Core Beliefs. A. Good sportsmanship
Core Beliefs. We believe all children are created in the image and likeness of God (children). • We believe all children are capable of achieving at a high level and holistic instruction is best (teaching). • We believe we live in a rapidly changing world in which our children need to be well prepared (world). • We believe that we have been called to love others as Xxxxxx loves us (culture).
Core Beliefs. We believe: • That Whitefish schools are the foundation for a responsible citizenry, workforce and democracy. • All students and staff are motivated to learn and will learn in environments based in rigor, relevance and relationships. • In deeper learning where students master core academic content; think critically and solve complex problems; work collaborative; communicate effectively; learn how to learn; and develop academic mindsets. • That teaching and learning is most effective in a collaborative process, driven and inspired by students and teachers, with a focus on results. • That community-wide collaboration develops mutual respect and strong community relationships. Vision In the Whitefish Learning Community, students engage in self-directed, goal-oriented exploration guided by innovative, dynamic educators.
Core Beliefs. The RRG Way" - Our Core Beliefs Profit Profit and cash are our means to create all that is better for our staff, shareholders, suppliers and the community. Rentals are the most important contributor to profit and hence are our top priority.
Core Beliefs. Professional learning that improves educator effectiveness is fundamental to student learning. All educators have an obligation to improve their practice. More students achieve when educators assume collective responsibility for student learning. Successful leaders create and sustain a culture of learning. Effective school systems commit to continuous improvement for all adults and students. Shared Benefits: This collaborative effort will lead to the following outcomes: A contextualized, comprehensive professional learning plan focused on outcomes Sustainable solutions for your district’s immediate challenges and for a professional learning infrastructure that transcends COVID Solutions aligned to district and state strategic plans that work across departments Increased capacity to create policies and practices for effective professional learning Access to professional learning tools and resources aligned to the Learning Forward Standards for Professional Learning. Collaboration and critical-friend relationships with leaders from like-minded districts Understanding of how short-term COVID lessons can inform long-term professional learning plans Professional learning that is focused on equity through innovative strategies Support ongoing success in virtual and hybrid learning environments Respond, recover, and maximize learning during each school year. Reinvent professional learning to acknowledge and embrace new learning models Included: Development of an ongoing professional learning plan for the district/state Integrated needs assessment at each stage including 1:1 interviews, focus groups, and survey instruments Support to compile data and share with the district/state team to inform professional learning planning Facilitated team and network time for learning and design Virtual engagement and access to resources through an online community Opportunity to be featured in Learning Forward communications and publications Comprehensive Learning Forward memberships for team members Cadence Onboarding and at least monthly virtual call with a Learning Forward coach for: Ongoing technical assistance and consultation to review needs assessment Development of district professional learning plan using Learning Forward standards, tools and resources Facilitated professional learning related to outcomes aligned to focus areas Quarterly virtual, facilitated team and peer-to-peer check-ins Quarterly webinars featuring thought leaders tied to network challenges Three o...
Core Beliefs. Boston’s plan for improving low- and under-performing schools focuses on five core beliefs: • All students can meet high standards of academic achievement in the Boston Public Schools. • Quality instruction is the key factor affecting student learning. • Strong and effective leadership at the school site is a key component to whole school improvement. • The district must position resources to support principals’ development as instructional leaders. • Incentives and accountability around measurable goals at all levels must be aligned toward improving student learning. By embracing these five core beliefs in all aspects of school life, by instituting policies and building practices around these beliefs in these schools, and by building coalitions of support around these beliefs, Boston will help build the capacity necessary to enable high student achievement in its neediest schools. Schools become eligible to be selected as Superintendent’s School status if they meet one of two criteria. The school is on track to be, or has been, designated as “Chronically Under Performing” by the Massachusetts Department of Education. The school is on track to be, or has been, designated as “Restructuring” under the Federal No Child Left Behind regulations. In the first year of this intervention, the Superintendent, under the advisement of the Boston Teachers Union, will select up to 10 schools for this program. The Superintendent may designate five (5) more schools in the second year and five (5) additional schools in the third year for this status. Once schools lose their state or federal designation they will be removed from the list of Superintendent’s Schools, to be replaced by another following the procedures outlined above. Each school year, the principal or headmaster of a Superintendent’s School will have sole discretion in filling 75% of personnel vacancies. All teachers and staff in Superintendent Schools will be required to work one additional hour per school day with the stipulation that a minimum of 80% of this additional time be used for direct instructional time. The balance of the time can be used for professional development (in addition to the 50 hours), meetings, advisory, common planning time, or class time. The specific allocation, scheduling, and content of this additional time will be stipulated in the School Reform Plan (SRP) and must be approved of by the Superintendent or his designee. Teachers compensation shall be paid on a pro-rata basis, annu...
Core Beliefs. Boston’s plan for improving low- and under-performing schools focuses on five core beliefs: • All students can meet high standards of academic achievement in the Boston Public Schools. • Quality instruction is the key factor affecting student learning. • Strong and effective leadership at the school site is a key component to whole school improvement. • The district must position resources to support principals’ development as instructional leaders. • Incentives and accountability around measurable goals at all levels must be aligned toward improving student learning. By embracing these five core beliefs in all aspects of school life, by instituting policies and building practices around these beliefs in these schools, and by building coalitions of support around these beliefs, Boston will help build the capacity nec- xxxxxx to enable high student achievement in its neediest schools.
