Fostering Effective Relationships
My Master's Project was 'Reframing the Assessment of Safe, Caring and Welcoming Schools'. My paradigm for education is the importance of care in our curriculum. I strive to create relationships with students, parents and staff as I believe it is the primary framework for education.
Achievement of this competency is demonstrated by indicators such as:
- Acting with fairness, respect and integrity;
- Demonstrating empathy and a genuine concern for others;
- Creating a welcoming, caring, respectful and safe learning environment;
- Creating opportunities for parents/guardians, as partners in education, to take an active role in their children’s education;
- Establishing relationships with First Nations, Métis and Inuit parents/guardians, Elders/knowledge keepers, local leaders and community members;
- Demonstrating a commitment to the health and well-being of all teachers, staff and students;
- Acting consistently in the best interests of students;
- Engaging in collegial relationships while modeling and promoting open, collaborative dialogue;
- Communicating, facilitating and solving problems effectively; and
- Implementing processes for improving working relationships and dealing with conflict within the school community.
I believe I have demonstrated achievement of this competency by:
- treating all of my students, parents, community members and stakeholders fairly on a consistent basis;
- having lunch with all students throughout the year;
- attending all field trips (as possible);
- inviting community members in to recognize and celebrate all events, bringing personal relevance to our students;
- creating a Remembrance Day Ceremony with student agency, community members and all of our stakeholders;
- organizing our annual Christmas Concert to share our performance with our community by having it at the Stavely Community Hall;
- being intentional about seeking first to understand;
- honouring the many cultures and traditions engrained in Stavely and Stavely School;
- create Stavely School Year-End Video, annually, which is available to see by request;
- working to find other ways to promote dialogue with community members other than just PAC meetings and student-led conferences such as attending community events (Christmas fair, Skating Carnival, Pheasant Hunt, library meetings, SEF meetings, hockey games, curling, bingo night etc.);
- attending community meetings;
- we established a great relationship with Elder Betty Ann Little Wolf who came to our school bi-weekly (prior to COVID) to be apart of each classroom.
- fostering effective relationships with neighbouring communities (2 Schools, 2 Books, JTF/WCCHS transition meetings and tours etc.);
- continue to find ways to communicate with parents and stakeholders including up-to-date website input, Twitter etc;
- the entire school goes to Senior's Residences to Christmas carol each year in Claresholm and Stavely;
- collaborating with parents/families through PAC meetings, data walks, Welcome Back Breakfasts, Terry Fox Run, Christmas Concert, Remembrance Day Ceremony, Literacy Day, Valentine's Day Family Dance, Track Meet, Grade 6 Celebration, ski days, sports events, GRIT/Grade 6 parent meetings, IPP/ISP meetings etc.
- providing wellness PD to staff with Dr. Kendra Massie, Brenda Schlaht (FSL) and forwarding digital resources;
- ensuring parents/families receive surveys for input through multiple modalities;
- work seamlessly with supporting agencies for families such as Foothills Inclusion, AHS Mental Health, Therapeutic Riding etc.
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