   
Welcome to my Manila site!
 
Membership

Login

Discussion

Home

About

Reflective Journal

Visionary Philosophy

Research Notes

Interview

Miracle Grow Mission

Project

Inspiration Link

My name is Maria McCusker and I am a second grade teacher at Somerville Elementary School in Ridgewood N.J. I am currently working towards my masters degree in education leadership at Fairleigh Dickenson University. This site has been developed as a place where I will reflect upon the ideas and theories that are introduced in a graduate course which is focused on educational change. My fellow classmates and I will frequently update our personal sites with written reflections on this topic.

Feedback can be sent to:

mmccusker@ridgewood.k12.nj.us

Miracle Grow Mission
Posted by Maria McCusker, 6/22/04 at 9:52:32 PM.

Miracle Grow <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1:place>School District</st1:place><?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p>

<o:p></o:p>

<st1:City><st1:place></st1:place></st1:City>

<st1:City><st1:place>Mission</st1:place></st1:City>: In the <st1:place><st1:PlaceName>Miracle</st1:PlaceName> <st1:PlaceName>Grow</st1:PlaceName> <st1:PlaceType>School District</st1:PlaceType></st1:place> education extends beyond the school walls, encouraging collaborative learning within the entire community. Through a shared vision, students make authentic connections to real life experiences and gain confidence to contribute to a democratic society.<o:p></o:p>

<o:p> </o:p>

<?xml:namespace prefix = v ns = "urn:schemas-microsoft-com:vml" /><v:shape id=_x0000_s1026 style="MARGIN-TOP: 7.55pt; Z-INDEX: 1; LEFT: 0px; MARGIN-LEFT: -10.9pt; WIDTH: 45pt; POSITION: absolute; HEIGHT: 46pt; TEXT-ALIGN: left" type="#_x0000_t75" alt="pic6: "><v:imagedata src="file:///C:\DOCUME~1\IBM\LOCALS~1\Temp\msohtml1\03\clip_image003.png" o:href="http://edweb.fdu.edu/picture/LeConteJ/intdis.gif"></v:imagedata></v:shape>Seamless Curriculum: "Community Connections Across Contents" Create a method where teachers can utilize and incorporate all subjects and create relevance to community issues. <o:p></o:p>

<o:p> </o:p>

<v:shape id=_x0000_s1027 style="MARGIN-TOP: 12.65pt; Z-INDEX: 2; LEFT: 0px; MARGIN-LEFT: -9pt; WIDTH: 45pt; POSITION: absolute; HEIGHT: 43.65pt; TEXT-ALIGN: left" type="#_x0000_t75" alt="Logo: "><v:imagedata src="file:///C:\DOCUME~1\IBM\LOCALS~1\Temp\msohtml1\03\clip_image005.jpg" o:href="http://edweb.fdu.edu/picture/RuffleE/project001jpg001.jpg"></v:imagedata></v:shape><o:p> </o:p>

Constructive Learning: "Embracing the Two Faces of Learning: Joy and Struggle" We believe in creating a commitment for learning where students learn perseverance through building connections with peers and adults.<o:p></o:p>

<o:p> </o:p>

<v:shape id=_x0000_s1033 style="MARGIN-TOP: 13.05pt; Z-INDEX: 8; LEFT: 0px; MARGIN-LEFT: -18pt; WIDTH: 59pt; POSITION: absolute; HEIGHT: 60.55pt; TEXT-ALIGN: left" type="#_x0000_t75" alt=""><v:imagedata src="file:///C:\DOCUME~1\IBM\LOCALS~1\Temp\msohtml1\03\clip_image007.png" o:href="http://rand.pratt.edu/~giannini/Assessment.gif"></v:imagedata></v:shape><o:p> </o:p>

<o:p> </o:p>

Meaningful Evaluation: "Discuss-Reflect-Accept/Reject" Internalize what works- Change what doesn't<o:p></o:p>

<o:p> </o:p>

<v:shape id=_x0000_s1028 style="MARGIN-TOP: 12.5pt; Z-INDEX: 3; LEFT: 0px; MARGIN-LEFT: -8pt; WIDTH: 47pt; POSITION: absolute; HEIGHT: 43.2pt; TEXT-ALIGN: left" type="#_x0000_t75" alt="Citi1: "><v:imagedata src="file:///C:\DOCUME~1\IBM\LOCALS~1\Temp\msohtml1\03\clip_image009.jpg" o:href="http://edweb.fdu.edu/picture/McCuskerJ/citi1.jpg"></v:imagedata></v:shape><o:p> </o:p>

Building Citizenship: "Positive Approaches to Traditional Procedures" Our approach to discipline aims to build, rehabilitate and strengthen character, allowing for growth and personal commitment.<o:p></o:p>

<o:p> </o:p>

<v:shape id=_x0000_s1029 style="MARGIN-TOP: 9.3pt; Z-INDEX: 4; LEFT: 0px; MARGIN-LEFT: -9pt; WIDTH: 49pt; POSITION: absolute; HEIGHT: 48pt; TEXT-ALIGN: left" type="#_x0000_t75" alt="The image ¡†http://edweb.fdu.edu/anyfile/BrownM/hands2.jpg¡Ö cannot be displayed, because it contains errors."><v:imagedata src="file:///C:\DOCUME~1\IBM\LOCALS~1\Temp\msohtml1\03\clip_image011.jpg" o:href="http://edweb.fdu.edu/anyfile/BrownM/hands2.jpg"></v:imagedata></v:shape> <o:p></o:p>

Teacher Teamwork: "Teamwork: A Personal Commitment" We believe that teachers must be empowered to develop into a community of collegial professionals.<o:p></o:p>

<o:p> </o:p>

<v:shape id=_x0000_s1030 style="MARGIN-TOP: 11pt; Z-INDEX: 5; LEFT: 0px; MARGIN-LEFT: -11pt; WIDTH: 54pt; POSITION: absolute; HEIGHT: 49.5pt; TEXT-ALIGN: left" type="#_x0000_t75" alt="Reinventing Education: "><v:imagedata src="file:///C:\DOCUME~1\IBM\LOCALS~1\Temp\msohtml1\03\clip_image013.jpg" o:href="http://edweb.fdu.edu/picture/RuffleE/Reinventingeducation.jpg"></v:imagedata></v:shape><o:p> </o:p>

Achieving Vision: "T.L.C. Teachers Learning Continuously" It is our goal to create opportunities for positive, meaningful professional development that is ongoing and customized to teachers' needs.<o:p></o:p>

<o:p> </o:p>

<o:p> </o:p>

<v:shape id=_x0000_s1032 style="MARGIN-TOP: -21.95pt; Z-INDEX: 7; LEFT: 0px; MARGIN-LEFT: 0px; WIDTH: 38pt; POSITION: absolute; HEIGHT: 34.95pt; TEXT-ALIGN: left" type="#_x0000_t75" alt="Citi1: "><v:imagedata src="file:///C:\DOCUME~1\IBM\LOCALS~1\Temp\msohtml1\03\clip_image009.jpg" o:href="http://edweb.fdu.edu/picture/McCuskerJ/citi1.jpg"></v:imagedata></v:shape> Building Citizenship Overview <o:p></o:p>

While every school district must acknowledge and address student behaviors, there exists an important decision to breed obedience or build character. We believe breeding obedience through traditional punishments, such as the revocation of privileges and regular exclusion from class instruction, provides short-term solutions and often defeats our intention of molding true character and citizenship. Consequently, we are committed to prevention, resolution, and enlightenment. Prevention occurs when teachers, administrators, and staff members acknowledge cancerous, inflammatory behaviors with immediate discussion. In addition, annual classroom workshops, multiple student-body assemblies, and district publications are exclusively geared toward evoking empathy and inspiring respect for others, the community, and their property. All of these efforts contribute to the creation of a self-policing school community, saddled with the expectation of upholding a caring environment. Resolution and enlightenment occurs through unique and sobering consequences such as shadowing a professional, community service that is related to specific infractions, evening and weekend focus groups, and mandatory student reflection projects. It is crucial that many of these programs be developed, implemented, and maintained by parents, community members, as well as administrators and staff. This alliance assures synergy between school and community, in regards to norms and values. Finally, the district is committed to continuous enhancement. Regularly scheduled forums, consisting of a school-staffed discipline committee and open community participation, offer opportunity to discuss imperfections and introduce new ideas and concerns.<o:p></o:p>

<o:p> </o:p>

Criteria for Change<o:p></o:p>

<o:p> </o:p>

¡€ Teachers and staff are to acknowledge minor, cancerous behaviors that occur in class and within the school environment by conferencing with students involved and completing a narrative in which the following criteria are addressed: names and ages of students involved, nature of behavior, consistency of related behaviors, action plan to prevent future negative behaviors.<o:p></o:p>

<o:p> </o:p>

¡€ Students are evaluated quarterly regarding their role in upholding a caring environment.<o:p></o:p>

<o:p> </o:p>

¡€ At least four times a year, parents will share strategies with and receive feedback from other parents to promote disciplinary procedures that model real-life experiences and will receive feedback.<o:p></o:p>

<o:p> </o:p>

¡€ During each year of a student's education, (pK-12), teachers must allocate class time to addressing at least three of the following topics: community involvement, anger management, respect for self, others and community property. <o:p></o:p>

<o:p> </o:p>

¡€ Opportunities approved by administration, parents, teachers and community members must provide students with authentic experiences in every class that foster an understanding of citizenship and responsibility.<o:p></o:p>

<o:p> </o:p>

¡€ Community members (business owners, professionals, non-profit organizations, etc.) are encouraged, when necessary and appropriate, to actively participate in the disciplinary process while making connections to the curriculum.<o:p></o:p>

<o:p> </o:p>