Principal's Greeting

Christ the King staff and community believes in success for ALL students.  We value respect, kindness, responsibility and honesty.  We also understand the vital role that each stakeholder has in the education of our students.  It is the dedication and partnerships created with home and school along with the direct services provided by Holy Trinity School Division that will support the learning needs of the children.

 

At Christ the King School we are fortunate to have School Community Council that has, and continues to be, a wonderful support to our school community. We have a dedicated group of volunteers who give of their time and energy to enrich the learning experience of all our students. Collectively, we have created a safe and caring environment where children are challenged and encouraged to be the best they can be while following the teachings of Jesus. Please consider joining our SCC. It is a great way to learn more about your child’s educational journey.

 

Children learn best when the significant adults in their lives -- parents, teachers, and other family and community members -- work together to encourage and support them. This basic fact should be a guiding principle as we think about how schools should be organized and how children should be taught. Schools alone cannot address all of a child's developmental needs: The meaningful involvement of parents and support from the community are essential.

The need for a strong partnership between schools and families to educate children may seem like common sense. In simpler times, this relationship was natural and easy to maintain. Teachers and parents were often neighbors and found many occasions to discuss a child's progress. Children heard the same messages from teachers and parents and understood that they were expected to uphold the same standards at home and at school.

 

As society has become more complex and demanding, though, these relationships have all too often fallen by the wayside. Neither educators nor parents have enough time to get to know one another and establish working relationships on behalf of children. In many communities, parents are discouraged from spending time in classrooms and educators are expected to consult with family members only when a child is in trouble. The result, in too many cases, is misunderstanding, mistrust, and a lack of respect, so that when a child falls behind, teachers blame the parents and parents blame the teachers.

 

At the same time, our society has created artificial distinctions about the roles that parents and teachers should play in a young person's development. We tend to think that schools should stick to teaching academics and that home is the place where children's moral and emotional development should take place.

 

Yet children don't stop learning about values and relationships when they enter a classroom, nor do they cease learning academics -- and attitudes about learning -- when they are at home or elsewhere in their community. They constantly observe how the significant adults in their lives treat one another, how decisions are made and executed, and how problems are solved.

 

All the experiences children have, both in and out of school, help shape their sense that someone cares about them, their feelings of self-worth and competency, their understanding of the world around them, and their beliefs about where they fit into the scheme of things.

 

The biggest winners are the children. When we walk into a school and see parents and teachers working together, in all sorts of roles, it's a sure sign that the school challenges the very best in students and helps all, regardless of race, class, or culture, realize their fullest potential.

 

Excerpted from http://www.edutopia.org/home-school-team

 

Let's work together to make the best possible learning opportunities for "our kids"!

 

 God Bless,

Mrs. Andrea Olesen