Schools and educational institutions need to be a primary source of nurturance for children. Second only to the parent or primary caregiver. The school environment needs to recognise the manifold vulnerabilities that children are susceptible to, extending beyond the considerations of health and safety. Children are susceptible cognitively, given that their thinking are nascent; affectively, as they are yet learning to master their emotions; and conatively, given that they are yet practising the skill of developing purpose and goals.
How are school principals to envision, create and manage a nurturing environment? How organise and integrate planning and operations such that they are underpinned by the school’s learning and nurturance goals? Our thinking on developmental nurturance emphasises four aspects that educators and teacher leaders need to envision, manage and interlink.
First, the pedagogic environment that encompasses pedagogy and assessment approaches. Second, the enabling environment that includes the school’s vision and identity; teacher capacities and leadership; learning goals and curriculum; and infrastructure, health and safety. Third, the operating environment that comprises planning and organising; delivery; parent and community outreach; and financial health management. Finally, the governance environment that includes the principal’s role, school leadership, and the role of the Board.
Our 6 products in developmental nurturance are designed to support school principals, teachers and governors strengthen the four aspects of school environment and resolve intractable issues. Our products aggregate inputs through inclusive feedback, diagnose through creative insightful analytics, and communicate through clear comprehensive reports.
Schools and educational institutions need to be the primary source of nurturance for children, recognising their cognitive, affective and conative vulnerabilities. How are school principals to envision, create and manage a nurturing environment? Our thinking on developmental nurturance emphasises four aspects of the school environment: pedagogic, enabling, operating and governing. Our 6 products support school principals, teacher leaders and governors strengthen these four aspects of their schools’ environment and resolve intractable issues.
Schools and educational institutions need to be the primary source of nurturance for children, recognising their cognitive, affective and conative vulnerabilities. How are school principals to envision, create and manage a nurturing environment? Our thinking on developmental nurturance emphasises four aspects of the school environment: pedagogic, enabling, operating and governing. Our 6 products support school principals, teacher leaders and governors strengthen these four aspects of their schools’ environment and resolve intractable issues.
Our Products in Development Nurturance for Schools
The school environment is an amalgam of varied aspects of school design and management, and is potentially the most important determinant of children’s nurturance. LEARNVIRON® profiles the school’s environment along its four constitutive domains and their eleven components; and provides principals and school leaders with a clear in-depth view of strengths and gaps, and the impact on the school’s student learning and community partnership goals. LEARNVIRON® obtains inputs from intrinsic entities such as school leadership, teachers and students, and also from extrinsic partners such as parents, caregivers and partner organisations. Get LEARNVIRON® if you are a keen advocate of creating nurturing environments for schools, and desire your school to be an exemplar in this regard.
The school environment is a primary determinant of children’s nurturance. LEARNVIRON® profiles this environment along four domains and eleven components. It provides principals and school leaders with an in-depth view of strengths and gaps, and the impact on student learning and community partnership. LEARNVIRON® seeks inputs from school leaders, teachers, students, and also from parents and partner organisations. Get LEARNVIRON® if you advocate nurturing environments, and desire your school to be an exemplar.
The school environment is a primary determinant of children’s nurturance. LEARNVIRON® profiles this environment along four domains and eleven components. It provides principals and school leaders with an in-depth view of strengths and gaps, and the impact on student learning and community partnership. LEARNVIRON® seeks inputs from school leaders, teachers, students, and also from parents and partner organisations. Get LEARNVIRON® if you advocate nurturing environments, and desire your school to be an exemplar.
An explicitly laid out vision statement helps integrate and align major functions with the school’s student learning goals and community partnership objectives. It also spells out the school’s pedagogic choices, thereby providing direction to teachers, students and parents. EDUVIZ® helps principals and governors assess the extent to which different constituents are informed of, understanding of and aligned with the school’s vision. EDUVIZ® also obtains content from teachers, non-teaching staff, students and parents in the nature of suggestions and reactions, which can be used to create a vision statement in case one does not exist. Get EDUVIZ® if you have been feeling the need to strengthen your school’s vision statement, or have been wanting to enhance its understanding, alignment and compliance.
A well laid out vision statement helps align constituents with the student learning and community partnership goals. It spells out pedagogic choices, and gives direction to teachers, students and parents. EDUVIZ® helps principals and governors assess the quality and understanding of the school’s vision. In cases where a vision statement does not exist, EDUVIZ® interacts with teachers, students and parents to create one. Get EDUVIZ® if you want to strengthen your school’s vision, or want to enhance its understanding and compliance.
A well laid out vision statement helps align constituents with the student learning and community partnership goals. It spells out pedagogic choices, and gives direction to teachers, students and parents. EDUVIZ® helps principals and governors assess the quality and understanding of the school’s vision. In cases where a vision statement does not exist, EDUVIZ® interacts with teachers, students and parents to create one. Get EDUVIZ® if you want to strengthen your school’s vision, or want to enhance its understanding and compliance.
Individuals differ in their learning preferences. Such ‘modality of learning’ – from different types and presentation of stimuli – changes through an individual’s lifetime. These preferences are particularly unclear in the case of a child, given that self-awareness and metacognition is typically low. Yet, the teacher has to understand, within a short time period, the learning modalities of children in her new class. MODE-L® develops ‘learner profiles’ of students based on inputs from teachers, parents and students themselves. MODE-L® learner profiles are added to student portfolios and become a ready reckoner for new teachers. It helps to reduce start-up times and make instruction plans differentiated. Get MODE-L® to heighten your teachers’ productivity, enrich student portfolios, and overreach the school’s student outcome goals.
Learning preferences of individuals differ. Such ‘modality of learning’ is unclear for a child, given low self-awareness and metacognition. Yet, the teacher has to quickly understand the learning modes of children in her new class. MODE-L® develops ‘student learner profiles’ based on inputs from teachers, parents and students. Added to student portfolios, they reduce start-up times and differentiate instruction plans. Get MODE-L® to raise teacher productivity, enrich student portfolios, and overreach student outcome goals.
Learning preferences of individuals differ. Such ‘modality of learning’ is unclear for a child, given low self-awareness and metacognition. Yet, the teacher has to quickly understand the learning modes of children in her new class. MODE-L® develops ‘student learner profiles’ based on inputs from teachers, parents and students. Added to student portfolios, they reduce start-up times and differentiate instruction plans. Get MODE-L® to raise teacher productivity, enrich student portfolios, and overreach student outcome goals.
Your teachers need to go beyond being ‘classroom educators’. They need to take on administrative roles outside of their classrooms to assist in the functioning of the school system. Have such leadership opportunities been identified? Is the school making the best possible use of its valuable teacher resources? And most importantly, which teachers have the potential to grow from being ‘classroom educators’ to being ‘teacher leaders’? TOLEAD® obtains inputs from school leadership, teachers, non-teaching staff and even parents to identify ‘teacher leadership’ opportunities. TOLEAD® creates teacher leadership profiles for your teachers based on 360-degree inputs. Get TOLEAD® if your school needs more leadership bandwidth, and if you are convinced that the potential of your teachers has not been tapped enough.
Your teachers need to go beyond being ‘classroom educators’ and take on administrative roles. Have such opportunities been identified? Is the school making the best use of its teacher resources? And importantly, which teachers have the potential to become ‘teacher leaders’? TOLEAD® obtains inputs from school leadership, teachers, non-teaching staff and parents to identify ‘teacher leadership’ opportunities and creates ‘teacher leader profiles’ for your teachers. Get TOLEAD® if your school needs more leadership bandwidth.
Your teachers need to go beyond being ‘classroom educators’ and take on administrative roles. Have such opportunities been identified? Is the school making the best use of its teacher resources? And importantly, which teachers have the potential to become ‘teacher leaders’? TOLEAD® obtains inputs from school leadership, teachers, non-teaching staff and parents to identify ‘teacher leadership’ opportunities and creates ‘teacher leader profiles’ for your teachers. Get TOLEAD® if your school needs more leadership bandwidth.
The master schedule lies at the heart of the school’s organisation. However, developing the schedule can end up being a mechanical exercise in quantitative optimisation. STRATMAST® allows you to use the master schedule as a strategic tool and an anchor resource. STRATMAST® assesses the efficiency and effectiveness of the current master schedule, by obtaining and analysing inputs from school leadership, teachers, non-teaching staff, students and parents. You in turn get the inputs you need to schedule the next term or year – inputs that will allow you to set priorities early, allocate resources to the priorities, and ensure that student needs remain the prime driver of resource allocation. Get STRATMAST® if you are not satisfied with your master schedule, and want to get much more from this central organising tool.
The master schedule lies at the heart of the school’s organisation. STRATMAST® allows you to use it as a strategic tool, and not merely for quantitative optimisation. STRATMAST® assesses the existing schedule by analysing inputs from school leadership, teachers, students and parents. It helps schedule the next year to allow early priority setting and resource allocation based on student needs. Get STRATMAST® if not satisfied with your master schedule, and want to get more from this anchor resource.
The master schedule lies at the heart of the school’s organisation. STRATMAST® allows you to use it as a strategic tool, and not merely for quantitative optimisation. STRATMAST® assesses the existing schedule by analysing inputs from school leadership, teachers, students and parents. It helps schedule the next year to allow early priority setting and resource allocation based on student needs. Get STRATMAST® if not satisfied with your master schedule, and want to get more from this anchor resource.
‘Parent leaders’ are parents who have the knowledge and skills to function in meaningful leadership roles, and help shape the school’s direction and student learning outcomes. Schools need to identify, engage and motivate such ‘parent leaders’ to share responsibility in areas that are of interest to them. Has the school identified partnering opportunities? Does the school know which parents might be able to play the ‘parent leader’ role? COMPAR® obtains inputs from parents, teachers and school leadership in order to identify parent leadership opportunities. COMPAR® shortlists potential ‘parent leader’ candidates, and helps the school understand their motivations and constraints. Get COMPAR® if you think that your school will benefit from the leadership bandwidth provided by a larger number of ‘parent leaders’.
‘Parent leaders’ are parents who have the knowledge and skills to function in meaningful leadership roles, and help shape the school’s direction and student learning outcomes. Has your school identified ‘parent leader’ opportunities and potential ‘parent leaders’ and engaged with them? COMPAR® obtains inputs from parents, teachers and school leadership in order to identify partnering opportunities and ‘parent leader’ candidates. Get COMPAR® to benefit from the added leadership bandwidth provided by ‘parent leaders’.
‘Parent leaders’ are parents who have the knowledge and skills to function in meaningful leadership roles, and help shape the school’s direction and student learning outcomes. Has your school identified ‘parent leader’ opportunities and potential ‘parent leaders’ and engaged with them? COMPAR® obtains inputs from parents, teachers and school leadership in order to identify partnering opportunities and ‘parent leader’ candidates. Get COMPAR® to benefit from the added leadership bandwidth provided by ‘parent leaders’.
The school environment is a primary determinant of children’s nurturance. LEARNVIRON® profiles this environment along four domains and eleven components. It provides principals and school leaders with an in-depth view of strengths and gaps, and the impact on student learning and community partnership. LEARNVIRON® seeks inputs from school leaders, teachers, students, and also from parents and partner organisations. Get LEARNVIRON® if you advocate nurturing environments, and desire your school to be an exemplar.
Learning preferences of individuals differ. Such ‘modality of learning’ is unclear in the case of a child, given low self-awareness and metacognition. Yet, the teacher has to quickly understand the learning modes of children in her new class. MODE-L® develops ‘student learner profiles’ based on inputs from teachers, parents and students. Added to student portfolios, they reduce start-up times and differentiate instruction plans. Get MODE-L® to raise teacher productivity, enrich student portfolios, and overreach your student outcome goals.
The master schedule lies at the heart of the school’s organisation. STRATMAST® allows you to use it as a strategic tool, and not merely for quantitative optimisation. STRATMAST® assesses the existing schedule by analysing inputs from school leadership, teachers, students and parents. It helps schedule the next year through inputs that allow early priority setting and resource allocation based on student needs. Get STRATMAST® if you are not satisfied with your master schedule, and want to get much more from this anchor resource.
A well laid out vision statement helps align constituents with the student learning and community partnership goals. It spells out pedagogic choices, and gives direction to teachers, students and parents. EDUVIZ® helps principals and governors assess the quality and understanding of the school’s vision. In cases where a vision statement does not exist, EDUVIZ® interacts with teachers, students and parents to create one. Get EDUVIZ® if you want to strengthen your school’s vision, or want to enhance its understanding and compliance.
Your teachers need to go beyond being ‘classroom educators’ and take on administrative roles. Have such opportunities been identified? Is the school making the best use of its teacher resources? And importantly, which teachers have the potential to become ‘teacher leaders’? TOLEAD® obtains inputs from school leadership, teachers, non-teaching staff and parents to identify ‘teacher leadership’ opportunities and creates ‘teacher leader profiles’ for your teachers. Get TOLEAD® if your school needs more leadership bandwidth.
‘Parent leaders’ are parents who have the knowledge and skills to function in meaningful leadership roles, and help shape the school’s direction and student learning outcomes. Has your school identified ‘parent leader’ opportunities and potential ‘parent leaders’ and engaged with them? COMPAR® obtains inputs from parents, teachers and school leadership in order to identify partnering opportunities and ‘parent leader’ candidates. Get COMPAR® to benefit from the added leadership bandwidth provided by ‘parent leaders’.
The school environment is a primary determinant of children’s nurturance. LEARNVIRON® profiles this environment along four domains and eleven components. It provides principals and school leaders with an in-depth view of strengths and gaps, and the impact on student learning and community partnership. LEARNVIRON® seeks inputs from school leaders, teachers, students, and also from parents and partner organisations. Get LEARNVIRON® if you advocate nurturing environments, and desire your school to be an exemplar.
Your teachers need to go beyond being ‘classroom educators’ and take on administrative roles. Have such opportunities been identified? Is the school making the best use of its teacher resources? And importantly, which teachers have the potential to become ‘teacher leaders’? TOLEAD® obtains inputs from school leadership, teachers, non-teaching staff and parents to identify ‘teacher leadership’ opportunities and creates ‘teacher leader profiles’ for your teachers. Get TOLEAD® if your school needs more leadership bandwidth.
A well laid out vision statement helps align constituents with the student learning and community partnership goals. It spells out pedagogic choices, and gives direction to teachers, students and parents. EDUVIZ® helps principals and governors assess the quality and understanding of the school’s vision. In cases where a vision statement does not exist, EDUVIZ® interacts with teachers, students and parents to create one. Get EDUVIZ® if you want to strengthen your school’s vision, or want to enhance its understanding and compliance.
The master schedule lies at the heart of the school’s organisation. STRATMAST® allows you to use it as a strategic tool, and not merely for quantitative optimisation. STRATMAST® assesses the existing schedule by analysing inputs from school leadership, teachers, students and parents. It helps schedule the next year through inputs that allow early priority setting and resource allocation based on student needs. Get STRATMAST® if you are not satisfied with your master schedule, and want to get much more from this anchor resource.
Learning preferences of individuals differ. Such ‘modality of learning’ is unclear in the case of a child, given low self-awareness and metacognition. Yet, the teacher has to quickly understand the learning modes of children in her new class. MODE-L® develops ‘student learner profiles’ based on inputs from teachers, parents and students. Added to student portfolios, they reduce start-up times and differentiate instruction plans. Get MODE-L® to raise teacher productivity, enrich student portfolios, and overreach your student outcome goals.
‘Parent leaders’ are parents who have the knowledge and skills to function in meaningful leadership roles, and help shape the school’s direction and student learning outcomes. Has your school identified ‘parent leader’ opportunities and potential ‘parent leaders’ and engaged with them? COMPAR® obtains inputs from parents, teachers and school leadership in order to identify partnering opportunities and ‘parent leader’ candidates. Get COMPAR® to benefit from the added leadership bandwidth provided by ‘parent leaders’.
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© Copyright 2019 
All rights reserved.
© Copyright 2019 All rights reserved.
© Copyright 2019 All rights reserved.
© Copyright 2019 All rights reserved.