U02a1 Mission And Vision Statement Analysis
Running Head: U02A1 MISSION AND VISION STATEMENT
Capella University u02a1 Mission and Vision Statement
Dr. Charisse Redditt
Abstract
The mission and vision statements describe an organization 's purpose, philosophy, and intent has become almost universal in both business and educational settings. The purpose of this paper is to explain the mission and vision of a high school and how it pertains to the advancement of the students.
Mission and Vision Statement
Background
Canyon Springs High School is a public high school in North Las Vegas, Nevada and is part of the Clark County …show more content…
School District. Canyon Springs is also home to the Leadership and Law Preparatory Academy and was one of three.
Mission statement According to CCSD (2004) the Mission of Canyon Springs High School and the Leadership and Law Preparatory Academy is to prepare students for success beyond graduation. This will be realized by providing a varied learning environment that prepares students with the ability to lead, participate, and contribute in a rapidly changing global society.
Vision statement CCSD (2004) states they believe that by functioning as a professional learning community, the mission of Canyon Springs High School to prepare all students for success beyond graduation can be realized. CCSD (2004) believes in Academic achievement is honored and serves as the principal goal for all students. The central themes of Power, Justice, Liberty, and Equality serve as guiding principles essential for a school focused on leadership and law. Civic responsibility, employment preparation, and life skills such as punctuality, honesty, respect and integrity are viewed as essential for …show more content…
success beyond graduation. Involvement in school athletics and extracurricular activities are key components of a student 's education. The school community and all its constituents share the responsibility for providing a safe and supportive learning environment. Canyon Springs High School schedules meetings upon request for parents to be able to communicate with teachers, counselors, and administrators. Administrators are available daily to take phone calls from parents and the community in order to address concerns in a timely manner. Bi-monthly parent/community newsletters are available on Canyon Springs ' website. For special announcements, principal messages, daily attendance reports, and current student academic progress, the CCSD Parent Link system is accessible via phone and online. The Parent Link system calls home daily with information regarding student absences. Parents Nights are held monthly with an array of information and guest speakers. We boast a Teacher/Family liaison who conducts personal home visits to assist parents and students with education and attendance concerns. All missions and visions were written by the board members and school district employees, parents, teachers, and administrators were not included.
Board Members The school board envisions the community education future and then formulates the goals, defines the outcomes, and sets the course for its public schools. Vision is not about what they are, but what they want to be. Vision captures a critical dimension of dynamic systems. For school boards, it is about where we are going and what kind of school systems we are trying to create now and for the future. The board members are expected to make decisions on a wide range of problems: some are routine, such as approving minutes of the last meeting; others are more complex, such as closing a school; some are the result of many lesser decisions - leading, for example, to the adoption of a corporation budget. The board members need to be a skilled decision maker, but he or she must remember that decisions are to be made only by the board acting as a whole in an advertised public meeting. Individual opinions on matters being considered can and should be defended vigorously, but once a decision is reached, it should be accepted gracefully and implemented wholeheartedly. No individual school board member may unilaterally commit the whole board to a particular course of action.
Stakeholders
It is important for stakeholders to know that the lack of consistent direction has led to a range of diverse educational policies for educating students with emotional/behavioral disorders (Dworet & Maich, 2007).
Meeting the complex and multifaceted needs of students with diverse needs is the goal that should be reached. Education programs for this student population have not been associated with generally positive outcomes. CCSDs students are known for excessive dropout rates, high rates of academic failure and poor achievement test scores, low graduation rates, high use of homebound instruction and institutional placements. In order to combat this negative outcome staff need to be trained on how to link these students up with the appropriate services due to the fact that in the past they have had little coordination or integration with other provider agencies and limited support for their families (Eber, Nelson, & Miles,
1997). The stakeholders in are the parents, community leaders, teachers, administrators, and superintendents. The parents are there to give the students support in the classroom and at home. The community leaders are there to give the parents support and to attend the school board meetings. The teachers: are there to teach the children. The teachers are to be considered as the specialists in the classrooms. The administrator’s role is to monitor the appropriateness of the goals they set and to keep those goals ambitious.
Conclusion
The problem in developing these goals and vision are: there is not real stakeholder participation, what looks great on paper may not work at a real school setting, and the problems that school districts are having are not really addressed in the policies and procedures.
References
CCSD (2004) Canyon Springs HS. Retrieved October 24, 2010 from www.ccsd.net
Dworet, D. Maich, K. (2007). Canadian School Programs for Students With Emotional/Behavioral Disorders: An Updated Look. Behavioral Disorders, 33(1). Retrieved October 24, 2010 from Proquest data base.
Eber, L., Nelson, M., Miles, P. (1997). School-based wraparound for students with emotional and behavioral challenges. Exceptional Children, 63(4). Retrieved October 24, 2010 from Proquest data base.
Capella University u02a1 Mission and Vision Statement
Dr. Charisse Redditt
Abstract
The mission and vision statements describe an organization 's purpose, philosophy, and intent has become almost universal in both business and educational settings. The purpose of this paper is to explain the mission and vision of a high school and how it pertains to the advancement of the students.
Mission and Vision Statement
Background
Canyon Springs High School is a public high school in North Las Vegas, Nevada and is part of the Clark County …show more content…
School District. Canyon Springs is also home to the Leadership and Law Preparatory Academy and was one of three.
Mission statement According to CCSD (2004) the Mission of Canyon Springs High School and the Leadership and Law Preparatory Academy is to prepare students for success beyond graduation. This will be realized by providing a varied learning environment that prepares students with the ability to lead, participate, and contribute in a rapidly changing global society.
Vision statement CCSD (2004) states they believe that by functioning as a professional learning community, the mission of Canyon Springs High School to prepare all students for success beyond graduation can be realized. CCSD (2004) believes in Academic achievement is honored and serves as the principal goal for all students. The central themes of Power, Justice, Liberty, and Equality serve as guiding principles essential for a school focused on leadership and law. Civic responsibility, employment preparation, and life skills such as punctuality, honesty, respect and integrity are viewed as essential for …show more content…
success beyond graduation. Involvement in school athletics and extracurricular activities are key components of a student 's education. The school community and all its constituents share the responsibility for providing a safe and supportive learning environment. Canyon Springs High School schedules meetings upon request for parents to be able to communicate with teachers, counselors, and administrators. Administrators are available daily to take phone calls from parents and the community in order to address concerns in a timely manner. Bi-monthly parent/community newsletters are available on Canyon Springs ' website. For special announcements, principal messages, daily attendance reports, and current student academic progress, the CCSD Parent Link system is accessible via phone and online. The Parent Link system calls home daily with information regarding student absences. Parents Nights are held monthly with an array of information and guest speakers. We boast a Teacher/Family liaison who conducts personal home visits to assist parents and students with education and attendance concerns. All missions and visions were written by the board members and school district employees, parents, teachers, and administrators were not included.
Board Members The school board envisions the community education future and then formulates the goals, defines the outcomes, and sets the course for its public schools. Vision is not about what they are, but what they want to be. Vision captures a critical dimension of dynamic systems. For school boards, it is about where we are going and what kind of school systems we are trying to create now and for the future. The board members are expected to make decisions on a wide range of problems: some are routine, such as approving minutes of the last meeting; others are more complex, such as closing a school; some are the result of many lesser decisions - leading, for example, to the adoption of a corporation budget. The board members need to be a skilled decision maker, but he or she must remember that decisions are to be made only by the board acting as a whole in an advertised public meeting. Individual opinions on matters being considered can and should be defended vigorously, but once a decision is reached, it should be accepted gracefully and implemented wholeheartedly. No individual school board member may unilaterally commit the whole board to a particular course of action.
Stakeholders
It is important for stakeholders to know that the lack of consistent direction has led to a range of diverse educational policies for educating students with emotional/behavioral disorders (Dworet & Maich, 2007).
Meeting the complex and multifaceted needs of students with diverse needs is the goal that should be reached. Education programs for this student population have not been associated with generally positive outcomes. CCSDs students are known for excessive dropout rates, high rates of academic failure and poor achievement test scores, low graduation rates, high use of homebound instruction and institutional placements. In order to combat this negative outcome staff need to be trained on how to link these students up with the appropriate services due to the fact that in the past they have had little coordination or integration with other provider agencies and limited support for their families (Eber, Nelson, & Miles,
1997). The stakeholders in are the parents, community leaders, teachers, administrators, and superintendents. The parents are there to give the students support in the classroom and at home. The community leaders are there to give the parents support and to attend the school board meetings. The teachers: are there to teach the children. The teachers are to be considered as the specialists in the classrooms. The administrator’s role is to monitor the appropriateness of the goals they set and to keep those goals ambitious.
Conclusion
The problem in developing these goals and vision are: there is not real stakeholder participation, what looks great on paper may not work at a real school setting, and the problems that school districts are having are not really addressed in the policies and procedures.
References
CCSD (2004) Canyon Springs HS. Retrieved October 24, 2010 from www.ccsd.net
Dworet, D. Maich, K. (2007). Canadian School Programs for Students With Emotional/Behavioral Disorders: An Updated Look. Behavioral Disorders, 33(1). Retrieved October 24, 2010 from Proquest data base.
Eber, L., Nelson, M., Miles, P. (1997). School-based wraparound for students with emotional and behavioral challenges. Exceptional Children, 63(4). Retrieved October 24, 2010 from Proquest data base.