We value children! We believe children should be our first and most important consideration in education. York is on a mission to support children. I am a volunteer with a desire to make a difference in the lives of children. But exactly what is support according to York?
For York the most influential person in the lives of a student is the classroom teacher. Therefore York believes that teachers should be allowed to make decisions for their students based on their professional training. York listens to teachers and seeks their full input. We do not tell the teachers what WE want to do. The teachers we are currently working with have given a framework and have allowed us creativity within the framework. They have listened to our thoughts and valued our input as we have put their ideas first. We work to build a sense of trust.
The teacher decides what kind of support she needs. She determines what the support will look like and how it will be delivered. The teacher establishes a goal, and our support aids in attaining the goal.
The classroom teacher decides how many students we will support and who will receive that support.
The teacher decides the area of support. Does the teacher desire support in reading, in math, in science…? Where is the most need in the classroom and with students?
York does not develop a schedule and hand it to the teacher. Teachers are asked – “When is the best time for us to give this support to students?” The teacher determines the schedule for our support.
York realizes that the more people involved in providing services, the harder it becomes for effective communication about students and student needs. With York support services, the teacher works with one volunteer - not two or three, just one. York believes that consistency and relationship are extremely important to meeting the needs of the whole child, especially those in elementary school.
York does not have a predetermined set of procedures, “initiatives” or programs that are to be implemented. We rely on the knowledge and preference of the teachers to decide what materials to be used and the type of support to be delivered. Do they want support helping children to become independent learners? Do they want support with enrichment? Do they want support with centers? Do they want support with a book club? Do they want real world application? Do they want small group support? Do they desire one on one support? The teacher takes the lead and guides the work.
York places children ahead of procedures, initiatives and programs. York values teachers. We believe that in most instances, teachers know their students and the needs of their classroom. We believe in flexibility in scheduling, flexibility in delivery of support, and flexibility in the type of support to be implemented. York believes in a relationship where the teacher’s voice and professional judgments are heard and considered. Our work together and our support puts children first.