https://padlet.com/jledford_gca/Ed5243Mod4Ledford In order to pursue and sustain cultural change, organizations must be mindful in choosing strategies that align with the goals of the school. It is important to consider the community standards and cultures that exist outside of the organization as well. It is critical that all staff members utilize strategies with fidelity in order to bring about change, and support from all stakeholders is necessary to maintain accountability. en-us 2017-08-04 14:57:30 UTC 2018-04-14 19:29:47 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Doubleheart.png jledford_gca https://padlet.com/jledford_gca/Ed5243Mod4Ledford/wish/180132527 Sustaining a positive change within a school or organization takes much consistent team work.  Simply stated by Gross, Haines, Hill, Francis, Blue-Banning, Turnbull, (2015 P26), "School factors that contributed to strong community partnerships were strong school leadership, inviting school culture, teacher commitment to student success, and collaboration and communication among partners." As the learner-centered instructional model is implemented into classrooms, it is envisioned that teachers will start to feel more connected to making meaningful learning experiences for their students, and students will be more engaged in this style of authentic learning. By taking the teacher out of the center of the classroom and putting the accountability in the students hands, creativity and innovation abound. The cultural trend of mindfulness itself already lens greatly to the overall themes of being at the center of your own experiences.  Mindfulness itself is supposed to make you self-aware and self regulate for what you need. By applying the same theory in the classroom and allowing students to be at the center of their educational experiences, the model itself in the cultural trend will create a continued positive change.  It is important to remember that the stakeholders need to be involved and supportive of both the model and the cultural trends or strategy. If implemented properly schools could experience a dramatic increase in students achievement with a dramatic decrease in student behavior problems.]]> 2017-08-04 14:57:30 UTC https://padlet.com/jledford_gca/Ed5243Mod4Ledford/wish/180132527 jledford_gca https://padlet.com/jledford_gca/Ed5243Mod4Ledford/wish/180134821 Creating a community for change at a school level requires strong and lasting partnerships within the community.  While academic success is generally the goal or the desired end outcome, so many other items are exposed and taught through community partnerships and when implementing new strategies.  As expressed by Blank and Villarrea, (2016 P19), "if we focus on academics alone, we fail to understand that young people develop across multiple domains, and we fail to see that it is the responsibility of the school, family, and community, working in concert, to fulfill the necessary conditions for learning." Understanding that we need to support our students in these conditions for learning provides an opportunity to introduce strategies and ideas to make our learners for mindful and cognizant of what they need to be successful, starting with themselves.  Taking on this approach is encouraged by Vacarr (2001 P285), who explains the need for mindfulness strategies in a school by addressing the, "gap that remains between conceptual understandings of diversity work and teachers' abilities to respond to challenging moments of encounters with difference." It is the also apart of the community to continue to teach our children with experiences that are both meaningful to them and create tolerance in the classroom community setting.  ]]> 2017-08-04 15:27:33 UTC https://padlet.com/jledford_gca/Ed5243Mod4Ledford/wish/180134821 jledford_gca https://padlet.com/jledford_gca/Ed5243Mod4Ledford/wish/180136052

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Blank, M. J., & Villarreal, L. (2016). How partnerships connect communities and schools. Education Digest, 81(8), 16-25.

Gross, J. M. S., Haines, S. J., Hill, C., Francis, G. L., Blue-Banning, M., & Turnbull, A. P. (2015). Strong school-community partnerships in inclusive schools are “part of the fabric of the school...we count on them.” School Community Journal, 25(2), 9-34.

Vacarr, B. (2001). Voices Inside Schools: Moving Beyond Polite Correctness: Practicing Mindfulness in the Diverse Classroom. Harvard Educational Review,71(2), 285-296. doi:10.17763/haer.71.2.n8p0620381847715]]> 2017-08-04 18:32:41 UTC https://padlet.com/jledford_gca/Ed5243Mod4Ledford/wish/180145640