As we begin our second semester and continue to experience the impact of this ongoing pandemic, there is perhaps no better time for reflection, self-evaluation, and potential revision and action. We continue to educate ourselves to become more aware and to be more trauma-informed. We understand students cannot learn unless they feel safe, are seen, and are known. We know that brains are shaped by environments and experiences. We also know brains can be rewired . . . to see and be positive, while being more engaged and achieving at higher levels – by simply changing variables in environments and experiences. We understand the importance of practicing and teaching executive functioning skills, as well as being predictable and supportive when we manage class and implement the school’s discipline procedures. We can even look to St. Ignatius for clues about how to proceed with students in school. This audit explores what students do in classrooms relative to:
The audit is limited in scope to those factors. Sections correlate to our own Characteristics of Professional Excellence components. And, when relevant, comparisons are made to St. Ignatius. Throughout the audit, examples are provided to clarify statements and are not intended to be exhaustive. Perhaps you and your school community can use this audit for continuous quality improvement. A SUGGESTION ABOUT YOUR AUDIT LENS: Please move through the audit swiftly, using as your lens your experiences with one specific class that you have taught this past semester. Lastly, keep the final four questions at the end of the audit in mind, as you work:
Click Here for the Classroom Practices Audit. Note, there is also a counseling version available: [email protected].
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Pete MussoAssistant Principal, Curriculum & Instruction Archives
May 2022
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