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We serve a diverse population of students from pre-kindergarten through 12th grade, including learners from a variety of cultural, linguistic, and socioeconomic backgrounds. We also serve families, staff, and our broader community as educational partners.

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Our students need differentiated instruction, access to mental health supports, culturally responsive teaching, and strong relationships with caring adults. We know this from student achievement data, climate surveys, attendance and behavior trends, community input sessions, and day-to-day conversations with students and families. Staff feedback and family engagement efforts also help guide our understanding of needs.

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Through intentional and empathetic engagement, students gain confidence, skills, and a stronger sense of belonging. Families feel more connected to the school community, and educators become more reflective and responsive practitioners. These interactions foster mutual growth, greater trust, and a shared commitment to student success.

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We provide a safe, inclusive, and rigorous learning environment where all students are supported in developing the academic, social, and emotional skills needed to succeed in school and beyond. We work collaboratively to foster curiosity, critical thinking, and a love of lifelong learning.

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For context, I am a grad fellow at Laurel Valley Elementary School in the Ligonier Valley School District. My answers will reflect this district’s visions and mission.

Ligonier Valley School District’s mission statement states, “We will maximize individual potential.” We promote collaboration and communication among stakeholders to create a safe and caring culture supportive of student growth. We provide growth opportunities for teachers and partner with community members to expand opportunities for student learning. On-going professional development is provided to teachers to ensure they are effective in targeting individualized learning needs. We will establish positive relationships and as to enhance the learning environment and experiences for learners. Such efforts allow for personalized learning experiences that address diverse learner needs from birth through adulthood, resulting in individuals who are able to maximize their unique potentials.

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We serve a range of students from birth (Early Intervention Services) to 12th grade. The district population consists of culturally, socioeconomically, and linguistically diverse students whose backgrounds establish differing needs. Our district serves a predominantly rural population, many of which live in low socioeconomic conditions. We collaborate with and serve families, community members, and staff as educational partners to ensure our students receive supports in all facets of life.

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Our students require extensive supports that target basic needs: food bags, clothing, homelife support, resources for financial support, etc. Many of our students require supports to meet such needs so that they are physically and emotionally capable of attending school and engaging in learning experiences. Our students require differentiated instruction and intervention supports, emotional supports, and healthy, caring relationships with teachers and staff. Students benefit from a strong line of communication between their guardians and school to ensure appropriate supports are provided that enable them to come to school ready to learn. We know such supports are required as we receive alarmingly high numbers of SAP referrals, have an overload of Child Study Cases, and observe diagnostic and testing data that reflects below-level performance in all subject areas.

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Through intentional consideration of students’ emotional and academic needs, students will develop and strengthen their senses of self-efficacy and belief that they can contribute good to the world. Collaboration with administration, families, and stakeholders will allow teachers to assign and maintain high expectations for each individual student as defined by known emotional, financial, behavioral, and academic needs. Teachers will grow as educators through administrative support. Families will feel supported and better able to take care of and motivate their children to learn. Such a school culture will enable all members of the community to grow and learn, which feeds back into our students’ success and individualized potential.

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As an extension of Fred Rogers' legacy, we foster a welcoming and supportive community for educators and families. In reference to his emphasis on emotional vulnerability, relationship-building, and intentionality, we offer opportunities for individuals to engage in these skills in various ways and extend these learned skills in their schools, organizations, or own homes. These initiatives include our caring adult resources, professional development opportunities, the Educators' Neighborhood program (a professional learning community for educators!), and others too.

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We serve a large range of individuals in the educational field. We use the term "educator" broadly at the Fred Rogers Institute as it refers to those who serve children, youth, or support those who serve children and/or youth. We also offer supports for various types of families, including individuals from foster, adoptive, and kinship backgrounds. In addition, we welcome the broader community in various ways, especially interested researchers in the Fred Rogers Archive. Altogether, those we serve tend to derive from a variety of cultural backgrounds, educational contexts, and geographical locations.

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In particular reference to the Fred Rogers Institute's work with educators, they need access to a community of like-minded individuals to receive support and discuss educational fundamentals. They seek knowledge from and with others of similar contexts to grow both personally and professionally. This need is evident from collected data, focus group participation, bi-monthly conversations, and surveys administered at the beginning, middle, and end of the school year.

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Often when we speak to educators who participate in one of our many initiatives, they indicate feeling composed and inspired. We provide opportunities for them to reflect on their own interactions with others, or even themselves, in their workplace. They leave these interactions seeking to change their practice in a positive manner through intentionality, whether it is to slow down in their day-to-day life or look more closely at the ways their students play. Their sense of community also increases as well. As a result, it makes me feel content that I can encourage others to make a positive change in their practice. It feels great to know that I am making a difference in Fred's honor!

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We provide a safe, supportive, and inclusive learning environment where every student can be their best selves and reach their full potential. We teach students the essential skills that they will need to succeed in their lives both inside and outside of school. We inspire our students to become good citizens. We lead and work responsibly while showing integrity, empathy, respect, honesty, and kindness.

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We serve a diverse range of students in grades K-12 ranging in socioeconomic backgrounds. Some learners are culturally and linguistically diverse. Others need emotional support, life skills support, autistic support, and learning support services. We also support parents, families, and community partners.

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Our students need differentiated instruction, access to mental health supports, and strong and positive relationships with caring adults. We know this from testing results, attendance and behavior data, and conversations with parents, families, and staff.

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By learning, students are changing and growing cognitively, socially, and emotionally. They are cognitively changing by gaining essential knowledge and skills. They are socially changing by interacting with their peers and teachers. They are emotionally changing by feeling like they belong in the school and community. Students change as a result of the positive and negative interactions they have with their peers and teachers.

School staff change by caring for their students, by doing what is necessary to help them succeed. As well as by listening and building positive relationships. School staff can also become culturally responsive by working with diverse groups of students.

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We provide an effective, efficient, and quality education at Penn Trafford while also fostering a supportive and inclusive environment where all students are able to succeed both in and beyond the classroom. We strive to offer all students a safe, positive, and balanced education that will foster a desire within them to be lifelong learners.

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At Penn Trafford, we serve a diverse population of students from pre-kindergarten through 12th grade who reside in Trafford, Penn, Manor, and Harrison City. We also aim to serve not only those students but their families and the communities in which they reside. Additionally, we strive to serve those students not only during their duration at Penn Trafford but for years beyond their graduation.

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Our students need a variety of different resources including special education supports, mental health resources, and differentiated instructional methods. Some students need more instructional time devoted to math, science, history, etc. and other students need instructional time to focus on a trade that they can begin upon graduating.

All of our students regardless of future paths though need a well-rounded, memorable, and meaningful education that will not only allow them to continue on in their education or careers but will in general help them to be kind, hard working, and intelligent members of society.

We know that students need these differentiated resources and pathways because of feedback from the students and parents as well as feedback from the community. We also know this from monitoring attendance, conversing with past and present students, and data provided from teachers.

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Through our interactions with students they should grow in confidence, resilience, and have a greater desire to work hard. They should also grow in creativity and in problem solving skills and feel confident taking the next steps in their careers or educational journeys feeling support from us along the way.

Through our interactions with students we should change to better differentiate and match our teaching techniques to their learning styles. We should also grow in knowledge and have a desire to analyze new resources, refine curriculum to best match students goals, and teach in a way that is both memorable and meaningful for students.

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I worked at Blairsville Elementary School all 24-25 school year. Our principals mission statement says that "we are committed to providing a strong academic foundation in a safe engaging learning environment." We take proactive approaches to improve school safety and promote positive behavior. We are growing STEAM and other initiatives at the elementary level using research-based strategies in instruction and student support.

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We serve the community through inclusiveness and student growth. Our PAWS program is a school wide behavior support plan that serves to promote positive behavior and positive peer interactions. We value the families and PTO that provide activities and memories for our students while we support the kids to reach their full potential.

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Our students require extensive support and differentiation. We want each student to foster academically and socially no matter the socioeconomic status of the student. Within our building all students are special and require individualized supports that cater to their each and every need. Providing a strong academic foundation is core to our mission to help students thrive at each academic and personal milestone.

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We often use personal connections and observable data to make educated decisions when it comes to students. Knowing each student personally helps one know how a student learns best and how to make those meaningful connections. Through student interaction our staff are capable of learning new ways differentiate and try interventions within the regular classroom setting. Our staff also are culturally inclusive through trainings and Professional Development opportunities. Positivity is key and a smile to a student can change one day. Helping one student is be seen as working your way up to helping them all.

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As teachers, we are supposed to provide students with an open, inclusive, and comfortable environment for learning while still maintaining clear and enforced expectations. This combination allows for students to feel safe in the classroom while still feeling the needed push to engage with their work. For example, my favorite classroom that I have worked in utilizes a very laid-back approach to teaching and classroom management. Students are allowed to sit in bean-bag chairs, they can stand if they are feeling antsy, and some with ADHD even have fidget toys. While this may sound like the beginnings of an out of control classroom, the reality is nothing of the sort. This is because students are well-aware of the expectations, and that if they exceed one warning, discipline will be enforced, whether that be removal of privileges, an all quiet period, or potential detentions. Furthermore, we are meant to ignite a passion for learning in any shape or form, even if that learning is not necessarily discipline-specific. I believe that discussion-based learning is absolutely vital to fostering empathy and composure within students, for these are life-skills that they will need later in life. Therefore, holding engaging and substantive discussions, whether they are based around literature, a speech, or an issue, is a great method of cultivating an interest in learning.

Teachers should also keep parents/guardians informed as to their child’s academic performance and behavior. This does not have to occur solely when students are behaving poorly. For example, a teacher can email a parent with praise for their child if they did something kind for another student or if they come to class with a positive attitude every day.

In addition to instruction and communication, we must keep an eye out for risk factors in students. If students experience a traumatic event, their mind will not be in the present moment, so it is necessary to be aware of the signs that specific students show when they are dealing with a mental/emotional issue so that we can assist them to the best of our ability. In my school, I had a student who suffered from severe mental issues, which were evident by the scars on his arms. He was prone to bursts of anger and frustration. As such, when I witnessed this occur, I would politely and gently ask him if he would like to step outside to get his bearings. I will provide him the option to talk to me, just sit with his feelings for a few minutes, or talk to the guidance counselor. This seemed to work in his favor, and he felt very comfortable in the classroom.

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We serve students by providing them with a competently constructed education that will cultivate transferable skills that they will utilize later in life. For example, if I have students engage in an activity where they work in groups to solve a riddle or a complex moral issue, this builds problem-solving and collaboration skills that can be used in their personal and professional lives in the future. We serve parents/guardians by informing them of where their child is succeeding and where they need improvement. We can serve the community by ensuring that students will eventually leave the school district as well informed citizens, as many will eventually become tax paying members of the community. Furthermore, teachers can help with fundraisers that positively impact areas of the community.

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Students need to feel accepted, encouraged, and supported by their teachers. I think that teachers know this for a multitude of reasons. For one, we have all taken an Educational Psychology course, so all teachers should be well aware of this. Besides that, I think that good teachers have a significant amount of empathy for their students. We know what it was like to be in their shoes, and we can use these experiences to provide an education and environment that we would have benefitted from as students.

Parents need to know and feel that teachers have their child’s best interest in mind. I think this is apparent, as it takes a lot of trust for parents to leave their child with other individuals who they do not truly know. To help assuage the stress that inherently comes with this situation, we need to communicate with parents to show them who we are as teachers, what our goals are, and what we value in the classroom. When they know our expectations, they know us–at least professionally. It does not end with one interaction, we need to make sure we maintain communication as well as our own expectations with those students to ensure parent satisfaction and trust.

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Through effective instruction and positive interactions, students become more adept at critical thinking, problem-solving, and communication skills. Parents may even change through communication with teachers, for they may see their child in a new light after seeing the work that they accomplish and how they behave in school. This could impact their mindset towards how they treat teachers, and potentially their own children. Personally, I have already experienced substantial change through my experience teaching. For one, I have become a more regimented individual due to my job requiring me to have multiple things planned well in advance, which has left a positive effect on my social relationships and my day-to-day personal life.

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We promote the development of lifelong learners through personal growth and active citizenship. We create a safe, supportive, and nurturing environment for individuals to strive for personal excellence as they strive to become productive members of the community and prepare for the next step in life's journey.

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We serve a wide range of students from 9th to 12th grade. These students come from a variety of backgrounds, cultures, and socio-economic status. We serve a population of students with diverse experiences, abilities, and needs.

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Our students need differentiated instruction and support. They need classes and instructions that not only prepares them for college, but for the workforce as well. These students need access to mental health services and stable adult role models. They also need assistance in developing language and writing skills. We know this through state-testing and conversations with the community.

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Through our interactions, students should grow in self-confidence and feel prepared for the next steps of life. They should develop socially, emotionally, and cognitively. They should be prepared to become active members of the community and the world.

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As educators, although a lot of our purpose is delivering content and instruction, a lot of our purpose also extends far beyond that. Our purpose as educators is to strengthen, encourage, teach, and grow our students. We are to build confidence within our students by creating environments within our classrooms that allow them to grow by showing them their potential and encouraging them to take risks. Not only is our job to help students grow academically, but personally as well. Teachers are also meant to teach students how to think creatively, independently, and critically, and not just to memorize facts.

I am currently placed at Franklin Regional Intermediate School, where I have witnessed moral purpose in action. The school is committed to bridging learning gaps and fully implementing the No Child Left Behind mission. Here, educators are constantly monitoring student progress and acting quickly where intervention is needed. That is where my role comes in: the students receive support, and once they are ready, they will move back into the general education classroom, while still receiving monitoring and support when needed.

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We serve all students regardless of culture, race, socioeconomic status, background, and ability. As educators, we will encounter a wide variety of learners, each unique with their own story, strengths, and needs. Our responsibility is to ensure that every single one of the students feels seen, supported, and empowered to grow. Educators recognize these differences and react with care, intentionality, and high expectations. From my experience at FRSD, educators serve not only the students, but it extends past that to the community as well. Teachers at FRSD serve families, colleagues, support staff, and more. Teaching is not just one person doing their job; instead, it is a collective role.

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Students need us to be responsive, supportive, and attentive to their needs. The needs can be academic, but also personal. At Franklin Regional, I've seen how identifying learning gaps and providing timely instruction reflects a strong commitment to individual needs. Learning what students need through assessments that guide our instruction. Looking at personal needs and anything outside of academics, students need environments that build confidence, foster collaboration, and support of their emotional well-being. Team building and regular communication with other educators help us understand the child and respond in ways that will support their success.

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Both students and educators change throughout the relationships and experiences that they have built within the classroom. Students change based on how they feel in their learning environment. When they feel safe, supported, and encouraged to explore, they gain confidence, become more engaged, and develop stronger academic and social skills. We, as educators, are constantly evolving because no two students are the same. This requires us to continuously adjust, adapt, and remain flexible in our approach to meet the diverse needs of every learner.

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I will be working at Hempfield School District for the month of June. Their purpose is to be centered for student success and their community engagement. Apart of their mission "is to provide safe and supportive environments, engaging experiences, and rigorous educational opportunities that inspire all students to excel in their chosen pathway and grow as lifelong learners and contributing citizens." In West Hempfield Elementary I will be working as a personal care aide person. So, I will be helping the student along side the actual teacher. Hempfield wants every student to succeed and to grow up to be the contributing citizen in their community. This is why some students gets placed with a PCA to help them to the extent of being that successful, achieving student that they can be.

Being the aide, helps the student focus back on their work and helps them understand that they actually know the material that is given to them.

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At Hempfield, we serve the students in the Hempfield Township area within the Westmoreland County. The boroughs include Adamsburg, Hunker, New Stanton, Youngwood, and Manor. We serve a diverse population of students from kindergarten to 12th grade. Within the district there is multiple elementary schools, middle and high school. There is also the local organizations that we collaborate with to support the students learning and development needs.

There is the service of parents that includes things like the PTO and they provide information for different preschools and daycares for the students over the summer and school year.

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Our students needs personal care aides, standardized testing, public education, IEPS, social, emotional, and mental health needs, Least Restrictive Environments, learning support, and time for testing. We know that they need this from their data. The data includes things like test scores, attendance, parent-teacher communication of needs, and teacher observations. Since we have this data and needs of the students we can provide assistance in registration for parents, attendance needs (transportation), guidance needs, special education services like the pcas, and so much more for the students and their families.

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We can change the communication by sending different forms of communication home. Rather it is social media, email, remind app, a note or phone call home. Sending newsletters helps, too, so the parents have an idea of what is going on. There is also the websites that can help with interactions as well.

They also seek input for the interactions through surveys and meetings for the parents and community members to be able to state their opinions. There is also the change of who they do partnerships with. This allows for different educational programs and resources. Then, as a school district they listen to the students feedbacks on things for school climate and extracurricular activities, then the school can offer different activities.

There is the interaction change through technology. By this the school, offers the teachers training and professional development, so they can have the interactions with the research and educational experts behind the research.

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We foster an environment where all students feel safe and supported. We develop students love of learning and their ability to think independently and critically. We build relationships with each of our students to get to know each as an individual and help them through any challenging times they may encounter. Finally, we strive for our students to be productive members of society and to be successful in whatever path they choose in life.

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We serve all of our students to ensure each one has a fair chance to succeed, regardless of their background. We serve their families and members of the community within the school district by keeping open communication about their child's progress so everyone is in the loop on how the student is progressing. We serve a variety of cultures and students that have different needs to be successful in their learning.

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Being at Ligonier Valley High School, where a significant part of the student body is attending EWCTC (Tech) we need to differentiate our instruction to better fit everyone. Our students need our support because if they are facing a tough home life, they need to know they have someone they can count on everyday at school. We can know this by checking in with our students, tracking their attendance data, and reaching out to their families to come together on how to best support their child.

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Through our interactions with our students. We get a better understanding of our students needs through interactions and we can get a better idea on how to serve them. As we interact with our students and show that we care for each of them on a personal level, they will be more open to participate and contribute in class. We can get a better understanding of how our kids learn and cater our instruction to meet their needs. Students appreciate a teacher who shows that they care for them on a personal level and will be more likely to get the most out of that class, making the content effective and memorable for the students.