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1. SUBMITTED BY (MECHANICAL 8th SEM)
KALARIYA PRITESH DURLABHAJIBHAI (080050119009)
MAHAJAN PARTH VIDYADHAR (080050119013)
MEHTA PARTH NARESH (080050119015)
BHAVSAR JIGAR BHARATKUMAR (080050119005)

2. VISION vs MISSION
VISION describes a
perfect world. It’s a
lofty and bold
dream.
MISSION is a brief statement that says
(basically) that it’s the function of the school to
move toward the vision.
© Reynolds and Hines, 2000

3. VISION vs GOAL
VISION describes a
perfect world. It’s a
lofty and bold
dream.
GOAL is a realistic step between the current
situation and the vision. It’s reachable within a
certain time frame.
© Reynolds and Hines, 2000

5. VISION
Painting of your ideal school using
words to describe your students
teachers,
school,
and
community.
© American Student Achievement Institute, 1996 - 2000

6. Jerry Bamberg
Without a common vision,
the school becomes a
“collection of cottage industries
operating in isolation
under the same roof.”
Source: Jerry Bamburg, North Central Regional Educational Laboratory
© American Student Achievement Institute, 1996 - 2000

7. THE PRACTICAL BENEFITS
OF VISIONING
 Provides common direction
 Focuses on students
 Focuses on the future
 Raises expectations
 Energy for change
 Human glue
© American Student Achievement Institute, 1996 - 2000

8. The Vision Statement
CORE CONVICTIONS
What do we believe
in our hearts  that
all kids deserve?
© Reynolds and Hines, 2000

9. The Vision Statement
CORE CONVICTIONS If the adults were living
What do we believe by these core convictions
in our hearts  that every day, what would
all kids deserve? they be doing?
© Reynolds and Hines, 2000

10. Consider these areas . . .
ENVIRONMENT
GUIDANCE School Policy
Behavior Management
GUIDANCE Student Assistance
Parent Involvement
CURRICULUM Community Involvement
Resources
GUIDANCE Leadership
RELATIONSHIP
TEACHING EXPECTATIONS
Curriculum Content Faculty Expectations
Instruction Parent Expectations
Community Expectations
Assessment
Student Expectations
Extra Time / Help

11. The Vision Statement
CORE CONVICTIONS If the adults were living by
these core convictions every
What do we believe
day, what would they be
in our hearts  that
doing? (attitudes & behaviors)
all kids deserve?
If the adults are living by
their core convictions,
what would the students
be doing?
© Reynolds and Hines, 2000

12. The Vision Statement
CORE CONVICTIONS If the adults were living
What do we believe by these core convictions
in our hearts  that every day, what would
all kids deserve? they be doing?
If the adults are living by If the students were
their core convictions, doing these things, what
what would the students would be our school’s
be doing? statistics?
© Reynolds and Hines, 2000

13. Vision Statements

14. VISION.
 “PASHYA ME PARTHA RUPANI  “Partha see forms of me
SATASOTHA SAHASTRASHAH hundreds and thousand see
NANA VIDHANI DIVYANI different different ones
NANA VARN AKRUTINI CHA.” multi-shaped, coloured ones.”
VISION.
The responsible leader inspires the team member through thousands of visions.
Not only has he visions of totality but he also helps his colleagues to develop and see them.
Vision inspires. Vision creates a mission. Then the team has to take actions to fulfil the mission
which realises the vision. The vision is nothing but seeing thousand possible combinations and
scenarios. A vision is beyond normal senses and a super-sense is essential to visualise.
The responsible leader does not limit the discussion, interactions, development of alternatives
and decisions just to logical approach but continuously encourages his team members to think
creatively, differently, non-logically and see many visions of different combinations, forms and
shapes.
Thus in the presence of a responsible leader the atmosphere is charged with daring, innovative
and creative spirit. The leader and the team combine like a vision and mission to ensure
contribute results through proper actions.
THE VISIONARY CONCEIVES THE IMPOSSIBLE.
THE MISSIONARY MAKES IT POSSIBLE.
KVRM 14

15. SUPER-VISION.
 “MAYAADHYAKSHEN PRAKRITIH  “Nature, under supervision of ‘me’
SOOYATE SA CHARAACHARAM produces moving, non-moving see!
HETUNAANEN KAUNTEYA
JAGAD VIPARIVARTATE”. because of the fact, this very one
world revolves then, Kunti’s son.”
SUPER-VISION.
Simply owing to the presence of a responsible leader, things move and results occur.
The overall view and supervision of the leader generates alertness, awareness and
consciousness in all team member.
People awake and perform excellently. A responsible leader see, observes, looks, perceives,
conceives and sights all the possibilities, probabilities and optimality's of different situations
and integrates what has happened, what is happening and what is about to happen and
visualises what is the best that must happen. That is a responsible leader's super-vision.
When the leader shares his vision of overall benefit people get inspired and things just
happen. Things occur in two ways. Some of them are fixed as durable changes.
The responsible leader is aware of the transitory changes and prepares the team for the
situation to derive benefits from these changes.
Regarding durable changes the responsible leader ensures that a team adjust,
accommodates, adopts and achieves in new situations.
The presence of the responsible leader is the presence of total understanding and overall
accountability.
SUPERVISION IS SUPER-VISION.
KVRM 15

16. KVRM 16

17. What is a Vision Statement?
• A vision statement should
be realistic and credible,
well articulated and easily
understood, appropriate,
ambitious, and responsive to
change.
• It should orient the group's
energies and serve as a
guide to action.
• It should be consistent with
the learning community's
values.
• In short, a vision should
challenge and inspire the
group to achieve its mission.

18. Technical Writing Tips for
Writing the Vision:
1. Visualize. Close your eyes and look at
your own classroom or school. Do you
know in your head what is there? Can
you visualize interactions, the look of a
room, and possible changes you might
want to make in this environment?
Practice visualization.

19. 2. Be specific. As you imagine your vision
realize that other people can’t read your
mind. Write your vision statement on paper.
Next write down all of your thoughts related
to your vision. Check to make sure your
thoughts are all included in this vision. Make
sure the most crucial thoughts are central to
your mission.

20. 3. Be descriptive. Remember that you have more
than one sense. Consider your vision from all
your senses. Present your thoughts in a logical
fashion so that the reader can follow your
vision. For example, don’t talk about what
students are doing and then jump to the
principal’s office without a transition sentence .

21. 4. Be concise. Stick to material that is
relevant and necessary for you to
communicate your vision. Too long a
vision will not be read or understood.
How concisely and succinctly can you
express this vision?

22. Examples based upon
Guiding Principles of Vision
Statements

23. Example #1
• We believe that education must
provide an environment in which
all students are respected and
have equal access and
opportunity.

24. Example #2
• We believe
that education
must be
flexible and
responsive to
the changing
needs of
students, the
community,
and society.

25. Example #3
• We believe that schools must provide
a comprehensive, focused education
which challenges the whole student.

26. • We believe
Example #4
that schools
must be
accountable to
the public,
providing a
quality
education
which makes
efficient use
of public
resources.

27. For Real Transformation
People First of Ontario
Family Alliance Ontario
Individualized Funding Coalition for Ontario
Special Services at Home Provincial Coalition

28. Shared Vision:
“A good life
for people with
disabilities
as citizens
within our
communities”

29. Values
The Foundation of Transformation
We share the following foundational values:
 Citizenship
 Self-determination
 Inclusion and community engagement
 Individual and family empowerment

30. Citizenship
Citizenship embraces both self-determination
and community
Citizenship is:
“a way of meeting
one’s deepest
needs, the need to
belong; it gives
voice and structure
to the yearning to
be part of
something larger
than ourselves.”
Mark Kingwell

31. Self-determination
Everybody has the right to self-determination —
everyone is included.
When we listen deeply, we
enable individuals with the
most significant disabilities to
express their desires.
Strong relationships help
facilitate self-determination,
which is why support
networks are so important.

32. Social Inclusion
and Community Engagement
Inclusion is both a process and outcome that
enables every citizen to participate and belong in all
settings in their communities.
A community learns as people are present. It cannot
learn if people are absent. For people with disabilities,
inclusion means realizing your dreams and desire for
participation.

33. Social Inclusion and
Community Engagement
Inclusion:
“Belonging in schools
and universities, in
places of work and
places of worship,
in politics, art and
commerce;
Belonging in family,
community, and
nation.”
- Catherine Frazee

34. Individual and Family Empowerment
Empowerment is a process whereby people gradually
gain more control and participation in their lives.
Empowerment and participation for
individuals and families is enhanced when
advocacy, independent planning & facilitation,
allocation of funding, and direct services operate as
. . . separate functions in the system.

35. Individual and Family Empowerment
A transformed system
must shift power to
vulnerable citizens
by paying attention
to creating positive
circumstances for
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expression of self-
determination.

36. Principle Seven
People First groups & autonomous family
networks are supported and they have an important
advocacy role to play in the transformed system.
What is needed . . .
 Recognition and support for strong,
autonomous family networks and
People First groups.
 Increasing involvement of such groups
in system planning and advocacy, as
distinct from service provider
involvement.

37. Real Transformation means
individuals, families, networks, service providers
and government create a New Story
a New Story
about how people with disabilities and their
families are supported in their quest for
self-determination and citizenship

38. We are Four Provincial Organizations that Represent
Families and Individuals with Disabilities
 Family Alliance Ontario
Supporting the well being of persons with disabilities and their families, and promoting the
inclusion of persons with disabilities into all aspects of community life.
 Individualized Funding Coalition for Ontario
Supporting a coalition of individuals, families, and community agencies dedicated to self-
determination, including having access to and control over funds for disability supports.
 People First of Ontario
Supporting people who have been labeled to speak for themselves, to help each other, and
to help make sure that they are heard.
 Special Services at Home Provincial Coalition
Supporting a coalition of individuals, families, organizations and agencies dedicated to
ensuring that families in Ontario receive the meaningful support they require through SSAH

39. THANK YOU