Thoughts of mission statements sometimes bring up visions of stuffy cubicles and past episodes of The Office. But mission statements are not just for companies or schools. Classrooms can benefit from them as well. Teachers can use a mission statement as a yearly focus for the class, a source of motivation, and an opportunity to track some data that will hopefully show student progress.

What is it?

In a nutshell, a mission statement tells who you are, what you are doing, and why.

How long should it be?

Mission statements have a tendency to either get wordy and confusing or general and meaningless. This has prompted some to debate the value of mission statements. Or make fun of them. But when done right, they are useful. And most gurus in this area seem to say that “done right” means people should be able to remember what the mission statement says:

The mission statement is one thing that should be known by every person in the organization. You should be able to go up to any individual in the organization and he or she should be able to recite the mission to you.

It should always be brief, so that it can be remembered.

How to make a mission statement in five simple steps

1. Work with your class. This is a class mission, so it needs to be created as a group.
2. Make a class name. Decide if you will be identified by your grade level, teacher’s name, room number, or something unique. Ask students what they want to be called.
3. Decide on important actions. The class might need some guidance here to select some actions that you are happy with as well. Keep this list to around three of the most important actions needed to be successful. You might want to consider actions related to academics, work habits, and behavior.
4. Brainstorm the whys. Discuss why you do what you do. Connect the actions to student success in the current school year (honor roll, good grades, pride), but also out into the future (college, career, money).
5. Keep it short. Keep the mission statement to a sentence, something that can be memorized and remembered. If it’s too long, no one will use or remember it when they need it.

When you are done, type it up, snap a class photo and let your students sign the mission statement. Post it somewhere in the room. If you have room, create an area to display the mission statement and any charts, graphs or data that shows you are moving toward your mission.

When done right, your mission statement will be a motivational slogan that everyone likes and can remember.

Topic of the Week: Mission Statements [EduHound Weekly]

Resources:

MissionsStatements.com: Check out sample mission statements from many different types of organizations. Get ideas on length, wording and what might work for you.

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Teachers are often asked by school districts to maintain a presence on the web. Which poses the question: Who is their primary audience? Meet Ima Parent, mother of fourth-grade Jimmy and seventh-grade Suzie. School has started and the kids are coming home with tales of woe of how much work they’re going to have this year. Ima decides to check out their teachers through the school websites they maintain. Firing up the ol’ browser she navigates to her daughter’s science teacher where she finds the class description and expectations. Surprisingly, it says nothing of the three hours of nightly homework and weekly exams Suzie has been describing. She also finds information on a more personal level which further dispels the image of barbed tail and horns painted by Suzie. Ima feels confident that Suzie will survive this seventh grade ordeal. She’s not so sure about herself.

Remember who your primary audience is: Ima Parent. She’ll visit your site frequently and sing your praises when it meets her needs. Update often!

A month into school and Jimmy casually mentions to mom that his teacher just sprung a project on him that’s due this Friday. It’s Wednesday. Jimmy also does not know much about the project as he has misplaced the sheet outlining the particulars. Thanks Jimmy. Ima surfs to her son’s classroom website hoping to shed some light on this predicament. Jimmy, beside her and noticeably uncomfortable, is shocked when mom easily finds the calendar of class events and a printable document describing the project. Apparently, it was assigned last week and it is in fact due on Thursday with a penalty for turning it in Friday. Damage control. Thankfully, the site also has pictures of previously turned in projects for ideas. Jimmy is wishing he knew how to block this particular site from viewing in the same way his mother blocked his favorite online gaming site.

A survey on Suzie’s social studies teacher’s site asks the students if they felt a recent field trip was worthwhile. Wow, a teacher who solicits the opinions of their students? She asks Suzie about it and she replies that this happens often and it’s no big deal. Suzie goes on to say that she has the same survey on her MySpace account and everyone thought it was the lamest field trip. After a thorough grilling regarding the MySpace account Ima decides she’s on information overload.

With the exception of a few stagnant webs, the sites that her children’s teachers maintain have become a valuable tool for Ima. She now has a level of knowledge that was once difficult to attain, often feeling more the FBI interrogator than the interested and involved mother.

Thoughts to Ponder

• The level of implementation varies wildly and teachers may easily be applauded or vilified. “Well, Mrs. Hastoomuchtimeonherhands had a website last year that kept me in the loop on everything!” Most schools have a teacher that has reached the status of “Resident Guru of Technology.” Two simple pieces of advice to help you cross those technology hurdles much easier:

• Reach out to the guru.
• Take copious notes.
  
• Stale websites abound among teachers and all it takes is one trip to a website with last year’s information and it may never be visited again. The web is too dynamic today to not update as often as possible.
• The ability to create and maintain a website depends heavily on the tools and support provided by a district. The playing field is not even among school districts where you’ll find older web editors and ftp protocol in some places and high-end content management systems in others. Find a way to make it happen. Speak with your technology department to see what it is they can do for you.
• Remember who your primary audience is: Ima Parent. She’ll visit your site frequently and sing your praises when it meets her need. Update often!
• Your secondary audience? Suzie and Jimmy. Train them to visit the site as a classroom feature of instruction. Start out small with a tease that gets them there then, as you get better, begin to involve them more as your guide to a better web. You’ll be surprised at how much this improves not only your website but the relationship you have with your students. To be sure, this is a comfortable medium for kids serving as their playground, channel of communication and occasional wall of graffiti.

This is certainly not the last word on this as I’ll explore in greater detail how to accomplish much of what I’ve described here in later posts. Please comment and tell us of your experiences good and not so good.

Picture Credit

Additional Resources: The Fourth Story , Page Creator by Google