Standard 2: Culture and Instruction

Introduction

Culture/Instruction

This criterion assesses the capacity of an educational leader to maintain a school culture and instructional framework that fosters a positive and inclusive environment conducive to learning. I aim to develop and assess a curriculum and instructional program that aligns with spiritual principles. This involves establishing goals that take into account the diverse learning styles, backgrounds, and genders within the school community, with the ultimate goal of enhancing both student and staff productivity.

School Goals

As an administrator, it is crucial to ensure alignment among my faculty and students regarding the goals I set for our school. These goals are designed to propel us toward the realization of our school's vision. Among these goals, I prioritize fostering a positive school culture that nurtures spiritual growth for both students and staff. Central to this effort is our school year's theme verse from Colossians 3:12, encouraging us to embody qualities such as compassion, kindness, humility, gentleness, and patience. To reinforce this message, we broadcast this verse daily over the school's PA system, aiming to instill it deeply in the minds of our community members.

Recognizing the transformative role of technology in modern education, another objective is to leverage it for spiritual development. Utilizing engaging Bible Apps like 365 Bible Stories, our students are tasked with memorizing a devotional verse each month. Moreover, as they deepen their own faith, they are encouraged to mentor younger believers, understanding the profound impact of teaching others in one's own learning journey.

Furthermore, I emphasize the importance of community engagement in driving our school's spiritual growth. To this end, we establish goals that foster connection and spiritual enrichment among our parents, board members, and wider constituency. For instance, we convene a monthly prayer group where we collectively lift up shared concerns, including our families, other schools in the community, and broader societal issues. This concerted effort underscores our commitment to spiritual unity and collective progress.

Curriculum

It is imperative for school leaders to prioritize students' needs when crafting the school curriculum to ensure its effectiveness. Given the ever-evolving nature of ideas, educators must remain abreast of changes and understand the thought processes of students, considering their geographical context and the contemporary era. Engaging students in the curriculum is multifaceted, with no single prescribed method for development or engagement in curriculum inquiry. As an administrator, my aim is to design a curriculum that addresses topics relevant to my students' age group, ensuring it is delivered in an inclusive environment that respects gender and racial diversity. Furthermore, the curriculum's purpose must be clearly defined, answering questions such as: What are the intended learning outcomes? What essential knowledge do the students need to acquire?

Please see the Curriculum below.

JLE Dual Language GEMS: ECFDLA Curriculum**

Artifacts

Attached below are the artifacts for this standard.

Attachments

Verifications

Attached below, please find the competency verification/evaluations. Instructions for producing the artifacts can be found on pages 15 and 3 of the syllabi.

Attachments

Reflection

Please find the attached reflection papers below.

Attachments

Go to Standard 3