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.  

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.

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.

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.

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. 

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. 

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.

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.

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.

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.