Creating Nurturing School Programs Presented by Dr. Edna Olive Executive Director, ROCKET, Inc

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Transcript of Creating Nurturing School Programs Presented by Dr. Edna Olive Executive Director, ROCKET, Inc

  • Creating Nurturing School Programs

    Presented byDr. Edna Olive Executive Director, ROCKET, Inc.

  • A Definition of NurtureTo promote the development ofTo provide support & encouragementTo bring up and educateUpbringing, training, breeding Nurturing

  • The Nurturing Program practices:

    Community-buildingInclusiveness vs. exclusivenessThe spirit of acceptanceA focus on strength vs. weaknessesThe cultivation of relationshipsNurturanceDiscipline vs. punishmentConflict resolution

  • NoticeStudent profiles Policies and procedures CurriculumMethodologiesStaff performancePrograms & activitiesMission

    NetworkStaffStudentsParents OrganizationsCommunity leadersSchool districts & administratorsResources ($)


    NavigateRelationshipsFacilitiesOperating practicesGaps in knowledgeProvision of resourcesThe written word


  • The Critical Components of theNurturing Program

    The parentexperienceThe community-at-largeexperienceThe staffexperienceThe studentexperience

  • Behavioral

    Belongingness &Spirit

    VocationalAcademicContributionsThe Student Experience

  • The Student ExperienceCentral Question: Are the students needs being met?AcademicBelongingness& SpiritContributions

    VocationalBehavioralappropriate curriculum: age, level, interest

    flexible scheduling

    alternative programming

    relevant to students lives

    instruction by experts

    brain friendlyinterests & strengths assessments

    plans for post-secondary living

    hands-on experiences

    areas/careers of interest

    tangible end productsreadily available assistance & guidance

    resolution vs. confrontation

    consistency & fairness

    written & regularly discussed expectations

    acceptance vs. rejection

    realistic & authentic forums

    valued vs. de-valued

    opportunities for interaction with adults

    part of a decision-making body

    visible & attributed to students

    known vs. anonymous

    activities that focus on helping others

    regular opportunities to experience community

    encouragement to identify ones life purpose

  • Self-Evaluation

    Belongingness &ValueTraining and DevelopmentThe Staff ExperienceContributions

  • The Staff ExperienceCentral Question: Does the staff believe in the philosophy, mission & goals of the school?Self-EvaluationContributions

    Belongingness&ValueTraining & Developmentcomprehensive preparation for effective performance

    on-going development

    expert training

    related to need as expressed by staff

    changes as need changes

    valued vs. de-valued

    part of the decision-making body

    attributed to staff

    authentic & regular forums for input

    inclusive vs. exclusive

    known vs. unknown

    authentic relationships

    recognition of efforts & accomplishments

    acceptance of all

    regular opportunities for community- building



    action- oriented



    owned by all

    organized & meaningful


  • Value of the school to the parentsThe Parent ExperienceValue of the parentsto the schoolBelongingnessContributions

  • The Parent ExperienceCentral Question: Do parents believe in the school? Value of the parents to the schoolValue of the school to the parentsContributions

    Belongingnessschool assists parents in attaining their goals for their children

    provides resources & services needed by parents

    offers suggestions regarding issues related to children

    consistent & genuine involvement

    invitation to participate in the schools activities

    regularly participates & contributes to the schools functioning offers resources

    contributes to the schools mission & goals for their children

    known vs. anonymous

    regular opportunities to be a part of the school community

    consistent invitations to form relationships; out-reach

    acceptance of all

    valued vs. de-valued

    part of the decision- making body

    visible & attributed to parents

    authentic & regular forums for input

  • Awareness

    RelationshipsValue of the school to the community-at-largeThe Community-at-Large ExperienceValue of the community-at-largeto the school

  • The Community-at-Large ExperienceCentral Question: Does the community-at-large support the efforts of the school?AwarenessValue of the community-at-large to the school RelationshipsValue of the school tothe community-at-largeintegrated & active part of the community

    shared resources

    acceptance of all community residents

    invitation to the community to participate in the schools activities

    invitation to participate in the communitys activities

    shared resources

    contributions to the schools mission & goals

    community efforts are visible to the school i.e., parents, students, staff





    meet the needs of the school & community

    flexible & dynamic

    information is shared

    expertise of the community is solicited

    school shares its goals with the community

    school personnel is familiar & visible to the community

  • Measurements of Success forThe Nurturing ProgramParentalInvolvementStudent Attendance,Participation,Behavior, and BelongingHow Are WeDoing?CommunitySupport &InvolvementStaffRecruitment&Retention

  • The Nurturing Program

    honest communicationself-examinationthe spirit of peace & communityintegration & inclusioncelebration & delightgraceful fightingindividuals of integrityflow of leadershipsingle-minded commitment

  • M. S. Peck. The Different Drum: Community Making & Peace Community is and must be inclusive. The great enemy of community is exclusivity. Communities do not ask How can we justify taking this person in? Instead the question is Is it all justifiable to keep this person out? Community, like marriage, requires that we hang in there when the going gets a little rough. It requires a certain degree of commitment. An important aspect of the realism of community deserves mention: humility. Begin to appreciate each others gifts, and you begin to appreciate your own limitations. As a group of people does these things--as they become a community--they become more and more humble, not only as individuals but also as a group. From which kind of group would you expect a wise, realistic decision: an arrogant one, or a humble one? Among the reasons that a community is humble and hence realistic is that it is contemplative. It examines itself. It is self-aware. It knows itself. The essential goal of contemplation is increased awareness of the world outside oneself, the world inside oneself, and the relationship between the two. Self-examination is the key to insight, which is the key to wisdom. The community-building process requires self-examination from the beginning. And as the members become thoughtful about themselves they also learn to become increasingly thoughtful about the group. How are we doing? they begin to ask with greater and greater frequency. Are we still on target? Are we a healthy group? Have we lost the spirit? No community can expect to be in perpetual good health. What a genuine community does do, however, is recognize its ill health when it occurs and quickly take appropriate action to heal itself. Conversely, groups that never learn to be contemplative either donot become community in the first place or else rapidly and permanently disintegrate.

  • Group Activity: Evaluate Your Program for its Nurturing PotentialDo you believe that your program is nurturing? Why or why not?

    2.If yes, what is the most prevalent factor that contributes to your program being nurturing ?

    3.If no, what is the most prevalent factor that prevents your program from being nurturing?

    What are the areas in which your program can improve its ability or begin its efforts to nurture?

    5.What do you see as the next step(s) for your program to improve or begin its nurturing efforts?

  • Next Steps and Possible OutcomesNext StepsDecide how active you want to be.Evaluate your program.Commit resources (persons, $, time, etc.) to creating a nurturing program.Identify the persons (students, staff, parents, community leaders, etc.) who will play a key role in your program.Create an action plan based on the evaluation.Begin the process of nurturing!Possible Outcomes

    Decrease in drop-out rateIncrease in student attendanceIncrease in student participationIncrease in parent participationIncrease in staff retention Community supportIncrease in positive behaviorsFulfillment of mission and goalsIncrease in student academic performance