Nicole's EDAL Portfolio Journey
Standard 2: Culture and Instruction
Introduction
Culture/Instruction
This standard considers an educational leader's ability to sustain a school culture and instructional program that promote a cheerful and welcoming environment where learning can occur. I endeavor to create and evaluate a spiritually coherent curricular and instructional school program. In doing so, I set goals where I consider the different learning styles, races, and gender of the school community to prevent my student and staff productivity.
School Goals
It is essential that, as an administrator, my faculty and students be on board in terms of sharing the goals that I set for my school, which are meant to lead us toward attaining our school vision. I choose spiritual goals for my students and staff to build and promote a positive school culture that fosters student and staff learning on a spiritual level. One such goal is the school year's theme verse, which reads, “Therefore, as God’s chosen people, holy and dearly loved, clothe yourselves with compassion, kindness, humility, gentleness and patience" (Colossians 3:12). The intention is to repeat it daily over the school's PA system to affix it in the mind of the staff and students.
Since technology has changed how education functions over the years, one of my goals is to use it to help my students grow spiritually. The children at my school must memorize a devotional verse each month with engaging Bible Apps for children such as 365 Bible Stories. As my students grow in the faith, they must disciple young believers knowing that we learn the most when we teach others.
Knowing the importance of the community’s role in keeping my school moving forward toward spiritual success, I also set goals that help and keep us connected and grow spiritually. One such goal for my parents, board, and constituency is a monthly prayer group. We pray for shared concerns such as our families, other schools in the area, issues relating to the community, and governmental issues.
Curriculum
School leaders should consider students' needs in the making of the school curriculum to serve them better. Because ideas are constantly changing, educators must stay up to par in understanding how students think, keeping in mind their geographical location and the era in which they live. Getting students engaged in the curriculum is versatile as there is no definitive way to develop or engage in curriculum inquiry. As an administrator, I endeavor to develop a curriculum with a clear topic appropriate for my student's age. The said curriculum needs to be taught in an environment that is gender and racially-appropriate. It is also important that the purpose of the curriculum be well defined, such as being able to respond to these questions: What will the students learn? And what do the students need to know?
Please see the Curriculum below.
Sparkling GEMS: ECFDLA Curriculum
Artifacts
Attached below are the artifacts for this standard.
Attachments
Verifications
Attached below, please see the competency verification/evaluations. Instructions for producing the artifacts can be found on pages 15 and 3 of the syllabi.
Attachments
Reflection
Please see the attached reflection paper.
Attachments
