Capstone

= Shadowing Experience at __Springer School__ =

Reflection : [[file:Shadowing Experience at Springer.doc]]
Springer's website gives a brief overview of their mission and values. **Springer School and Center is the only organization in the region whose program is devoted entirely to the education of children with learning disabilities...**

 MISSION To empower students with learning disabilities to lead successful lives. To fulfill our mission, we are committed to fostering an educational setting that includes and respects the different perspectives of all members of our community. Therefore, we welcome students, families, and staff from diverse backgrounds. We believe that all students with learning disabilities have the ability to succeed educationally, socially, and personally, and to ultimately become responsible for their own learning. Springer School and Center provides a program totally dedicated to children with learning disabilities. Every adult at Springer understands learning disabilities and responds to children through that understanding. This appropriate environment permits a child to believe in and work toward his/her potential.  CORE VALUES  **COMMITMENT TO COMMUNITY** Through the center, Springer reaches thousands of children, parents, and educators by providing information, referral services, and programs: Springer School and Center is a practicum site for students of area colleges and universities. Student teaching assignments are scheduled throughout the year. Students in area high schools also use the school as an opportunity for community service credits. Parents and community volunteers are invited to be involved in the classroom, to serve on committees, and to participate in various athletic, social, and fundraising activities.  HISTORY Springer was founded in 1887 as the Cathedral School for the Archdiocese and served grades 1-12. From the beginning, it served children with special needs as the original school had a program for the deaf and hard of hearing children. In 1968, based upon a community needs assessment conducted by the University of Cincinnati, Springer became a school for children with language-based learning disabilities. Springer ended its relationship with the Archodiocese, and became a non-affiliated, independent elementary school for children with learning disabilities in 1971. Since 1992, Springer has been accredited through the Independent Schools Association of the Central States. The center, opened in January 1999, provides information, referral services, and programs for students, teachers, and parents.
 * **Student Growth and Development -** In order to achieve the goal of our mission statement, it is critical to have the following key resources: leadership with a vision, a highly professional and knowledgeable staff with caring hearts, and a robust, research-based comprehensive program that is developmentally appropriate for each student.
 * **Staff Expertise and Development -** Staff expertise, commitment to the mission, resourcefulness in dealing with multiple challenges, and loyalty to the organization are the pillars on which the performance and reputation of Springer stands.
 * **Partnership -** The partnership among students, parents, staff, administration, board, and donors requires all members to know, understand, and strongly support Springer's mission, strategic initiatives and values, and to have clear expectations of each other.
 * **Communication -** All work is done through relationships and communication that should have the characteristics of openness, integrity, flexibility, respectfulness, professional behavior, value-adding, and collegial in celebrating successes/learning from failures.
 * **Stability -** The programs, facilities, and general operations are sustained through executive and board leadership, planning, staff retention, sound financial management, and fund development; and are maintained through organizational processes via plans, policies, procedures, well-defined roles, and systems for accountability.
 * Parents can increase their knowledge of learning disabilities and develop strategies for helping their child in classes such as "A Closer Look at Learning."
 * Classes and follow-up consultations help educators understand learning disabilities and translate research into sound instructional practices.

Visit Springer's website to find out additional information http://www.springer-ld.org/