Education Manifesto

The Built Environment
Every student deserves a safe, clean, and healthy space in which they can participate in engaging learning experiences that will allow them to have agency in their own learning process and outcomes.
Reading List
​Basye, D. E., Grant, P., Hausman, S., & Johnston, T. (2015). Get active: Reimagining learning spaces for student success. Eugene, OR: International Society for Technology in Education.
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Bland, D., & Sharma-Brymer, V. (2012). Imagination in school children's choice of their learning environment: An Australian study. International Journal of Educational Research, 56, 75-88. doi:10.1016/j.ijer.2012.06.002
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Brooks, D. C. (2012). Space and Consequences: The Impact of Different Formal Learning Spaces on Instructor and Student Behavior. Journal of Learning Spaces, 1(2). Retrieved from https://search-ebscohost-com.libproxy.lamar.edu/login.aspx?direct=true&db=eric&AN=EJ1152694&site=eds-live
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Designing Spaces to Serve Communities | Learning Spaces Collaboratory. (n.d.). Retrieved July 1, 2019, from https://www.pkallsc.org/
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​Dillon, R. (2018). ROOM FOR IMPROVEMENT: Becoming more intentional about classroom design can help teachers manage behavior, build community, and improve learning. Educational Leadership, 76(1), 40–45. Retrieved from https://search-ebscohost-com.libproxy.lamar.edu/login.aspx?direct=true&db=a9h&AN=131744392&site=eds-live
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Power and control in the one-to-one computing classroom: students’ perspectives on teachers’ didactical design. (2018). Seminar.Net, (2), 160. Retrieved from https://search-ebscohost-com.libproxy.lamar.edu/login.aspx?direct=true&db=edsswe&AN=edsswe.oai.DiVA.org.umu.153727&site=eds-live
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​Rands, M. L., & Gansemer-Topf, A. M. (2017). The Room Itself is Active: How Classroom Design Impacts Student Engagement. Journal of Learning Spaces, 6(1), 26–33. Retrieved from https://search-ebscohost-com.libproxy.lamar.edu/login.aspx?direct=true&db=eric&AN=EJ1152568&site=eds-live
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​Saunders, G., Oradini, F., & Clements, M. (2017). SMART Teaching in New and Old Classrooms. IAFOR Journal of Education, 5(1), 85–109. Retrieved from https://search-ebscohost-com.libproxy.lamar.edu/login.aspx?direct=true&db=eric&AN=EJ1141707&site=eds-live
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​Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers’ enacted didactical design decisions. (2019). Scandinavian Journal of Educational Research, (1), 38. https://doi-org.libproxy.lamar.edu/10.1080/00313831.2017.1324902
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ETMS 21st Century Cooperative Innovation Space and Learning Lab

RPS Mission

The mission of Richmond Public Schools, the gateway to infinite possibilities, is to lead our students to extraordinary, honorable lives as inspirational global leaders who shape the future with intellect, integrity and compassion through challenging, engaging learning experiences guided by highly qualified, passionate educators in partnership with families and communities.

ELKHARDT-THOMPSON MIDDLE SCHOOL
 
Mission
 
To serve the Elkhardt-Thompson community, we commit to cultivating a safe, nurturing, and progressive learning environment in which we develop creativity, critical thinking skills, and self-efficacy within our students.
 
Vision
 
Through our beliefs, actions and dedication we the staff of ETMS endeavor to help each child to grow academically and socially.

Values
Professionalism
Respect
Honesty
Vigilance
Cooperation
Dedication
Perseverance
Empathy
Compassion

 
Goals

  • Set and maintain clear academic and behavioral expectations
  • Provide students with knowledgeable and highly qualified teachers
  • Immerse students in innovative lessons that make learning interesting and challenging
  • Infuse technology across the curriculum often to enhance teacher delivery and student discovery
  • Use instructional time wisely and completely
  • Work cooperatively with teachers, administrators, community members and parents
  • Utilize data to evaluate current practices and student achievement
  • Respect and accept diversity in the classroom  
 
The purpose of the 21st Century Cooperative Innovation Space and Learning Lab is to support our SPP by providing a space that will inspire and foster creativity and collaboration among students using the strategically built physical environment to promote appropriately sized student groupings in functional work spaces. A variety of work spaces allows for the possibility for students to transform their self-image from not only receiver of information to designers, makers, and creators. The space created will allow all content teachers to have collaboration, peaceful cooperation, and creativity at the heart of their planned learning experiences. These experiences are in support of and in alignment with our SPP and the district mission statement in that they provide opportunity for engaging, interactive, and inquiry-based learning experiences that help prepare students to be leaders and learners in the global community.

Student engagement is supported by providing a high-interest student-centered model for instruction. This space physically decentralizes the centers of learning -- moving away from the teacher-centric model to the student-centered model. This space clearly marks students and their collaboration as the center of the learning experience. Creating highly-engaging student experiences increase the likelihood of increased positive attitudes towards school. Students who feel connected to teachers and instruction are more likely to attend school regularly.  Increasing student engagement, bettering school climate, and increasing student attendance are goals of our SPP that would be supported by the assembly and use of the lab for instruction.  This transformative space promotes the possibility for students to reconceptualize school as a place for positive growth and connectivity with real-world skills and experiences - as a place geared toward future practices and workspaces. Experiences in the 21st Century Lab will energize the student experience and give opportunity for students to reconnect with school in positive and meaningful ways.

All content area teachers who have received training on using the lab and have submitted a lesson or project plan will be allowed to schedule classes in the lab. Teachers/teams will be encouraged to plan cross-curricular units. Priority/additional days will be given to teams who provide cross-curricular unit plans. Improvements on climate, student experience, attendance, and engagement will be measured by online student feedback forms that will be completed online as part of the lab experience. Teachers will complete an online lesson reflection form following their project/unit. Data will be reviewed by administration or designees.  

The survey, along with attendance data, conduct data, and academic data will be the measures that we will use to determine the efficacy of the labs impact on student learning.