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This We Believe: Successful Schools for Young Adolescents Implementation Study

This We Believe: Successful Schools for Young Adolescents Implementation Study. Aundrea Malatesta Dylan Rector Shawn -Michael Peticos. 1. Do you think the pay of the teachers affect the overall quality of their work ?.

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This We Believe: Successful Schools for Young Adolescents Implementation Study

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  1. This We Believe: Successful Schools for Young Adolescents Implementation Study Aundrea Malatesta Dylan Rector Shawn-Michael Peticos

  2. 1. Do you think the pay of the teachers affect the overall quality of their work? • “Not the quality, perhaps their morale and enthusiasm. Teachers have never made a lot of money, they go into it knowing that they are not going to make a lot of money,” (Mrs. Clark). • One faculty member believed that it had no impact whatsoever

  3. 2. Do you feel like test scores adequately determines who the good and bad teachers are? • None of the faculty members we interviewed thought that test scores adequately assessed who the good and bad teachers are. • One teacher pointed out that although it is not a good assessment of teachers, if a teacher has consistently low test scores, then it may have something to do with them as a teacher. • “Test scores reflect a student's ability on just one day of the year,” (Mrs. Lail).

  4. 3. For the most part, would you consider this school an active learning environment? • Two out of the four people interviewed indicated that the school policies and resources contributed to the learning environment so active. • One of the people interviewed thought that it depended upon the teacher and their ability to be creative within the curriculum. • Another teacher said, “[Administration] is always learning, and then they provide opportunities for us to learn,” (Mrs. Clark).

  5. 4. Do you encourage teachers to use different teaching approaches? • Most of the faculty members thought that the school did a good job encouraging teachers to be creative with their teaching methods. • Teachers do things different in different classes to better fulfill their student needs. “I have an EC, AIG and middle class. I teach the concepts to each in different ways,” (Mrs. Lail).

  6. 5. How is your school developmentally responsive? • Teaming • Advisor/Advisee • Training teachers to cater to students’ needs • Safeguards

  7. 6. How do you address making the curriculum relevant to students? • Technology, in order to make class more interesting • Students need to be told how the material they learn will be useful later in life or in the real world • Sometimes the school partners with businesses and shows how people use these basic skills on the job

  8. 7. How is health and wellness represented in your school? • P.E. and Health class • Science curriculum- health section

  9. 8. What role does families and parents play within the school? • Parent Teacher Association • Open houses • Teachers have been known to visit students’ homes whose parents have a hard time getting out to the school • School improvement team that parents can be a part of • Band/Chorus concerts

  10. 9. Do you consider this school to be inviting, safe, inclusive and supportive environment? • Lack of fights • Resource officer • Emergency and fire drills • PTA and other family activities • Locked doors all around the school except the front entrance. To enter the school one must first check in with front office first.

  11. 10. How do organizational structures foster purposeful learning and meaningful relationships in your school? • Pools the communities resources and uses fundraisers to foster meaningful field trips • Teaming • Lessons overlap, students can see content across the curriculum • Talk about family • “It sets the expectations for everyone or how to address concerns, plan lessons, and what the goals for the school should be.” (Shane Mace, EBMS)

  12. 11. How does the school address the social and emotional needs of the students? • Advisor/Advisee program • Personal time with peers • Guidance and other support staff members go out of their way to help at risk students

  13. 12. Does the school use any resources from the community? • Financial donations • Volunteering • Local businesses offer teachers the ability to use their property for field trips • Churches bring in resources for students in need • According to Mrs. Clark, “several of the guidance resources,” are community resources rather than school employees.

  14. 13. How does the school address the needs of students on an individual level? • Teachers • Software packages such as Reading Plus • IEP, PEP, 504 and LEP action plans • Specialized groups

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