2017-2018 Portland Public Schools Teaching and Learning Priorities
A COHESIVE CONTINUUM OF PRACTICE THROUGHOUT EACH BUILDING & FROM SCHOOL TO SCHOOL
A PK-12 Curriculum that Aligns with Connecticut Core Standards (CCS) and Other Content Frameworks Coordinated within each Department and Between the Five Schools
- Ensure that Portland’s Atlas Rubicon contains comprehensive documentation of all written curriculum in the public schools.
Well Defined Systemic and Systematic SPED Services and SRBI Practices
- Ensure Portland’s Atlas Rubicon contains benchmark and common summative assessments that are used as part of SRBI practices.
- Increase attention to our students with high needs.
Clearly Articulated Instructional Practices that Reflect a Learner-Centered Model (21st Century) of Teaching and Learning
- Develop Classroom Walkthrough protocols for teachers and administrators….
Summative and Formative Assessment Practices that are Created to Gauge Students’ Competencies with Learning Standards and that Assess Students’ Ability to Apply New Learning
- Ensure that Portland’s Atlas Rubicon contains summative and formative assessments that align to relevant standard.
Grading and Reporting Practices that are Aligned with the District’s Curriculum
- Redefine principles of grading by moving towards a standards-based system for reporting student progress to parents, teachers, and students themselves.
- Implement trimester grading in the three elementary schools.
COLLABORATIVE COMMUNITIES OF PRACTICE THAT INCREASE OUR CAPACITY TO TEACH AND LEARN
A Technology Leadership Team Focused on Managing the District’s Digital Resources in Order to Enhance Innovative Teaching and Maintain Robust Support Systems that Augment Automation Efficiencies.
- Use Atlas Rubicon to document innovative teaching and learning practices.
Professional Learning Teams at Every Level of the Organization that Build Expertise and Strategic Support to Perform Well
- Increase administrators’ knowledge and skill in providing meaningful feedback and purposeful coaching to teachers.
- Increase quality professional leaning experiences for all non-certified staff.
- Teams will continue to increase their proficiency in collaboratively building capacity to answer the following questions:
How will we know that learning has occurred?
How will we respond when students don’t learn?
How will we respond when learning has occurred?
A CLIMATE AND CULTURE THAT IS INTELLECTUALLY, PHYSICALLY, AND EMOTIONALLY SAFE AND WELCOMING FOR ALL STUDENTS AND ADULTS
Engage Family-School-Community Partnerships that Increase Authentic Learning Experiences
- By the end of the 2017-2018 school year open the Atlas Rubicon Parent Portal and invite parents to provide feedback to the Director of Curriculum, Instruction & Technology and Curriculum Specialists.
- Improve school climate as indicated by an increase in the percentage of students responding favorably to the 5 School Teacher-Student Relationships questions on the spring Panorama Student Survey 6-12.
- Develop a comprehensive capital improvement plan and maintenance plan for each school.