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George Washington Community School. *Vision Statement*. Franklin: Climate. Staff and Stakeholders.
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George Washington Community School *Vision Statement*
Staff and Stakeholders At George Washington Community High School, we are all learners. The teachers and staff conscientiously model how to look for 21st Century learning opportunities in order to become better facilitators of knowledge.
Why Professional Development? “As expectations for increased student performance mount and the measurement and publication of evidence about performance becomes part of the public discourse about schools, there are few portals through which new knowledge about teaching and learning can enter schools; few structures or processes in which teachers and administrators can assimilate, adapt, and polish new ideas and practices; and few sources of assistance for those who are struggling to understand the connection between the academic performance of their students and the practices in which they engage. So the brutal irony of our present circumstance is that schools are hostile and inhospitable places for learning. They are hostile to the learning of adults and, because of this, they are necessarily hostile to the learning of students.” Elmore, Richard. Albert Shanker Institute Report. pp. 4–5 (Professor of Educational Leadership, Harvard School of Education)
Why Professional Development? “A power shift is underway and a tough new business rule is emerging: Harness the new collaboration or perish. Those who fail to grasp this will find themselves ever more isolated—cut off from the networks that are sharing, adapting, and updating knowledge to create value.” (Tapscott,Don and Anthony Williams. Wikinomics. 2008. 268–271)
Staff and Stakeholders The staff is comprised of compassionate, committed, and thoughtful adults who embrace their profession as servant-leaders.
Why Servant Leadership? “Without question, a leader’s awareness is paramount to his or her success. To successfully guide teams of workers, leaders must possess an awareness of the team’s needs and values; personal needs and values are secondary to this relationship.” Tate, Thomas. “Servant Leadership for School and Youth Programs.” Reclaiming Children and Youth. Spring, 2003. 33-39.
Staff and Stakeholders The staff is actively involved in meaningful cultural competency training that is based upon GWCHS’s school improvement plan. They are aware that we each bring unique and important perspectives with us to school each day. Our diversity enhances the curriculum. HB 1187 Cultural competency.Passed 51-44. Roll call at http://www.in.gov/legislative/bills/2009/PDF/Hrollcal/0322.PDF.pdf. The Division of Professional Standards shall development teacher training standards to serve diverse student populations including racial and ethnic minorities, English language learners, exceptional learners, and students from lower income groups. Current teachers must be provided professional development correlated with school improvement plans for cultural competency. Sponsors Greg Porter (D-Indpls.), Gail Reicken (D-Evansville).
