Highline Public Schools Strategic Plan

Highline Public Schools Strategic Plan

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OUR Pillars and Professional Practices As practitioners, we are committed to continuous improvement of our Teaching Practices, Leadership Practices,andOrganizationalPracticesbecausetheyresultinhigherlevelsofstudentachievement. Our Four Pillars guide our professional practices by articulating what we must do well in every classroom, ineveryschool,andacrossourdistricttoensuresuccessforallstudents,withoutexception. PRactIceS PRactIceS LEADERSHIP PRactIceS ORGANIZATIONAL Results-focused professional learning and collaboration Strong partnerships with families and community Culturallyresponsive organization We will provide high-quality instructionforourstudents.We will align content, resources, and assessments with Common CoreStateStandards(CCSS) and deliver consistent, differentiated instruction to meet the learning needs of eachstudent. TEACHING Equitable access to rigorous, standardsbased instruction We will invest in evidence-based, differentiated, continuous learning for teachers, leaders, and staff with clear standards of professional practice, collegiality,andaccountability. We will motivate, empower, and embrace active participation of families and community members in the education of allstudents. We will promote mutual trust and culturally courageous practices among school, home, and community. We will validate the diverse knowledge, learning styles, and cultural backgrounds within our entire school community (i.e.,students,teachers,staff, leadership, families, and communitypartners)andwill make decisions that are equitableandinclusive. • Teachers align high expectations, content, resources, assessments, and instruction to Common Core StateStandards(CCSS). • Teachers use multiple assessments and innovative data-driven instruction to engage and communicate with students about their progress toward standards mastery. • Teachers use student work/ results to effectively plan and refineinstructionalpractices. • Teachers establish continuous professional learning goals and pursue continuous professional growthanddevelopment. • Teachers connect effectively with families regularly, using a variety of communication methods. • Teachers collaborate with parents and students to create and monitor student growth. • Teachers adapt lessons and content in response to student voice, cultural diversity,andlearningneeds. • Teachers communicate high expectations for all students and provide the support every student needs to meetthem. • Principals motivate and engage staff in professional collaboration around standards-basedbestpractices. • Principals identify and ensure equitable access to opportunities and resources to support implementation of standards-based, differentiated instruction for allstudents. • School leadership team sets collaborative goals and provides"sacredtime"for teacherteamstoreflecton data and plan for ways to implementeffectivepractices. • School leadership team implements a differentiated, professional development plan aligned with the school's improvement plan and the professional learning needs ofinstructionalstaff. • School leadership team facilitates monthly parent meetings, providing information and resources regarding parent/family support of students'education. • School leadership team fosters an open-door policy, reaching out to all families with genuine interest in creating a collaborative partnership. • School leadership team models a "noexcuses" mindset regarding student achievement and support, regardless of each student's backgroundorcircumstance. • School leadership team motivates teachers and staff to question and challenge their own beliefs and actions about students' ability to meethighexpectations. • District leadership allocates resources for collaboration, professional development, standards-aligned instructional materials, technology, and formative/ summativeassessments. • District leadership is responsive to students' needs and provides timely intervention and support to accelerate studentachievement. • District leadership provides • District/School staff uses a equitableresources(i.e.time, variety of communication coaches, facilitators, and tools consistently to facilitate materials)tosupportschool/ interaction in multiple district-level professional languages through a userlearningpriorities. friendlysystem. • District/School leadership • District leadership provides prioritizes opportunities for understandable, accessible, focused professional and well-publicized processes collaboration within and for families to actively across schools and participate in all aspects of departments. theirchildren'seducation. • All staff implement consistent instructional practices and utilize materials that are inclusive and considerate of students' cultures and experiences. • District and community embrace a shared vision and monitor a plan for promoting, enhancing, and sustaining a high-achieving, positive schoolclimate. STRATEGIC PLAN 2013-17 for Highline Public Schools 21

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