LFT1 Task 1 Student, Stakeholder, and Market Focus for Educational LFT1 Task 1 Student, Stakeholder, and Market Focus for Educational Leaders (Task 2) LFT1 Task 1 Input from Stakeholders Three ways Nelson Middle Sc
...
LFT1 Task 1 Student, Stakeholder, and Market Focus for Educational LFT1 Task 1 Student, Stakeholder, and Market Focus for Educational Leaders (Task 2) LFT1 Task 1 Input from Stakeholders Three ways Nelson Middle School solicits input from stakeholders is through the use of climate surveys, brown bag lunches and focus groups. Each method offers different stakeholder groups a chance to provide feedback and share their opinions about Nelson Middle School. Each year in January, climate surveys are made available to students, parents and teachers. While some of the questions are the same for each stakeholder group, the majority of the survey is focused on the needs and experience of the unique group. For example, the climate survey for teachers will focus on their experiences with administration and the support provided by district leadership, the student survey will focus on how safe and welcome they feel at school and the parent survey will focus on how well their child teachers support their child through communication and learning experiences. Brown bag lunches are another way the administration of Nelson Middle School solicits input from stakeholder groups, primarily caregivers. For example, about twice a semester, parents of students in the Talented and Gifted program are invited to a lunch with the TAG coordinator. During this meeting, parents are able to share their questions and concerns about their students educational and emotional needs as a TAG student. Additionally, students are often able to share their work during this time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]