There's More to It

When the University of Chicago explains 'Supportive Environments' as "The school is safe and orderly. Teachers have high expectations for students. Students are supported by their teachers and peers," I believe they have missed a large part of what it really means to be 'supportive.' Of course you want teachers accomplishing these tasks but unless, and until, teachers and other personnel are themselves supported little will change.

Yes, having high expectations for students is what we should strive for. However, when schools slash budgets, cram children into classrooms, reduce supplies and resources in the classroom or don't provide the necessary items (I know music teachers who have NO band instruments) and take away resource teachers then reaching those goals diminishes significantly. There are other fundamental ways in which many teachers, particularly in urban areas, don't have the support they need.

Often this support ought to come in the type of leadership support that principals, assistant principals and department chairs can and should provide to staff and, in turn, the students. The support gained by assisting with lesson plans, classroom management and teaching techniques is a necessary part of this Essential referred to as 'Supportive Environments.'

I think the U of C Consortium has only partly identified the crucial points or aspect of Supportive Environments.

Dick