Whole- Child development has been a significant part of my role, which has seen the need for policy and process reforms to occur to enable for the movement and direction with the needs of students at the centre. I have utilised a comprehensive approach that builds upon the assets of a young person and on the recognition that
1) physical conditions, emotional states, and pro-social experiences have a direct impact in learning and
2) student success and wellbeing must be conceptualised and measure to include more than academic skills and knowledge acquisition.
I am really loving that education is moving forward. It's taking the needs of our society and our children and developing agency not only for the students but the teachers.
Education is evolving and its very exciting! I've always loved the notion that children can achieve anything- it doesn't matter about your ethnicity, your background, your advantage or disadvantage. Combining together Carol Dweck's Growth Mindset, along with Guy Claxton's Learning Power Approach, and now with the scientific research of the Design Principles for Schools: Putting the Science of Learning and Development into Action written by the Learning Policy Institute, Turnaround for Children and the SoLD Alliance, education will not look the same. And neither should it. Our world should has changed, our children have changed, their developmental mindsets have shifted! So should we!
I also love that the academic focus has also shifted. No longer should we determine schools by grades and school sheets, but determining it by the way in which a student has grown social-emotionally. Taking into consideration the values a students leaves a school with. Resilience, persistence, honesty, humility, acceptance of others and a drive to be the best is what I would love to see in our children. A world that is not driven towards money and the value of that, but the value of humanity.
https://k12.designprinciples.org/sites/default/files/SoLD_Design_Principles_REPORT.pdf
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