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"This Is Parkway" Digital Magazine

Draft Mission Feedback

71 to 80 of 179 Comments
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  1. I left an IEP meeting yesterday with the distinct impression that some Parkway students - ours included - are left to sway in the academic breeze with no regard for ultimate meaningful and successful educational outcomes. There was no desire to provide a learning environment which works for our child, though it had been demonstrated that our kid can achieve brilliantly when afforded an environment which takes into account this child's individual needs and learning style. We sent our student far away to a school which met his needs, and D's and F's quickly turned into straight A's. This district could have done the right thing by providing the opportunity to attend a program here in town with which they are already affiliated, and which is in perfect consonance with the program attended out of town; yet the consensus of these geniuses is to throw him back into the very same classroom environment in which failure was the norm. Bean counting - dollars - meant more to these people who probably haven't taught students in a classroom setting in many years. There are educators, and there are bureaucrats. The educators sat in silent trepidation for their jobs (understandably) rather than speak up and offer perspectives different from the bureaucrats. The last thing that ultimately mattered to the "bosses" was the successful education of our child.

    As a former teacher I find this situation contemptible, and totally devoid of any intellectual, educational, or moral substance. Educators are supposed to find what works for a child, and keep trying until that happens. There was no regard for the child's true needs. The same recipe for failure seems to be the best this district is willing to do for our kid.

    To the resource teacher's credit, that person tried everything in a wide arsenal of techniques, but it was the environment of the school that was the critical factor. No Parkway school can provide the intimate learning setting our child needs.

    I guess the upshot of all of this is to stop all of these mental gyrations and get back to the essential principals of good teaching, where pupils' needs come first and everything else flows from that. Rather than impose your vision on the children, let the children create a vision together with the teachers in the classroom. Chances are they can exceed the goals they set for themselves.

    Joint ownership of a learning experience yields greater rewards than any laundry list of "stuff" which constitutes nothing more than pie-in-the-sky. I'd also recommend that the district seriously consider creating instructional models on Professor Howard Gardner's theory of Mulitple Intelligences. I once taught in a school where the curriculum was built on it, and I never saw happier kids, regardless of their individual intellectual capacities. You meet the kids on their level and take them upward from there to the best of your and their abilities. To hell with standardized tests which show nothing but a snapshot in time. True educational outcomes are measured over long periods of time. Get real, people.

    Submitted: 2/05/10

  2. Change to: The mission ... is to provide the opportunity for students to become capable....to understand and respond thoughtfully to the challenges ... world.

    Submitted: 2/04/10

  3. I can tell the Steering Committee has given great thought to the mission statement. What a difficult task! The word "remarkably" just sort of muddles the Draft Mission #3. How does one measure "remarkably"? Is there a rubric? Is a student judged "nearing remarkably" or "below remarkably"? "Capable, curious, and confident" can be observed and documented in a variety of qualitative ways (albeit a bit subjective at times) -- but "remarkably"? The term might inspire lively conversations--I'm just not so sure it clarifies the mission.

    Submitted: 1/30/10

  4. Add the words "and respect" to the last bullet so the statement reads "seek to understand and respect the views, cultures and values of others."

    Submitted: 1/26/10

  5. Add the words "and respect" to the last bullet.

    Submitted: 1/26/10

  6. #3 is rather assertive in the usage of the term "remarkably." "Parkway develops..." is an absolute. Can we uphold this with every child? Draft #2 "lead fulfilling, productive and responsible lives is more encompassing than "equipped to understand and respond."

    Submitted: 1/26/10

  7. Take out "remarkably" and change "well-equipped" to "able" in the mission statement. Reword bullet number six to read "clear and effective communicators." Keep it simple - don't beat it to death! - Enough already - go back to the first one, it was fine...

    Submitted: 1/26/10

  8. At the last PDC day Bellerive staff took a close look at the 3 proposed mission statements, overall, Bellerive the 1st mission and DOES NOT like the 3rd one.

    Submitted: 1/25/10

  9. The second word, "develops" needs to go. That is an absolute statement, but not a factual one as not every student develops per the rest of the statement. Also, this is still an educational mission statement better suited for an individual school and not one that represents the community as far as being a quality employer, good community citizen and responsible with the monies the community provides.

    Submitted: 1/19/10

  10. I like the idea of an overarching mission for the district..simple and focused. Then each school can add three or four specific focus items that make the mission specific to our culture.

    Submitted: 12/29/09

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