Key Characteristic 3: Engagement of Learning
STANDARD # 17
Learners have equitable opportunities to realize their learning potential.
Elements
Professional staff members develop and provide academic and non-academic experiences.
Learners have access and choice in academic and non-academic opportunities available according to grade levels or through expected sequencing of courses.
Learners rarely encounter barriers when accessing academic and non-academic experiences most suited to their individual needs and well-being.
Learners are challenged and supported to strive towards individual achievement and self-efficacy.
Evidence
Evidence 1: MNTS syllabus (https://www.mntamilschool.org/mnts-syllabus-overview/) and its evolution into an intuitive courseware has been explained. MNTS Syllabus and instruction methodology are structured in a way for anyone to learn Tamil. Anyone missing the classes can catch up on their own by using the resources offered via OpenLMS, various learning tools like Quizlet set of vocabularies (for various proficiency levels) and Tamil phonics reading using ReadTamil App (freely available both on iOS and Android platforms). These resources are continuously improved for learners to use those at their available time for attaining the proficiency.
During the intermediate levels that is for 6 years before the final bilingual year, learners are being closely monitored by their teachers and so they can be groomed appropriately. Academic council keeps track of their middle and high school grades to motivate them towards attainment of Bilingual seal. Teachers are guided to be considerate and adjust when some intermittent schedule conflicts arise and so the students are fully engaged in full 6 years of intermediate levels learning of Tamil language. The teachers play a pivotal role of collaboration to accommodate the students’ availability and interest. This is very critical and pivotal aspect for the weekend language school. Most times the public-school priorities overlap with Tamil school schedule and both Teacher and Students collaborate real-time to keep this going.
Evidence 2: Section 19 (https://www.mntamilschool.org/teachers-handbook/) describes the Rules, Regulations & Policy Compliance – The most important qualities students like in teachers (one of the universally top-mentioned) is fairness. All students should be assessed and treated equally; Teachers and schools strive to be fair and build programs and policies based on this value. Teachers are expected to do their best work possible, and to comply with all policies.
Evidence 3: Non-academic events document (https://www.mntamilschool.org/non-academic-events/) describes various events, competitions and after school activities. The non-academic opportunities are being offered in various linguistic skill like oratorical, written essay and spelling bee competitions for various age groups. In addition to these, the school partners with its parent organization MNTS (Minnesota Tamil Sangam) around various arts, culture and heritage initiatives. The school strongly believes academic and non-academic participation are of equal importance.
Evidence 4: Mission statement 3 (https://www.mntamilschool.org/bylaws/) states “To inspire and educate all students about Tamil language, culture, and heritage by accepting, appreciating, nurturing, and challenging them to their individual needs and ability” emphasizes educating all students and appropriately challenging them to their individual needs. Fair and equal treatment is the core operation philosophy which the school instills with its teachers, students, parents and every stake holder.