COMMUNITY - BUILDING PLAN
To do this practice we have selected the school in Valencia, Montessory, who works in a different way than usual primary schools, giving their students the opportunity to learn by themselves, just looking at what the teacher does with the different materials and then copying what they have already seen. Here is a little video in which explains the methodoly and the learning.
1.- What are the regulations that govern community-building plans?
There are many regulations that govern the community-building plan. Here are the most important:
- The First article talks about object and scope.
- In the Second article,we can find the General Rights.
- Then the Third article, clearly explains how students receive a comprehensive training.
- The Fourth article, talks about how the different members of the educational community Respect for your personal identity, privacy and dignity.
- In the Fifth article, it is explained in a clear way, how to respect their freedom of conscience.
- Then, in the Sixth article, it talks about how to respect physical and moral integrity.
- In this Seventh article, it is well explained how important is being valued with objectively.
- Next, in the Eighth article, it talks about receiving educational and professional guidance.
- In this Ninth article it is explained respect their freedom and their expression.
- In the Fourteenth article, talks about the equal opportunities.
- Last, in this Fifteenth article it explained the social protection and educational support, in cases of family misfortune or accident.
2.- What school body is in charge of approving the plan?
The School Council is the body in charge of approving the community-building plan. Having said that, the final decision must be approved by the director.
3.- What school bodies are in charge of monitoring the plan?
The school bodies who are in charge of monitoring the community-building plan are the director, who is at the head of this action; a teacher from the school council, a parent from the school council, a representative for the students of the school council, the representative of the personal administration and services of the School Council. All of these people have a say and opinion on the issue, but the director makes the final decision.
4.- What elements are included in the plan?
This plan is structured in a clear way which allows identifying easily the elements included:
First of all, there’s an introduction which includes a brief explanation of the General and Specific Objectives.
Secondly, it explains which legal bases have been used while the plan was being created. Moreover, it includes each decree and law which has been implemented.
Next, this plan includes the Living commission in which we can observe different points such as Composition of the Coexistence Commission, Powers of the Coexistence Commission and Frequency of meetings.
The analysis of the situation in the moment the community-building was made is also mentioned. For instance: the different characteristics of the center and its surroundings. Furthermore, we find the situation of coexistence in the center and the Centers Responses.
It also states how the family-environment should be and the relationship between each family and the centre. At this point, it also talks about prevention of truancy and some experiences of previous work. Finally, this point includes which training and resources are needed to develop the plan.
Other elements are the general improvement objectives, activities to be developed and evaluation of the plan. Last but not least, it includes the annexes, there are five annexes, the first one talks about human factor, the second is about the conclusions of the study of living together during the 2010/11 academic year. The third talks about coexistence situation appreciated by the teacher, the PAS and the families. The fourth is about the main actions carried out to date; and the last one talks about activities to be carried out during the 2016/17 academic year.
5.- What elements have not been included in the plan?
- Even though there are many elements included in the pla, there are some of great importance which should be included in this plan.
- They don’t speak about corrective measures, due to the values that this school want to transmit to their students. They speak about the methodology they use when a conflict is created in class. They use the didactic measure of “observatory” which explains that coexistence serves to calibrate the reality in the School and establish the appropriate measures.
- Even though the Charter of rights and duties of the members of the educational community and the basis of the rules of coexistence in the non-university educational centers appears; there isn’t any explanation of the rights and duties of the members.
- This community-building plan does not properly speaks about the concept of violence. It says that students of low ages don’t know how to create violence in the purest sense of the word. Fortheremore, it explains that the best way to solve problems that could appear in the classroom, is to improve communication between the different agents of the educational community and the development of democratic values such as citizenship, tolerance, appreciation of diversity and dialogue. These agents will promote the participation of all of them in academic activities and other actions, as the most effective method of prevention and resolution of conflict and violence situations.
6.-In your view, what elements should be improved?
In our view, this plan includes almost all the important aspects that are required in a school.
The community-building plan is structured in a clear way, this is very helpful as it allows to find the main objectives of the center quickly and resolve them efficiently.
On the other hand, in our opinion, some elements should be improved, such as immigrant integration o the equality as it does not mention in the plan.
After taking all of the points above into consideration, we think it is important to be aware of the current problems in our society and to teach the students since they are children.
7.-Based on your experience, have the proposed measures had an impact on the school’s student?
From what we have learned in class and from reading various articles we have come to the conclusion that community schools are seen as a strategy for organizing the resources of the community around student success.” Through the years and effort, we see that community schools reconceive education as a coordinated, child-centered effort in which schools, families and communities work together to support students’ educational success, build stronger families and improve communities.
Having this in mind and having read the various objectives it has on students, we believe that this building plan has a very strong positive effect on the education and being of students. The final conception that we have about this is kind of like a pyramid or a triangle, the foundations for community schools can be conceptualized as a Developmental Triangle that places children at the center, surrounded by families and communities. Because students’ educational success, health and well-being are the focus of every community school, the legs of the triangle consists of three interconnected support systems:
• A strong core instructional program designed to help all students meet high academic standards;
• Expanded learning opportunities designed to enrich the learning environment for students and their families;
• A full range of health, mental health and social services designed to promote children’s well-being and remove barriers to learning.
Managing the corners of the Triangle is the critical piece of coordination because at these junctures the community school ensures a coherent and integrated set of services for children and their families.
Community schools are the products of explicit partnerships between the school and other community resources. Recognizing that no entity acting alone can improve educational outcomes for all students and that integration is crucial to the success of the strategy, the partners develop a set of shared goals and a system to accomplish those goals. They also share leadership and accountability for results. Sometimes called “full-service” schools or community learning centers, community schools develop an array of partnerships, in the areas of health, social services, academics for children and adults, sports, recreation and culture, transforming schools into vital hubs that benefit students, their families and the surrounding community.
These benefits are substantiated by solid research that demonstrates improved student learning, health and attendance, stronger family engagement, improved school climate and safer neighborhoods, among other results
Comments
Post a Comment