Developing a District Vision and Core Beliefs

1. Developing a District Vision and Core Beliefs A Basis for Continuous Improvement in the Simsbury schools

2. Why we’re here • “There is no power for change greater than a community discovering what it cares about” -M. Wheatley, 2002

3. 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

4. Introduction Introduction of District Steering Committee members and guests

5. Building on our Past • Philosophy of Education • Statement of Purpose

6. 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.

7. Simsbury Board of Education • Richard Hogan, Chairman • Jack Sennott, Vice Chairman • Lydia Tedone, Secretary • Charlie Moret • Mike Goman • David Horowitz • Donna Lyons • Chris Kelly

8. 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

9. Vision Statement & Set of Core Beliefs

10. 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

11. The Role of Vision for a School System • Should convey a vivid picture of what the future will look like when the system’s 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

12. 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.

13. 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. • Tony’s role

14. 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

15. Influence of Teacher Qualifications on Student AchievementGains in Math Achievement from 3rd to 5th Grade Due to:

16. 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

17. Student Achievement In Reading 1994-1998

18. 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

19. 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

20. Relation to the Board’s 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

21. Relation to District Work • Rigor • Relevance • Relationship

22. 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

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

24. Information and Communication Technology • Using technology to learn content and skills

25. 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” Life Skills

26. 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

27. 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.”

28. Thinking About the Future • Gary Marx Sixteen Trends

29. 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

30. 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

31. 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

32. SBSG will examine • Current Best Practices in Simsbury • Past Successes • Current Research on Teaching, Learning & Schools/School Districts • Future Needs • Shared Leadership • Parental Involvement

33. Then this committee goes to work! • Thanks for participating “Curiosity, persistence, and genuine interest are the main power sources for future thinking” - G. Marx