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Mission, Vision and Values

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Mission

The objective is to deliver a comprehensive and accountable school counseling program for all Hisar students. In collaboration with school staff, families, and the community, we aim to encourage all students to discover and develop their true potential by acquiring the skills, knowledge, and attitudes needed to become lifelong learners. We aim to improve problem solving, decision making and critical thinking skills in our students so that they become empathetic world citizens who are self-aware and sensitive towards their environment.

Vision

Hisar School believe a developmental and preventive guidance program is a crucial part of the education process where all students are provided opportunities to meet academic, career and personal/social objectives.

Values

All students;

have responsible communication skills
have the ability to achieve their full potential
have the right to participate in the school counseling program
ethnic, cultural diversity and special needs are recognized and supported in the planning and implementation of the counseling program
develop an awareness of multiple perspectives through respect and tolerance

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Hisar Schools believe that every individual has the right to fulfill his/her potential.

The Hisar School counselors advocate for all students to make sure they receive the social and emotional support to recognize and advance their potential. The counseling program enhances learning and provides a developmentally appropriate and accessible support for all members of the Hisar community; the service is available to all students, parents and teachers by providing safe and confidential environment. The counseling team is dedicated to the ethos of Hisar in which students are empowered to be caring, open-minded, respectful, independent, self-confident, sensitive and responsible individuals living successfully in a global community.

Definition of Counseling

Counseling is defined as an early intervention strategy to prevent deterioration in the emotional wellbeing, behavior and attitude of a child/adolescent/adult. Counseling plays preventive role helping students experiencing developmental and/or psychological problems that require professional support. It provides an opportunity to enhance a young person’s self-esteem and ability to cope more effectively in school and the world outside.

Department Principles

Hisar School follow the principles of the Turkish Ministry of Education which are;

Confidentiality
Willingness
Continuity
Respect for Human rights
Trustworthiness
Self-worth
Collaboration
Uniqueness

In light of these principles, we are committed to;

building a sense of identity and self-worth in each of our students, so that they have a capacity to be creative, they are more likely to assume active roles in social groups, they are less likely to be affected by insecurity or fear, and they are more likely to move more directly towards personal goals. Lastly, they are able to accept differences and still feel positive about themselves,
developing a well-rounded individual with skills, attitudes, sensibilities and personal initiative that will allow each one to grow into confident adults,
developing the whole person – morally, intellectually, emotionally, socially and physically – in a caring environment,
challenging each of our students to achieve the best that they can academically,
ensuring that each of our students embraces the whole world, community and culture, while at the same appreciating Turkish culture.

We recognize that serving both the school (students, faculty and parents) and the wider community is a cornerstone of our philosophy, and we are committed to developing in each student innovative capabilities to participate in a dynamic global environment.

Purpose of Hisar School Counseling Program

To support the Hisar school’s mission, philosophy and values.
To learn and follow the students’ cognitive, social, emotional and physical particularities.
To implement practices that encompass the diversity of all students.
To provide non-judgemental support and guidance to all members of school community including parents.
To provide warm and confidential environment aiming at students’ and other members’ personal development.
To create a learning environment that meets the needs of all students.
To encourage the internalization of values and help the school community to apply consistently in order to help build school spirit.
To identify the students who may be emotionally/socially at risk as early as possible.
To help students become aware of their own abilities and interests, become informed about educational options and career opportunities.

The Counselors at Hisar School believe that each student:

will have opportunity to benefit from a comprehensive Pre K-12 counseling program that is closely linked to student learning.
has unique ways of learning and should be empowered, encouraged and supported towards achieving his/her full personal and academic potential.

School Counselors’ Areas, Roles and Responsibilities:

Individual and group counseling
Peer and/or adult relationships, coping strategies and social skills
Communication skills, expressing emotions
Problem-solving
Development of self and understanding other people
Bullying, coping strategies
Conflict resolution
Multicultural awareness
Crisis intervention
Referrals to other community resources
Communication with faculty and parents
To provide group interventions where there is an emerging behavior pattern
Student observation
Directing to expert if necessary and follow-up
Parent education via seminars, workshops or bulletins.

Resource Teachers’ Areas, Roles and Responsibilities

Eliminating barriers to student learning and increasing the maximum benefit for all students.
Recognizing the different needs, providing an individual learning plan for children with mild learning difficulties, and a close follow up, and evaluation of process.
Recognizing the different needs, providing an individual educational plan for children with more moderate learning difficulties, a close follow up, evaluation of progress.
Fostering to build values among the school community members.
Providing one to one/ peer learning support.
Supporting class teachers through variety of means to meet the needs of students, such as learning styles and other specified areas.
Training for faculty if need arises.
Providing liaison for families to external professionals.
Supporting and consultation for parents.

Related Guidelines

Psychological Counseling and Guidance Curriculum

Guidance curriculum and delivery is essential to helping all students achieve their full academic, social and personal potential. This curriculum’s standards are preventative in nature and developmentally appropriate in grades PreK – 12.

Scope of Psychological Counseling and Guidance Department

The main scope of the department program is the provide the following:

Educational counseling
Individual counseling

Collaboration

Counselors collaborate with students, parents, teachers, and community members as part of a support team that optimizes student achievement.
Counseling Program enable individuals to achieve their potential both academically and personally. Collaborating with teachers, the counseling department meets the students’ social and emotional needs by creating a supportive learning environment both inside and outside of the classroom to be able to support students become competent and self-confident learners.

Professional Development

Ongoing professional development activities are essential aspect of an effective counseling program.
Counselors maintain an ongoing commitment to professional growth by staying current in best practices and participating in program review and implementation.
Counseling department should be provided with regular opportunities for clinical supervision.

All learning coaches, resource teachers, special ed teachers and counselors should work in collaboration with classroom teachers in their division. We strongly believe that all counseling efforts should be connected with each other as Pre K-12.

As a result of the restructuring of the department, the studies are conducted in accordance with horizontal and vertical integration of the four schools. We are committed to implementing an effective and accessible counseling process between our students, parents and the school community.

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This document is prepared to provide the definition and implications of “bullying” as most common case of unwanted behavior in school environment.

Purpose:

Hisar School aims to foster and create a safe, positive physical and emotional learning environment, which is free from significant disruptions and obstacles that affect learning and performance for all students.

In this respect, Hisar School aims to create a culture where bullying is not tolerated where all students must be supported and encouraged to share and/report bullying and to help peers who are bullied.

Methods of coping with bullying must include empowering students to overcome the negative effects of bullying. In addition, students who engage in bullying behavior are encouraged to take responsibility for their own actions.

Students, staff and parents share the responsibility for making Hisar School a respectful and welcoming environment for each child.

The rationale behind our anti-bullying policy is:

To acknowledge the right of each student to enjoy learning in a safe and caring environment
To foster values as mutual respect and an awareness of the interdependence of all members of the school community
To develop a confident, positive self-image and sense of responsibility in each student.

Policy Statement:

We are committed to ensuring that our school provides an environment free from bullying behaviors. All members of our school community – Board of Trustees, school leaders, teachers, counselors, staff, students and parents should have an understanding of what bullying is; and know what to do when bullying does occur.

Definition of Bullying:

Bullying is unwanted negative behavior conducted by an individual or group against another person (or another group). Bullying behaviors can be physical, verbal, psychological or social, and can take place in the physical or digital world.

Bullying involves; initiators (those doing the bullying), targets (those being bullied) and sometimes bystanders (those who witness the bullying).

Our school community agrees that bullying:

is deliberate
involves a power imbalance
is repetitive and is harmful.

Examples of bullying behavior include but are not limited to the following:

Hitting, pushing, kicking and other acts that physically hurt another person
Spreading negative rumors about or falsely accusing another person
Threatening another person
Posting or sending mean-spirited messages about someone using phones, electronic mail, websites, blogs, etc. (also known as cyber-bullying)
Organizing others to threaten, tease, or excluding a targeted individual with the means of hurting another person

Scope of the policy:

The policy applies:

During school time (including breaks)
During school trips and outings
During school based activities
During time spent on digital network and social media.

The education and prevention strategies may include the following:

Promoting a positive school climate where bullying is not acceptable
Promoting positive student behavior and role modeling
Creating a whole school approach to the prevention of bullying behavior
Displaying anti-bullying posters around the school
Publishing of the school’s “Behavior Modification and Development Policy” on the school’s Website
Workshops for students and parents on the appropriate use of social media and cyberbullying.
Cross curricular programs that promote positive student relationships
Parent Information meetings, coffee mornings
Training of faculty and students related to Bullying
Ongoing evaluation of the effectiveness of the school’s Anti-Bullying policy and procedures

Investigating Bullying Behavior:

Teachers and counselors report incidents to the school administration. Administration examines all reports of bullying in light of this Policy.

The investigations are held expeditiously by contacting the target of the bullying. There are two forms of bullying report forms, one for Primary School students and the other is for Middle and High School students. Subsequently, a written report of the investigation is prepared.

The report of the investigation includes central information about the incident such as affirming whether acts of bullying were verified, and identifying recommendations for intervention, including an action if appropriate.

Parents of each student involved in bullying will be notified prior to the conclusion of the investigation. All incidents of bullying and identifying patterns of behavior are regularly monitored.

These steps for investigating a bullying behavior can be seen in the flowchart below:

Raising Awareness:

We recognize the importance of effective communication between home and school to promote desired student behavior.

We regularly raise the awareness of our school community’s approach to bullying by presenting evidences of our positive school culture, through bulletins, school newsletters, parent coffee mornings or assemblies.

Our interaction with our wider school community will include reports to the Board of Trustees, and our Policy on the school’s website.

Evaluation:

We review and revise the Anti-Bullying Policy annually to make sure that the school’s bullying prevention practices are effective. Accordingly, we create and modify action plan. We track all incidents related to bullying and regularly report this information to parents.

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Hisar School employs a positive discipline approach and complies with Turkish Ministry of Education regulations for grades PreK-12.

Definition and Purpose of Discipline

Discipline is composed of a range of strategies and practices to ensure effective school and classroom management and to support students to develop inner control rather than controlling their behavior by external forces. It teaches students responsible thinking, cooperation, mutual respect and shared decision making.

The purpose of discipline is to help children to acquire life long self-regulation skills, conflict resolution skills, being responsible for their own actions. The goal of discipline is to help students become aware of how their own actions affect others and how the choices they make can help them to overcome difficulties and conflicts. There are no good or bad children, but a variety of individuals who have a variety of needs.

Our discipline policy throughout the school is based on the principles below:

Students are treated with dignity.

Teachers encourage children to act as active learners in the problem solving process, they do not solve problems themselves. Teachers acknowledge children’s feelings, encourage their initiative to do things by themselves.
Teachers establish supportive environments to keep the conflicts at a minimum. They use several strategies to create supportive environments, each provides children with a sense of control and security.

i. They set developmentally appropriate limits and expectations for children.
ii. They provide variety of materials for children to choose and play or study.
iii. They set a consistent daily routine.
iv. They model proper ways of interacting with others and using materials.
v. They inform children about any change or incident beforehand.

Children are expected to develop their inner control rather than controlled by external forces.

Teachers use ‘I language’ and encourage children to use this language.

Teachers use ‘encouragement’ versus ‘praise’. Punishment is replaced by natural consequences. Teachers encourage children to live the consequence of his/her actions by actually letting children experience it with the appropriate behavior related to the undesired behavior.

At Hisar School, social conflicts are seen as important opportunities for active learning. Teachers help children to resolve the conflicts when they arise by using the seven steps below. Conflict resolution is a process and will take time, teachers consistently repeat the procedures below:

Step 1: Teachers approach the situation calmly.
Step 2: Teachers recognize children’s feelings and gather information.
Step 3: Teachers restate the problem according to what the children say.
Step 4: Teachers ask for ideas for solutions.
Step 5: Teachers restate the suggested solution(s) and ask children to make a decision about which one to use.
Step 6: Teachers encourage children to act on their decisions.
Step 7: Teachers give follow-up support. They might re-clarify the solutions.

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Misyon, Vizyon ve Değerler_en_US