This involves constantly assessing my own performance and that of my students, then growing and changing within my role as an educator. We can form the school improvement committee and other subcommittees to accomplish the tasks which need to be done. We can orient correlate committees to the Performance-Based Accreditation system and the school improvement planning process. We can establish a schedule for the school improvement planning process during the accreditation year and communicate it to all participants. We are the students' first teachers and primary role models.
Children believe what they see and hear at home and in their community.
We need to show them early on that what they learn in school is useful in the real world and that learning opens doors to all careers. A solid core of learning increases opportunities in the world outside of school. By engaging children in learning experiences at home and in the community, we link these experiences to success at school. We need to encourage our community's students to select learning experiences that keep open a wide range of options, thus minimizing the likelihood of forced choices later on because of dead-end curricular decisions made in school. We can affirm that the messages being sent to children about school and school improvement are positive and practical.