Handbook Part II-Kim Section 2.45 Code of Conduct Carolina International School expects all employees to demonstrate the highest degree of integrity, responsibility, and professionalism at all times. Employee conduct must not interfere with operations, discredit the school, put the school at risk, or be offensive to coworkers, parents/guardians, visitors, or community members. (Policy title: 916 NCAC 6C .0601 and 16 NCAC 6C .0602 Policy regarding the Code of Ethics for North Carolina Educators) “Our inquiry focuses on the intent of the legislature with specific application to teachers who are entrusted with the care of small children and adolescents. We do not hesitate to conclude that these men and women are intended by parents, citizenry, and lawmakers alike to serve as good examples for their young charges. Their character and conduct may be expected to be above those of the average individual not working in so sensitive a relationship as that of teacher to pupil. It is not inappropriate or unreasonable to hold our teachers to a higher standard of personal conduct, given the youthful ideals they are supposed to foster and elevate. See generally E. Reutter and R. Hamilton, The Law of Public Education (2d ed. 1976). See also 68 Am.Jur.2d Schools §§ 176-177 (1973). “ Terry Faulkner v. New Bern-Craven County School Board ‘84 Inappropriate and unacceptable conduct
Transcript
Handbook Part II-Kim
Section 2.45
Code of Conduct
Carolina International School expects all employees to demonstrate the highest degree of integrity, responsibility, and professionalism at all times. Employee conduct must not interfere with operations, discredit the school, put the school at risk, or be offensive to coworkers, parents/guardians, visitors, or community members. (Policy title: 916 NCAC 6C .0601 and 16 NCAC 6C .0602 Policy regarding the Code of Ethics for North Carolina Educators)
“Our inquiry focuses on the intent of the legislature with specific application to teachers who are entrusted with the care of small children and adolescents. We do not hesitate to conclude that these men and women are intended by parents, citizenry, and lawmakers alike to serve as good examples for their young charges. Their character and conduct may be expected to be above those of the average individual not working in so sensitive a relationship as that of teacher to pupil. It is not inappropriate or unreasonable to hold our teachers to a higher standard of personal conduct, given the youthful ideals they are supposed to foster and elevate. See generally E. Reutter and R. Hamilton, The Law of Public Education (2d ed. 1976). See also 68 Am.Jur.2d Schools §§ 176-177 (1973). “ Terry Faulkner v. New Bern-Craven County School Board ‘84
Inappropriate and unacceptable conduct
Carolina International School expects employees to conduct their responsibilities at all times with respect and in a constructive and professional manner. Violation of the following standards may constitute misconduct and may result in disciplinary action up to and including termination of employment without prior warning.
Insubordination or refusal to follow instructions or perform assigned work in a timely manner without valid reason.
Falsification of Carolina International School documents or business records or any media (including paper and electronic) including without limitation, altering or forging dates and signatures, or falsification of any data, form or record.
Threatening, intimidating, coercing, abusive language, or displaying blatant or public disrespect towards any employee, parent/guardian, or community member while on duty, on the school campus, or at an off-campus school function.
Physical altercations while on duty, on campus, or at school functions. Fraudulent activities. Theft, including unauthorized possession of school property or another person’s personal property. Damage, destruction, sabotage, or defacement of school property, business records in any form, facilities, or
equipment as a result of deliberate negligent action. Unauthorized use of school facilities, equipment, or property. Disruptive conduct such as playing practical jokes, throwing objects, pushing another co-worker or causing
obvious safety hazards while on duty or while on the school campus. Derogatory comments or openly making or publishing false, vicious, or malicious statements concerning the
school, any employee, student, parent/guardian, or community member. Violation of employee of school confidentiality. Being absent from work without notifying the school. Being habitually late or absent or extending a leave of absence without authorization. Failure to report an accident or unsafe work conditions. Smoking Unauthorized distribution of literature, pamphlets, or written material of any kind in work areas. Violation of the schools non-discrimination and anti-harassment policies. Unauthorized possession of firearms, explosives, or other weapons while on school property or while engaged
in a school function. Reporting to work under the influence of alcohol or drugs, or consuming alcohol or drugs on campus, except
for proper use of prescription drugs as prescribed by a treating physician. All employees are subject to a random drug check.
Discipline for conduct violations
Depending on the severity and the number of occurrences, the school administration may choose from the following actions:
Verbal warning: A verbal warning occurs when an administrator verbally counsels the employee about an issue or concern. Verbal warnings should be documented by the administrator in writing and placed in the employee file.
Written warning: A written warning is a record of the discussions noting the date, event, and recommended action and should be placed in the employee’s file. Written warnings are used to document behavior or violations which an administrator considers serious or where verbal warning have not helped to changed employee behavior or conduct. The written warning is intended to alert the employee to the importance of improvement, to identify corrective actions, and/or to notify the employee of the consequences should unsatisfactory behavior/conduct continue. The employee will be asked to sign the written warning document. Teachers will be put on a monitored plan, otherwise known as, an Action Plan.
Suspension (Fact Finding): An employee may be suspended during an investigation of an alleged violation of school policies and procedures while the school administration evaluates the appropriate action that will be taken as a result of the investigation. Any suspension during the fact-finding period will be paid for all employees.
Termination: Employment is terminated by written notice specifying the date of termination.
I have read, understand, and agree to the Code of Conduct.
____________________________________ ___________
Employee Name Printed Date
___________________________________
Employee Signature
Section 2.47
Teacher Expectations
2012-2013 Teacher Expectations
Our primary goal for the 2012-2013 school year is to develop a teaching staff that works together with the administration to achieve commonly held expectations. We are committed to provide professional development opportunities, planning time, and daily support toward achieving these expectations. Teachers not in compliance with expectations may be subject to a monitored plan or notification in personnel file.
Through collaboration with our staff and individual initiative, we expect CIS teachers to:
Individual Develop Individual Learning Profiles for each student by: 1st 9 weeks Administering school-wide learning styles and multiple intelligences inventories the first week of
school Completing interest/aptitude surveys listing special interests and abilities of each child Have each child fill out a goal sheet quarterly. Conduct common and formal assessments to determine student competencies and to prepare for
differentiating curriculum and instruction Plan for different ways to differentiate and meet all students’ needs in the classroom.
Inquiry/Project Based Develop units of inquiry for each term related to school themes
Incorporate inquiry-based instructional techniques in curriculum planning
Integration Develop curriculum maps that outline the major topics to be covered in each term, along with the
Common Core Standards to which they are aligned. All MAPS need to be hung in the classroom. Work collaboratively with their grade level and PLC to plan interdisciplinary units Integrate 21st Century skills and Global components into daily lesson plans Utilize technology into daily interactive lesson plans with Smart Board or Mimio Grades 3-10, integrate 1:1 laptop initiative into daily lessons Apply Thinking Maps to daily lessons along with higher level questioning Websites
International (Social Studies)
Establish and maintain contacts with their Sister Cities, in particular with schools in those cities, aided by the Charlotte and Concord Sister City organizations
Set up free Skype accounts to video conference with Sister City Develop ways to deepen the value of visits to campus by international guests
Environmental (Science) Describe ways in which environmental studies will be integrated into curriculum and instruction
during each term, by outlining general objectives on curriculum maps Implement the Environmental outdoor project aligned with your grade level Implement Project Wild into weekly lesson plans
Attendance Staff members are expected to be on time daily, and remain in school according to their contractual
agreement (i.e. 30/40 hours). Staff members are expected to be on time and attend all scheduled meetings. If you leave campus during the school day, prior approval from administration is mandatory. You are
to sign out when you leave campus and sign in upon your return to campus. Attend monthly staff meetings, along with department, mentor, and grade level meetings as
scheduled. Attend professional development during each month. 3 tardies in a row will result in a conference with administration
Communications Send home an expectation letter at the beginning of the year with class schedule, PE days, rules,
classroom policies, homework policy, class work policy, etc. Check and respond to your CIS email every day before school, during your planning period, after
school. Be a team player. Ask three before me if you have issues or questions. Recording grades in Teacherease and updating grades every other day. Essentials update grades on a
weekly basis. Create a website for your class, to include a curriculum overview, homework assignments, and
announcements. These will be updated weekly. Remember you always represent our school; therefore, comments should always be positive. Model our Core Values. If issues, concerns, or problems arise, you will seek solutions with a positive
attitude. Bring student grades data and documents to all student conferences and PLC’s. (ex: Anecdotal
Dress Policy Follow our “casual professional” dress guidelines. (NO flip flops) No jeans or denim except on Fridays and with a staff shirt only. Jeans must be in decent shape: no
dragging the ground, no fringe hanging off the bottom, no holes, not skin tight, no words or symbols, chains or T-Shirts.
Assist administration in enforcing the student uniform policy.
Curriculum Instruction Planning Lesson plans and curriculum maps may be reviewed/collected by administrator at any time. Lesson plans should include:
Common Core Standards/Essential Standards
Procedures Assessments (common and formal) Differentiation 21st Century Skills Global component Homework I Can/ I Will Statements
Teachers may choose lesson format of their choice. All lesson plans must contain the list from above. Record keeping for attendance and grades for all classes. Attendance in by 10:00 to Office Manager. Teacherease updated every Friday. Curriculum Maps need to be updated and tweaked throughout the school year. Live document. Keep classroom in an organized and neat manner.
Grades Exceptionalities Family issues Records Name, address, phone number, email address, enrollment status Discipline Court Documents
Extra Curricular Each of the 4 committees needs a member to serve on it from each grade level. All staff must serve
on at least two or more committees. Attendance is required. If serving as chair or co-chair, plan meetings and schedule dates ahead of time. All committee notes
should be put in Livebinder. Consult admin with dates before posting. If mentoring a new teacher, come to all scheduled meetings with mentee and administration. Meet
regularly with mentee and provide support when needed. Coaching a sport is a stipend position. Head coach receives $500 and the assistant/Co-Coach will
receive $250. Any ILT who coaches needs to write a letter of intent and give it to the principal. Tutoring is required by teachers. Keep a tutoring log to be uploaded in Livebinder.
I have read, understand, and agree to the expectations of CIS teachers for the 2012-2013 school year.
_________________________ ____________________
Print Name Date_________________________ Signature
Section 3.52
Curriculum Themes
1st Quarter: Creating Global Citizens
An age-appropriate exploration of the development of identity, starting with family, school, and community, and extending to our world family.
Global education topics might include:
How our international ancestry forms our family heritage Understanding our interconnectedness with other cultures (globalization) Study of world languages Sister city/country connections.
Environmental education topics might include:
Developing an awareness and appreciation for the natural world Learning about the local and/or global natural communities Understanding human’s impact on the natural world (environment)
2nd Quarter: Making Connections Around the World
An examination of communication occurs about human beings – our thoughts, emotions, ideas, and needs – and between human beings and other life on earth.
Global education topics might include:
Multiple ways of sharing and experience Multiple intelligences and cultural expressions: dance, music, art Technology, videoconferencing
Environmental education topics might include:
Understanding the interconnectedness of all things on the earth Developing an awareness and sensitivity of all forms of natural communication
3rd Quarter: Exploring Systems in the World
The study of systems we use to understand, organize, and work effectively with our world.
Global education topics might include:
Study of structure and functioning of our and others’ systems:a. Economicb. Politicalc. Social/culturald. Technological
Environmental education topics might include:
Learning about the structure and functions of ecosystems, biomes, niches, etc. Developing a knowledge and understanding of the environmental challenges.
4th Quarter: Caring for the Planet and Its People
Culminating presentations and projects that demonstrate our concern and care for all aspects of our world and or capability of making a difference.
Global education topics might include:
Extending our concerns beyond ourselves to the earth and to other human beings Service projects
Environmental education topics might include:
Participating in activities that lead to the resolution of environmental challenges Developing skills to identify and help resolve environmental challenges (local and/or global)
The administration, and/or mentor teachers will ask to see lesson plan books throughout the school year. A lesson plan is required for all observations.
In the lesson plan book, the following items should be emphasized:
Thematic continuity with CIS’s four themes Individualization/differentiation which recognizes different learning styles, multiple
intelligences, student interests, and goal setting Common Core and Essential Standards objectives (list by subject and goal number) & Common
Core Standards Modifications/enrichment for AIG, EC, 504 and students with PEP’s 21st Century skills Global Component Cooperative learning & student-centered activities Project and inquiry-based instruction Environmental connections Technology integration (laptops and Mimio’s or Smart Boards)
If at any time you have any questions, please see the appropriate administration and/or mentor teachers for assistance.
Teachers of the same grade level should plan together (WEEKLY) and ensure connections are made to the subject areas.
Develop Individual Learning Profiles for each student by:Administering school-wide learning styles and multiple intelligences inventories the first week of school.
Completing interest/aptitude surveys listed special interests and abilities of each child
Completing a family survey with parents’ occupations and special interests, for potential integration into class lessons: “Parents as Partners in Education”
Conduct academic assessments to determine student competencies and to prepare for differentiating curriculum and instruction
Plan for individualized learning and differentiation instruction for students
Inquiry and Project based Lessons
Develop units of inquiry for each term related to the Global Steward themes Incorporate inquiry-based instructional techniques in curriculum planning Develop culminating projects for subject areas
Integration:
Develop curriculum maps that outline the major topics to be covered in each term, along with the NC Standards/Common Core Standards to which they are aligned
Work COLLABORATIVELY with your grade level and PLC to plan interdisciplinary units
International:
Establish and maintain contracts with your Sister Cities/Countries, in particular with schools in those cities, aided by the Charlotte and Concord Sister City organizations
Develop ways to deepen the value of visits to campus by international guests Skype your grade levels Sister City
Environmental:
Describe ways in which environmental studies will be integrated into curriculum and instruction during each term, by outlining general objectives on curriculum maps
Integrate Project Wildlife into your weekly curriculum
Technology:
Technology and online learning will be integrated into curriculum and instruction on a daily basis Interactive learning will be utilized on a daily basis Teachers will maintain a digital data notebook for their classes. K-1 will use Orchard Grades 2-10 will use MAP Grades 3-5 will be responsible for Keyboarding Grades 6-10 will be responsible in Essentials Classes
Section 4.57
Driving Philosophies of CIS
International
We provide and are sensitive to all cultures and traditions throughout the world. We should respect cultural differences in our students, staff and parents. We should provide opportunities to experience different cultures and people while maintaining instructional integrity at our school.
Individual
As a school that focuses on individual instruction, we as a school will provide opportunities for student-centered instruction. We will differentiate instruction as needed to provide appropriate instruction. Teachers will use strategies that provide for different learning styles and multiple intelligences. Teachers will develop Individual
Learning Profiles which consist of: multiple intelligence inventories, learning styles inventory, and other inventories. Teachers will use this information when developing daily lesson plans and purchasing instructional items for their classroom.
Integration
As resources and curriculum are developed, integration should always be considered. Making connections to the IB themes and the use of cross-curriculum, multi-disciplinary instruction. Team teachers will meet and make connections between their curriculums. As instructional resources are purchased and schedules developed, integration should remain in the forefront. A focus on integrating instead of separating should always be considered when making decisions.
Inquiry or Project Based
Question-driven instruction, student-centered instruction, project-based instruction is derived from inquiry. Therefore as our school grows, it is important to plan around inquiry-based instruction. The proper furniture for the classroom, the design of the classroom, the instructional materials purchased, staff development and many other school dynamics will be impacted by this method of teaching. Inquiry is a Socratic approach to teaching and it changes the curriculum from being teacher-centered to student-centered. It moves away from pacing guides and towards integration, project-based instruction.
Environmental
If we are to be a school that fosters environmental education and stewardship, all decisions that impact the classroom as well as our campus should be considered. Fundraising, school functions, campus-development, curriculum, purchases and daily decisions.
In order to ensure the ability to focus on our five areas, it is imperative that these areas of: international, inquiry, individual, integration and environment dictate decisions made for the school and in the classroom daily. For our five focuses to act as filters to the many resources available outside our school and the decisions we make of what to include at our school.
Technology
By incorporating 1:1 laptops into CIS’s curriculum, teachers can differentiate for students and enhance the curriculum, providing students with extensive research opportunities, access to up-to-date information, and many other learning benefits. Computers are a part of our society and are here to stay. Students need to begin developing computer skills so they will be employable when they graduate from high school and college.
Section 4.58a
Sister City Program
Each grade level teacher is to set up an on-going relationship between his/her students and students in a school in their Sister City.
The CIS curriculum and instruction reflects our school’s mission as we focus on Mindful Leadership for the 2012-2013 academic year. Our school wide themes are Creating Global Citizenship, Making Connections Around the World, Exploring Systems in the World, and Caring for the Planet and Its People.
In our school, students will be exposed to different cultures and perspectives to gain an appreciation for both the diversity of human life and the common traits and values we share. From on-campus visits by international guests, pen pals to Skyping and/or Internet “key-pal” relationships with their peers around the world, CIS will provide our students a window to the world.
The International Committee will work to come up with lesson plans to use in classrooms. Working with Sister Cities and making contact with the Sister Cities will be done twice a year – one per semester. Involvement of the 4 Themes will be evident with these contacts.
Section 4.58b
Parent Contacts - Documentation
CIS is founded on parent involvement. It is one of the expectations of the school. Each teacher should meet with all parents at least once during the first quarter. A teacher may have as many parent conferences as needed in a year with all parents for the purpose of evaluation of student progress. If the parent declines a conference, the teacher is to document the attempts made for a parent teacher conference. Each teacher will continue a planned program of positive contacts using e-mail, the telephone or surface mail. Conference calls are a last resort if the parent cannot come in and for a face to face conference. Parent contact information should be put in the data notebook under the teachers subtab.
Teacherease: In core classes, student’s grades need to be updated at least every other day. Essential classes may update at least every week or sooner and should be done by Friday of each week.
Progress reports and report cards will be issued at specific times indicated in the calendar. All reports may be viewed electronically by parents through Teacherease unless there is an academic or disciplinary issue. Then, the report must be printed and sent home with the child to be signed and returned. Parents will go over their student’s report card at the first quarter’s parent-teacher conference if possible. Be willing to explain the grades to the child’s parents and be prepared to do this every grading period.
In addition to report cards, keep parents informed at any time there is a marked change in the student’s work. If a student’s grade drops more than one letter grade, parents are to be informed so they can help the student improve before the end of the grading period. Just sending home the papers for the parents to see and sign is not considered informing the parents of a change in grades. There should be no surprises when report cards are sent home. A parent communication log is required by every teacher.
It is essential that each teacher have an organized documentation system for keeping up with grades, discipline problems, etc. Do not rely on your memory for documentation. Record instances when they are fresh in your mind. Each teacher should also maintain a Parent/Guardian Communication Documentation Log noting all contacts with a student’s family. Please use the discipline log in Teacherease to report behaviors. The Parent Log of contacts should be uploaded into Livebinder.
Tardies for Students: When students accumulate unexcused tardies, the parent must be notified by the teacher each time.
Teachers are responsible for the following:
1st time- Warn the child
2nd time: Send a note home to the parents
3rd time- Phone call home/get admin involved
4th time- Saturday School (alert Denise Tuchek to send a notification home to the parent)
5th time- Admin decision (notify admin)
Personalized Education Plans
North Carolina General Statutes § 115C-105.41 Students who have been placed at risk of academic failure; personal education plans
Local school administrative units shall identify students who are at risk for academic failure. Identification shall occur as early as can reasonably be done and can be based on grades, observations, State assessments, and other factors that impact student performance that teachers and administrators consider appropriate, without having to await the results of end-of-grade or end-of-course tests. No later than the end of the first quarter, or after a teacher has had up to nine weeks of instructional time with a student, a personal education plan for academic improvement with focused intervention and performance benchmarks shall be developed or updated for any student at risk of academic failure who is not performing at least at grade level, as identified by the State end-of-grade test and other factors noted above. Focused intervention and accelerated activities should include research-based best practices that meet the needs of students and may include coaching, mentoring, tutoring, summer school, Saturday school, and extended days. Local school administrative units shall provide these activities free of charge to students. Local school administrative units shall also provide transportation free of charge to all students for whom transportation is necessary for participation in these activities.
Local school administrative units shall give notice of the personal education plan and a copy of the personal education plan to the student's parent or guardian. Parents should be included in the implementation and ongoing review of personal education plans.
No cause of action for monetary damages shall arise from the failure to provide or implement a personal education plan under this section. (2001-424, s. 28.17(e); 2009-542, s. 1.)
b) Any student who did not pass the EOG or EOC for each subject
c) Any student identified during the first semester as being at-risk of retention (PEP to be developed no later than the end of October or end of 1st semester.
d) Tardies
II. The previous teacher will:
a) Initiate the PEP folder before leaving for summer break
b) Fill in information for the grade just finished and any pertinent information from previous grades
c) Mark appropriate strategies in pencil (DO NOT DATE)
III. The receiving teacher will: (within the first four weeks of the school year)
a) Revise marked strategies, if indicated
b) Meet with parent and student to communicate and finalize appropriate strategies
c) Review all strategies for effectiveness with parent and student at least two additional times during the year and mark the strategies’ effectiveness withthe appropriate codes in the specific spaces on the PEP strategies sheet
d) Record additional parent contacts or efforts to contact parents on the back of the folder
IV. Any teacher identifying a student at-risk of retention will:
Follow the same steps as outlined for the receiving teacher above, except the receiving teacher will generate rather than revise marked strategies.
V. Transfer for PEP Folder: (Only if Requested by School)
a) Send entire folder to any school
b) Place all folders in the office at the end of the year so that the secretary/office has access to folders of students requesting transfers during the summer
(DO NOT SEND FOLDERS to other schools)
d) If a receiving school asks if a student has a PEP, copy the PEP folder and strategies sheet(s) to send
e) In requesting student records of incoming NC students, secretaries should ask if a PEP is in place; if so, request a copy of the PEP
Link to PEP development: http://www.ncpublicschools.org/promotionstandards/pep/pepmanual/06sec1act3
6-2000
Section 4.62a
Use of Multi-Media in the Classroom
Prior to showing a movie or other materials not owned by the school, you must fill out a “Request for Prior Approval of Video Cassette/DVD Broadcast” form. The forms are located in the conference room in a notebook. The form(s) must be submitted to the administrative staff and must be approved prior to showing. Therefore, you should submit these forms at least 3 days prior to the expected “show date”.
Illegal recordings will not be broadcast for student viewing. Consult Media Matters, May 1985 for clarification and guidelines. “Illegal” recordings include copies made or rented or borrowed tapes, programs taped from commercial television which are more than 10 days old, and programs taped from pay cable stations such as HBO, Showtime, etc.
All videos to be shown must have the Common Core/Essential Standards link to the purpose of the movie. If the move is PG-13 parent permission forms must be collected from students.
There are to be no movies shown during the testing at the end of the year.
Section 4.62b
Materials and Supplies
If faculty or staff needs supplies they need to submit a request to the Finance Manager. The request will be reviewed by the administration. Once approved, the teacher will be notified.
The Fiscal Control Act will be followed.
Under this act, we will not be allowed to purchase any item with school funds without a purchase order. In order for the purchase order to be valid, it must be signed by administration before the purchase is made. Therefore, if you purchase anything for the benefit of your students, classroom, or the school and do not have a valid purchase order – you pay for the purchase out of your own money.
Parents will be paying $30 up front for supplies in the classrooms. Once that is collected, grade levels may purchase what is needed for the grade level classes through the financial secretary. Once the $30 is collected, parents are not to be asked to supply any other money or materials for the classroom during the school year.
Section 4.63a
How to Maintain an Effective Grade Record Book
A grade record book must show the results and progress of each student at all times.
The first few moments of class are very important. Student on-task work is the major activity during prime time. The students MUST immediately get to work when they enter the room. Thus an assignment must be available, and the students must know the procedure for getting to work immediately.
An organized grade record book keeps time spent on roll taking and other record-keeping activities to a minimum. Grades will be updated by Friday of each week. Leveling will also be included in the grade updates.
Keep four basic records in a hard copy grade book:
Attendance/Tardiness Student scores i.e., homework, tests, quizzes, daily assignments, projects Nine week average per subject Parent contact information. (collection of emails)
In order to hold students accountable, it is imperative that you collect various forms of student work as documentation of academic accountability for each subject.
This year at CIS you will be recording your attendance through NC WISE.
Section 4.63b
Outdoor Education
Introducing Outdoor Education
Start with short, simple, serviceable, and safe activities. Make sure you start with brief, timely and purposeful outdoor activities. If you are hesitant about working with a group of students outdoors:
- Observe an experienced teacher. - Help an expert teacher work with outdoor activities.- Choose the curriculum area of your greatest strength as a place to start.- Keep the experience short and simple.- Know the site to be explored and plan carefully for its use.- Take advantage of outdoor education courses and workshops.
Planning for Outdoor Experiences
Speak to your students about the “rules” of outdoor education- Rules for movement to the site you will be working. - Rules for listening during transition and once at the site.- Rules and procedures of how instruction will take place at the site.- Rules and expectations set for the accountability of the outdoor experience.- Explain consequences if a student does not comply with the procedures and rules
established by the teacher and/or classroom. Carefully plan the distance to be covered and limit the variety of experiences. Decide if you will be able to facilitate your class alone or need at least one volunteer to help.
- Often as the facilitator you will lead the group in front during movement. It may be helpful to have another adult walking at the end of your class to help “contain” the classroom.
- Make sure you have defined roles for the volunteers (if you use them) Discuss with students prior to leaving the classroom the protocols for “touching” items during
the experience. There should be no “taking” of wildlife or “picking” of plants. While out, identify and educate students of dangerous animals and/or plants on the walk (IE:
What does poison ivy or oak look like? What does a snake hole look like?) When a class returns to the classroom, teach students and facilitate a “tick check.”
The Enviornmental Committee will be responsible for Lesson Plans and Activities to help with classroom outdoor participation for classes.
Section 4.64
The Multiple Intelligences Theory
We learn, we communicate, and we solve problems in at least seven ways.
Intelligence is the ability to see a problem, then solve a problem or make something that is useful to a group of people.
Howard Gardner's Theory of Multiple Intelligence identifies that there are many forms of intelligence and that people have varying strengths and combinations of these. Gardner has currently outlined at least seven forms of intelligence. This theory challenges traditional views of intelligence and multi-faceted. It recognizes that we communicate, learn and solve problems in a least seven ways.
Gardner suggested that each individual possesses a unique blend of seven intelligences. While the intelligences are discrete in terms of their existence in the brain, "real world" activities inevitably involve a blend of intelligences. It is unlikely that the
intelligences can operate in pure form in everyday functioning.
Gardner says there could be more intelligence, e.g. the Naturalist, which Gardner identified in 1997.
Linguistic Learner: “The Word Player”
Linguistic intelligence is the ability to use language to excite, please, convince, stimulate or convey information.
Linguistic Intelligence involves not only ease in producing language, but also sensitivity to the nuances, order and rhythm of words.
Poets exemplify this intelligence in its mature form.
Students who enjoy playing with rhymes, who pun, who always have a funny story to tell, who quickly acquire other languages – including sign language – and who write copious notes to their friends in class all exhibit linguistic intelligence.
Hi, my name is James and my main strength is Linguistic intelligence because I:
Ask lots of questions Enjoy talking Have good vocabulary Can pick up new language easily Enjoy playing with words: word games, puns, rhymes Enjoy reading Like to write Understand the functions of language Can talk about language skills Am good at memorizing names, places, dates and trivia
My best products are:
Novels Non-Fiction Arguments
Speeches Stories Debates
Myths/Legends Lyrics Jokes
Poems Instructions Puns
Manuals Newspapers Crosswords
Magazines Plays Scrabble/word games
Scripts Advertising copy
I learn best by:
Saying, hearing and seeing words Talking
Writing Reading
When I grow up I cold be a:
Novelist Poet
Barrister Politician
Actor Story-teller
Orator Journalist
Comedian Speech writer\
Logical Learner: “The Questioner”
Logical Mathematical intelligence is the ability to explore patterns, categories and relationships by manipulating objects or symbols, and to experiment in an controlled, orderly way.
Logical/Mathematical Intelligence entails the ability to reason either deductively or inductively and to recognize and manipulate abstract patterns and relationships.
Scientists, mathematicians and philosophers all rely on this intelligence.
So do the students who love sport statistics or who carefully analyze the components of problems – either personal or school-related – before systematically testing solutions.
Hi, I’m Josephine and my main strength is Logical-Mathematical Intelligence because I:
Enjoy solving puzzles Play with numbers: counting Want to know how things work Am oriented towards rule-based activities Am interested in “if …. then” logic Like to collect and classify things Am analytical in approach to problems Am good at math, reasoning, logic and problem solving
My best products are:
Computer programs Mathematical proofs
Flow charts Pie graphs
Puzzle solution Inventions
Time lines
I learn best by:
Categorizing Classifying
Working with abstract patterns/relationships
When I grow up I could be:
Mathematician Computer programmer Trivia champ
Accountant Inventor Detective
Doctor Astronomer Economist
Scientist Lawyer
Musical Learner: “The Music Lover”
Musical intelligence is the ability to enjoy, perform or compose a musical piece.
Musical/Rhythmic Intelligence includes sensitivity to pitch, timbre rhythm or sounds, as well as responsiveness to the emotional implications of these elements.
While composers and instrumentalists clearly exhibit this intelligence, so do the students who seem particularly caught by the bitds signing outside the classroom window, or who constantly tap out intricate – or irritating – rhythms on the desk with their pencils.
Hi, I’m Beatrice and my main strength is Musical Intelligence because I:
Have sensitivity to sound patterns Hum tunes Tape or sway in rhythm Discriminate among sounds Have a good sense of pitch Move rhythmically Capture the essence of a beat and adjusts movement patterns according to changes Remember tunes and sound patterns Seek and enjoy musical experiences Play with sounds Am good at picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time.
My best products are:
Songs Performances
Jingles
I learn best by:
Rhythm Melody
Music Playing instruments
Inventing songs/tunes
When I grow up I could be:
Sound recordist Composer
Morse Code operator Band member
Musician Conductor
Instrument maker Critic
Entertainer
Spatial Learner: “The Visualizer”
Spatial intelligence is the ability to perceive and mentally manipulate a form or object, and to perceive and create tension, balance and composition in a visual or spatial display.
Spatial Intelligence is the ability to create visual-spatial representations of the world and to transfer those representations either mentally or concretely.
Well developed spatial capacities are needed for the work of architects, sculptors and engineers.
The students who turn first to the graphs, charts and pictures in their textbooks, who like to “web” their ideas before writing a paper, and who fill the blank space around their notes with intricate patterns are also using their spatial intelligence.
Hi, I’m George and my main strength is Visual/Spatial Intelligence because I:
Like to draw Like to take things apart Like to build things Enjoy puzzles Like to doodle Have a keen eye for detail Have a good sense of parts to the whole Am mechanically adept Remember places by description or image Can interpret maps Enjoy orienteering Am good at imagining things, sensing changes, mazes/puzzles, reading maps and charts
My best products are:
Paintings Sculptures
Diagrams Plans
Models Mazes
Murals Jigsaw puzzles
Ikebana Drawings
Photographs Maps
Cartoons Collages
Flow charts Origami
Film/video
I learn best by:
Visualizing Dreaming
Using he mind’s eye Working with colors/pictures
When I grow up I cold be:
An artist Architect
Urban planner Explorer
Surveyor Navigator
Mechanic Ship’s captain
Cartoonist Curator
Interior designer Chess Player
Photographer Fashion designer
Florist Graphic designer
Web designer
Bodily/Kinesthetic Learner: “The Mover”
Bodily-Kinesthetic intelligence is the ability to use fine and gross motor skills in sports, the performing arts, or arts and crafts production. Bodily Intelligence involves using the body to solve problems, to create products, and to convey ideas and emotions.
Athletes, surgeons, dancers, choreographers and craft people all use bodily-kinesthetic intelligence.
The capacity is also evident in students who relish gym class and school dances, who prefer to carry out class projects by making models rather than writing reports and who pitch their crumpled papers with annoying accuracy and frequency into waste baskets across the room.
Hi, I’m Nathaniel and my strength is Bodily-Kinesthetic Intelligence because I:
Have a good sense of balance Have a good sense of rhythm Am graceful in movement “Read” body language Have good hand-eye co-ordination Can solve problems through ‘doing’ Can communicate ideas through gesture Have early ease in manipulating objects, e.g. ball, needle Am good at physical activities (sports/dance/acting) and crafts
My best products are:
Games Sculptures
Jeweler items Dances
Statues Mimes
Performances Signs/posters
I learn best by:
Touching Moving Interacting with space
Processing knowledge through bodily sensations
When I grow up I could be a:
Professional athlete Circus performer
Watchmaker/jeweler Dancer
Gymnast Sign writer
Choreographer Surgeon
Wood-turner Sculptor
Calligrapher Carpenter
Artist
Interpersonal Learner: “The Socializer”
Interpersonal Intelligence is the ability to understand other people, to notice their goals, motivations, intentions, and to work effectively with them.
Teachers, parent, politicians, psychologists and sales people rely on interpersonal intelligence to carry out their work.
Students exhibit this intelligence when they thrive on small-group work, when they notice and react to the moods of their friends and classmates and when they tactfully convince the teacher of their need for extra time to complete the homework assignment.
Hi, I’m Hugh and my strength is Interpersonal Intelligence because I:
Demonstrate empathy toward others Am admired by peers Relate well to peers Display skills of leadership Work co-operatively with others Am sensitive to the feelings of others Act good at understanding people Am good at organizing, communicating and sometimes manipulating people
My best products are:
Group work Mobilization of people, e.g. movements, clubs
Plays Consensual decisions
Dialogues
I learn best by:
Sharing Comparing
Relating Co-operating
Interviewing
When I grow up I could be:
A teacher Social worker
Receptionist Salesperson
Entrepreneur Ombudsman
Politician Nurse
Counselor Manager
Priest/minister/rabbi Anthropologist
Tour guide
Interpersonal Learner: “The Individual”
Interpersonal intelligence is the ability to gain access to understand one’s inner feelings, dreams and ideas. Interpersonal Intelligence is personal knowledge turned inward to the self. This form of intellect entails the ability to understand one’s own emotions, goals and intentions.
Although it is difficult to access who has this capacity and to what degree, evidence can be sought in students’ uses of their other intelligences - how well they seem to be capitalizing on their strengths, how cognizant they are of their weaknesses and how thoughtful they are about the decisions and choices they make.
The two personal intelligences are perhaps, the hardest to observe and at the same time, are the most important to success in any societal domain.
Hi, I’m Elizabeth and my main strength is Interpersonal Intelligence because I:
Can express strong like or dislike or particular activities Can communicate feelings Am aware of strengths and weaknesses Am confident of my own abilities Set appropriate goals Work toward ambition Am good at understanding myself and focusing inward on feelings and dreams
Am good at following my instincts Am good at pursuing my interests and goals Like being original
My best products are:
Written poems Family histories
Diaries Art works (can do)
Autobiography
I learn best by:
Working alone Individual projects
Self-paces instructions Having own space
When I grow up I could be a:
Poet Autobiographer
Writer Artist
Counselor Psychologist
Spiritualist Philosopher
Diarist
For more information or resources on Gardner’s Multiple Intelligences and how to use this in your classroom, see Ms. Duncan.
The information presented came from htt://www.cookps.act.edu.au/mi.htm#mi
Section 4.71
Learning Styles
Learning styles are individual preferences for how we learn best. Research has shown that if a person has a strong preference and that can be accommodated in the learning environment, he/she will do significantly better work. CIS conducts a formal inventory to determine our students’ learning styles on the 22 scales in the Learning Styles Inventory developed by Rita and Ken Dunn.
The 21
learning styles elements are grouped across five "stimuli". That includes environmental, emotional, sociological, physiological, and psychological (cognitive processing) preferences. Each of the 21 elements is described below.
Environmental Stimulus
Sound: This element refers to a student's preference for background sound while learning. To what extent do you prefer silence, or background noise or music while concentrating or studying?
Light: Light refers to the level of illumination that is preferred while studying and learning. This element explores the extent to which a student prefers soft, dim or bright light while concentrating.
Temperature: What level of temperature do you prefer while involved in studying and/or other learning activities? Preferences for this element may vary from a cool room to a warm room while studying or engaged in various instructional activities.
Design: Each design is associated with the room and furniture arrangements that each student prefers while learning. Do you prefer to study sitting at a traditional desk and chair? Or do you like a more informal arrangement with different types of furniture, such as a couch, a recliner, or pillows and carpet on the floor?
Emotional Stimulus
Motivation: This element deals with the level and/or type of motivation the student has for academic learning. That is, the extent to which a student is interested in learning. Are you self-motivated (intrinsic), motivated through interest in a topic or contact with peers, or are you primarily motivated by adult feedback and reinforcement?
Persistence: This element relates to each student's persistence on a learning or instructional task. Persistence relates to the student's attention span and ability to stay on task. Do you have a preference for working on one task until it is finished or do you prefer to work on a variety of tasks simultaneously?
Responsibility: To what extent do you prefer to take responsibility for your own academic learning? This element involves the preference to work independently on assignments with little supervision, guidance or feedback. Do you prefer to work independently without an adult telling you how to proceed? Or, do you prefer to have frequent feedback and guidance?
Structure: This element focuses on the student's preference, or lack of preference, for structured learning activities and tasks. Do you prefer being told exactly what the learning task is, how you should
proceed, and what is expected of you? Or do you prefer to be given an objective and then be left alone to decide which procedures or options you use to reach the objective?
* Non-conformist student
Sociological Stimulus
Self: Self relates to your preference for working on a learning task by yourself. When working on an assignment, do you prefer to work alone or do you prefer working as member of a group? Some students prefer working independently. Others may prefer working with someone else. With other students, it may depend on the type.
Pair: This element relates to working with one other student. Do you prefer working with one other person as opposed to working as a member of a group? Some students may prefer working with others but not in a small group or alone.
Peers and Team: Do you like working as a member of a team or do you prefer to complete a task by yourself? This element helps determine a student's preference for working with a small group with interaction, discussion and completion of the task as a team member rather than independently.
Adult: How do you react to working with an authority figure? Do you like to work together with an adult and/or teacher or do you react negatively to teacher or adult interaction during a task? This element relates to preference for interaction and guidance from an adult.
Variety Versus Concentrating in Routines or Patterns: This element refers to a preference for involvement in a variety of tasks while learning. Do you like routines or patterns or do you prefer a variety of procedures or activities while concentrating on new or difficult academic tasks.
Physiological Stimulus
Perceptual: Learning by listening, viewing, experiencing or touching is the focus of this element. Do you prefer instruction and retain more information when the activities involve visual materials (viewing
pictures, maps or reading), auditory activities (listening to tapes, lectures, music), or tactual and kinesthetic involvement, such as note taking, and/or working on projects that involve making things (i.e., science projects, storybooks, diaries, model building, etc.)?
Intake: Intake is concerned with the need to eat, drink, or chew while engaged in learning activities. Do you prefer to drink something while studying, such as a soft drink or coffee? Do you prefer to chew gum? Does munching on snacks help you concentrate?
Time: This element is related to the concept of energy levels at different times during the day. Do you prefer to work on a task that needs concentration in the early morning, late morning, early afternoon, late afternoon, or evening?
Mobility: Can you sit still for a long period of time as long as you are interested in what you are doing, or do you prefer to move constantly -- standing, walking, changing body positions? Mobility is concerned with the extent to which you prefer to be moving, even unconsciously, while involved in concentration.
Psychological Stimulus
Global-Analytic: This element determines whether a student learns best when considering the total topic of study, or when approaching the task sequentially -- one aspect at a time. Students who have a preference for global learning are concerned with the whole meaning and the end results. They need to start with an overview of the big picture before they deal with details and facts. Students who prefer an analytic style of learning prefer to learn one detail at a time in a meaningful sequence. Once they know all the parts, they put them together and comprehend the big picture.
Hemisphericity: Hemisphericity is associated with left or right processing. Left-brain individuals tend to be more analytic or sequential learners, whereas right-brain dominance tends to be associated with simultaneous or global learners. This preference overlaps the Global/Analytic.
Impulsive-Reflective: This element relates to the tempo of thinking. Do you draw conclusions and make decisions quickly or do you think about the various alternatives and evaluate each before making a decision?
1. Learning styles are not necessarily permanent. They can change over time.
2. Learning styles are not to be used as crutches, i.e., “I can’t listen because I’m a visual learner!” Learning styles inventories identify our preferences or strengths to build on, but they also reveal areas we need to develop.
3. Understanding learning styles helps us understand other people. We are all different. We can all work together effectively if we understand, respect, and appreciate each other.
4. This inventory provides insight into the student’s learning styles, but it is only as accurate as the student’sunderstanding of the questions and the sincerity of his/her responses. Even the student may not agree with some of the findings. So we advise that parents use this information in a balanced way: as a valuable indication of learning style tendencies, but not as an ironclad determination of the student’s nature.
5. What can you do with this information? Because of the limitations of our current school facilities, we may not be able to differentiate the classrooms as much as we will in our future buildings. You may have more flexibility at home. Consider the study environment for your child. Is there anything you can do during study time to optimize the setting, the schedule, the need (or not) for food or drink, or who your child studies with—based on your child’s learning styles preferences?
We hope this information about learning styles provides a major step toward better understanding our students so they can better understand themselves and others.
Section 4.75
Student-Led Conferencing and Showcase Portfolios
Students learn how to keep portfolios and participate in student-led conferences at CIS.
Showcase Portfolios/E Portfolios (Electronic)
Similar to professional portfolios, these display the best work of students. It is similar to a published collection of a writer’s best work. IT is QUALITY WORK, often times, revised work. Showcase portfolio samples include: class work, homework, pre- and post- tests, journal entries, interviews, samples of photographs of visual creations, writing samples, summaries, investigations, long-term projects and so much more. Showcase portfolios should also contain reflections on specific pieces, a resume created by the student and a table of contents. (Portfolios may include: livebinder.com, box.net, e-portfolios)
Student-Led Conferences
Students will present their portfolio to their parents. Students should send an invitation to their conference and the students lead the conference. Teachers facilitate the conference room, not the individual conferences.
For more information about student-led conferences and showcase portfolios, please consult the administration or refer to Student-Led Conferencing Using Showcase Portfolios by Barbara Benson and Susan Barnett.
