case study- david harrison

7/23/2019 Case Study- David Harrison

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Hanan Alzamil

Case Study

The observed school is David Harrison Elementary School. Grades served K-4.

!"" #. Kildee $ane % S&rin'(ield) *+ ,"!

The school mission/

Our Mission is to be a powerful voice for all children; a relevant resource for families

and communities; and a strong advocate for the education and well - being of every

child. Our Vision is to make every child's potential a reality.

We hope to work in partnership with a wide array of individuals and organiations toaccomplish our agreed upon goals! including the Missouri "tate #$% and the

&ational #$% organiation.

As 0 understand 1TA is a national mission and values and as a branch o( it is *issouri 1TA)

so Harrison school is a member o( this or'anization. $isted belo2 are the 1TA &ur&oses and

values/

$he purposes of #$% $o promote the welfare of the children and youth in home! school! community!

and place of worship

$o raise the standards of home life

$o secure ade(uate laws for the care and protection of children and youth

$o bring into close relation the home and the school! that parents an teachers

may cooperate intelligently in the education of children and youth

$o develop between educators and the general public such united efforts as

will secure for all children and youth the highest advantages in physical!

mental! social! and spiritual education

#$% Values

)ollaboration We work in partnership with a wide array of individuals and

organiations to accomplish our agreed-upon goals.

)ommitment We are dedicated to promoting children*s health! well - being!

and educational success through strong parent! family! and community

involvement.

%ccountability We acknowledge our obligations. We deliver on our promises.

+espect We value our colleagues and ourselves. We e,pect the same high(uality of effort and thought from ourselves as we do from others.


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nclusivity We invite the stranger and welcome the newcomer. We value and

seek input from as wide a spectrum of viewpoints and e,periences as possible.

ntegrity We act consistently with our beliefs. When we err! we acknowledge

the mistake and seek to make amends.

*y understandin' o( the school3s mission that is the (ocusin' in the interest o(

students academically) socially) intellectually and (rom the health side too. So) are their

values clear) concise and understandable5 6es. The mission) &ur&oses and values are clear to

me. They almost address every side o( schools3 &riorities. The school is collaborative 2ith

home and other community members to im&rove standards (or raisin' the child in a 'ood

environment. They also su&&ort &rom&tin' care and 2el(are in school) home) community

even in the 2orshi& &laces. 1rotection children and sa(ety seem to be in their area o( interest.

They &romise to 7ee& their &romises and they e8&ect (rom other the same level o( 9uality and

commitment.

0 had the chance to observe the school t2ice) (irst time 0 arrived late but 0 could

observe the dismissal time and 2atch children3s behaviors. #hen 0 (irst 2al7ed into the

school 0 (elt belon' to it. :ecause they have international students) there are si8 national (la's

hun' u& in the lobby and one o( them is my country3s (la'. 0 (elt their 2arm 2elcome so 0

thin7 this is ;the inclusivity< &oint either it is (or international students or 'uests.

At the time that 0 2as in the administration o((ice meetin' 2ith the &rinci&al) 0 (elt

ho2 much she is &assionate about leadin' this school success(ully and havin' a 'ood

communication 2ith the students. =or instance) 0 se2 children) 2hose their &arents 2ere late)

2ere 2aitin' at her o((ice. She seems also &assionate about holdin' teachers to hi'h

standards) other2ise they cannot be that or'anized in (ul(illin' their duties success(ully.

+ne thin' (rom 2hat 0 have seen is the care about students3 sa(ety. Even thou'h the

school has a lar'e &ar7in' lot 2ith a lot o( e8its and entrances) the dismissal 2as very

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or'anized and smooth because o( the cars line. The systematic 2ay in releasin' each child

individually and ma7in' sure o( his sa(ety &roved to me ho2 sa(ety is a bi' &riority (or the

school. 0 am so im&ressed o( ho2 these sta((s lead the school. 0 sa2 the dismissal time and 0

noticed ho2 did each teacher 'uide her?his students to the e8it. Some students too7 another

e8it and si'ned in a sheet be(ore they 2ent out. Then 0 2as in(ormed that they 2ere 'oin' to

do some activities until their 'uardians &ic7 them u&. 0t ta7es a s&ecial ability to lead children

and have them be or'anized this 2ay. #hat 0 have seen ins&ired me to do the best o( 2hat 0

can do to the rest o( my li(e.

*oreover) 0 noticed the hi'h level o( communication 2hen 0 too7 a loo7 on the

teachers3 2ebsites. They &rovide 2ee7ly in(ormation about each unit and 2hat they have

done) 2hat they u& to do as lon' as their 'oals (or ne8t 2ee7s. They seem to be &lannin' and

or'anizin' ahead (or every thin'. 0 tal7ed to t2o o( the teachers and they said that they send

one or t2o emails re'ularly to the &arent each 2ee7.

The school is 7no2n o( its uni9ue &ro'ram) 2hich called T@ACKS) that is

Technolo'y @ich Atmos&here Concentratin' on Kids Success. Every classroom in the school

has a &unch o( com&uters (or students3 use as 2ell as the teacher-advanced station connected

2ith the smart board. All o( the music room) library) com&uter lab and s&ecial education room

are e9ui&&ed 2ith smart boards. Each month all teachers attend &ro(essional trainin' sessions

throu'h out the school year.

Second time 0 visited the school) 0 2as luc7y enou'h to meet and observe *rs. $icata

at her >nd'rade classroom. The lesson 2as +ceans and Continents. *rs. $icata is a very

creative teacher in her a&&roach to teachin' she used technolo'y in a smart manner) alon'

2ith hands on materials. She used various learnin' resources. =or e8am&le) she used the

smart board to dis&lay the Goo'le Earth 2ebsite 2here the 'lobe ball can be moved in all


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directions and zoomed in and out. Also) she used the ma& board and the 'lobe ball. She also

'ave each o( her students an atlas (or 7ids and had them discover the names and locations in

their o2n. That verity o( resources ali'ned 2ith every student3s need) 2hich is brilliant-

learnin' a&&roach (or both teachers and students.

+ne thin' 2as ca&tivatin' (or me at least that the &hysical arran'ement o( the class

and ho2 did that re(lect &ositively on students. The class 2as almost divided into three areas.

The round table by the teacher3s 2or7station 2hich 2as surrounded by si8 chairs) the car&et

area on the (loor by the board and the com&uter area 2hich has three lar'e tables ;not the

traditional


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@esources/

htt&/??davidharrison&ta.2i8.com?david-harrison-&tamission

htt&/??222.mo&ta.or'?

htt&/??222.&ta.or'?about?content.c(m50temBumberF44nav0temBumber"">

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http://davidharrisonpta.wix.com/david-harrison-pta#!missionhttp://www.mopta.org/http://www.pta.org/about/content.cfm?ItemNumber=944&navItemNumber=552http://www.mopta.org/http://www.pta.org/about/content.cfm?ItemNumber=944&navItemNumber=552http://davidharrisonpta.wix.com/david-harrison-pta#!mission

case study- david harrison

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