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Vision documents
- 1. School Vision Documents Methods and Products By: Scott Lynch G47563908 George Washington University Based on the Vision Documents of Bradwell Institute
- 3. Each team will come up with a list of goals that will help define what the school wants to be
- 4. All lists go to a final committee that consists of the principal and all department heads to pick, choose, combine, reword, and meld all the ideas into one list of goals that will then be sent back to the small groups for approval.
- 5. Small groups can either suggest changes or approve as is. This process will repeat until 90% of the small groups approve the list of goals.
- 6. Once goals are finalized, contracts for students, teachers, and parents will be written.
- 7. Each small group will have 1 volunteer student added to it for the writing of the teacher contract
- 9. Faculty small groups will be unchanged for the writing of the student contract
- 10. Contracts will be written and revised in the same manner as the goals list was
- 11. Once finalized the administration will begin policy development to help meet the goals and promote the contracts
- 13. We believe community and parental involvement is a vital aspect of the educational process.
- 14. We believe school improvement should be data-driven and based on best practices.
- 15. We believe education includes the development of citizenship, personal responsibility, and respect for self and others.
- 16. We believe every student should be provided a safe learning environment.
- 19. Place every student that wants to attend college into some institution of higher learning with a realistic possibility of being able to attend
- 20. Find areas where every student is successful and help develop their excellence in that area
- 21. Teach students how to learn
- 22. Ensure a safe, secure, learning environment for all personnel at Bradwell Institute
- 23. Ensure that all state standards for AYP are met
- 25. Students will respect each other and the teachers to help provide a healthy learning environment for all
- 26. Students will attempt to complete all work
- 27. Students will participate in school activities in some way.
- 29. Teachers, along with the administration will ensure that all lessons are nested in the state and district curriculum
- 30. Teachers will treat each other, and all students with respect
- 31. Teachers will challenge students to become involved with clubs/activities they think the student will enjoy
- 33. Parents will encourage their children to explore their interests through extra curricular activities at school or other means
- 34. Parents will be the lead in developing a post secondary education plan. This will be done in concert with counselors and the students.
- 35. Parents will ensure attendance of students to the best of their ability
- 36. Parents will promote an attitude of learning in the household
- 38. Scholarship labs are set up after school staffed with teachers and counselors to help seniors find scholarships and compete for them
- 39. Teachers that sponsor extra-curricular activities would develop either a lesson or assignment that all students could do to expose them to that activity, hopefully sparking interest in it.
- 40. Incorporate ethics bases education into homeroom classes to help morally develop students.
- 41. Professional development centered around data based analysis and curriculum integration, with additional one-on-one development from senior teachers regarding how to make 'teaching to the test' work and be exciting and useful.
- 43. Goals and contracts would be placed on the school website and be in every quarterly newsletter from the school
- 44. Contracts would be sent home at the beginning of school for parents, teachers, and students to sign.
- 45. Goals and contracts would be in the student handbooks given to all students at the beginning of the year
- 46. Goals and contracts will be displayed in each classroom
Notas do Editor
- I would conduct this process differently than they do it at Bradwell Institute. There they use a similar concept as above except the teachers work in their departments and not with any staff. It is a teacher based document. I would add the secretaries, counselors, nurse, coaches, and assistant principals to the brain-storming part of this procedure. I would not however, add community members. This is going to be hard enough to get facility members to believe in if they write it themselves, if it is crafted/affected by the community, it will likely be un-used by many of the teachers who are supposed to be implementing it. See following slide...
- The contracts for students, teachers and parents however, must have community involvement. Parents will never sign a contract if they don't have a say in the development of it. Even if they don't sign the documents however, simply reading it and putting these ideas in their mind is important
- GA State law has a requirement for the format of every school and school district's vision documents. They must be in the 'Belief, Vision, Mission' format. However I believe this constrains people too much and makes the entire exercise of vision development a waste of time. Sergovanni specifically states that, “Thick visions are more than mission statements, more than catchy prose, more than inspirational words.” (Sergovanni, 2009, p.30). The above is the official vision documents for Bradwell Institute in Long County GA. However, after speaking with the principal he stated that it was important during the month it was developed last spring, but it honestly wasn't that important in a realistic sense. (Carrier, personal communications, 17 November 2011 ) The next slides would be my change to the vision documents.
- Sergovanni recommends using goals as a basis for thick vision documents. I agree with this because goals are more tangible than missions. It is very hard to create a concrete plan to achieve the mission in slide three. But policies can be put in place to help achieve each of these goals (barring the last one, which is the most abstract of these goals).
- All the contracts are phrased positively and broadly to help encourage everyone to act appropriately and behave in a way that will help the school achieve its goals.
- These policies are the key highlights of how the goals and contracts become reality. The more tangible the goal is, the more easy it is to do things to achieve it. This will help these vision documents become more than a piece of paper in a handbook that is never read but a reality, a part of every day life at the school. These are really what you want when you develop a vision. Visions are great, but unless they result in a change in how things are done (or a affirmation of the way things are currently done) then they were not useful.
- Distribution of these documents is important. If these are the be the centerpiece of the school then they need to be ever where so that students and teachers can always be reminded of where the ship is going. This will help guide them in decision making. Distributing this to parents and the community at large is important so they are aware of the schools goals and vision. The more they know the better. The current distribution plan at Bradwell Institute is very similar to this (Carrier, personal communication, 17 November, 2011).
- Bradwell revises its documents every 5 years during its accreditation, but sometimes more frequently (if administration or BOE changes) (Carrier, persona communication, 17 November, 2011) However, in its current form there isn't really anything to implement based on the vision documents. They are guiding principals, but not specific enough to foster policy decisions.