This is an online support group for anyone who is currently dealing with PsA symptoms, Psoriasis, or Psoriatic Arthritis!
Category: Vision
PsA Warrior Favorite Things!
Here are some of my all-time favorite products to use for my psoriasis and psoriatic arthritis! Check out all these deals and more on AMAZON!
These prices can’t be beat!
Baebody Retinol Cream is AMAZING! I love using it on my face/neck/eyes! It is a moisturizing game changer, and is so gentle on my psoriasis! I love how my skin feels in the morning after I wake up! It is super hydrated, soft, and luxurious!
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Another one of my beauty must-have products is the Baebody Eye Gel! It gets rid of dark circles, helps with wrinkles, and also hydrates this sensitive area on your face!
Normally $40….this steal of a deal is on sale for just $23.95!!!! Check out the reviews!!
Another one of my GO-TO products is the Baebody Hyaluronic Acid Serum! It is great for psoriasis and eczema because it is SO gentle!!!!
So easy to apply using the dropper, and it keeps my skin super-hydrated and moisturized! I like to use this in conjunction with the Baebody Retinol Cream!!
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Looking for a gentle soap?!?
Southern Natural Goat Milk Soap is fabulous!
Activated Charcoal Soap Bars With Dead Sea Mud – For Acne, Psoriasis & Eczema. All Natural Face Cleanser & Body Soap. Made With Goat Milk & Peppermint Essential Oil. (3 BARS)
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Liver Rescue Book Deal!!
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This book usually sells for $30 but it is on sale for just $20.99!!!!!
PSORIASIN Deep Moisturizing Ointment!
This product is a game-changer for anyone with psoriasis!!!!
Girl, Wash Your Face!!
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Tumeric!! Vimerson Health
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FlexiKold Gel Ice Pack!!!!
(Standard Large: 10.5″ x 14.5″) – Reusable Cold Therapy Pack (For pain and injuries of Knee, Shoulder, Foot, Back, Ankle, Neck, Hip, Wrist)
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My Favorite FITBIT device ever!
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Puriya: Mother of ALL CREAMS!!!
This is a PSA must-have!!
This cream is absolutely fantastic for anyone who suffers from psoriasis or eczema, like me! It helps with the dryness and the itchiness! You can use it anywhere on the body, which I love!!
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Pur360 Tamanu Oil – Pure Cold Pressed –
Truly it is a must-have treatment for psoriasis, eczema, and relief for dry, scaly skin, blisters and more
About the product
Click here to buy this fabulous product:
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The Amazon Reviews speak for themselves!!!
Take Advantage of these great prices and deals before they run out!!!! Be sure to look out for more amazing deals…coming this week!!
Time for an update! (Wish it was good news)
After a long over-due hiatus from this blog, I have decided that it is imperative to update everyone on my psoriatic arthritis and my overall health.
Since my last post, my arthritis has gotten incredibly better as well as my psoriasis. I am currently just taking CIMZIA for over a year now and also going for light therapy treatments 2x a week…and it seems to be doing the trick (at least for now). However, I am now currently suffering from a severe case of Papilledema (Swelling of both optic nerves behind my eyes) and Increased Intra-Cranial Pressure due to an increase of Cerebral Spinal Fluid.
My Ophthalmologist, Rheumatologist, and Neurologist all ran a series of tests over the last few months, blood work, nerve tests, MRI’s, Cat-Scans, and even a Spinal Tap. All revealed that my CSF levels were off the charts and my opening pressure of my spinal tap was 46, when it should just be 6. Who knew? What was really causing this? We all thought it was directly linked to me being on Methotrexate for a year. There are several studies out there in the universe and the inter webs that show us a correlation directly linked to the use of Methotrexate and increased CSF and papilledema…
So I stopped taking methotrexate in April. However, the papilledema did not go away. I felt instant relief after my spinal tap, but the papilledema, even after months of no longer taking methotrexate is still raging on. It doesn’t show any signs of letting up either…Lucky me! So after going back to my Ophthalmologist and my Neurologist this week, they both recommended that I go on Diamox (A Diuretic) to take the excess fluid out from my spine, brain, and optic nerves to help alleviate and reduce the overall inflammation. I have spoken to several other spoonies (people with this condition AND psoriatic arthritis) and they have had success taking Diamox. I am hoping this does the trick…if not I will be getting a SECOND spinal tap… (Whose the lucky girl??)
I can’t help but wonder if the papilledema is related to psoriatic arthritis. Is there a correlation between overall inflammation in the body and swelling of the optic nerves? I believe so. Now that my knees are no longer filling with excess synovial fluid, I think my body has found a new place to put excess fluid and that place is my CSF and thus causing optic nerve swelling. Aside from a occasional headache, some floaters, and some blurred vision every once in awhile…one would never know that they even had papilledema. I had NO idea until my vision really changed…however my eyesight seems to be improving (how bizarre.)
I really can’t make this SHIT up. I go from knee inflammation to eye inflammation. I do not have psoriasis in my eyes or eyelids which I know is common for some people…so where did this all stem from? I honestly think the Methotrexate started it…and my body will have to finish it, resolve it, and find a way to get rid of it forever.
Will I be out of the woods after a few weeks of diamox? Will I be able to not have to worry that my vision will eventually diminish completely? Will the papilledema finally go away? Will I find out what truly caused this? Where it came from? Why it picked me and my poor eyes? Will there be permanent damage? The fear of the unknown is what scares me the most. That all these specialists have no idea what is the overall root cause of this. I am going to see a Neuro-Opthamologist this week and maybe he will be just as dumbfounded. Will I have to be my own expert and unsolve this mystery myself? Oh wait…I already am…YOU are your own health expert and YOU know your body best…don’t let any doctor tell you how to feel…
I just wish these auto immune conditions were easy to figure out…oh wait…they are the most complicated, mind-blowing, confusing conditions ever. There is no simple answers, no easy way out, and no one doctor to go see. Aside from having a doctor for every part of my body…I wish that I could just figure everything out. Putting the pieces together of this incredibly complicated puzzle seems like it will never end.
When I started my journey with psoriatic arthritis at age 23….I truly had no idea what I was getting myself into. Now I know I will never find a way out…this condition is constantly evolving and changing in my body over the years…
As much as I am frustrated, and feel defeated at times…I have to push myself to keep moving and keep fighting. I will not let this disease define me and take me prisoner for the rest of my life. I am hoping that YOU, yes YOU reading this….will vow to do the same. Do not stop finding answers, fighting, and living. This is not the end. This is not a death sentence. This is yet, ANOTHER bump in the road…that’s all. So buckle up your seat-belt and get ready for the rest of the journey…
Please follow me on my INSTAGRAM for Daily updates on my condition, words of wisdom, advice, products I love, how I am feeling, and what makes me smile!
My Instagram is: @psoriaticarthritiswarriors
Thank you for taking the time to read this lengthy update and I promise I will be back sooner than later!
On Authority & Responsiblity of education….
This is an excerpt from a journal entry/discussion post I completed for my philosophical and theoretical foundations in education course for my doctorate….
I found the readings this week to be both enlightening and refreshing. Christopher Jencks (2007) hits the nail on the head in his chapter about what educational opportunity really means, not its desirability. The five common ways of thinking about equal educational opportunity, taught me a great deal about how different traditions and ways of thinking, bring about various consequences. The five labels are democratic equality, moralistic justice, weak human justice, strong humane justice, and utilitarianism (p.244). Of these five, I believe that democratic equality and moralistic justice are the most important areas when it comes to equal educational opportunity. According to Jencks (2007), equal opportunity implies either “a meritocratic distribution of resources, a compensatory distribution of resources, or an equal distribution of resources” (p.244). Regardless of what equal opportunity implies, resources should be distributed equally, fairly, and earned. Jenck’s democratic equality, relates directly to Gutmann’s beliefs about equal educational opportunity maximization and equalization.
Gutmann’s (2007) maximization describes that a liberal state should “devote as many resources to primary schooling as necessary, and distribute those resources, along with children themselves, in such a way as to maximize the life changes of all its future citizens” (p.236). I firmly believe that maximization is the key to bringing equal educational opportunity. Maximization gives the values of free choice and neutrality among different ways of life, while distributing changes to benefit from those choices. In addition, maximization brings the promises of improving schools, raising teachers’ salaries, and funding all kinds of educational research. If we can maximize our resources, while providing enough funding for the programs our students truly need, than we will always stay in alignment with the budget regardless of cuts happening. Districts need to utilize maximization to their benefit, and not see it has a misconception. Many school boards think they can strive to maximize the goods that they value the most, instead of looking at the big picture. Another area of educational opportunity that Gutmann (2007) discusses is equalization.
Gutmann (2007) believes that equalization requires institutions to “use education to raise the life changes of the least advantaged, up to those of the most advantaged” (p.238). I see equalization on a daily basis in my school district. Many of our students are extremely disadvantaged, living in poverty, and are receiving the same services that our wealthier students receive. Since equalization stresses the importance of rightly distributing materials to overcome all environmental and natural causes of differential educational attainment, it should not matter what the causes of social inequalities are, because many times they are beyond anyone’s control. I believe that socio-economic status has a great deal to do with equalization, because family and social circumstances can change in a heartbeat. “The democratic truth in equalization is that all children should learn enough to be able not just to live a minimally decent life, but to also participate effectively in the democratic processes…” (p.239). I agree with Gutmann’s beliefs about equalization, because every child regardless of socio-economic status, gender, or race should be able to live a life that is rich with education, empowerment, and the chance to become an active member of our society by working to their fullest potential. Too often parents do not themselves value education, lack parental involvement in their children’s education, and do not see the harm they are causing to their own children. If maximization and equalization can work together, while increasing parental involvement, then I believe providing equal educational opportunities can be a true success in any district.
Since the democratic truth in equalization requires states to secure an education that is adequate for all children to become active members of a democratic society, this does not rule out the presence of meritocracy that Gutmann (2007) discusses. Gutmann (2007) believes that meritocracy is “dedicated to distributing educational resources in proportion to natural ability and willingness to learn” (p.239). I believe that meritocracy is segregating student populations throughout the United States. In many districts there are special programs that consist of classes which contain the brightest and best behaved students. The special education and inclusion students are mixed together with the rest of the student populations who aren’t in those special programs. I believe that meritocracy puts the students who are in these kind of special programs/classes or in gifted classes/honor classes and provides more opportunities for them. It may not come across that way for parents, but teachers and the administration know exactly how different these classes are compared to the special education, and inclusion class settings. Even at the high school level, those students who are in honors or AP courses are already receiving college credits and are striving to get into the best colleges. Are the students who aren’t in the honors or AP courses doing the same thing? Are they receiving the same educational opportunities and resources? I do not believe so. Gutmann (2007) ties two principles together that encompass maximization, equalization, and meritocracy.
The first principle, called democratic authorization principle, takes the mistakes of maximization by permitting power to democratic institutions to determine the significance of education as it is deemed comparative to various social factors. The second principle that Gutmann (2007) uses is the democratic threshold principle. This principle takes the issues from equalization and meritocracy by acknowledging inequalities in the distribution of educational resources. I think that both of these principles are important and valid, because they shed light on the issues that revolve around the promise and hope of equal educational opportunities. I believe that there needs to be a strong presence of both principles in order for any district to achieve equal educational opportunities for their students. Today we cannot avoid uncertainty or predict the future, but what we can do is make the best with what we are given and be able to provide our students with enough knowledge to help prepare them for what lies ahead.
Like Jencks (2007) and Gutmann (2007), Mill’s (2007) point of view adds a different perspective regarding education and the limits of state authority over education. I strongly agree with Mill (2007), when he states that “hardly anyone will deny that it is one of the most sacred duties of the parents, after summoning a human being into the world, to give to that being an education fitting him to perform his part well in life toward others and toward himself…” (p.156). Parents should be able to do so, but is society providing parents with schools that can do this? Is the state authority providing the rigorous curriculum, new common core standards, and standardized testing that is going to make a child perform to the best of their abilities, and be the best person they can be? Or are we just producing students who can take tests, and not apply the knowledge they understand to real world issues? These are questions I ask myself constantly as an educator today, and I feel that we are trying our absolute best to do what we can, with what we are given. If the state authority keeps mandating new initiatives and not giving teachers or districts enough time to implement those initiatives properly, then what is the point? How can we play catch up when weare all falling behind? It is sad because the students are the ones who suffer the most!
On Authority & Responsibility
Where does responsibility lie?
Mill’s (2007) point of view regarding who has the responsibility and authority to educate is expressed when he states that “hardly anyone will deny that it is one of the most sacred duties of the parents, after summoning a human being into the world, to give to that being an education fitting him to perform his part well in life toward others and toward himself…” (p.156). Parents have the responsibility, as does the state. However according to Mill’s (2007), state education is a “mere contrivance for molding people to be exactly like one another; and as the mold in which it casts them is that which pleases the predominate power in the government…” (p.157). Does the state also have authority? Sure it does. Mill’s (2007) believes that “the instrument for enforcing the law could be no other than public examinations…extending to all children and beginning at an early age…” (p.157). These instruments are occurring now in education, through new mandates, common core standards, and an increase in standardized testing.
How do we know?
Gutmann (2003) believes that educational authorities many aim to “perfect human nature by developing its potentialities, to deflect it into serving socially useful purposes, or to defeat it by repressing those inclinations that are socially destructive” (p.397). Plato, Locke, and Mill all teach us various interpretations of what the educational purposes of a society should be, but it is up to us to determine what they mean. As educators we must build on the strengths and reject the weaknesses, while providing a democratic education. According to Gutmann (2003), “when parental, political and professional authorities honor the principles of democratic education…they act responsibly in furthering the most justifiable aim of education in a democratic society: the education of free and equal persons” (p. 398). Gutmann’s beliefs and tie directly into Plato’s belief that we “cannot speak about a good education is, without knowing what justice and virtue really are.” Blending the two beliefs together, creates a harmonious combination which takes the meaning of a true democratic society is, and tells us that children can learn to associate their good, with the social good, based on their education.
Rationale:
Gutmann (2003) believes firmly that “as future citizens, children need to be educated to share authority over the collective decisions in their society,” which further promotes the idea of a democratic education. What we are giving our students is essentially what we are going to get out of them in society. The family state can influence and have responsibility over education, but it is those children who are educated that can ensure their own authority over their own decisions. Mills (2007) believes that a just educational authority “must not bias children’s choices among good lives, but it must provide every child with an opportunity to choose freely and rationally among the widest range of lives” (p.402). In other words all education should be equal opportunity education, and every parent of every child should be able to make their own choices regarding that education. Since freedom is a social good, and an individual right in a liberal democracy, there should be equal freedom for all individuals, including education. Since Gutmann (2003), refers to the strength of the state of individuals is the “high value it places on educating children so that they can live a free life and the life of free people” (p.403), then education should be viewed as a valuable asset to our society. In addition, “the democratic truth in equalization is that all children should learn enough to be able not just to live a minimally decent life, but to also participate effectively in the democratic processes…” (p.239). I agree with Gutmann’s (2007) beliefs about equalization, because every child regardless of socio-economic status, gender, or race should be able to live a life that is rich with education, empowerment, and the chance to become an active member of our society by working to their fullest potential. We must have a democratic education that accepts and embraces the insights of the family state, while providing education that has a social component (stressing contributions to a democratic society) and authorities that are not just parental.
References:
Gutmann, A. (2003). The Authority and Responsibility to Educate. In R. Curren (Ed.), A companion to the philosophy of education (pp. 397-411). Malden, MA: Blackwell Publishing.
Gutmann, A. (2007). Interpreting Equal Educational Opportunity. In R. Curren (Ed.), Philosophy of education (pp. 236-242). Malden, MA: Blackwell Publishing.
Jencks, C. (2007). Whom Must We Treat Equally for Educational Opportunity to be Equal? In R. Curren (Ed.), Philosophy of education (pp. 243-253). Malden, MA: Blackwell Publishing.
Mill, J. S. (2007). Education and the Limits of State Authority. In R. Curren (Ed.), Philosophy of education (pp. 156-158). Malden, MA: Blackwell Publishing.
A Watertower grows in Brooklyn?!?!
There is a stained-plexiglas water tower that is Illuminating the Brooklyn Skyline!
Artist Tom Fruin’s newest sculpture, a 25′ by 10′ patchwork water tower (set atop a collection of artist’s studios at 120 Jay Street in DUMBO, Brooklyn) is named “Watertower”, and is made up of 1000 pieces of salvaged NYC plexiglas mounted onto a steel structure! It is simply breathtaking….
THIS JUST IN….
Beginning June 7th, it appears that the tower will be lit from within by digitally controlled light sequences playing only from dusk until the morning…just for a full year!
This piece of epic artwork/sculpture is a wonderful addition to the Brooklyn skyline!
Each piece of plexiglas fits perfectly together to create this monstrosity of color in a cylinder form. Like lines and color patterns from Mondrian’s early work, the plexiglas frames the view as you look through each piece.
Did you know that “Watertower” will be visible from Lower Manhattan, the FDR Drive, and the Manhattan and Brooklyn Bridges at night? It is! Bring your camera!
ALL images are via Robert Banat!!
A Vision….
From the moment you park your car, to the moment you walk up the pathway to the main entrance doors, you realize you are about to enter a magical place. There is a giant sign that reads “Maplewood Elementary School” surrounded by maple trees, plants, flowers, and grass. Once inside, you sign in at the visitor desk, put on your name tag, and marvel at all of the beautiful artwork inside the main lobby area. You see Andy Warhol pop art projects, Native American masks, Chinese New Year dragons, as well as Totem poles and Egyptian hieroglyphics. Outside the main office is a sign that says “Our mission is to help children to develop their own unique potential and give them the tools to make life choices that lead to lasting happiness on their journey of becoming a life long learner.” Next, you meet the principal of the school: Dr. H and she says: “As the principal of this fantastic school, I welcome you to our building, and I hope you enjoy your time here!” She then tells you that this elementary school contains classes in grades K-6, has about 600 students enrolled, and a maximum of 20 students per class. All of the classes contain special education students and are considered to be inclusion classes. You see students orderly and cheerfully walking hand in hand with their fellow classmates, teachers and staff wearing identification tags with a photo of themselves greeting you with a ‘Good morning’ and ‘Welcome to our school!’ All of a sudden you feel welcomed and at ease, as a sense of warmth and love fills you, as you begin your tour of the school.
As you walk through the halls, you realize that the entire building is in a circular design. Each classroom is connected to a beautiful rotunda courtyard garden located in the center of the school. This rotunda atrium has a retractable roof in case of inclement weather. There is a quote garden in the courtyard with quotes from famous figures past and present. Benches are provided for reading circles, art easels are provided for outside lessons, and sculptures fill the garden created out of recycled materials the students have brought in from home. There are also 6 pillars of character around the rotunda, and flowers surrounding them and a plaque that reads: “Plant the seeds of character, and watch them grow.” Each pathway to the garden is created out of mosaic stones students have designed in art class, and they connect to each classroom. The classrooms all have giant windows with sunshine pouring in, as well as the following vital ingredients for success: movable desks to be used for cooperative learning groups, a large array of books, puzzles, games, and art supplies, a poster with the 6 pillars of character, motivational posters, rules and consequences on display, the schools mission statement, the New York State learning standards for each subject, their own bathroom, emergency exit, fire drill procedures, lockdown procedures, a PA system with a telephone, as well as 4 desktop computers, a smart board, and a dry erase board which provides an aim, objective, and do now for the lesson the teacher is teaching. You also see a laptop cart in each classroom, which signifies that each student has their very own to use on a daily basis for reading, writing, and also research projects. There is also a life skills classroom for multiply handicapped students equipped with a kitchen, emergency exit, and a handicapped bathroom.
While walking around glancing from classroom to classroom, you come to the auditorium with a massive stage, and beautiful stadium seats. It almost reminds you of Lincoln Center! There are two gymnasiums because the students have gym twice a week and go with another class each time. There is one enormous cafeteria that serves only nutritious and healthy food for hot lunches and students who bring their lunch to school sit with the hot lunch students. A beautiful art gallery displaying student’s work from all over the school is attached to a giant art room. Right next to the art room, is the music room/dance studio. You see some students dancing and playing the drums as you walk by. Next, you visit the science lab where you see all kinds of animals that the students get to take care of on a rotating class schedule. After that is computer lab filled with digital cameras, scanners, laptops, desktops, smart boards and projectors. The computer lab is connected to the library, which is filled with comfy chairs, beanbags, pillows, and fluffy rugs for you to crawl up in with a good book. You learn that this school has a partnership with the local library where parenting classes and groups are available. Attached to the library, is the Maplewood School Parent Center. This center contains materials and resources for parents to use with their students before or after school, and also on weekends. Right outside of the parent center, is parent/visitor parking which is handicap accessible with a ramp. As you walk through each magical room and space, you soon realize that this is not just a school; it is a foundation for learning, where all of your hopes and dreams can come alive and take shape.
The principal then introduces you to the support staff of the school. You first meet the two assistant principals which work hand in hand with the principal. There are five guidance counselors, three psychologists, a teacher assistant for each classroom, two attendance aids, three nurses, seven cafeteria workers, and ten full time custodians. You also get to meet two gym teachers, two librarians, two computer teachers, two art teachers, the head of the parent- teacher center, the three main office secretaries, as well as two ESL teachers, reading, math, science, social studies and ELA facilitators. Each of these teachers are so important to the functioning of the school, and you realize that each faculty member you meet so happy to be working in such a wonderful school environment.
While on tour, you ask Dr. H about what makes this school work so well, and stand out from all the rest. What makes this school so special? She then says that “Maplewood Elementary School is considered to be a professional learning community. It provides students as well as teachers with all the necessary tools to achieve to the best of their ability and beyond. Students learn about the universal values such as honesty, generosity, love, and living in harmony with each other, nature, and all of life. They are provided with consistent, gentle guidance to help them recognize for themselves, which actions bring them happiness (such as kindness and generosity) and which actions make them feel diminished and unhappy (such as selfishness and bullying). Vital to their success inside and out of school, they also learn skills for living: including positive attitude, concentration, how to achieve one’s goals, how to control emotions, how to work in cooperation and collaboration, and how to be a friend. There is a site-based committee where teachers and parents meet with administrators to discuss and make changes for the school and community.”
You are amazed to find out that the school has control over their own budget for supplies. Having control over a fair share of the districts funds allows for the hiring of educational consultants to help with the educational needs of the school and to also provide sound professional development. Every teacher works together with their grade level to determine what is needed in the budget each year. Textbooks, art supplies, technology, school trips, in school programs and visiting artists are all provided for teachers when they need it. Because this school has control over their finances, teachers and administrators can research what is best for the children, and to put into effect provided it is cost effective and has an excellent chance for success. The school also has control over their substitute teacher pay. If there is a surplus in money at the end of the year, due to a decrease in absentee teachers, that money is divided among teachers. Therefore there is a financial incentive to come to school as often as possible unless really sick. This should cut down on absenteeism and with fewer substitutes, more leaning will go on.
The principal also shares with you Maplewood School’s Vision Statement as well as what each pillar means to staff and students: Maplewood Elementary School shall be a community-nurturing academic excellence for all students and demonstrating leadership in character development. The vision statement is intended to serve as both the blueprint for improvement and the benchmark by which we will evaluate our progress. In order to carry out this vision, the following is provided: The school climate is a place where students feel comfortable, safe and accepted. Promotes open communication between parents, teachers, students which encourages a sense of teamwork and cooperation. Acknowledges and celebrates the achievements of students and staff in learning and leadership. It also develops the concept of community through academic and extracurricular activities with a focus on character development. You also learn that their exemplary staff: Focuses on increased student achievement with instruction methods that reflect current research and proven effective classroom practices, supports the school’s mission, vision, values and goals in attitude and action, models the importance of lifelong learning through their commitment to ongoing professional development, and works to create conditions that promote student success. They also encourage colleagues and students in an atmosphere of support and respect while modeling professionalism through personal integrity, commitment, and ethical behavior. Last but not least, the staff collaborates to improve student learning (instructional strategies, methods, and assessments) through committees, meetings, and professional development.
While it is important that the staff and students focus on their goals, it is also vital to include parents and the community into the equation. At the Maplewood Elementary School, you learn that ‘Parental and Community Support’ are the foundation for learning. Parents must play an active role in the academic education and character development of the students. It is required that parents form partnerships with teachers to demonstrate the importance of education, while monitoring their student’s academic progress. Parents can easily be involved with the school by volunteering their time and/or service and coming to the Parent Center, which is supportive of the school’s vision, goals, and mission. Parent conferences are arranged throughout the year for both the afternoon and evening to provide parents the necessary time to meet with their students’ teachers. Board of Education, site based, PTA, and other stake holder meetings, will take place with a rotating schedule to include as many parents as possible.
In order to complete this recipe for success, you learn that this school also has a ‘values statement.’ This statement is provided in each classroom as well as in each part of the building. You also can see this statement in the main lobby, and main office. It states: The Maplewood Elementary School community understands staff behaviors are the cornerstone to advancing our school’s Mission and Values Statements. The Maplewood Elementary School staff collectively and individually commit to the following practices: 1. We will provide an inviting classroom environment with clear expectations and specific academic and behavioral goals.2. We will promote positive behaviors and attitudes by modeling the qualities of good character (6 pillars: trustworthiness, respect, responsibility, fairness, caring, and citizenship) both with colleagues and students.3. We will collaborate with students throughout the learning process to achieve academic success and celebrate accomplishments.4. We will collaborate with colleagues to apply proven, effective classroom learning strategies and management practices to enhance student learning. 5. We will demonstrate excellence through character education by providing a variety of opportunities and encouraging participation by all. 6. We will be committed to keeping parents informed about their students’ progress and seek opportunities to incite their active support of Maplewood Elementary School and its students. 7. We will be dedicated to developing and improving teaching strategies through professional development. This values statement amazes you, because you have never heard of school having one, because most schools just have a vision or a mission statement.
You are sad when you realize that it is indeed time to leave this magical place. You feel like you have seen a school where anything is possible. There is a place where students and staff can grow and thrive as one in a garden of learning. There is a school out there that provides students and staff with everything they need to achieve to the best of their ability. You feel lucky enough to have experienced it first hand, and can go tell everyone about how wonderful your visit to the Maplewood Elementary School was today.
This VISION for a school was based on a project for an administrative leadership course I took.
Psoriatic Arthritis Warriors! 