School Culture Sample Clauses

The School Culture clause defines the expected values, behaviors, and environment that should be fostered within the school community. It typically outlines standards for respect, inclusivity, collaboration, and the overall atmosphere among students, staff, and sometimes parents. By setting these expectations, the clause helps ensure a positive, supportive, and productive learning environment, addressing potential issues related to conduct and community cohesion.
School Culture. Specifically, Contractor’s Educational Program shall comply with MPS Administrative Policy 9.09, Visitors To The School, which policy, among other things, encourages parents to visit the classrooms and observe the work of the schools, and which policy is attached hereto and incorporated herein by reference as Appendix H.
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School Culture. The State will provide the School with funding for a full-time planner from October 1, or upon signing of the MOU, whichever first occurs, to December 31, 2014, who will assist in the development of the Plan. The planner will be selected and employed by the District. The State will provide scheduled technical assistance workshops to answer questions related to developing the Plan. The State will provide multiple opportunities for the District to submit the Plan for informal feedback before the December 31, 2014 deadline, as outlined in the Turnaround Guide.
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School Culture. School cultures teach. They teach through the expectations set for and by the people working in them, both children and adults. They teach through the visible and invisible ways that people work together. They teach through the ways in which people treat one another. Safe, supportive school cultures mitigate the potential effect that differences among students could have on their learning. Harbor principals are accountable for the school culture and must intentionally create the conditions consistent with Harbor philosophy and practices. Harbor schools intentionally create a culture that lives what it believes. School cultures teach children and adults directly and indirectly. Everything that occurs within a school culture shapes behavior of people. We are intentional about shaping that behavior. The practices and conduct of the adults in the school are expected to be a primary model for students as they learn the character traits and work habits that will be life-long assets to them. Harbor Schools focus on safety by removing fear, threat and intimidation from the learning environment. A focus on kindness and a zero tolerance policy for teasing, taunting, bullying, and negative peer pressure creates a positive, supportive and constructive environment for children to learn and grow. Adult decisions are made based on what is in the best interest of the students and the development of their knowledge, skills and dispositions. There is evidence of kindness between students and students, students and adults, and adults with adults. Adults demonstrate their respect and their responsibility to maintain a clean, orderly environment. They extend themselves to one another and to the students. Respect and personal responsibility is visible in all interactions.
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School Culture. School cultures teach through the expectations set for and by the people working in them, both children and adults. They teach through the myriad of ways that people work together and treat one another. Safe, supportive school cultures mitigate the potential effect that differences among students could have on their learning. The principal is accountable for the school culture and must intentionally create the conditions consistent with the school’s philosophy and practices. School cultures teach children and adults directly and indirectly. Everything that occurs within a school culture shapes behavior of people. We are intentional about shaping that behavior. The practices and conduct of the adults in the school are expected to be a primary model for students as they learn the character traits and work habits that will be life-long assets to them. The Academy focuses on safety by removing fear, threat and intimidation from the learning environment. A focus on kindness and a strong policy against teasing, taunting, bullying, and negative peer pressure creates a positive, supportive and constructive environment for children to learn and grow. Adult decisions are made based on what is in the best interest of the students and the development of their knowledge, skills and dispositions. There is evidence of kindness between students and students, students and adults, and adults with adults. Adults demonstrate their respect and their responsibility to maintain a clean, orderly environment. They extend themselves to one another and to the students. Both respect and personal responsibility are visible in all interactions. In keeping with The Academy’s mission to prepare learners to be functional citizens of the 21st century, we recognize that such preparation is more than the assimilation of facts. Proficiency in a discipline means that the learner becomes a capable practitioner and has a sufficient foundation to pursue advanced study. The Academy emphasizes both the acquisition and application of knowledge. The Academy Charter School curriculum contains both traditional academic subjects and additional language areas that make The Academy Charter unique. The Idaho State Department of Education Standards and Benchmarks serves as the starting point and is enhanced with unifying themes and other creative methods. The subjects that comprise the curriculum are listed and briefly discussed below. The traditional core curriculum areas of language, arts, math, science, ...
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Related to School Culture

  • Culture History and past behavior;

  • School Any public elementary or secondary school including a charter school, universal pre- kindergarten program authorized pursuant to Education Law § 3602-e, an approved provider of preschool special education, any other publicly funded pre-kindergarten program, a school serving children in a special act school district as defined in Education Law § 4001, an approved private school for the education of students with disabilities, a State-supported school subject to the provisions of Article 85 of the Education Law, or a State-operated school subject to the provisions of Articles 87 or 88 of the Education Law.

  • Schools The Project must apply for concurrency review at Lake County Public Schools. The school district has a specific application process. The Project must be shown to have appropriate school concurrency before building permits are issued.

  • Agriculture Closed to Foreign Investors « For each individual crop cultivation in an area less than or equal to 25 hectares: - Main food crops are corn, soy, peanuts, green beans, rice, cassava, sweet potato; other food crops are wheat, oats, barley, rye, millet, taro, and other food crops not classified elsewhere (ISIC 0111, 0112). « For each individual crop cultivation in an area less than 25 hectares: - Estate crops as follows: > Sugar cane and other sweetening plant cultivation, tobacco plantation, rubber and other producing latex plantations, cotton plantation, textile raw material crop plantation, Medicinal/pharmaceutical crop plantation, essential oil crop plantation, and other crop plantation that is not classified in other location (ISIC 0111, 0112) > Coconut plantation, palm plantation, beverage material crop plantation (tea, coffee, and cocoa), cashew plantation, peppercorn plantation, clove plantation, and other spices crop plantation (ISIC 0113) - Breeding and propagation of the following: > Jatropha curcas plantation, sugar cane and other sweetening plants, tobacco plant, rubber and other latex producing plants, textile raw material plant, medical/pharmaceutical plant, cotton plant, essential oil plant, and other plants that are not classified in other location (ISIC 0111, 0112) > Coconut plant, palm plant, plants for beverage material (tea, coffee, and cocoa), cashew plant, peppercorn plant, clove plantation, and other spices plant (ISIC 0113) - Breeding and Propagation of Forest plants (ISIC 0111, 0200) « Pig breeding and farming in a quantity less than or equal to 125 heads, native chicken ("ayam ▇▇▇▇▇") and its cross- breeding and farming (ISIC 0122) « Plantation processing product business industry below certain capacity according to Regulation of Minister of Agriculture Number 26 of 2007: - Dry Clove Flower Industry (ISIC 0140) « Capturing and Propagating Wildlife from natural Habitat except reptiles (snake, lizard, turtle, soft shell turtle and crocodile) (ISIC 0150)

  • MIDDLE SCHOOLS 1. Where there are no negotiated provisions concerning the implementation or operation of a middle school program, this article shall govern the implementation or operation of a middle school program in a school district. 2. Should the employer seek to establish a middle school program in one or more schools in a district, the employer and the local shall meet, no later than ten (10) working days from a decision of the employer to implement a middle school program, in order to negotiate any alternate or additional provisions to the Collective Agreement which are necessary to accommodate the intended middle school program. 3. In the absence of any other agreement with respect to the instructional day and preparation time, the provisions of the Collective Agreement with regard to secondary schools shall apply to middle schools. 4. If the employer and the local are unable to agree on what, if any, alternate or additional provisions of the collective agreement are necessary to accommodate the intended middle school program(s), either party may refer the matter(s) in dispute to expedited arbitration for final and binding resolution pursuant to Article D.5.5 below. a. The jurisdiction of the arbitrator shall be limited to the determination of alternate or additional provisions necessary to accommodate the intended middle school program(s). b. In the event the arbitration is not concluded prior to the implementation of the middle school program, the arbitrator will have remedial authority to make appropriate retroactive modifications and adjustments to the agreement. c. The arbitration shall convene within thirty (30) working days of referral to arbitration in accordance with the following: i. Within ten (10) working days of the matter being referred to arbitration, the parties shall identify all issues in dispute; ii. Within a further five (5) working days, there shall be a complete disclosure of particulars and documents; iii. Within a further five (5) working days, the parties shall exchange initial written submissions; iv. The hearing shall commence within a further ten (10) working days; and v. The arbitrator shall render a final and binding decision within fifteen (15) working days of the arbitration concluding. 6. Where a middle school program has been established on or prior to ratification of the 2006-2011 Provincial Collective Agreement, the existing provisions shall be retained unless the parties mutually agree that they should be amended.