Wraparound Support:
Wraparound Support Philosophy:
As an educator, I have a responsibility to convey, model and promote positive standards of professional conduct. I need to maintain ethical standards and there are numerous behaviors I must exhibit in order to carry out my philosophical position. “Because people’s thoughts can’t be seen, their beliefs or philosophy become evident by the way they behave” (Ebert and Culyer, 2011, p. 319). Empathy will be exhibited through seeing and accepting my students’ points of view and I believe that a true grasp of a student’s point of view, and an accurate communication of that understanding, is a most important key to establishing a significant teacher-student relationship. I will personally make it my goal to establish a relationship with each student to understand his or her individual needs. Respect and acceptance will be needed to appreciate each student’s unique views. Believing in the worth, ability and potential of others is key in emanating my disposition. I will always have the attitude of “can” and “will” and will try my best not to say “can’t” to my students and I will expect the same from them. If I have an established self-concept that is positive, my students will hopefully feed off of that attitude for themselves. I want all of my students to feel my authenticity by always being honest to ensure a sense of trust and letting them know I care and I am there. Respect is a huge part of my philosophical position and a way to exhibit that is to have a respectable attitude. The best way I can carry out my philosophical position is to act and be the person that would emulate those qualities, my philosophical position and my disposition go hand in hand and that it the only way I will get the outcome I desire. As someone with a progressivism educational philosphy, I believe new ideas are important to make the future better than the past. New ideas are always welcome to help and support students.
As an educator, I have a responsibility to convey, model and promote positive standards of professional conduct. I need to maintain ethical standards and there are numerous behaviors I must exhibit in order to carry out my philosophical position. “Because people’s thoughts can’t be seen, their beliefs or philosophy become evident by the way they behave” (Ebert and Culyer, 2011, p. 319). Empathy will be exhibited through seeing and accepting my students’ points of view and I believe that a true grasp of a student’s point of view, and an accurate communication of that understanding, is a most important key to establishing a significant teacher-student relationship. I will personally make it my goal to establish a relationship with each student to understand his or her individual needs. Respect and acceptance will be needed to appreciate each student’s unique views. Believing in the worth, ability and potential of others is key in emanating my disposition. I will always have the attitude of “can” and “will” and will try my best not to say “can’t” to my students and I will expect the same from them. If I have an established self-concept that is positive, my students will hopefully feed off of that attitude for themselves. I want all of my students to feel my authenticity by always being honest to ensure a sense of trust and letting them know I care and I am there. Respect is a huge part of my philosophical position and a way to exhibit that is to have a respectable attitude. The best way I can carry out my philosophical position is to act and be the person that would emulate those qualities, my philosophical position and my disposition go hand in hand and that it the only way I will get the outcome I desire. As someone with a progressivism educational philosphy, I believe new ideas are important to make the future better than the past. New ideas are always welcome to help and support students.
1. Restorative Practices
Restorative practices work to address the needs of those harmed and they work to ameliorate the harm through a balance of appropriate sanctions, restitution, and restorative processes (Sprague, 2014, p. 12).
2. IEP Team Members and Their Roles
Student-led IEP procedures can help struggling students to move towards a targeted educational outcome while they are supported by a team of caring individuals (Villa, Thousand & Nevin, 2010, p. 187). Everyone will have a copy of this so everyone's role is understood.
Restorative practices work to address the needs of those harmed and they work to ameliorate the harm through a balance of appropriate sanctions, restitution, and restorative processes (Sprague, 2014, p. 12).
- Focus on repairing the harm done
- Give voice to the person(s) harmed
- Use collaborative problem-solving methods
- Enhance responsibility
- Reintegrate the offending student into the school community
2. IEP Team Members and Their Roles
Student-led IEP procedures can help struggling students to move towards a targeted educational outcome while they are supported by a team of caring individuals (Villa, Thousand & Nevin, 2010, p. 187). Everyone will have a copy of this so everyone's role is understood.
3. PENT
Positive Environments, Network of Trainers
The PENT Leadership and all membership groups are committed to achieve:
Positive supports available for all students that are evidence-based and lead to lasting behavioral change
Environments that use positive methods to achieve high outcomes for students in districts, schools, and classrooms
Networking that supports the exchange of evidence-based practice and materials among all PENT groups
Training opportunities, guidelines, and materials made available to educators to assist in the establishment of positive environments and individual student support
Positive Environments, Network of Trainers
The PENT Leadership and all membership groups are committed to achieve:
Positive supports available for all students that are evidence-based and lead to lasting behavioral change
Environments that use positive methods to achieve high outcomes for students in districts, schools, and classrooms
Networking that supports the exchange of evidence-based practice and materials among all PENT groups
Training opportunities, guidelines, and materials made available to educators to assist in the establishment of positive environments and individual student support
References:
Positive Environments, Network of Trainers. (n.d.). PENT Mission Statement. Retrieved from http://www.pent.ca.gov/hom/mission.html
Sprague, J.R. (2014). Student Behavior and School Success. The Special Edge, 27 (3). P. 12.
Villa, R., Thousand, J., & Nevin, A. (2010). Collaborating with students in instruction and decision making: The untapped resource. Thousand Oaks, Calif.: Corwin.
Positive Environments, Network of Trainers. (n.d.). PENT Mission Statement. Retrieved from http://www.pent.ca.gov/hom/mission.html
Sprague, J.R. (2014). Student Behavior and School Success. The Special Edge, 27 (3). P. 12.
Villa, R., Thousand, J., & Nevin, A. (2010). Collaborating with students in instruction and decision making: The untapped resource. Thousand Oaks, Calif.: Corwin.