|
|
 |
| Vision
Statements |
|
In
keeping the following core values, we believe all students deserve an
environment conducive to learning where…
- expectations
are clear.
- a rigorous
curriculum encourages students to reach high levels of achievement and
prepares them to contribute to society.
- opportunities
to select the curriculum in which they participate exist.
- caring
adults nurture, encourage, and recognize student accomplishments and
needs.
- meaningful
relationships with adults in whom they trust to be firm and fair
thrive.
- adult
guidance is provided to help students adjust to middle school and
develop the skills for coping with the physical, mental, and social
changes during adolescence.
- opportunities
exist for students to interact socially and create positive
relationships in a learning environment.
- quality
instruction that addresses individual differences takes place.
- easy access
to extra help is available when a topic is difficult for them to
master.
- a variety
of options for demonstrating mastery are allowed.
- students
deserve to take risks, make mistakes, and learn from mistakes by being
held accountable.
- adults,
parents, and community members value education and work together to
support high expectations for all students.
With all school personnel living by these
core values daily, we are…
- dedicated
and enthusiastic about our jobs.
- respectful,
organized, and prepared, and we expect to be held accountable.
- modeling
and teaching life long learning and the skills to build positive
relationships.
- concerned
personally for student success and the emotional well being of all
students.
- effective
by being resourceful, initiating responsibility, being problem-solvers,
and taking action.
- flexible by
seeking and generating alternatives, seeing multiple perspectives,
being willing to consider change, adjusting to other’s styles
and preferences, and tolerating ambiguity.
- respectful
of our profession by being intentional, striving for improvement and
refinement, seeking clarity and precision, assessing for excellence,
and pursuing ongoing learning.
- consciously
aware of ourselves, others, and our settings by thinking about our own
thinking; by seeking data about ourselves, others, and the setting; and
by monitoring our own decisions and the resulting effects.
- interdependent
by contributing to the common good, participating and learning from
others, developing capacity in working together, seeking collaboration,
and balancing our own needs with the needs of others.
- cognizant
of the critical connections among school environment, student
achievement, and human dignity and their impact on the learning
environment.
- committed
to studying educational best practices and applying those which are
most beneficial for our students.
- coaching
one another, implementing best practices, and evaluating and
redirecting our efforts based upon student achievement.
- understanding
of the importance of students mastering a rigorous curriculum.
- offering
higher level courses where students earn high school credit and writing
is emphasized in every classroom with all students writing
multi-paragraph papers to prepare them to write in all genres.
- creating
lessons that incorporate the state standards, show the connections
among subject areas, require the students to use higher order thinking
skills, and create high levels of student interest and opportunities
for creative expression.
- devoted to
employing a variety of teaching techniques to assist each of our
students in reaching his or her potential academically, socially,
physically, and emotionally.
- steadfast
in pursuing students who are not succeeding by seeking effective
approaches and using an extensive collection of strategies and
resources from the school, home, and community.
In keeping the following core
values, we believe all students deserve an environment conducive to
learning where…
- expectations
are clear. a rigorous curriculum encourages students to reach high
levels of achievement and prepares them to contribute to society.
- opportunities
to select the curriculum in which they participate exist.
- caring
adults nurture, encourage, and recognize student accomplishments and
needs.
- meaningful
relationships with adults in whom they trust to be firm and fair
thrive.
- adult
guidance is provided to help students adjust to middle school and
develop the skills for coping with the physical, mental, and social
changes during adolescence.
- opportunities
exist for students to interact socially and create positive
relationships in a learning environment.
- quality
instruction that addresses individual differences takes place.
- easy access
to extra help is available when a topic is difficult for them to
master.
- a variety
of options for demonstrating mastery are allowed.
- students
deserve to take risks, make mistakes, and learn from mistakes by being
held accountable.
- adults,
parents, and community members value education and work together to
support high expectations for all students.
With all school personnel living
by these core values daily, we are…
- dedicated
and enthusiastic about our jobs.
- respectful,
organized, and prepared, and we expect to be held accountable.
- modeling
and teaching life long learning and the skills to build positive
relationships.
- concerned
personally for student success and the emotional well being of all
students.
- effective
by being resourceful, initiating responsibility, being problem-solvers,
and taking action.
- flexible by
seeking and generating alternatives, seeing multiple perspectives,
being willing to consider change, adjusting to other’s styles
and preferences, and tolerating ambiguity.
- respectful
of our profession by being intentional, striving for improvement and
refinement, seeking clarity and precision, assessing for excellence,
and pursuing ongoing learning.
- consciously
aware of ourselves, others, and our settings by thinking about our own
thinking; by seeking data about ourselves, others, and the setting; and
by monitoring our own decisions and the resulting effects.
- interdependent
by contributing to the common good, participating and learning from
others, developing capacity in working together, seeking collaboration,
and balancing our own needs with the needs of others.
- cognizant
of the critical connections among school environment, student
achievement, and human dignity and their impact on the learning
environment.
- committed
to studying educational best practices and applying those which are
most beneficial for our students.
- coaching
one another, implementing best practices, and evaluating and
redirecting our efforts based upon student achievement.
- understanding
of the importance of students mastering a rigorous curriculum.
- offering
higher level courses where students earn high school credit and writing
is emphasized in every classroom with all students writing
multi-paragraph papers to prepare them to write in all genres.
- creating
lessons that incorporate the state standards, show the connections
among subject areas, require the students to use higher order thinking
skills, and create high levels of student interest and opportunities
for creative expression.
- devoted to
employing a variety of teaching techniques to assist each of our
students in reaching his or her potential academically, socially,
physically, and emotionally.
- steadfast
in pursuing students who are not succeeding by seeking effective
approaches and using an extensive collection of strategies and
resources from the school, home, and community.
With all parents living by these
core values, parents are…
- meeting
student academic needs through providing learning experiences outside
of school.
- familiar
with state standards.
- communicating
with the child and his/her teachers about daily life.
- providing a
structured environment at home to complete assignments successfully.
- fostering
healthy social and emotional growth by being a positive role model;
addressing others in a respectful manner; preparing students to value
differences; and supporting school expectations for positive behavior
choices, attitudes, and attire.
- using the
tools and resources available to them, such as the Passport, Homework
Hotline, ParentLink, team web pages, and parent teacher conference
opportunities, to foster student progress.
- actively
partnering with the school by participating in a variety of parent
involvement activities such as attending field trips, volunteering in
the classroom, working in the office, assisting with extracurricular
activities, etc.
In this environment, where the
community and businesses are living by these core values, the
community…
- supports
the school by providing students with a sense of accountability for
being good citizens of our community.
- assists the
school when appropriate by sharing, demonstrating, or providing
school-to-work experiences.
- participates
in school improvement efforts by serving on school councils when asked.
In this environment, where all
students are living by these core values, all students…
- have high
expectations of themselves.
- are excited
about learning and show strong self-management skills.
- value
education, pass all classes, earn high ISTEP+ scores, and set career
goals.
- communicate
effectively through written language and meet all state standards.
- accept
responsibility, make good choices, and demonstrate strong character.
- are
well-rested, prepared, and on time.
- show strong
listening skills by respectfully listening to adults and other
students.
- show strong
team building skills while working together to solve real world
problems applying the academic content they have learned in class.
- actively
work to delegate responsibilities, display conflict management skills
as problems arise, and use consensus-building techniques to make group
decisions when participating in cooperative learning activities.
- are eager
to demonstrate mastery of the content presented and use a variety of
methods.
- seek extra
help by participating in help sessions before, during, and after school
when they need it.
- use the
available resources such as the Passport, Homework Hotline, ParentLink,
and school web pages to maintain awareness and organization. benefit
from advisory activities and apply the skills learned to their everyday
lives.
- complete
interest inventories and determine personal career preferences prior to
scheduling high school courses in preparation for post secondary
education.
- take
ownership and pride in improving their school and community and are
involved in school and community activities.
- exhibit
high self-worth, respect for fellow students and adults, and enjoy
school.
- meeting
student academic needs through providing learning experiences outside
of school.
- familiar
with state standards.
- communicating
with the child and his/her teachers about daily life.
- providing a
structured environment at home to complete assignments successfully.
- fostering
healthy social and emotional growth by being a positive role model;
addressing others in a respectful manner; preparing students to value
differences; and supporting school expectations for positive behavior
choices, attitudes, and attire.
- using the
tools and resources available to them, such as the Passport, Homework
Hotline, ParentLink, team web pages, and parent teacher conference
opportunities, to foster student progress.
- actively
partnering with the school by participating in a variety of parent
involvement activities such as attending field trips, volunteering in
the classroom, working in the office, assisting with extracurricular
activities, etc.
In this environment, where the
community and businesses are living by these core values, the
community…
- supports
the school by providing students with a sense of accountability for
being good citizens of our community.
- assists the
school when appropriate by sharing, demonstrating, or providing
school-to-work experiences.
- participates
in school improvement efforts by serving on school councils when asked.
In this environment, where all
students are living by these core values, all students…
- have high
expectations of themselves.
- are excited
about learning and show strong self-management skills.
- value
education, pass all classes, earn high ISTEP+ scores, and set career
goals.
- communicate
effectively through written language and meet all state standards.
- accept
responsibility, make good choices, and demonstrate strong character.
- are
well-rested, prepared, and on time.
- show strong
listening skills by respectfully listening to adults and other
students.
- show strong
team building skills while working together to solve real world
problems applying the academic content they have learned in class.
- actively
work to delegate responsibilities, display conflict management skills
as problems arise, and use consensus-building techniques to make group
decisions when participating in cooperative learning activities.
- are eager
to demonstrate mastery of the content presented and use a variety of
methods.
- seek extra
help by participating in help sessions before, during, and after school
when they need it.
- use the
available resources such as the Passport, Homework Hotline, ParentLink,
and school web pages to maintain awareness and organization.
- benefit
from advisory activities and apply the skills learned to their everyday
lives.
- complete
interest inventories and determine personal career preferences prior to
scheduling high school courses in preparation for post secondary
education.
- take
ownership and pride in improving their school and community and are
involved in school and community activities.
- exhibit
high self-worth, respect for fellow students and adults, and enjoy
school.
|
|
|
|
|
|
