The Teacher is not Sharing Highlights of Achievements and Challenges with Parents

The Teacher is not Sharing Highlights of Achievements and Challenges with Parents

Teachers have been learning the positive high-expectations behaviour model and have explicitly taught these expectations in the classroom. After a few weeks, there is some improvement in behaviour and student engagement. Principal, Dan, is happy with the progress that is reported in the last data analysis and he is excited to share the progress with other principals at the next board meeting.

During the meeting, the principal from a neighbouring school presents very interesting data collected during the initiation of the Community Compact that was incorporated in the SIP. In a one year span they have improved student attendance by 75% and have improved behaviour by 80% of the previous year’s results. The reason behind the improvements is the commitment of parents, teachers and students to the expected behaviours and values that were developed and embedded.  

Dan is inspired by this school and asks the principal for guidance on building the school culture with the support of the parents. Dan then develops a plan that includes reinforcing the values at home as well. This is the beginning of the behaviour change journey for Dan’s school.