Students demonstrate respect and recognize its importance. Students develop collaborative skills. Students engage in cooperative learning, and work toward group goals. Students develop leadership skills.
Students develop constructive relationships with students and adults. Students engage in the school and community and at home. Decision-making Students identify problems when making decisions and generate alternatives. Students develop and refine self-reflective and self-evaluative skills. Students make decisions based on moral, personal, and ethical standards. Students understand how responsible decisions can affect themselves and others, the school, and the community.
Students understand the importance of equity and social justice. Students develop skills to negotiate fairly.
Conditions in classrooms Classroom environment The classroom is welcoming, inclusive, and psychologically safe. Student voice and experiences are integrated within learning and curriculum in classrooms.
Students characterize their work in class as both interesting and engaging; students are intrinsically motivated. Expectations for students are high, but realistic. Student expectations are not fixed. They are open, dynamic, and collaboratively shared.
Diversity in the classroom is respected and individual differences are celebrated. All students are provided with opportunities to participate. Risk-taking is rewarded and failures are embraced as learning opportunities. The teacher takes risks — mistakes are made visible to students. Positive student-teacher and student-student relationships are supported. Learning experiences Tasks are balanced between direct instruction and student-led inquiry. Students have opportunities to work collaboratively in small and large groups, as well as individually.
Tasks are balanced between pre-planned structure and responsive, student-initiated learning. Classroom activities are culturally relevant and responsive. Learning experiences are connected to real-life examples and problems. Students have opportunities to learn and express learning in multiple ways visual, verbal, physical, social, etc.
Activities prompt students to draw connections between different disciplines. There is a balance between open problems which have no single answer and closed problems which generally do.
Students have time to be inquisitive and explore new areas. Experiences are integrated with other initiatives around the school and community. Assessment Objectives of learning are clear and shared with students.
Informative feedback is shared in an ongoing way with students to support their learning. Assessment is mostly used in support of learning, rather than to evaluate learning. Assessments make use of a wide array of student data e. Students set goals and assess their own progress towards those goals. Conditions within the school School environment Student success in school includes development of citizenship, creativity, social emotional learning and health.
The school ethos promotes mutual respect and equality of opportunity. Interactions across the school are characterized by respect and appreciation for individual differences. Active participation of students in all aspects of school life is integral to the operating social environment of the school. All aspects of the school e. Teachers are trusted to ensure successful outcomes using professional knowledge and judgment.
Teachers feel responsible for student learning, both individually and as a group. Student voice and input on school decisions is valued, sought, and used. School leadership values student voice and consults student government in school decision-making. Principals provide, and support the development of, instructional leadership among educators.
Professional learning for educators Professional learning is modeled and promoted by school leadership. There is space and time provided by school leadership for professional learning and collaboration in the daily workflow of teachers. Professional learning is self-directed and collaborative. Teacher professional learning is used to inform school direction, vision, and strategy.
Professional learning is ongoing and embedded in work in ways that involve both: the use of data drawn from selected experiences within the classroom. Conditions beyond the school Partnerships between school and community Parents feel included and respected in the school community. Clear and mutually beneficial agreements exist between schools and their community partners. Educators and community members including parents are actively involved in partnerships.
Teachers enrich curriculum learning and contribute to work within the community through school-community partnerships. Partnerships provide experiential learning opportunities for students. Partnerships involve the mentorship of students during and beyond the scope of classroom projects. Craig lives in Bristol with his girlfriend. Since leaving school in Nick has spent the last 23 years working within the water treatment business. He carried out a 4 year mechanical engineering apprenticeship with Houseman with his main duty being installation of water treatment plant.
In he decided to move on and joined the Pure Group formally Water Pure Systems as a water treatment engineer where he spent 15 years in various roles from engineer, site supervisor, operations manager, project manager. In his spare time Nick enjoys being with his wife and 2 year old daughter Poppy. This website uses cookies so that we can provide you with the best user experience possible.
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Being a WMSoc member gives you access to a wide range of resources and connects you with other professionals and regulatory bodies within the water management industry. Back to top. Please enter your email address to receive a new password. Development A wide range of training courses, resources and membership benefits. The Water Management Society The Water Management Society WMSoc is a not-for-profit membership organisation that has been providing practical and technical training solutions to individuals and companies within the water management industry for over 40 years.
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