Preview Planning Instructional Strategies for...50 terms autumnmplummer Preview Person 55 terms csim community of careAn inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. A community of care in a school setting is composed of a "group or classroom in which children and adults engage in warm, positive relationships; treat each other with respect; and learn from and with each other" caregiveranyone who has responsibility for care of a child. e.g. parent, foster parent, family.communitya group of people that share common resources and interact for the improvement of the local area. Includes businesses, organizations, and other partners that facilitate learner growth.stakeholdertrained professional that is invested in the welfare and success of a school and its students. Includes administrators, specific teachers particular staff members, and identified community members.describe an aspect of an effective community of care Example: A teacher creates positive relationships in the classroom and fosters an environment of mutual respect.An effective community of care features positive relationships and a clear set of rules to avoid confusion. It fosters respect among students and between student and teacher. A community of care is meant to nurture students' social and emotional development as well as their academic development.

Community of Care & Support for Students Professional Standards Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each

student. Effective leaders:

a) Build and maintain a safe, caring, and healthy school environment that meets

that the academic, social, emotional, and physical needs of each student.

b) Create and sustain a school environment in which each student is known,

accepted and valued, trusted and respected, cared for, and encouraged to be an active and responsible member of the school community.

c) Provide coherent systems of academic and social supports, services,

extracurricular activities, and accommodations to meet the range of learning needs of each student.

d) Promote adult-student, student-peer, and school-community relationships that

value and support academic learning and positive social and emotional development.

e) Cultivate and reinforce student engagement in school and positive student

conduct.

f) Infuse the school’s learning environment with the cultures and languages of the

school’s community To develop a community of care, effective educators and leaders should...create an environment where each student is valued and respected. Effective educators and leaders develop and foster a positive, trusting, and supportive school environment where all students are engaged and feel valued and respected.Explain how Maslow's hierarchy of needs and Bronfenbrenner's socio-ecological model connect to the concept of a community of care Both frameworks reinforce the idea that in addition to the academic needs of students within a community, students' social and emotional needs are important to consider when making decisions about resources and support systems.Maslow's hierarchyMaslow's hierarchy of needs is also referred to as a "pyramid of needs." When working with students and considering the community of care in place, stakeholders must ensure that the basic needs of students are met before students are expected to fully focus on academic success.• People can focus on meeting their full potential once their basic needs are met.○ Basic physiological and safety needs at the bottom of the pyramid. These needs must be met first. Moving up the pyramid, there are belongingness and love and esteem needs. Once these needs are met, self-actualization needs at the top of the pyramid can be met.• Deficiency needs arise due to deprivation and are said to motivate people when they are unmet.• Growth needs do not stem from a lack of something, but rather from a desire to grow as a person.

Bronfenbrenner's ecological theoryBronfenbrenner's environmental systems theory that focuses on five

environmental systems: microsystem, mesosystem, exosystem, macrosystem, and

chronosystem.• microsystem- immediate environment. includes those with whom individuals have close interaction, such as parents, teachers, and the principal. The microsystem is closest to the individual in the model.• mesosystem- relationships between microsystem. connections.• exosystem- indirect environment. includes environmental factors that influence development even when direct involvement may not take place.• macrosystem- includes cultural attitudes and ideologies. This is the cultural environment in which the human resides.• chronosystem- the role of time. when events occur in a person's life. larger social/historical context.The Whole Child Model• The WSCC addresses health in schools. Nutrition is one of the components of the model.• The whole child approach is a conscious movement away from focusing on academic achievement toward focusing on long-term development and success of students.• To achieve their best, students have to be engaged and motivated. Students who feel valued by adults and feel that they are part of a school community perform better academically and have more positive behaviors.• Students must be healthy, safe, engaged, supported, & challenged.Explain the whole child model within the context of a community of care • stakeholders must focus on meeting the needs of the "whole child."

• five tenets:

○ health ○ safety ○ engagement ○ support ○ challenges.• focusing on these tenets, school and community leaders can ensure students feel safe and supported throughout their educational career and become caring and responsible global citizens.Whole School, Whole Community, Whole Child (WSCC) Model CDC’s framework for addressing health in schools. The WSCC model is student- centered and emphasizes the role of the community in supporting the school, the connections between health and academic achievement and the importance of evidence-based school policies and practices.• greater emphasis on both the psychosocial and physical environment • engage students as active participants in their learning and health • engage families in meaningful ways to improve student health and learning • community agencies and groups can collaborate with schools to provide valuable resources for student health and learning

Five Core Competencies of Social Emotional Learning self-awareness, self-management, social awareness, relationship skills, and responsible decision-making Differentiate among self-awareness, self-management, social awareness, relationship skills, and responsible decision-making self-awareness identify emotions. tie thoughts and feeling to behaviors. (hardest for students) self-management self motivate. self control. regulate emotions.social awareness embracing diversity. show empathy for others and react to their feelings.relationship skills ability to work cooperatively. interact with each other. resolve conflict. handle challenges.responsible decision-making consider well being for self and others. evaluate consequences for actions.Determine when a student exhibits a deficit in any of the five core competencies of social and emotional learning (SEL) It is often within the group setting of a classroom and the demands of schoolwork that delays or deficits in the development of age-expected executive function skills are first noted. Teachers identify problems with paying attention, managing emotions, completing tasks, and communicating wants and needs verbally as major determinants of whether a child is ready to succeed in the school setting. • Which strategy can help a student address a behavioral deficit? Using a reward system reinforces self-monitoring of a desired behavior.asset-based model• focuses on the strengths (or assets) of individuals such as their interests, identities, languages, cultures, and goals.• learning and instruction is student centered and related to the needs of the individual students.• students thrive in an asset-based model because they feel respected and understood.• educators should set attainable expectations for each individual student.Educators may set high expectations for students, but those expectations must be attainable. The goals should be reachable, and educators can celebrate small successes with the students as they strive toward their individual goals.• teacher knows the students and what they like to do.• interests of students can be used in classroom learning.deficit-based modelThe deficit-based model is not culturally responsive. When using this model, teachers tend to blame the students' home life for their shortcomings at school.This model has been referred to as one of the most prevalent forms of contemporary racism.