Northwestern College - Iowa
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0517 Arlene’s House
No full textA road going through the residential area of missionary homes. Macha. (dev. September 1983)https://nwcommons.nwciowa.edu/schuitemanzambia/1492/thumbnail.jp
0648 NTS in New Building – July ’83 – February ’89
No full textArlene and Rhonda Postema. Macha NTS. (dev. April 1989)https://nwcommons.nwciowa.edu/schuitemanzambia/1621/thumbnail.jp
Evaluating the Effectiveness of Restorative Practices in the Classroom
Get PDFThis inquiry-based research project evaluates the effectiveness of restorative practices in addressing student misbehavior and improving school culture within elementary classrooms. The study examines the impact of restorative practices, such as restorative circles and conferences, on reducing reported behaviors and exclusionary disciplinary measures such as suspensions, while fostering an inclusive and supportive school environment. The research was conducted at Libby Booth Elementary School, with a focus on two classrooms during the 2023- 2024 academic year. Using a mixed-methods approach, both quantitative data on student behavior and qualitative surveys from a teacher survey were collected and analyzed. The findings reveal that restorative practices resulted in a reduction in minor behavioral incidents, particularly defiance and aggression, although some major behaviors, such as disrespect for school rules, showed slight increases in the subsequent year. Despite challenges such as insufficient training and time constraints, teachers reported positive effects on student relationships and classroom dynamics. The study highlights the potential of restorative practices to improve student behavior and school culture but also underscores the need for consistent implementation, ongoing professional development, and a school-wide commitment to restorative practices for sustained impact. Recommendations for future research include longitudinal studies and the exploration of broader systemic factors influencing the effectiveness of restorative practice
Empowering Excellence: A Strategic Plan for Faculty Mentoring and Professional Growth
Get PDFEffective teacher mentoring programs play a critical role in improving teacher retention, professional development, and mental health support. This school improvement plan outlines a structured mentoring program implemented in the Murray Community School District, emphasizing mentor-mentee pairings, regular check-ins, and sustained support beyond the first year of teaching. By integrating emotional and professional guidance, the program addresses challenges such as teacher burnout and job dissatisfaction, which are prevalent in early career educators. Key components include professional goal setting, mental health resources, and fostering a collaborative school culture. Preliminary results indicate that structured mentoring significantly enhances teacher satisfaction, confidence, and long-term retention. This model provides a scalable framework for districts seeking to support new teachers and strengthen their educational workforce
Increasing Student Achievement through Departmentalization
Get PDFClassroom configuration and models of instruction have traditionally been self-contained classrooms with whole-group instruction. This traditional method of teaching is being challenged by recent research showing that small group targeted instruction is more beneficial for student outcomes as well as research showing that a departmentalized classroom configuration is more advantageous for teachers and students than self-contained models. This school improvement plan presents data while addressing the challenges of implementing a departmentalized system for Nixon Elementary in Cedar Rapids, Iowa
Implementing a Math Intervention Program: A School Improvement Plan
Get PDFThis school improvement plan addresses the persistent issue of low math proficiency among elementary students at Cardinal Elementary School, where only 57% of students in grades 2-4 met proficiency on the 2024 fall aMath screener. Research highlights the significance of early math interventions, which can prevent long-term academic struggles and enhance foundational skills. The plan proposes a targeted math intervention program grounded in Multi-Tiered Support System (MTSS) framework, incorporating evidence-based strategies. Key objectives include improving math proficiency, reducing achievement gaps, and fostering confidence in students’ mathematical abilities. This project emphasizes data-driven decision-making, professional development, and collaboration among stakeholders to ensure effective implementation. Findings from literature and local data show the potential of structured interventions to improve student outcomes, equipping them with the skills necessary for academic success
Fostering Positive School Climate: A Strategic Plan for Implementing PBIS with Fidelity in Elementary Schools
Get PDFThis school improvement plan for a K-5 elementary school focuses on the critical need for the implementation of Positive Behavioral Interventions and Supports (PBIS) with fidelity. PBIS is a research-based framework which promotes positive behavior, enhances school climate, and improves student outcomes by creating a consistent and supportive environment for all learners. Despite the growing body of evidence supporting PBIS, many schools struggle to implement the program effectively, resulting in inconsistent outcomes and diminished impact on student behavior. This plan outlines a comprehensive strategy for embedding PBIS within the school’s culture, emphasizing staff training, consistent practice, and ongoing data monitoring to ensure the model is used with fidelity. The plan is built around three key components: (1) fostering strong leadership and clear communication, (2) providing targeted professional development for all staff, and (3) establishing systems for data collection and analysis to monitor progress and make data-driven decisions. Additionally, this improvement plan includes strategies to engage families and community partners, ensuring the PBIS framework extends beyond the school walls and becomes a shared value within the broader community. By committing to the faithful implementation of PBIS, the school aims to reduce behavioral incidents, improve social-emotional learning, and create a safe and inclusive environment where all students can thrive academically and socially
Improving Social and Emotional Learning in Middle School
Get PDFResearch shows that social-emotional learning has a direct impact on the academic and overall success of students in educational environments and beyond. Effective social-emotional programs and strategies implemented with fidelity can improve school climate and culture, positively impacting students, teachers, staff, and families. Without explicit teaching of social-emotional concepts, students are not given the opportunities to reach their full potential to be well-rounded individuals with developed social-emotional skills that support their overall wellness. The findings of a variety of research related to social-emotional learning guided the school improvement plan that was created to successfully implement social-emotional learning practices into schools. The goal of this plan is to improve the overall climate and culture of the schools in which it is implemented by engaging all stakeholders in meaningful social-emotional learning
Play Having Its Place in Early Childhood Education
Get PDFThis literature review and school improvement plan focuses on the power of play for early childhood learners. Play is an innate characteristic in humans and various species alike. Despite the overwhelming evidence supporting play for children, academic demands and pressures felt by teachers and administrators are causing play in early childhood settings to be eliminated or reduced. Teachers, along with administrators, play a key part in this. Early childhood research suggests that teachers\u27 beliefs indicate the likelihood of teachers\u27 intentions to develop a child-centered curriculum and pedagogy that meet children\u27s development and needs (Cheung et al., 2022). Ergo, this school improvement plan focuses on ways to help teachers build self-efficacy; in addition, it was determined that students at this school need more frequent recesses and free play time to stay focused and exhibit positive behavior. The school improvement plan outlines specific criteria and changes for teachers and students to help each student achieve his/her level of educational excellence