I just found this in one of my folders – this is my vision for our school, which I put together a year or so ago. A lot of it already happens but not all just yet! I thought I would publish it here in the purpos/ed spirit!
Staff and Leadership
All staff are valued and respected for what they bring to the school. Good work is praised both privately and publicly; problems are discussed privately. Good practice is shared in a supportive and positive environment. Staff are kept informed about important information relating to the children in their care but not bogged down in minutiae. Staff are consulted and kept in the loop regarding important decisions. Staff know that they will be supported and that discipline will be backed up by the management team. They enjoy their work and are enthusiastic and highly motivated.
(We need) ‘leadership that is tough enough to demand a great deal from everyone, and leadership that is tender enough to encourage the heart.’ Thomas Sergiovanni Leadership for the Schoolhouse
If we want to help people change, it’s important that we don’t push or pull them – just walk together.’ ‘Aquarian Conspiracy.’
‘A team is a mosaic.’ Charles Williams
‘School improvement is most surely and thoroughly achieved when teachers engage in frequent, continuous and increasingly concrete talk about teaching practices… capable of distinguishing one practice and its virtue from another.’ Judith Warren Little Education Researcher
‘I think it is important for leaders to answer the question ‘What’s exciting about the work I /we really do here?’ ..to expand it out to the higher meaning and purpose… To really articulate what we really do here, and why this place is cool.” Steve Farber , President ‘Extreme Leadership’.
Teaching and Learning
Children are encouraged to help direct the curriculum. Teachers feel free to follow the interests of their classes so that learning can become more child-centred. The basic curriculum is pared back to what is required by the National Curriculum to enable more time to be spent going into areas of interest with real depth and understanding. Children are partners in learning and have a sense of zest and excitement about their work in school. The timetable is less crowded, enabling a more relaxed approach to a day which will be purposeful without being stressful. Literacy and Numeracy remain of prime importance, supported and enhanced by the creative curriculum. Children will have excellent opportunities offered in Performing Arts and sports. Assessment is carried out because it is useful and helps children to move on in their learning.
‘I will release you to be creatively crazy and wonderful for these students… We will do whatever it takes.’ Lorraine Monro Author ‘Nothing’s Impossible’
‘You learn at your best when you have something you care about and can get pleasure in being engaged in. You have to take enough time to get kids deeply involved in something they can think about in lots of different ways.’ Howard Gardner
‘To go faster you must slow down.’ John Brunner Author
‘Teachers must be encouraged – I almost said ‘freed’, to pursue an education that strives for depth of understanding.’ Howard Gardner
‘Of course schools should be accountable- but accountable for what?… I would like to see schools accountable for developing students who have a love of learning – who are continually growing in wisdom and in their ability to function effectively (and happily) in the world.’ Judy Yero
‘To develop a complete mind: study the science of art; study the art of science. Learn how to see. Realise that everything connects to everything else.’ Leonardo da Vinci
‘It is not so important to have all the answers as to be hungry for them.’ Carol Ann Tomlinson ‘The Differentiated Classroom’
‘We should see schools as safe arenas for experimenting with life, for discovering our talents… for taking responsibility for tasks and other people, for learning how to learn… and for exploring our beliefs about life and society.’ Charles Handy
We should turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned.’ John Holt
‘A little nonsense now and then, is cherished by the wisest men.’ Roald Dahl
Children’s Health and Wellbeing
The Nurture Group and Parent Support Advisor will continue their good work. Children know that there is always someone they can talk to if they have a problem. Teachers will have time to listen to them because the school day will not be so busy. Lunches will be eaten together in the hall, enabling a more positive social atmosphere and the differentiation of work time and social time. PSHE is integrated within the curriculum, with regular circle time and discussions about feelings. Children have the chance to cook, carry out long term projects and fundraising, work out costs for events etc, giving them important life skills. Assemblies and class discussions help to promote tolerance, inclusion and respect. This is reflected in the way that children behave towards each other and towards adults.
‘Every parent’s deepest wish is that their children are self sufficient, happy, and able to live a full life.’ Peter Block
‘I will act as if what I do will make a difference.’ William James
Why don’t we teach our children in school what they are? We should say to them, ‘You are unique… you have the capacity for anything. You are a marvel.” Charles Handy
‘All human beings are born with unique gifts. The healthy functioning community depends on realising the capacity to develop each gift’. Peter Senge