VALE Culture Guide
Decoding the Way We Think, Lead, and Get Things Done
Updated July 2024
Table of Contents
The Way We Do Life At VALE
Welcome to VALE, a vibrant tapestry woven with the threads of inclusion, belonging, empathy, and connection. Our school community thrives on these foundational values, placing them at the heart of our culture.
At VALE, we draw inspiration from our mascot, the bee, and the hive it represents. Just as each bee plays a crucial role in maintaining a healthy, efficient hive, our students’ needs serve as our compass. We prepare them for their future by empowering them to engage in cognitive dissonance, develop ethical problem-solving skills, and embrace empathy as a cornerstone of their contributions to society.
Empathy guides our communication, teaching us to seek understanding before responding, nurturing resolutions to fear, frustration, and conflict with compassion and unity. Within our hive, every individual is seen, heard, and valued. We cherish the profound impact each person can have, knowing that even one small act of kindness and humility can create positive change.
Integrity shines brightly in our culture, nurtured by courage, vulnerability, and authenticity. Honesty and clear communication, even in difficult situations, are the cornerstones that build trust and ignite innovation. VALE embraces Brene Brown's transformative concepts of vulnerability, trust, rising, and values at every level, fostering a safe and collaborative culture. Before we can ignite passion and purpose in our students, we must create an environment where they feel loved, valued, and included - a fertile ground where 'belonging' can blossom. Personalization and celebrating each person as an individual are at the core of our approach, cultivating relationships that nourish not only the mind but also the body and soul.
Our commitment is rooted in the principle of "nothing about us without us." We foster an open-minded, transparent, and empowered approach, acknowledging the growth that comes with failure and embracing the courage to challenge assumptions. We celebrate everything. Every 'win,' 'loss,' small victory, and every step into the future.
In the art of collaboration, we do things with our students - not for them, without them, or to them - acknowledging that all humans are hardwired to connect. We prioritize student voice and nurture a sanctuary of physical and emotional safety. We practice saying "Yes, and..." to build upon ideas and create together.
Curiosity guides us to stretch beyond our comfort zones, exploring the vast landscapes of our challenge zone. This journey we embark on is the essence of life at VALE, where each chapter weaves a masterpiece of exploration, understanding, and unyielding growth.
We are thrilled that you have joined us on this extraordinary adventure, where becoming confident, ethical problem solvers, and empathetic contributors to society is not just a goal but a way of life. Again, the warmest welcome to VALE, where our shared culture thrives as a result of our connections, creating a remarkable legacy woven from the brilliance of each individual thread.
Creating Expectations
VALE's Culture Guide serves as the blueprint for our expectations for our community members. Like Brené Brown, we believe "clear is kind." It's crucial to us that we provide context to ensure clarity in our daily decision-making and operations
Every facet of our structure, systems, and processes has been thoughtfully curated to ensure inclusivity and a sense of belonging. We firmly uphold the principle of "Nothing about us without us," in line with our four Learning Commitments that guide our lives at VALE: Learning is curious, humanizing, infinite, and nuanced.
To truly lean into and live our values, our curriculum and learning commitments are intentionally aligned with our culture. Engagement, growth mindset, wellness, progressive discipline, and restorative practices form a solid foundation for building a vibrant and sustainable community. We are dedicated to fostering personal ownership, professionalism, infinite thinking, active involvement, and confidentiality to ensure a safe and secure environment. We are deeply committed to considering the consequences of our actions and constantly strive to serve our community to the best of our abilities.
Our Culture Guide is not a set of rules, but a living embodiment of our expectations and aspirations. We strive each day to create an atmosphere of trust, mutual respect, and continuous growth, where each person thrives and contributes to the greater good: We Over Me. Together, we forge ahead with determination, united by our shared vision for a better tomorrow.
The VALE Culture Guide applies to all VALE community spaces and also applies when an individual or group is officially representing our community in public or online. It is important to follow these standards not only when VALE members are directly representing our community through official channels like email, social media, or events, but also in their personal actions that may affect the overall well-being of our community. We believe in fostering a healthy and supportive environment where our collective actions contribute to the positive growth of our community.
Our Vision
Create a community of skilled practitioners known for their expertise in design thinking, entrepreneurship, and leadership. VALE graduates will excel in our global economy and make valuable contributions to their community and the world at large.
Fostering an Entrepreneurial Mindset
VALE prepares students for the future by fostering an entrepreneurial mindset focusing on seizing opportunities, understanding bias, and empathizing with others. We believe this mindset is crucial for success in an ever-changing world. With a curriculum designed to challenge and inspire, VALE students engage in hands-on projects, collaborative problem-solving, and real-world applications of their learning, ensuring they are well-equipped to navigate and thrive in the complexities of the modern world. By promoting and strengthening an entrepreneurial approach to all facets of life, VALE builds a sense of community and inspires students to take bold steps. This holistic approach not only prepares them academically but also supports their emotional and social growth, fostering well-rounded individuals who are ready to make a positive impact on the world.
Values and Commitments
At VALE, we are the architects of our culture. Our values are the foundation upon which our community is built, representing our shared beliefs and principles. They guide our actions, attitudes, decisions, and priorities. Together, we have the incredible opportunity to fashion our own unique traditions, routines, and rituals that reflect what is most important to us. By harnessing the power of our values, we can create a culture that inspires, uplifts, and leaves a lasting impact on all who are connected with VALE. Welcome to a community where values are more than words; they are the essence of who we are and who we aspire to be.
-
Bee Present
ready to learn, curious, engaged, open-minded
Being present at VALE means being ready to learn, curious, and actively engaged. It’s about coming prepared, open-minded, and eager to explore new ideas and participate in discussions. By being present, you enhance your learning and contribute to a dynamic classroom environment where everyone benefits from shared enthusiasm and commitment to growth. (See Attendance Expectations).
-
Bee Reliable and Accountable
timely, prepared, proactive, responsible, dedicated
Being reliable and accountable at VALE means being punctual, completing work on time, and having necessary supplies ready. It’s about taking responsibility for our actions and commitments, ensuring we are prepared and dependable. By embodying these traits, we create a trustworthy and efficient community where everyone can rely on each other to support collective success.
-
Bee a Good Human
nuanced empathy, generosity, integrity, non-judgment, restoration
Being a good human at VALE means showing empathy, generosity, integrity, and a non-judgmental attitude while practicing restorative actions. We aim to understand and share others' feelings, offer kindness without expecting anything in return, and uphold honesty and strong moral principles. Our community accepts individuals without assumptions and focuses on healing and making things right when conflicts arise. By embracing these values, we foster a positive, inclusive environment where everyone feels respected and valued.
-
Bee an Entrepreneur
infinite mindset, innovative, motivated, decisive, creative
Being an entrepreneur at VALE means adopting an entrepreneurial mindset, viewing problems as opportunities, and having a bias toward action. It involves focusing on long-term goals, continuous growth, and approaching challenges with creativity and resilience. By taking initiative and acting decisively, entrepreneurs drive progress and inspire others, fostering a culture of proactive problem-solving and relentless pursuit of excellence.
Following Brene Brown's "Dare To Lead" Philosophy
“If we want people to fully show up, to bring their whole selves including their unarmored, whole hearts - so that we can innovate, solve problems, and serve people - we have to be vigilant about creating a culture in which people feel safe, seen, heard, and respected.” (Brene Brown, Dare to Lead)
The Dare to Lead training is a courage-building program based on the research of Dr. Brené Brown. The curriculum teaches the skills, practices, and tools that underpin the four skill sets of courage: Rumbling with Vulnerability, Living into Our Values, Braving Trust, and Learning to Rise.
VALE’s core design team members participated in Dare to Lead Facilitation training before the school opened in 2022. This equipped them with the skills to foster a culture of empathy, resilience, and courageous leadership. The training enhanced their ability to build trust and create a supportive learning environment, empowering students to take risks, embrace vulnerability, and develop essential skills for life.
Dare to Lead training and implementation will be sustained with VALE’s ‘Daring Teams’ model.
The “I Am Dare to Lead Trained” badge represents the successful completion of the training which is only available through Certified Dare to Lead(TM) Facilitators.
Building Brave Spaces
Building brave spaces means creating a safe and supportive environment where we can be ourselves and freely express our thoughts, feelings, and experiences without worrying about being judged. It's about a culture that values being open-minded, understanding different perspectives, and treating others with empathy. In these we encourage each other to take risks, question our assumptions, and have challenging conversations that help us grow as individuals and as a community. We understand that cognitive dissonance builds intellectual humility. By stepping out of our comfort zones, embracing discomfort, and engaging in honest discussions, we gain a deep understanding of others, and create an inclusive community where everyone belongs.
B: Boundaries
- Set boundaries: make clear what is okay and what is not okay, and why.
R: Reliability
- Do what you say you’ll do. Stay aware of your competencies and limitations so you don’t overpromise and can deliver on commitments and balance competing priorities.
A: Accountability
- Own your mistakes, apologize, and make amends.
V: Vault
- You don’t share information or experiences that are not yours to share. Confidences must be kept and information about other people should be kept confidential.
I: Integrity
- Choose courage over comfort; choose what’s right over what’s fun, fast, or easy; practice your values rather than just professing them.
N: Non-judgment
- Ask for what you need and respect others asking for what they need. Create an environment that allows people to talk about how they feel without judgment.
G: Generosity
- Extend the most generous interpretation to the intentions, words, and actions of others.
(Based on Brene Brown, BRAVING, Dare to Lead)
A Brave Space is a Culturally Responsive Space
A culturally responsive space at VALE is an environment that recognizes, respects, and values the cultural diversity of our community and stakeholders. This commitment extends beyond education to include our industry partners and mentors, ensuring culturally responsive practices are upheld throughout. VALE's tapestry includes diverse ethnicities, races, nationalities, languages, genders, sexual identities, abilities, family structures, experiences, and more. We celebrate this diversity, understanding it is essential for building an inclusive, equitable, and respectful community.
To create such a space at VALE, we prioritize:
Inclusivity
VALE is inclusive and welcoming to individuals from diverse cultural backgrounds, ethnicities, races, religions, abilities, genders, sexual orientations, and other social identities. We value identity, understanding it shapes our past, present, and future, and we never intentionally marginalize or exclude any particular group.
Representation
VALE celebrates the cultures, traditions, and histories of our stakeholders through our displays, events, instruction, and resources. Our collective efforts ensure that each individual's heritage is acknowledged and honored.
Accessibility
Cultural responsiveness at VALE includes making our community accessible to members with disabilities, and ensuring that our school is both physically and cognitively accommodating to everyone.
Empowerment
At VALE, we empower individuals to express their cultural identities and have their voices heard. This fosters a sense of belonging, inclusion, and ownership within our community.
Cultural Awareness and Sensitivity
VALE commits to learning about and understanding different cultures daily, demonstrating sensitivity, and avoiding unintentional exclusion. We acknowledge our vulnerability in lacking complete information and pledge to improve continuously.
Flexibility and Adaptability
Embracing the Entrepreneurial Mindset, VALE is open to prototyping, iterating, and adapting to the needs and preferences of our stakeholders. We seek input and feedback from our community, prioritizing collaboration and continuous improvement over being right.
Becoming Buzz-worthy
At VALE, our student-chosen mascot, the bee, beautifully encapsulates our core values. Bees, with their intricate social structures and tireless work ethic, each play a pivotal role in maintaining a vibrant, efficient community. Their essential act of pollination sustains plant growth, food sources, and biodiversity, reflecting our own commitment to collaboration, diligence, and community. Moreover, bees embody the entrepreneurial mindset we nurture—perseverance, adaptability, and resourcefulness. Embracing the bee spirit, our students and staff unite to foster a thriving, supportive learning environment, propelling us toward a future defined by sustainability and innovation. In the spirit of bees, we work together with creativity, resilience, and an unwavering pursuit of excellence.
Learning Commitment #1: Learning is Curious
Curiosity, the spark of inquisitive thinking, drives exploration, investigation, and our thirst for knowledge. It's essential for human development, influencing all aspects of growth. At VALE, we cultivate curiosity by fostering engagement and focus, actively seeking information, and challenging the status quo.
By avoiding distractions and creating an environment that encourages flow, we promote intellectual humility and recognize that our beliefs might not be universal. Understanding ourselves and deeply engaging with our passions paves the way for limitless possibilities, lighting our path toward a bright and promising future.
Fostering Creativity Through Engagement
The Challenge
On average, 84.4% of people are distracted at work. The most common distractions are email (26%), phone calls/texts (55%), co-workers (27%), and the internet (41%). Companies lose out on substantial profit and 720 hours a year per person working.
It takes 23 minutes and 15 seconds to fully recover focus after a distraction.
Young employees report that one of the biggest distractions is the smartphone, with 69% acknowledging that checking a personal device interferes with concentration. 74% of millenials and Gen Z report being distracted, and of those, 46% say it makes them feel unmotivated, and 41% say it stresses them out. 36% of millennials and Gen Z say they spend 2 hours or more checking their smartphones during the workday! That adds up to at least 10 hours per week when they’re doing something outside their job responsibilities. (Gitnux Market Data, 2023)
Finding Flow
Flow is a state of complete focus and engagement in an activity where time seems to fly by and you feel totally absorbed in what you're doing.
Imagine being so engrossed in a video game or playing your favorite sport that you forget about everything else around you—that's flow! It's crucial for VALE students and staff because when we experience flow, we become supercharged learners and performers. Our brains work at their best, making it easier to understand complex topics, solve problems creatively, and excel in both the things we love and the things we find challenging!
Flow also brings happiness and a sense of accomplishment, which can boost self-confidence and reduce stress. When we can pinpoint what flow feels like for us, it's easier to replicate and intentionally create the environment that allows us to experience it!
Flow can be blocked by various obstacles. One major flow-killer is 'distractions', like constant phone notifications or noisy surroundings that steal your focus away from what you're doing. Another obstacle is anxiety, caused by fear of failure or feeling overwhelmed by a task. When you lack the skills needed for an activity, it's like facing a tough battle, making it hard to even start get into 'flow'. If you're not truly interested in what you're doing, it's like trying to play a game you don't enjoy or read a book that doesn't interest you... flow will be hard to find.
The data above demonstrates that if we cannot manage our focus, our productivity declines. If we want to maximize our productivity, we need to develop strategies to manage our attention. By making an intentional effort to avoid obstacles, learn strategies to help set aside distractions, manage anxiety, build skills, or explore your passions, you'll be well on your way to unlocking the power of flow and achieving greatness in your high school experience at VALE!
Attention Management For Productivity
So, how can you engage in ‘flow’ and manage your focus within the scope of VALE and beyond?
Imagine ‘attention management’ like a video game with four quadrants and control axes! The vertical axis shows how much control you have over a task, and the horizontal axis represents your attention:
- Bottom Right Quadrant (High Attention-High Control): You're focused like a master gamer, avoiding distractions and tackling challenges with ease. It takes discipline and energy but helps you win!
- Bottom Left Quadrant (Low Attention-High Control): You have control but aren’t focused. Daydreaming can be okay, but if you’re supposed to be concentrating, you might miss important info and lose the game.
- Top Right Quadrant (High Attention-Low Control): This is FLOW! You’re naturally focused and productive, loving every minute. You’re in the zone and hard to interrupt.
- Top Left Quadrant (Low Attention-Low Control): This is chaos! Managing interruptions and multiple demands makes you less productive. You’re "busy doing nothing."
-
By learning how to create flow and maintaining focus with smart, mindful strategies, you’ll also learn to maximize your productivity and become a true champion at VALE and beyond!
| Low Attention, High Control | High Attention, High Control |
|
Reactive and Distracted Superficial Typical state at work |
Flow Laser-focused Excellent productivity |
| Low Attention, Low Control | High Attention, Low Control |
|
Daydreaming Choosing not to focus on anything specific Restorative for your brain |
Focused and Mindful Fully present Making an effort to stay engaged for an extended period of time Intentional focus |
Stephen Covey 1989; adapted by Maura Thomas, 2019
Commitment #1 and Our Stakeholders
Goal #1: All stakeholders will leverage curiosity to find the intersection of passion and purpose in their learning (Learning is curious).
In an ever-changing economy and workforce, we cannot predict what jobs will lead the way in the next ten, twenty, thirty years, but we can prepare students with the mindsets that will help them be curious, confident, and successful in any career path that they choose. VALE’s commitment to competency-based learning, equity-centered design thinking, Daring Leadership and entrepreneurship will equip students with the language, the expertise, the skills and the mindsets to approach any problem or task they are faced with.
Over the next five years, all staff will be certified in Dare to Lead training, Marzano’s High Reliability School’s certification process, and facilitate units of study that leverage the language and process of design thinking to create, innovate, and problem-solve.
| VALE STUDENTS | VALE STAKEHOLDERS |
|
Students are effective, human centered problem solvers who:
|
VALE Stakeholders are effective, human centered problem solvers who:
|
| Apply curiosity and agency to deepen problem based learning experiences for true ownership, competency, purpose and passion | Design problem based learning experiences that foster curiosity and agency and create opportunities for student ownership, competency, and the intersection between purpose and passion |
Learning Commitment #2: Learning is Humanizing
Humanizing at VALE means valuing the inherent worth and complexity of every individual, cherishing their unique qualities, vulnerabilities, and life stories. This approach, akin to Equity Centered Design Thinking, recognizes everyone as complete human beings deserving of genuine kindness and respect. Embracing humanizing involves upholding professionalism and creating accountability mechanisms that prioritize genuine connections and personalization. Instead of imposing discipline, we approach situations with empathy and vulnerability, understanding discipline as a collaborative process. By infusing humanizing into our decisions and experiences, we cultivate a culture of understanding, support, and compassion, ensuring sustainable growth and well-being for all members of our community.
VALE's Performance Appraisal System
Accountability is crucial for any organization as it ensures that everyone is held to high standards, fosters a culture of responsibility, and promotes continuous improvement. At VALE, our Performance Appraisal System is designed to provide clear, actionable feedback to students, helping them understand their strengths and areas for growth. This system not only benefits the individual student but also enhances the overall learning environment by maintaining high standards and encouraging a culture of personal accountability and excellence.
Our Performance Appraisal System is structured around four key attributes: Bee a Good Human, Bee Reliable, Bee Present, and Bee Entrepreneurial. Students are assessed across these attributes and categorized into four performance levels: blue, green, yellow or red. Each level corresponds to specific privileges, motivating students to strive for higher levels of personal and academic development.
Students can apply to "level up" by providing evidence of their consistent demonstration of the desired behaviors. They must make a claim, provide specific examples and dates, and include feedback from teachers or peers. Administrators review the application, considering attendance records and assignment completion, to approve or deny the request.
Conversely, if a student fails to maintain the expected behaviors, they may receive a "level drop" notification. This involves a restorative practice approach, asking what happened, who was impacted, and plans for repairing harm. The student is given a new level and a minimum of 30 days before they can apply to level up again.
By integrating these accountability measures, VALE ensures that students not only focus on academic excellence but also develop the social-emotional skills and entrepreneurial mindset necessary for future success.
The Benefits of F.R.I.S.K.
At VALE, we foster a positive and inclusive learning environment where every student feels respected and supported. Our Culture Guide reminds us that integrating Restorative Practices and Progressive Discipline is essential when addressing conduct or performance concerns. Restorative practices focus on repairing harm, promoting accountability, and building relationships, while the FRISK (Facts, Rules, Impact, Suggestions, Knowledge) model provides a structured approach to understand and resolve such issues. This combination allows for open dialogue, empathy-building, and thorough exploration of underlying causes. By using both methods together, we address immediate challenges and foster personal growth, healing, and a thriving school community with these objectives:
- Understanding complexity: It provides a framework for breaking down information into manageable parts, so we can grasp the facts, reasons, interpretations, solutions, and key questions related to a subject.
- Critical thinking: By following the FRISK steps, we learn to analyze information, evaluate different perspectives, and form our own opinions. It encourages us to ask important questions and think deeply about the topic.
- Effective communication: By organizing our thoughts using the model, we can express our ideas clearly and coherently.
- Problem solving: It guides us in identifying solutions to challenges or issues we may encounter. By considering various possibilities and examining the key questions, we develop a proactive approach to addressing problems and finding effective solutions.
- Comprehensive analysis: It prompts us to gather all the relevant facts, explore the reasons behind them, interpret the information, and consider different perspectives to gain a deeper understanding of complex topics.
Using the F.R.I.S.K. Model
FACTS - What happened?
Document conduct clearly with detailed descriptions using specific terms that pass the "stranger test" (who, what, when, where). Ensure facts are correct, validated, and stated objectively without unsupported conclusions. Include concrete details and photos if relevant.
RULES - Which expectation was compromised?
Refer to laws, district policies, community norms, job descriptions, and curriculum standards to establish clear expectations, or create new ones if needed. Effective communication of these expectations and reviewing prior violations helps identify patterns and justify corrective actions.
IMPACT - What was the effect?
Feedback must be specific, emphasizing the harm caused and the consequences of unsatisfactory conduct. Identify who or what is affected and describe the impacts to illustrate the connection between behavior and its effects on VALE's community and standards of conduct, encouraging motivation to change.
SUGGESTIONS/DIRECTIVES - What needs to be improved, refined, or corrected?
Students at VALE can set goals or action steps through suggestions or directives. Suggestions provide techniques and resources for improvement, while directives require specific changes. Effective goal-setting includes clear timelines and outlining consequences for not following through.
KNOWLEDGE - What rights do we have and which supports will help the suggestions/directives be achieved?
Individuals at VALE have the right to respond to any documentation in their personnel file with a written rebuttal. Documentation may not initially appear on Infinite Campus unless conduct issues recur, with the decision to escalate records based on the severity and impact of the behavior.
Improving or changing conduct at VALE relies on collaboration between students, and staff. It involves each member of the community understanding their personal responsibility and value. By recognizing performance issues, effectively communicating respectful and timely feedback, we create a supportive and inclusive community. The Progressive Discipline Model ensures clarity, transparency, and opportunities for growth through its structured approach.
Progressive Discipline
Progressive discipline is a system that employers use to help employees improve their performance or behavior. It is used at VALE to help students transition from the school environment and the work environment so they are world ready when they graduate.
- Verbal Counseling: The student/employee talks privately with their supervisor. The supervisor explains the problem and gives advice on how to improve.
- Written Warning: If the problem continues, the student/employee receives a formal written warning. It lists the concerns, expectations, and possible consequences if the problem persists.
- Performance Improvement Plan (PIP): If the student/employee doesn't improve after the written warning, a performance improvement plan is created. It sets specific goals andtimelines for improvement, along with support to help the student/employee.
- Leave of Absence/Suspension: If the problem persists, the student/employee may be put on leave or 'suspended'. They can't work for a period of time, and there may be additional consequences.
- Termination/Expulsion: If all other steps fail, the student's/employee's position at VALE or their work based learning experience may be ended. This is a last resort and may happen immediately or after a notice period, depending on the situation.
It is important to note that serious offenses violating the DCSD Student Rights and Responsibilities may lead to immediate termination/expulsion without going through all the steps listed above. Progressive discipline helps students/employees understand their mistakes and gives them a chance to improve. It's a way for VALE leadership, industry partners, and mentors to guide and support students while holding them accountable. See Appendix A and B for examples of FRISK in use at VALE.
Commitment #2 and Our Stakeholders
Goal #2: All stakeholders will exemplify a culture of inclusion and belonging by embracing vulnerability, demonstrating daring leadership, and BRAVING trust
Humanistic approaches to teaching and learning can also be defined as “the development of the whole person through the acquisition of knowledge, skills, competencies, ethics and habits of mind. Ultimately, the result of a humanistic-oriented educational process is that it fosters personal agency, is trauma-informed, and is inclusive, such that students can apply their knowledge and skills creatively in any situation.”
All VALE staff are trained and certified in "Dare to Lead", will implement "daring teams" with students and build competencies in emotional resilience in students.
Blessinger, P., Sengupta, E. & Reshef, S. (2019). Humanising higher education via inclusive leadership. University World News.
| VALE STUDENTS | VALE STAKEHOLDERS |
| Work to become empowered individuals who exhibit daring and vulnerable leadership. | Elevate student voice, agency, and leadership in all aspects of the learning environment. |
| Add value as a community member by exemplifying BRAVING trust and Restorative Practices. | Exemplify a school-wide culture of BRAVING Trust and Restorative Practices. |
| Employ a “we before me” mindset and invest in rumbling with vulnerability in order to build a culture of inclusion and belonging. | Model a “we before me” mindset and invest in rumbling with vulnerability in order to build a culture of inclusion and belonging. |
| Understand how to balance needs with those of the collective learning community in order to be an empowered individual as well as a contributing community member. | Use assessment as a tool for knowing learners, enhancing human connections, while leveraging whole group, small group, and individualized practices that build agency, collaboration, and creativity. |
Having a growth mindset means believing in your ability to improve and develop skills through dedication and hard work. You embrace challenges as opportunities for learning and growth, stepping out of your ‘comfort zone’ into the 'challenge zone'. Here, tasks may initially be difficult, but with effort and perseverance, mastery is achievable. This mindset aligns with ‘infinite thinking’, fostering openness to new learning experiences and a continuous push beyond boundaries. Challenges become stepping stones to progress, promoting creativity, ideation without constraints, resilience to feedback, and a commitment to constant improvement, ensuring limitless potential.
At VALE, a growth mindset is integral to our wellness approach. By prioritizing health across a range of wellness elements we create an environment where students can thrive holistically. The concepts of perseverance, resilience, and embracing challenges also underpin our wellness initiatives, led by our PoWeR team (Post Secondary Workforce Readiness) and Wellness Coordinator. By integrating wellness into our curriculum and daily practices, we ensure that our students develop the habits and mindset necessary for lifelong health and success. A growth mindset, coupled with a comprehensive wellness strategy, is essential for unlocking the full potential of every student at VALE.
The Power Behind Wellness
At VALE we recognize that wellness is the cornerstone of future success, both personally and professionally. Traditional education systems often overlook the importance of teaching individuals how to care for themselves, leading to a gap in essential life skills. By prioritizing wellness, we aim to bridge this gap and equip our students with the habits and mindset necessary for lifelong health and productivity.
Wellness at VALE encompasses the eight elements of wellness: physical, intellectual, emotional, social, spiritual, vocational, financial, and environmental well-being. By integrating these elements into our curriculum, we ensure that our students not only excel academically but also develop a balanced approach to life. Establishing strong wellness habits now will enable our students, the future professionals, employers, and leaders, to better look after themselves and, in turn, support their employees effectively.
Under the guidance of our Wellness Coordinator, our dedicated PoWeR team (Post-Secondary Workforce Readiness), including counselors, mental health, and Work-Based Learning Architects, we provide an explicit curriculum and intentional strategies to foster social-emotional health. This comprehensive approach ensures that both students and staff at VALE prioritize their well-being, creating a productive and thriving community. By leading the way in wellness education, we demonstrate the value of health and well-being as fundamental components of a successful and fulfilling life.
Wellness and Positive Psychology
Wellness and positive psychology are crucial for all stakeholders at VALE as they lay the groundwork for overall development and success in life. Prioritizing holistic wellbeing fosters a nurturing environment where students can thrive academically, emotionally, and socially, equipped with tools to manage stress and maintain a positive outlook. Wellness promotes balancing all elements health, empowering individuals to reach their potential, contribute positively to society, and develop essential skills for personal and professional success. Emphasizing wellness leads to improved academic performance, strong retention of employees, and a thriving culture. Investing in our community's wellbeing is an investment in the future, fostering emotionally resilient, compassionate, and empathetic students and staff who can contribute to a healthier and more harmonious society.
|
Survival Zone |
Performance Zone (High + Positive Emotions) Calm |
|---|---|
|
Burnout Zone |
Renewal Zone |
Adapted from The Power of Engagement, Loehr and Schwarts
Zones of Growth
The Zones of Growth represent distinct stages of development, each contributing to individual growth and learning. VALE prioritizes a growth mindset, acknowledging that mistakes and setbacks are part of the learning journey. We encourage students to learn from failures and view them as opportunities for growth. By embracing the Challenge Zone and managing the Panic Zone with compassion and understanding, students build resilience and develop essential skills to overcome obstacles.
- Comfort Zone
The familiar territory where students feel at ease and confident in their abilities. While it provides a sense of security, it can also lead to complacency and limited progress. At VALE, we recognize that true growth happens when students venture beyond their comfort zone.
- Challenge Zone (optimal Learning Zone)
The space outside the Comfort Zone is where students encounter new experiences, ideas, and tasks that may feel daunting or unfamiliar. This is where sustainable learning and growth occur. Students are encouraged to face challenges, take risks, and stretch their capabilities. At VALE, we believe that students should be supported as they step into their Challenge Zone. We create a safe environment that fosters resilience, self-discovery, and confidence while providing guidance, encouragement, and feedback, helping students navigate the challenges they encounter.
- Panic Zone
Beyond the Challenge Zone lies the Panic Zone, where the difficulty level becomes overwhelming, leading to feelings of stress and anxiety. While it is essential to challenge ourselves, it is equally crucial to recognize when students may need support and reassurance.
Commitment #3 and Our Stakeholders
Goal #3: All stakeholders will embrace an entrepreneurial mindset to make a positive impact on the world, whether that is through economic growth, social impact, personal fulfillment, innovation and creativity, or flexibility and independence.
Whether pursuing personal interests and passions or chasing professional ambitions, lifelong learning can help us to achieve personal fulfillment and satisfaction.
It recognizes that humans have a natural drive to explore, learn and grow and encourages us to improve our own quality of life and sense of self-worth by paying attention to the ideas and goals that inspire us.
VALE will leverage the entrepreneurial mindset to teach lifelong skills and behaviors that will help students find and live a life at the intersection of passion and purpose.
| VALE STUDENTS | VALE STAKEHOLDERS |
| Create professional work that applies to industry and builds relevant work skills through our 3 Graduation Outcomes: (3P’s- Patented, Published, Practitioners) |
Design tasks and experiences that mirror those used in industry and professional work through our 3 Graduation Outcomes: (3P’s- Patented, Published, Practitioners) |
| Quality products that demonstrate work ethic, initiative, pride and ownership. | Use professional models to define excellence, critique for improvement, and reinforce the importance of iteration. |
| Seek critical feedback and use it to grow expertise, understanding, and meaning. | Connect students to the world beyond school by immersing students in transdisciplinary learning experiences that mirror fieldwork, research, case studies, and professional collaboration. |
| Learn, speak, and use the language of the career fields of a students' interests both inside and outside the classroom. | Bring industry experts, language, and products into units of study to create relevance, purpose, and authenticity in learning. |
Learning Commitment #4: Learning is Nuanced
Learning goes beyond mere facts; it involves delving deep, spotting patterns, and understanding diverse perspectives. Nuance, the subtle intricacies that enrich our understanding, reminds us that situations aren't always black and white, and assumptions can hinder comprehension. Empathy becomes key as it allows us to see the world from others' viewpoints.
By intentionally choosing to employ Restorative Practices at VALE, we highlight the importance of recognizing everyone's unique story and the complexity of human interactions. Restorative Practices focus on understanding individual nuances and finding synergy for the future. By embracing nuance, we create harmonious and supportive spaces, enriching our learning journey, connections, and relationships with others.
Restorative Practices
Restorative practices are a way for us to provide support and guidance and increase personal ownership and accountability for our behavior. They help us take responsibility for our actions and learn from mistakes. At VALE, we believe that every misconduct is an opportunity for growth and learning. By understanding the nuanced reasons for behavior, we can collaborate to create a plan to provide direct, targeted intervention, indirect, incidental support or something in between. Restorative practices aim to empower us with self-awareness and skills that strengthen our community, model effective leadership, repair relationships, address harm, and make VALE a place where everyone feels they are included and they belong.
The Social Discipline Window
At VALE, we prioritize a restorative approach to the management of our learning labs, focusing on collaboration and support rather than rewards and punishments. Psychologists' discovery of "learned helplessness" in the 1970s highlights the detrimental effects of constant negative feedback, leading to loss of motivation. Using the "Social Discipline Window" concept, we emphasize doing things with students, not to them, for them, or without them, aligning with our motto: "Nothing about us, without us." Our Learning Experience Facilitators provide tailored support, facilitate the learning of strong social-emotional skills, and cultivate effective habits. This approach, combined with clear expectations and structure, empowers students with resilience, self-awareness, and empathy, fostering a positive learning environment where all can thrive.
“Human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.”
-Ted Wachtel (International Institute of Restorative Practices)
| High Control, Low Support | High Control, High Support |
|
TO the individual Punitive |
WITH the individual Restorative |
| Low Control, Low Support | Low Control, High Support |
|
NOT for the individual Irresponsible |
FOR the individual Paternalistic |
Where control means limit setting and discipline, and support means nurturing encouragement.
Adapted my Todd McCold and Ted Wachtel, 2001
Response Planning
Fostering conflict resolution through our culture of communication
Restorative Practices at VALE emphasize respect, relationships, responsibility, repairing harm, and reintegration. We address behavior immediately, give a voice to all parties, and consider different perspectives. The Restorative Practices Continuum guides us in integrating 'preventative practices' into daily activities like SCRUM, Learning Labs, Essential Skills, Work-Based Learning, and RESET. 'Responsive Practices' ensure thoughtful, equitable, and inclusive responses to unexpected behaviors, complementing but not replacing consequences. The continuum includes both informal and formal restoration opportunities, with the formality based on planning and resources required. Consistency is key, and each of us can contribute to a resilient, restorative environment.
|
Informal/Formal Every Day What We Believe |
Informal Every Day Less Planning |
Formal/Informal 3+ Times Per Week More Planning |
Formal 1-2 Times Per Week Structured More Planning |
Informal Basic Skills Less Time/Planning Informal Follow Up |
Reasonable Skill More Time Some Planning Formal Follow Up |
Formal High Level Skill More Time/Planning Formal Follow Up |
|
| Preventative Build and maintain relationships | prevent conflict and harm |
Responsive Repair relationships | resolve conflict | manage difficulties and disruptions |
||||||
| Identity | Classroom & Community Practices | Community Building | Curriculum (what we teach & learn) | Affective Statements & Relational Conversation | Group or Circle | Formal Conference | |
|
Celebrating character & personality Appreciating backgrounds Understanding cause of behavior Implicit bias ACES |
Procedures & routines Creating a safe environment Healing-centered practices |
Community circles Relationship building Learning circles Deeper dive circles |
Social & emotional literacy Values Problem solving Communication Restorative language Boundaries |
"I" statements Restorative chat Peer mediation Restorative questions Support circles Circles of care |
Program solving circle Mini conference Restorative questions Peer council |
Community resolution conference Truth & reconciliation circle Harm repair circle
|
|
Adapted from Wachtell and McCaul, 2001
Implementing Restorative Conversations
Mediation is a valuable tool in repairing situations that have caused harm. Taking personal responsibility for our actions is the catalyst for meaningful transformation. Through restorative conversations, we gain understanding of the impact our behavior has on others, fostering empathy, positivity, and lasting change.
STEP 1
VALE staff will initially facilitate mediations until students feel confident they can be independent practitioners. At the heart of mediation is accurately identifying the problem or conflict and creating an opportunity for learning and growth. Invite all stakeholders to participate. Communicate the goals of the mediation and VALE's values. Create a safe and supportive environment. Choose the most appropriate Restorative Questions (see below).
STEP 2
Assign a plan of action. What are the next steps and how will similar situations be avoided in the future? Collectively establish consequences if the behaviors are repeated. Use affective language whenever possible.
STEP 3
Inform all key stakeholders of the situation, including details of the mediation and the action plan.
STEP 4
Documenting the details of the mediation and action plan will allow for trend analysis, tracking recidivism, and creating co- regulation strategies for the future if necessary. Those involved should understand what will be documented.
STEP 5
Follow up and future check-ins are the key to sustaining positive behavior and ensuring successful reintegration.
When there is a problem
- What happened?
- What were you thinking at the time?
- What have you thought about since?
- Who has been affected by what you have done?
- In what way have they been affected?
- What do you think you need to do to make things right?
When there has been harm
- What did you think when you realized what had happened?
- What impact has this incident had on you and on others?
- What has been the hardest thing for you?
- What do you think needs to happen to make things right?
It is imperative, prior to facilitating a restorative meeting or circle, that all those included have chosen to participate and have been given a chance to prepare if necessary. Preparation might involve planning how they will answer the questions or practicing active listening. Typically students involved would invite a 'support person' to be with them. Supporters do not actively participate in the conversation but help the student feel safe. A general Conflict Resolution Script can be found in Appendix C.
Commitment #4 and Our Stakeholders
Goal #4: All stakeholders understand that learning is complex and we must analyze information, identify patterns and trends, and recognize nuance, perspectives, and assumption in order to understand with empathy.
In a study done by the Harvard Business Review of the world's greatest entrepreneurial iconoclasts, what makes them stand out over the rest is nuance. HBR states that, "Nuance stems from an undisguised enthusiasm (from the heart) for doing what one does, mixed with the capacity to discern and express what would otherwise be imperceptible to most".
At Vale, The skills of nuance are taught both inside and across the disciplines, as learning moves from concrete to abstract and outside the discipline in qualities like empathy, perspective taking, and equity centered design thinking.
| VALE STUDENTS | VALE STAKEHOLDERS |
| Demonstrate competency and understanding. | Design and implement meaningful problem scenarios that ask students to uncover academic standards in order to solve relevant problems. |
| Show evidence of learning within the disciplines. | Assessment practices combine understanding of learning standards and independent application to real world skills and contexts. |
| Apply learning and skills. Transfer knowledge and skills to authentic problems. | Collect, analyze, and leverage data for instructional decision making. |
| Think Critically: Analyze, evaluate and synthesize complex ideas, while considering needs and perspectives. | Engage students in learning experiences that are complex, relevant and meaningful to students. |
| Effectively Communicate: Write, speak, and present thoughts effectively. | Empower student agency when practicing discerning decision making. |