Common use of STUDENT DISCIPLINE & BEHAVIOR MANAGEMENT Clause in Contracts

STUDENT DISCIPLINE & BEHAVIOR MANAGEMENT. A Guiding Principles 1. MCEA and the Board agree that all children should receive the respect, encouragement and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a changing global society. The maintenance of an educational environment conducive to these opportunities for growth and learning is the joint responsibility of MCPS employees, students, and parents. The basis for creating an effective, safe, and nurturing learning environment comes from the establishment of a school climate in which every adult within the school community feels a responsibility for creating opportunities for every child to grow and learn. All students can learn and we have a responsibility to insure that all students do learn. Our instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic, or family status. There are individual differences in students and teacher talents, learning styles, and experiences which need to be addressed in designing effective instruction and school environments. 2. The following standards for effective school environments should guide the work of all MCPS staff in their classrooms, workplaces, and school communities. These standards represent a synthesis of more than 20 years of research and documented experience on the effect of school quality on student learning. Effective school environments—  have high and rigorous standards for what students should know and be expected to do;  promote active, multicultural, gender-fair, ability-sensitive, developmentally appropriate learning;  use instructional methods and organize schools and classrooms to create environments that support learning;.  provide safe, respectful, and affirming environments for all;  actively involve families and other members of the community in helping students succeed; and  provide useful feedback to students, families, staff, and the district about student learning.

STUDENT DISCIPLINE & BEHAVIOR MANAGEMENT. A Guiding Principles 1. MCEA and the Board agree that all children should receive the respect, encouragement and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a changing global society. The maintenance of an educational environment conducive to these opportunities for growth and learning is the joint responsibility of MCPS employees, students, and parents. The basis for creating an effective, safe, and nurturing learning environment comes from the establishment of a school climate in which every adult within the school community feels a responsibility for creating opportunities for every child to grow and learn. All students can learn and we have a responsibility to insure that all students do learn. Our instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic, or family status. There are individual differences in students and teacher talents, learning styles, and experiences which need to be addressed in designing effective instruction and school environments. 2. The following standards for effective school environments should guide the work of all MCPS staff in their classrooms, workplaces, and school communities. These standards represent a synthesis of more than 20 years of research and documented experience on the effect of school quality on student learning. Effective school environments—  • have high and rigorous standards for what students should know and be expected to do;  • promote active, multicultural, gender-fair, ability-sensitive, developmentally appropriate learning;  • use instructional methods and organize schools and classrooms to create environments that support learning;.  • provide safe, respectful, and affirming environments for all;  • actively involve families and other members of the community in helping students succeed; and  • provide useful feedback to students, families, staff, and the district about student learning.

STUDENT DISCIPLINE & BEHAVIOR MANAGEMENT. A Guiding Principles 1. MCEA and the Board agree that all children should receive the respect, encouragement and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a changing global society. The maintenance of an educational environment conducive to these opportunities for growth and learning is the joint responsibility of MCPS employees, students, and parents. The basis for creating an effective, safe, and nurturing learning environment comes from the establishment of a school climate in which every adult within the school community feels a responsibility for creating opportunities for every child to grow and learn. All students can learn and we have a responsibility to insure that all students do learn. Our instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language, economic, or family status. There are individual differences in students and teacher talents, learning styles, and experiences which need to be addressed in designing effective instruction and school environments. 2. The following standards for effective school environments should guide the work of all MCPS staff in their classrooms, workplaces, and school communities. These standards represent a synthesis of more than 20 years of research and documented experience on the effect of school quality on student learning. Effective school environments—  have high and rigorous standards for what students should know and be expected to do;  promote active, multicultural, gender-fair, ability-sensitive, developmentally appropriate learning;  use instructional methods and organize schools and classrooms to create environments that support learning;.  provide safe, respectful, and affirming environments for all;  actively involve families and other members of the community in helping students succeed; and  provide useful feedback to students, families, staff, and the district about student learning.