# data[].attributes.body
We believe that students have a right to an education. Even in the face of incredible challenges, our role is more important than in delivering a continuous education to students. As skilled, caring, and dedicated professionals, we will use every tool, every power, every skill at our disposal to shield our students from outside disruption in order to bring them the most meaningful, the most impactful, and the highest quality education we can. We also believe in preserving our strength so that we can continue to shield students from disruption and serve as a model of resilience and optimism for our students.

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We venture to ensure opportunities for students to express themselves creatively, regardless of medium, technology, environment, or platform. 

# data[].attributes.subject
We venture to ensure opportunities for students to express themselves creatively, regardless of medium, technology, environment, or platform. 

# data[].attributes.headline
Purpose Statement PHEWe believe it is our professional duty to maintain continuity of learning throughout Scenario A, B or C. In alignment with our “ISHR Definition of Community Learning”, we commit to crafting high-leverage distance learning that is intentionally designed to maintain students’ engagement and provide equity of learning experiences (for students with a variety of home environments, learning needs, and self-management skills). We believe that our goal is to enable students to be successful in all three scenarios while showing independence and responsibility for personal fitness levels, which will benefit our students throughout their lives. We believe that physical movement is crucial to student mental and physical well being and needs to be a focal point in all three scenarios. 

# data[].attributes.subject
Purpose Statement PHEWe believe it is our professional duty to maintain continuity of learning throughout Scenario A, B or C. In alignment with our “ISHR Definition of Community Learning”, we commit to crafting high-leverage distance learning that is intentionally designed to maintain students’ engagement and provide equity of learning experiences (for students with a variety of home environments, learning needs, and self-management skills). We believe that our goal is to enable students to be successful in all three scenarios while showing independence and responsibility for personal fitness levels, which will benefit our students throughout their lives. We believe that physical movement is crucial to student mental and physical well being and needs to be a focal point in all three scenarios. 

# data[].attributes.body
Regardless of the circumstances, we will utilize the best resources available to us to ensure that students have opportunities to  engaged in practical and collaborative learning activities. We will continue to level up as educators in a digital age by learning from each other.

# data[].attributes.headline
TIDE - Statement of Purpose PAST•	Change of priority and our changing role as educators•	Need to learn new things and to adapt •	Focus from learning to policing •	Shift from holistic learning to a focus on fundamentals and core skills  PRESENT•	Focus on quality over quantity •	Design for purpose and maximum impact•	Hope students continue to learn new skills through continued opportunities for hands-on learning – learning by doing and doing to learn•	Continue to provide consistency in instructional delivery and practice FUTURE•	Students will grow as resilient learners, despite the challenges they faced they were and will still learn and apply learning for relevancy and meaning •	Students will possess capacity to create and/or reshape and manage their future •	Students will transform into “lifelong” learners in the true sense of the word  and continue the “fight” make the world a better place for the common good of all.

# data[].attributes.subject
TIDE - Statement of Purpose PAST•	Change of priority and our changing role as educators•	Need to learn new things and to adapt •	Focus from learning to policing •	Shift from holistic learning to a focus on fundamentals and core skills  PRESENT•	Focus on quality over quantity •	Design for purpose and maximum impact•	Hope students continue to learn new skills through continued opportunities for hands-on learning – learning by doing and doing to learn•	Continue to provide consistency in instructional delivery and practice FUTURE•	Students will grow as resilient learners, despite the challenges they faced they were and will still learn and apply learning for relevancy and meaning •	Students will possess capacity to create and/or reshape and manage their future •	Students will transform into “lifelong” learners in the true sense of the word  and continue the “fight” make the world a better place for the common good of all.

# data[].attributes.body
Language Acquisition teachers believe that we can continue to lead to charge on educational technology, using what we have learnt about 21st c. pedagogies to ensure that the quality of teaching and learning is sustained throughout the academic year.

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We were in agreement with the suggested statement of intent contained in the scenario C document.

# data[].attributes.subject
We were in agreement with the suggested statement of intent contained in the scenario C document.

# data[].attributes.headline
We believe it is our professional duty to maintain continuity of learning throughout Scenario A, B or C. In alignment with our “ISHR Definition of Community Learning”, we commit to crafting high-leverage distance learning that is intentionally designed to maintain students’ engagement and provide equity of learning experiences (for students with a variety of home environments, learning needs, and self-management skills). We believe teacher self-care and wellness is paramount to ensuring effective learning is maintained, and to that end, we acknowledge the balance between designing high-leverage learning with a commitment to student mental health and morale, and teacher sense of efficacy.  We believe it is critically important that the maintaining of community and relationships is central to what we do. Adapting to a different scenario for learning should include reflective thought about how we as educators can connect with our students. We acknowledge the wider challenge we are all facing and seek to provide meaningful learning opportunities that offer a balance of online and offline activities. We value the need for displaying empathy as we adapt and develop 21st century technology and communication skills. We commit to offering students learning opportunities that continue to provide new ideas and giving students meaningful and appropriately spaced assessment and feedback on their work. We seek to connect their work to real life outcomes and to their existing relationship with the world around them.

# data[].attributes.subject
We believe it is our professional duty to maintain continuity of learning throughout Scenario A, B or C. In alignment with our “ISHR Definition of Community Learning”, we commit to crafting high-leverage distance learning that is intentionally designed to maintain students’ engagement and provide equity of learning experiences (for students with a variety of home environments, learning needs, and self-management skills). We believe teacher self-care and wellness is paramount to ensuring effective learning is maintained, and to that end, we acknowledge the balance between designing high-leverage learning with a commitment to student mental health and morale, and teacher sense of efficacy.  We believe it is critically important that the maintaining of community and relationships is central to what we do. Adapting to a different scenario for learning should include reflective thought about how we as educators can connect with our students. We acknowledge the wider challenge we are all facing and seek to provide meaningful learning opportunities that offer a balance of online and offline activities. We value the need for displaying empathy as we adapt and develop 21st century technology and communication skills. We commit to offering students learning opportunities that continue to provide new ideas and giving students meaningful and appropriately spaced assessment and feedback on their work. We seek to connect their work to real life outcomes and to their existing relationship with the world around them.