Developing a District Vision and Core Beliefs

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Developing a District Vision and Core Beliefs

• A Basis for Continuous Improvement in the
  Simsbury schools

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Why were here

• There is no power for change greater than a
  community discovering what it cares about
• -M. Wheatley, 2002

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Context of our Work

• Purpose
• To foster a shared sense of purpose and direction
  for the Simsbury Public Schools
• Process
• To engage stakeholders in a collaborative process
  of defining the difference we want to make in
  student learning and performance

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Introduction

• Introduction of District Steering Committee
  members and guests

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Building on our Past

• Philosophy of Education
• Statement of Purpose

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Building on the Present

• System-wide Student Achievement Goals 2005-10
• Achievement Goal 1
• All Simsbury students will demonstrate
  achievement of the district's performance
  standards in language arts, mathematics, science,
  social studies and world languages.
• Achievement Goal 2
• All students will demonstrate an achievement in
  the fine and performing arts as measured by
  district performance standards.
• Achievement Goal 3
• All Simsbury students will be prepared to
  function effectively in a complex, multi-cultural
  society as evidenced by achievement of the
  district's performance standards in the areas of
  health, personal responsibility, citizenship,
  career awareness/life skills and technology.
• System-wide Quality Goals 2005-10
• Quality Goal 1
• To create curriculum that will respond to the
  learning needs of all students and prepare them
  for life in the 21st century.
• Quality Goal 2
• To ensure that teachers in the Simsbury Public
  Schools meet the district performance standards
  in both subject matter expertise and in teaching
  skill.
• Quality Goal 3
• To ensure that the system as a whole as well as
  each school/program engages in a continuous
  improvement and self-evaluation and holds itself
  accountable for increased levels of performance
  over time as measured by national and
  international standards of achievement.
• Quality Goal 4
• To develop a comprehensive plan that describes
  the future needs of the district and associated
  costs including capital as well as operating
  needs.

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Simsbury Board of Education

• Richard Hogan, Chairman
• Jack Sennott, Vice Chairman
• Lydia Tedone, Secretary
• Charlie Moret
• Mike Goman
• David Horowitz
• Donna Lyons
• Chris Kelly

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An Overview of our Timeline

• Summer retreat
• Work with Dr. Kathleen Fitzpatrick
• 2006 - 2007 Process
• School Based Study Groups
• District Steering Comm.
• Nov. -- Orientation
• Apr. -- Draft of Vision and Core Beliefs
• Sum. Final version completed

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Vision Statement Set of Core Beliefs
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The Significance of Vision and Guiding Beliefs

• Vision
• Clarifies the general direction of continuous
  improvement efforts
• Motivates people to take action in the right
  direction
• Coordinates the actions of different people
• - James Kotter

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The Role of Vision for a School System

• Should convey a vivid picture of what the future
  will look like when the systems beliefs and
  expectations are in place.
• It should identify expected results System-wide
  expectations for student learning, and
• A description of the future school system needed
  to achieve these results

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Core Beliefs

• Beliefs are CONVICTIONS that drive our everyday
  actions
• They become the basis of all policies,
  procedures, guidelines, and day-to-day decision
  making.
• Should be reflected in how our schools are
  organized and the instructional practices we use.

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Our Process

• The relationship between the SBSG and the DSC
• To create an wide and deep discussion in the
  district about the values and aims that will
  guide future direction for the district.
• Tonys role

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We need to surface

• The HISTORICAL successes of the district
• The current BEST PRACTICES in our district
• The current RESEARCH, and
• The FUTURE needs of our students

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Influence of Teacher Qualifications on Student
AchievementGains in Math Achievement from 3rd to
5th Grade Due to
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Policy can Improve Teacher Quality The
Connecticut Case

• Over 14 years Connecticut
• Increased and equalized salaries for qualified
  teacher
• Raised licensing standards improved teacher
  education
• Provided scholarships for preparation in shortage
  fields
• Ensured mentoring for new teachers
• Invested in widespread professional development,
  e.g. Reading Recovery
• Gave extra aid to high-need districts

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Student Achievement In Reading 1994-1998
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We can Accomplish our work by

• Building on the COLLABORATIVE SPIRIT of the
  district
• Accessing STUDENT VOICE
• Ensuring a GUARANTEED CURRICULUM for all
  students
• Employing COMMON ASSESSMENTS across the district
• Promoting PARENTAL INVOLVEMENT
• Strengthening the INSTRUCTIONAL CORE
• Personalizing the educational experience

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Relation to Board Goals

• Achievement Goals
• District Performance Standards
• Function Effectively in our Complex,
  Multicultural Society
• Will see school experience as respectful,
  challenging, and supportive
• Will become independent, confident, resilient,
  goal-directed decision-makers

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Relation to the Boards Quality Goals

• Responsive curriculum that prepares students for
  life in the 21st century
• Teachers who are highly qualified
• All schools/programs engage in continuous
  improvement efforts
• Develop a plan for future needs

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Relation to District Work

• Rigor
• Relevance
• Relationship

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Relation to National Work

• A new vision for Education
• 21st Century Skills
• Core Subjects
• 21st Century Content
• Global Awareness
• Financial Literacy
• Civic Literacy
• Health and Wellness Awareness

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Learning and Thinking Skills

• Critical Thinking
• Communication
• Creativity
• Collaboration
• Contextual Learning
• Information and Media Literacy

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Information and Communication Technology

• Using technology to learn content and skills

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Life Skills

• Leadership
• Ethics
• Accountability
• Adaptability
• Productivity
• Responsibility
• People Skills
• Self-Direction
• Social Responsibility

• The goal is to be deliberate, strategic, and
  comprehensive in our development of these skills

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21st Century Assessments

• Measure results that matter in all five areas
• Integrated with assessments of core subjects
• Must use modern technologies
• Balance standardized, classroom and
  performance-based assessment

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Employers, educators and policymakers agree . . .

• If schools incorporate all six
• Elements of a 21st century education, students
  will indeed have a Rigorous, Meaningful, and
  Relevant education.

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Thinking About the Future

• Gary Marx
• Sixteen Trends

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Other Resources

• How People Learn National Research Council
• Annenberg Foundation School Communities that
  Work
• Beyond Islands of Excellence Learning First
  Alliance
• Change Leadership Tony Wagner

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The Role of the District Steering Committee

• Re-convene in the Spring
• Synthesize the comments from the schools
• Draft a Vision Statement for the district
• Draft a set of Guiding Beliefs for the district
• Finalize Vision and Guiding Beliefs

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Next Steps

• Tony and the Administrators
• SBSG convene and begin considering elements of
  vision and core beliefs for
• What we want students to know and be able to do
• How Simsbury personnel should work together
• How to partner with parents and others to ensure
  success for all students

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SBSG will examine

• Current Best Practices in Simsbury
• Past Successes
• Current Research on Teaching, Learning
  Schools/School Districts
• Future Needs
• Shared Leadership
• Parental Involvement

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Then this committee goes to work!

• Thanks for participating
• Curiosity, persistence, and genuine interest are
  the main power sources for future thinking
• - G. Marx