Participants 11
Principal does not Involve the Community
Principal, Charlotte, needs to write the School Improvement Plan with goals. She wants to a school goal to target social-emotional learning. The goal will encompass adopting a program to use, implementing it into the classroom and assessing the program by anecdotal notes from the teachers about behaviour responses from students.
Charlotte does not connect with the community and invite them to have any input because she thinks that it would be easier and faster for her make the goals based on observations.
Charlotte writes a goal that the school adopt a program and start implementing into year 1 in primary schools first with the notion that each year they will add a year. If Charlotte had held a meeting with community members, she would have learned that in the indigenous community an important person had passed and this had greatly impacted the children. Most of the children affected were year 3 and 4 in primary school. The program would not be implemented into their grade for 3 more years.
The students in year 3 and 4 were not receiving SEL to support and help navigate their feelings. Behaviour was not holding up to the high-expectations school environment and students were not able to regulate their emotions. It was also affecting student learning.