Leadership Mission Statement
Shenyang Pacific Ocean Foreign Children’s School supports the growth of each child and seeks to provide a rigorous education with a holistic international perspective.
The Core Values that drive our instructional and developmental direction are:
· A supportive, positive partnership involving members of the school, the family, and the community fosters the highest levels of achievement.
· Honesty, trust and respect are essential in successful relationships.
· Individuals are responsible for their choices and actions to themselves, to society and to the environment.
· All students can learn when high expectations and a nurturing and safe learning environment are provided
· Development of independent thinking, collaboration and team work, and critical thinking skills are fundamental skills to quality education.
· Planning, engaging in, and reflecting on learning drives student success.
· Active involvement in community service is a critical component in developing responsible and caring students
· Learning is a life-long activity.
SPFS students will be prepared to:
· Communicate Effectively by
o Listening, reading, writing, speaking, and observing to gain understanding
o Analyzing, synthesizing, and evaluating information
o Using a variety of media to receive/express needs, knowledge, desires and opinions
· Demonstrate Personal Management by
o Showing competence through mastering skills and learning strategies
o Exhibiting confidence, initiative, and self-reliance
o Developing habits to maintain mental and physical health
· Work Collaboratively by
o Using effective skills to foster, develop and maintain relations within diverse settings
o Establishing and accomplishing goals within a group
o Actively contributing to their immediate and expanding communities
· Be Complex Thinkers by
o Asking questions to improve critical and creative thinking
o Interpreting and evaluating significant concepts within various contexts
o Creating images to represent significant concepts
· Demonstrate Global Citizenship by
o Fostering Compassion for fellow citizens
o Enhancing cultural understanding and contributing to the local community
o Developing awareness and a sense of responsibility to the global community
The school administration supports the learning environment. The health and safety of students and personnel is at the heart of the learning day. We are here to plan programs, events, and activities that support student learning through a structured, cohesive and consistent schedule. We work to prevent dissonance through mediation to resolve issues and to support all entities within the organization. As a staff, we place a high priority on students’ emotional and physical health. Safety should be first in the minds of everyone. Students need to feel physically and emotionally secure as well as a sense of belongingness so they can function successfully in the social and academic environment.
All staff members are responsible for the health, safety, and wellbeing of all students and staff. Students should never be found wondering unattended. Everyone should mentor each other. We want to be top performers and always in control of our game. Mentoring teams succeed because of moments of training and direction given by one staff member to another.
SPFS’s general philosophy for student supervision is “active and observant.” Active supervision is imperative to successfully ensure the physical and emotional safety of students as they collaborate and engage with peers during class, during breaks, and when students are in movement. Teachers are expected to move among groups, through student traffic, around their duty areas so that they are actively watching and listening in a supervisory manner to ensure that the students are interacting and behaving in a caring and principled manner toward each other. Teachers are expected to report any incidents to the Principals as soon as possible, outlining the students involved, the activity/action/statements that caused concern and actions taken. In an instance where a student is injured the teacher supervising should ensure the student is escorted to the office where care can be given and parents notified.
Behavior and classroom management is primarily the responsibility of the teacher. Discipline is approached with a positive direction and based on inquiry. Our policies will support the premise that SPFS students, parents and staff respect and care for others, themselves, as well as personal and school property. At SPFS, teaching children to behave and to negotiate their environment is part of our curriculum. We actively teach and model what we expect of students. We mediate and facilitate a problem-solving approach with students, parents and staff.
Specifically, the tone and climate is established the first day of school and is modeled consistently throughout the year. Climate is established through respectful relationships and supported by the establishment of classroom expectations and rules. Consistent application of those rules and regular discussion of expectations and the rules reminds students of how they are to behave and act in school. Involving students in the process to create a plan to improve conduct is empowering and will motivate children to change undesired behaviors. Catch them being good and redirection to focus on the work will positively reinforce desired behaviors.
Teachers are expected to set high expectations and to facilitate an environment that supports the achievement of all children, in a structured, safe, rigorous, hands-on learning environment. A well-organized, neat, experientially based classroom with a succinct lesson plan provides for maximum “on task” behaviors. Down-time = mis behavior. Therefore, we plan a rigorous day with challenging lessons back to back that make each moment a learning opportunity. Because our school offers an interesting and challenging program, discipline concerns are kept to a minimum.
Further, the SPFS employees strive to develop a positive relationship with everyone in our community. Our goals for discipline are to help children to learn self-control and self-management behaviors. We seek to teach them how to get along with others. We set children up for success by creating a rigorous structure of learning that does not allow time for disruptive behavior. The teaching and learning pace should move rigorously yet flow with student ability so students do not have time to get into trouble. Our teaching goals are based in the facilitation of the process of learning. Students are never left unattended. We take the time and create the environment where students feel safe to discuss issues and to enable them the opportunity for appropriate decision making.
Solid structure and good discipline practices promote self-discipline in ourselves and in our students. Modeling is an important aspect of demonstrating humanism and the importance of organization. At the same time, it is our duty to help children to understand the consequences of behavior. They need to learn the relationship between rights and responsibilities and how people both earn and keep them.
The school’s discipline techniques are based on a positive approach, praising the child’s diligent, on-task behavior, and redirecting inappropriate off task behaviors during activities. Close proximity works! Teacher focused observation and movement during independent work time is important to assess the learning and to monitor on task and to check off task behaviors.
We take time to discuss appropriate behavior with students on a regular basis. Catch students doing the right thing! Draw students into a discussion when we see good things happening. Please remember that when students are engaged in the learning, misbehavior is rarely an issue. Expectations for behavior have to be taught in advance and reviewed often.
We teach to a 3-fold mission; academic, social, and emotional. We are charged with being the second most important role model for children. We take the time to teach a child the skills needed to solve problems…..mediate, negotiate, and to deescalate temperaments in difficult situations.