are guided by the following NEASC
Educational Guiding Principle Curriculum
The written and taught curriculum is designed to result in all students achieving the school’s 21st century expectations for student learning. The written curriculum is the framework within which a school aligns and personalizes the school’s 21 century learning expectations. The curriculum includes a purposefully designed set of course offerings, co-curricular programs, and other learning opportunities. The curriculum reflects the school’s core values, beliefs, and learning expectations. The curriculum is collaboratively developed, implemented, reviewed, and revised based on analysis of student performance and current research.
The curriculum is purposefully designed to ensure that all students practice and achieve each of the schools 21st century learning expectations.
The district provides the school’s professional staff with sufficient personnel, time, and financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum using assessment results and current research.
The quality of instruction is the single most important factor in students’ achievement of the school’s 21st century learning expectations. Instruction is responsive to student needs, deliberate in its design and delivery, and grounded in the school’s core values, beliefs, and learning expectations. Instruction is supported by research in best practices. Teachers are reflective and collaborative about their instructional strategies and collaborative with their colleagues to improve student learning.
Teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations.
Teachers’ instructional practices support the achievement of the schools 21st century learning expectations by:
·engaging students in cross-disciplinary learning
·engaging students as active and self-directed learners
·emphasizing inquiry, problem-solving, and higher order thinking
·applying knowledge and skills to authentic tasks
·engaging students in self-assessment and reflection
Assessment Of and For Student Learning
Assessment informs students and stakeholders of progress and growth toward meeting the school’s 21st century learning expectations. Assessment results are shared and discussed on a regular basis to improve student learning. Assessment results inform teachers about student achievement in order to adjust curriculum and instruction
The professional staff continuously employs a formal process, based on school-wide rubrics, to asses whole-school and individual student progress in achieving the school’s 21st century learning expectations.
Teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, including all of the following.
·common course and common grade-level assessments
·individual and school-wide progress in achieving the schools 21st
century learning expectations
·data from sending schools, receiving schools, and post-secondary institutions
·survey data from current students and alumni
School Culture and Leadership
The school culture is equitable and inclusive, and it embodies the school’s foundational core values and beliefs about student learning. It is characterized by reflective, collaborative, and constructive dialogue about research-based practices that support high expectations for the learning of all students. The leadership of the school fosters a safe, positive culture by promoting learning, cultivating shared leadership, and engaging all members of the school community in efforts to improve teaching and learning.
The school community consciously and continuously builds a
safe, positive, respectful, and supportive culture that fosters
student responsibility for learning and results in shared
ownership, pride, and high expectations for all.
In order to improve student learning through professional development, the principal and professional staff:
·Engage in professional discourse for reflection, inquiry, and analysis of teaching and learning
·Use resources outside of the school to maintain currency with best practices
·Dedicate formal time to implement professional development
·Apply the skills, practices, and ideas gained in order to improve
curriculum, instruction, and assessment
School Culture and Leadership
Student learning and well-being are dependent upon adequate and appropriate support. The school is responsible for providing an effective range of coordinated programs and services. These resources enhance and improve student learning and well-being and support the school’s core values and beliefs. Student support services enable each student to achieve the school’s 21st century learning expectations.
Support Standard Community Resources for Learning
The achievement of the school’s 21st century learning expectations required active community, governing board, and parent advocacy. Through dependable and adequate funding, the community provides the personnel, resources, and facilities to support the delivery of curriculum, instruction, programs, and services.