As per course,
View the PowerPoint Initiative Implementation by Christy Radbourne. After viewing the PowerPoint choose an existing or new policy/framework/initiative/program and apply the process in the PowerPoint using your current school community as the context. You may choose a Ministry Framework (FNMI Framework; Acting Today, Shaping Tomorrow (Environmental Education)) or an Initiative (Collaboration PPM; Full Day Kindergarten), a Board Policy/Program, or International/Local initiative and it may be already in existence and implemented or brand new.
Please apply the three critique tools discussed in the Power Point (slide 5) and discuss your reflections on each part of the process. Finally, provide some recommendations with how you would proceed with implementation in your school, based on your analysis in the Discussion Post.
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Policy Document/Framework Observed:
https://news.ontario.ca/en/release/1000111/ontario-acting-to-combat-anti-asian-racism-in-schools
Summary of Document "Bill 299 2021"
-OR-
https://www.dcp.edu.gov.on.ca/en/teaching-destreamed
meh, okay, going with this,
Peer-Mentoring and Student Success
Introduction:
Currently the school I am employed in seeks to build school community and student opportunity. The school wants and asks that staff create more “grand” and “visible” achievement opportunities for students. This comes from the marketing of the school namely, but certainly has tremendous benefit to the students themselves. Our school strives for individual and collective success.
Who is the target audience?
The current international school program I am employed in is currently in great a great position as a school of community learning. There are many beneficial areas of our school that stem from a systemic collectivism. Students understand that sustained success comes from within the success itself. In some areas of the school it may be possible to see “isolated success”, but for the most part we are building a community a learners and it strongly comes as reinforcement from a program that our “in-house experts” here call “Peer-Mentoring”.
In most cases the students who were in need of mentoring were essentially ESL/ELL students or students who are incoming from another school who are not credit rich and may be overloading their semester to ensure that they can get their diploma (these are rare cases).
Currently, with a fair number of students who have an exceptionally strong background in various course areas and are credit rich, they are willing to produce hours in service of working with schoolmates or even classmates that need assistance or further guidance in areas of their courses. Teachers do provide tutorials, however in some cases, teachers are in meetings, need time to complete marking or ask that after the initial tutorial with the teacher, that the student follows up with a peer-mentor.
How does this build/strengthen School Culture?
The expectation of the program was initially to be a source of volunteer opportunity, or observation by teachers to have further points of recommendation in letters to universities. The program has since expanded and evolved into a less “time-based” event to a personal project that some students are using as a part of their PLF4M course work.
This program has built understanding in students that there is a need for their expertise that has a grand, positive and beneficial impact on the school, other’s perception of themselves and their own enrichment in learning.
How does the program expand or become more effective over time?
One cohort to another, there are at least one class of students that excel far beyond the scope of expectation. Usually, this group’s success will spider-web out into the community, trickling down to others who interact on an engaging and regular level with these students.
In many cases, successful students are humble, shy or uncertain on how to share their personal successes, and this reinforces the need for teachers hone experts in their classrooms as well as build, or tier instruction to foster opportunity on the part of these experts within the class.
These experts come recommended by their teachers to the peer-mentoring program for the subjects they list available to mentor in. Teachers are encouraged to utilize peer-mentoring, but not encouraged to “drop-off” students. Rather, the mentoring program is (from the example of our English Department), a chance for a student in a low tier achievement path in the class to read with in a bilingual and professional setting; peer-edit with when the peer-editing in class opportunity has been missed; someone to build reaffirmation of referencing techniques with when preparing to publish work.
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