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LOWELL ADULT EDUCATION CENTER

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					                      LOWELL ADULT EDUCATION CENTER
                          LOWELL PUBLIC SCHOOLS

The Lowell Adult Education Center, Lowell Public Schools, has become one of the largest
programs of adult basic education (ABE) in the Commonwealth of Massachusetts. Our program
graduates approximately 500 adults with high school credentials yearly, and another 400 foreign
speaking adults who earn English competency certificates. Nearly two thousand adults are
educated yearly through the Lowell Education Center.

Program – Based Need Statement and Purpose/ Goals Statement

The purpose of the Lowell Adult Education Center is to provide adult basic education services to
adults in Lowell. The goals of the Lowell Adult Education Center have been updated and revised
to reflect and be consistent with the ABE Indicators of Program Quality developed by the
Massachusetts DOE Adult & Community Learning Services:

       Goal # 1       To expand the participation, leadership, coordination and accountability of
                      staff members statewide on issues of ABE.

       Goal # 2       To develop and expand processes and structures to conduct program
                      planning and strengthen community linkages.

       Goal # 3       To expand program and staff development efforts.

       Goals # 4      To develop, update, modify, and implement curriculum and instruction.

       Goals # 5      To expand efforts to have adult learners participate in their own learning
                      process.

       Goal # 6       To measure the academic progress made by adult learners in addition to
                      their achievements empowerment.

       Out of school youths and adults sixteen (16) years of age or over.

       Adults who have limited English proficiency
       Adults who live in Lowell and are in need of High School credentials
       Adults who are illiterate or functionally illiterate

The target programs we offer to address the needs of our target population are:

       Adult Basic Education Classes (Levels 0-5.9)

       Pre-Adult Secondary Education Classes (Levels 6-8.9)
       Adult Secondary Education Classes (9-12)

       English to Speakers of Other Languages (ESOL) Classes
       (Student Performance Levels 0-2, 3-4, 5-6)

English to Speakers of Other Languages (ESOL)

Adults from various cultural Backgrounds comet together to learn to read, write, speak, and
listen to the English language. Foreign speaking adults are placed in introductory, beginning or
intermediate classes to improve their communication, reading and writing skills. The diverse
population represents people of various ages; all instruction is in English.
 DAVID J. MC HUGH ALTERNATIVE PROGRAM AT THE
           CARDINAL O’CONNELL SCHOOL

                         MISSION STATEMENT

The David J. Mc Hugh alternative Program at the Cardinal O’Connell School is a
transitional, middle school for Lowell Public School students in grades 5-8, who
have demonstrated disruptive behavior in their home school setting.

Our mission is to offer a comprehensive, positive, structured and safe school
experience within the time frame of one-two marking periods (30-90 days). Our
program emphasized high personal and academic standards, choice, responsibility
and human dignity.

The goal of our program is to help students learn to function effectively and
successfully in their home setting. Our program is a last stepping stone before
expulsion and a home tutor. This is an ultimate opportunity for students to
improve behavior and address academic concerns while engaging
parents/guardians in a necessary, mandatory partnership.
                                 GREENHALGE SCHOOL

                                ―A SENSE OF WONDER‖

                              ENVIRONMENTAL STUDIES




The sense of wonder, beauty and responsibility of nature offers a special educational opportunity
for children to develop their own physical, intellectual, social, and moral potential by learning
about themselves and their relationship to the world which surrounds them.

Through the theme of Environment Education, the Greenhalge School will provide a rich and
diverse curriculum encompassing not only the basic skills of an elementary school, but the
invitation of higher order thinking skills which will assist children in developing informed
decisions influence by global as well as individual considerations necessary for a future world
citizen.
                                    GREENHALGE SCHOOL
                                   ―A SENSE OF WONDER‖
                                 (ENVIRONMENTAL STUDIES)

A. GENERAL GOALS:
In order to ensure that the Greenhalge School promotes a rich educational opportunity in which all
children can discover the beauty of and responsibility to nature and the environment around them, all
staff members (including Bilingual, Title I, Special Education, Music, Physical Education/Health, Art
Computer/Technology, Science, and Classroom Teachers) are asked to commit the following goals:

1. All staff will foster a safe, positive, and nurturing school climate for students, parents, and
   colleagues through cooperation collaboration, shared responsibility, shared decision –making and
   mutual respect.

2. All staff will participate in the development and implementation of appropriate models of
   education which will maximize the educational opportunities for all students by recognizing and
   accommodating within the classroom the uniqueness of each child’s needs, strengths, weaknesses
   and learning style in a manner that is developmentally appropriate.

3. All staff will participate in the development and implementation of a consistent school – wide
   policy of acceptable student behavior with clearly defined expectations and consequences.

4. All will demonstrate a commitment to working in teams and to the use of common planning time
   in a manner consistent with the schools goals and needs. This common planning time will be used
   to develop thematic units, assess student progress, and develop strategies to address the schools
   theme and philosophy.

5. All staff will be afforded the opportunity to participate, with proper notification, in professional
   and curriculum development sessions and / or committees. These sessions and / or committees
   will be scheduled with staff input and may be held before or after school, during the summer or
   on Saturdays. Appropriate compensation, as determined by collective bargaining agreements, will
   be provided for staff in attendance.

6. All staff will commit to instilling literacy skills across the curriculum by promoting, listening,
   speaking, reading, and writing skills as an integral part of the daily curriculum.

7. All staff will commit to incorporating choices by children into their classrooms activities.

8. All staff will utilize innovative instructional strategies such as technology related instruction,
   learning, and peer tutoring and cross grade grouping to promote the learning process in each
   child.

9. All staff in the Early Childhood Program will adapt and implement a developmental model which
   will appropriately meet the physical, social, emotional and academic needs of each young child.

10. All staff will commit to parental involvement and open communication between home and school
    with respect for cultural diversity of the school population.
PHILOSOPHY OF THE H.J. ROBINSON SCHOOL



The Robinson Middle School is solidly grounded in the philosophical belief that middle school
student have unique characteristics and needs which can be met in an academic environment if
the programs and activities are designed to meet their intellectual, psychological and physical
needs.

The aim of the Robinson School is to stimulate our Middle School age students to develop
analytic and creative capacities, to read critically, to think, speak, and write with cogency and
precision, to compute with accuracy and to be aware of the larger world beyond our Middle
School community.

The innovative Robinson School curriculum is designed to prepare our students for a lifetime of
growth, work and change. It is based on the premise that a liberal arts education offers the best
preparation for every aspect of life – work, family, citizenship, personal growth and satisfaction.
Special emphasis is placed on acquiring skills in writing, reading and math, within this thematic
liberal arts framework.

The staff of the Robinson Middle School believes that a Liberal Arts Academy should involve
students in athletics, the arts, and extra- curricular activities in order to help them grow in terms
of self-discipline, confidence, knowledge of themselves, and in an appreciation of the hearts,
minds, and cultures of others.



STAFF GOALS

DEFINITION:

Teachers / Specialists refers to : classroom, computer technology, interdisciplinary thematic,
special, education, Chapter I , Bilingual, Foreign Language, Music, Art, Home Economics,
Physical Education / Health, Speech, Language, and other supportive instructional staff.

1.     Teachers will recognize and be sensitive to the linguistic and ethnic diversity of the
Lowell school population.

2.     Teachers will foster a positive school climate for students and colleagues through
cooperation, collaboration, shared decision making, and mutual respect. A commitment to work
in teams is essential.
3.     Teachers will develop and implement interdisciplinary, hands on curriculum to meet the
needs of the students, with special emphasis placed on acquiring skills in reading, writing, and
math within the thematic framework of a Liberal Arts Academy.




   1. Teachers will participate in regularly scheduled after school professional and curriculum
      development sessions throughout the school year. With proper notification and input
      from staff, Saturday and summer sessions may be scheduled. Appropriate compensation,
      as determined by collective bargaining agreements, will be provided for staff in
      attendance. Teachers will be expected to serve on various committees in an equitable
      fashion.

   2. Teachers will adopt a middle school philosophy and approach in areas such as
      interdisciplinary teaching teams, flexible scheduling and curriculum. Teachers will be
      sensitive to the unique needs of the middle school adolescent. Teachers will also
      participate in common planning time during the school day, exclusive of, and in addition
      to , the regular preparation time as provided for in the Unit A contract. There will be a
      unified time schedule for all staff and students in grades 5-8.

   3. Teachers will support, develop, and utilize innovative instructional strategies such as
      team teaching, cooperative learning, peer tutoring, and / or other strategies that teams
      determine appropriate to meet students’ needs.

   4. Teachers should be willing to participate in after school academic and non- academic
      extra-curricular activities such as science, computer and math clubs, drama, sports,
      chorus, tutoring and other student centered activities with agreeable compensation as
      determined by collective bargaining agreements. Teachers will be expected to participate
      I these activities in an equitable fashion.

   5. All teachers, including Special Education, Title I, Bilingual, Speech / Language, will
      endeavor to provide services to students in the regular classroom setting and will
      incorporate similar instructional approaches and contents in a context appropriate to the
      particular needs of the students. They will work with interdisciplinary teams to develop a
      variety of service strategies and participate I ALL aspects of the school.

   6. Special subject teachers, (Music, Art, Home Economic, Industrial Technology, Physical
      Education, Second Language), will work in interdisciplinary teams, participate in all
      aspects of the school, and incorporate their respective disciplines into the theme.

   7. The Interdisciplinary Thematic Teacher will :

           a. Provide direct theme – related student instruction with an emphasis on whole
              language.
           b. Develop, implement, and assess a multicultural, interdisciplinary curriculum
              emphasizing whole language.




           c. Participate in interdisciplinary team planning sessions to develop an innovative
              curriculum.

           d. Serve as Liaison between the school, university affiliates, business partners and
              community resources.

           e. Assist in seeking and writing state, federal and corporate funds, and assist staff in
              coordinating, implementing and evaluating secured grants.

Qualifications: Experience in creating innovative curriculum preferred

   8. The Computer/Technology Teacher will:

           a. Provide direct student instruction in utilizing computer/technology tools.

           b. Assist the staff in planning interdisciplinary curriculum.


           c. Conduct workshops for staff on the use of all computer/technology equipment.

           d. Order, secure, and maintain all multi-media equipment and software.

           e. Explore the latest electronic technology and introduce the same to the school:
              such as interactive video, telecommunication, electronic bulletin boards, laser
              discs, cable CD/ROM television and FAX.

           f. Assist in seeking and writing state, federal and/or private grants dealing with
              computers/technology.


Qualifications: Experience in integrating computer/technology into the curriculum.
                                   DR. AN WANG MIDDLE SCHOOL


PHILOSOPHY:

The philosophical basis of the Dr. An Wang Middle School is that math and science will be understood as
real world activities in which humanistic values and ethical studies will accompany the scientific process.
 This school will dispel the image of cultural and sexual biases in the math and science fields as it assists
all students to become thinkers and self-motivated problem solvers who can work cooperatively with one
another to acquire the intellectual, social and moral attitudes as well as the skills and knowledge needed to
 prepare for a world that will always be changing a world that will require the next generation of citizens
                 to be literate in math and science in order to live in an age of technology.

This school, then, has high expectations for the entire school community as curricular and school
programs continue to evolve, all members of the school – staff, parents, students and community
volunteers will grow in math and science awareness and learn from and with each other. There will be an
opportunity for all members of the Wang School community to flourish I a warm, caring, supportive
environment that will help all participant to become well-rounded individuals, while keeping in mind the
unique needs and characteristics of middle school students.

STAFF GOALS:

    1. Teachers at the Dr. An Wang Math/Science School will develop a problem – solving approach
       within a thematic curriculum, enriched by our student’s ethnic heritages, to meet the needs of the
       whole child.

    2. Teachers at the AWS will show a commitment to support, develop, and utilize innovative
       instructional strategies such as the discovery approach, team teaching cooperative learning peer
       tutoring heterogeneous and cross grade level groupings.

    3. Teachers at the AWS will demonstrate a commitment to adopting a middle school philosophy and
       approach in areas such as interdisciplinary teaching teams, block scheduling, and curriculum.
       They will also participate in common planning time during the school day, exclusive of and in
       addition to , the regular prep time as provided for in the Unit A contract. There will be a uniform
       time schedule for all staff and students grades 5 through 8.

    4. Teachers at the AWS will develop and refine interdisciplinary curriculum unit’s base on a
       thematic approach to the study of science and math. They will participate in on-going
       professional and curriculum development activities with appropriate compensation. Teachers
       shall be expected to attend scheduled workshop sessions. Some Saturday and summer sessions
       may be scheduled with input from the staff, appropriate notification will be provided.
5. Teachers at the AWS will demonstrate a commitment to utilize technology and media to
   foster the development of science and math principles in cooperation with the science,
   math, computer, interdisciplinary thematic, and library / media teachers, they will
   develop techniques and materials which incorporate technology throughout the thematic
   system.

6. Teachers at the AWS will foster a positive school climate for children and adults through
   cooperation, collaboration, shared-decision making and mutual respect.

7. Support teachers at the AWS (Sped & Title I) will commit to providing services to
   students in the least restrictive setting and will utilize the same teaching strategies as
   those required for classroom teachers. They will be expected to incorporate instructional
   approaches and contents in a context appropriate to the philosophy of the AWS and to
   particular needs of their students.
                             Dr. Gertrude M. Bailey International School
                                        175 Campbell Drive
                                         Lowell, MA 01851
                                  Phone 937-7644 – Fax 459-5314

                                                Philosophy

Recent world events have demonstrated our global Interdependence. Events in countries thousands of
miles away affect our economy, our environment, and our ability to communicate effectively and well.
The capacity of all our children to thrive in the world they inherit will depend on their ability to
understand and appreciate the perspectives and values of other peoples. It is important for our children,
future citizens of our city and country, to learn to deal with a diversity of ideas and needs. We must
educate our children in the ways of other cultures, how to reach consensus, to consider all points of view,
and to make fair and equitable decisions.

The Intent of the Bailey International School is to develop in children a sense of social responsibility
through global awareness. Our curriculum will be designed to reinforce core social values such as justice,
tolerance, equity, concern for others, working for the common good. We will try to nurture in children a
balance between belief in the primacy of their opinions and empathy for the opinions of others.

The core themes of the Bailey International School are communication (languages) and global studies.
Through these we hope to help children to better understand their pluralistic world and the importance of
cooperation, mutual respect, involvement, commitment and caring.

The magnet themes of the Bailey International School are global studies and communication (languages).
The building is divided into grade/level pods. Each pod is a continent. Children begin each year by
learning about their immediate environment—the classroom, school neighborhood, community, and city.
Using the same framework, children begin to explore the region of the continent in which they ―reside‖
for that year. In spring the entire school explores the continent of Asia. This culminates in school wide
International Fair.

Study of the environment is inherent in the global studies theme. We are fortunate to be located next to
conservation wetlands. The natural ecology of the wetlands will be integrated into our curriculum as
children learn the importance of safeguarding and protecting the environment. They will develop and
understanding of how our local climate, air quality, agriculture, rainfall are effected by and in turn affect
other countries. As children explore issues such as global warming, they will learn about how interrelated
life is on planet earth and how we must work together to protect it.

The second aspect of our theme is communications and languages. Three languages are taught in the
Bailey International School. English, Spanish, and French. The parents of students entering kindergarten
will choose to have their child participate in a developmental bilingual Spanish program or in French as a
second language program. The bilingual program is a two-way model in which both native language
speakers of Spanish and children who wish to learn Spanish are integrated into classrooms to learn with
and from each other.
                                      STAFF GOALS

1. Teachers at the Dr. Gertrude M. Bailey International School will support and utilize innovative
   instructional approaches such as whole language, team teaching, cooperative learning, and peer
   tutoring, heterogeneous and cross grade/level groupings.

2. Teachers at the Dr. Gertrude M. Bailey International School will demonstrate an openness to
   restructuring which might include revising report cards; block scheduling, pass/fail, continuous
   progress, among others. They will also participate in common planning time during the school
   day. Exclusive of and in addition to, the regular prep time as provided for the Unit A contract.

3. Teachers at the Dr. Gertrude M. Bailey International School will develop refine interdisciplinary
   curriculum units based on a thematic approach to global studies. They will participate in on-going
   professional and curriculum development activities with appropriate compensation as determined
   by collective bargaining agreements. Every attempt will be made to limit these to two hours
   weekly. Some Saturday and summer sessions may be scheduled with input from the staff;
   appropriate notification will be provided.

4. Support teachers at the Dr. Gertrude M. Bailey International School (Special Education and Title
   I) will commit to providing services to students in the least restrictive setting and will
   demonstrate the same competencies as those required for standard curriculum teachers. They will
   be expected to incorporate similar instructional approaches and contents in a context appropriate
   to the particular needs of their students. They will work with classroom teachers to develop a
   variety of service delivery prototypes including in-class models.

5. Teachers at the Gertrude M. Bailey International School will demonstrate a commitment to utilize
   technology and media to develop language/communication and global awareness skills among
   students. With the assistance of the Library/Media. Communications, and Computer Specialists,
   they will develop techniques and materials which incorporate technology throughout the
   curriculum.

6. Teachers at the Gertrude M. Bailey International School will foster a positive school climate for
   children and adults through cooperation, collaboration, shared decision –making, and mutual
   respect. They will participate in a school governance model that includes administrators (s),
   teachers, parents, and community.

7. Teachers at the Gertrude M. Bailey International School will demonstrate a commitment to study
   a second language and culture) French or Spanish) to reach at least the intermediate high level
   established by the U.S. Foreign Service Institute (FSI). They will integrate language and culture
   into the global studies curriculum. Training cycle to begin in September, 1991.
8. Teachers in the Early Childhood and Kindergarten Programs at the Dr. Gertrude M. Bailey
   International School will support the development and implementation of a model which will
   appropriately meet the physical, social, emotional and academic needs of young students and
   their families.

9. Specialists at the Gertrude M. Bailey International School will demonstrate the same
   competencies as standard curriculum teachers. They will be expected to incorporate second
   language(s) and global studies into their respective disciplines. Specialist teachers will support
   and extend the core curriculum through the cooperative planning and scheduling with classroom
   teachers.

    A. Music – The Music Teacher at the Dr. Gertrude M. Bailey International School will identify
       and incorporate into the curriculum music, songs, instruments, customs and traditions which
       are representative of both Spanish and French speaking peoples as well as other world
       cultures.

    B. Art- the art Teacher at the Gertrude M. Bailey International School will develop and utilize
       an arts curriculum which highlights representative art of French and Spanish speaking
       peoples and of other world cultures. She will employ a variety of mediums through which
       students can create and recreate works of art such as pottery, clay figures, and costumes.

    C. Physical Education – the physical education teacher at the Dr. Gertrude M. Bailey
       International School will develop and implement a health curriculum which emphasizes good
       health habits including nutrition and hygiene, addresses substance abuse and self-esteem,
       explores global/environmental effects on health and nutrition, and compares the life habits of
       world cultures. The physical education program will include exercises and activities which
       are developmentally appropriate for young children, which build strength, stamina,
       teamwork, and cooperation, and which reflect a variety of world cultures. French/Spanish
       languages and customs will be integrated into the program of instruction.

    D. Science/Earth Studies –the science/earth studies teacher at the Dr. Gertrude M. Bailey
       International School will develop and implement a curriculum which focuses on the climates
       and topography of the world. Special emphasis will be placed on environment studies and the
       need for global conservation efforts. The curriculum will be activity based and will involve
       children in creating recycle centers, recreating scale models of a variety of geographical
       locations, performing experiments in global warming, acid rain, weather patterns,
       determining effects of air, water and land pollution, and exploring the patterns of species
       extinction among others.
Charlotte M. Murkland School


                              Home and School - Teams for Learning

The staff of the Murkland School believes in the right of every child to receive an equitable and
responsive education. Realizing that every child brings different strengths and needs to their
learning situation, the staff of the Murkland School will strive to attain each child’s full learning
potential by identifying and meeting the needs of every student. Recognizing the connections
between family, community and school, the Murkland School staff will work to coordinate the
efforts of everyone involved in preparing the child for the future.

The staff of the Murkland School will endeavor to meet the needs of the whole child through a
sensitive and safe environment. The school will provide a caring and responsible connection
between the child and his/her world. The school will foster an awareness of the child’s position
in the home, school and community.

The Murkland School will enable students to receive an education that meets their individual
academic needs. Utilizing current educational strategies, the Murkland School will provide a
challenging learning environment that stress’s academic excellence.

The staff of the Murkland School recognizes the varying needs of each child. To address these
needs, the Murkland School has a family – centered unit linking children, parents, school and
community.

The staff of the Murkland School recognizes the variety of emotional needs of the student body.
Therefore, as one of its goals, the Murkland School will work to develop coping mechanisms in
every child which will strengthen his/her emotional growth, this enabling every child to maintain
a positive quality of life.

In recognizing the social needs of the individual child, the Murkland School will address the
areas of self, family, and community. Parental involvement will be a critical area in addressing
the family. Through workshops and various support programs, parents will be an integral part of
the school experience.

In our school and community involvement, we use diverse resources, especially the rich history
of Lowell, to build a greater awareness of cultural pride. This enhances the child’s awareness of
peers and his/her ability to accept and respect the differences between all people.
Staff Goals


   SPECIFIC GOALS
      In order to ensure the Murkland School is a community dedicated to maximizing the
      attainment of the full learning potential of each child, all staff members (including
      Bilingual, Title I, Special Education, Art, Music, Physical Ed, Health Education,
      Computer/Technology, Science, and Classroom Teachers) are asked to agree to the
      following.

          1. All staff will foster a positive school a positive climate for students and
             colleagues through cooperation, collaboration, shared decision making, and
             mutual respect. A commitment to work in teams is essential.

          2. All staff will participate in the development and implementation of an
             inclusionary model of education. This will maximize the educational
             opportunities for all students by recognizing and accommodating within the
             classroom the uniqueness of each child’s strength, weaknesses and learning style
             in a manner that is developmentally appropriate.

          3. With proper notification, staff will participate in professional and curriculum
             development sessions. These sessions may be held after and/or before school,
             weekends, or during the summer. Appropriate compensation, as determined by
             collective bargaining agreements, will be provided for staff attendance.

          4. All staff will participate in the development and implementation of a consistent,
             school – wide policy of acceptable student behavior with clearly defined
             expectations and consequences.

          5. All staff will participate in common planning time during the school day. This
             joint planning will be used to develop thematic units, assess student progress, and
             develop strategies to address the school’s goals and needs.

          6. All staff will utilize innovative instructional strategies such as team teaching,
             cooperative learning, peer tutoring, and cross grade grouping to promote
             maximum learning for each child.

          7. All staff in the early childhood programs will adopt and implement a
             developmental model which will appropriately meet the physical, social,
             emotional and academic needs of each young child.

All staff will commit to parental involvement and to open communication with the home with
the respect for the cultural diversity of the school population.
       1. All staff will be expected to serve on various committees as well as participate in
          extra curricular activities.

Special Support Staff Teachers will be responsible for the general criteria listed in section A.
   They will also be responsible for the following:

       Special Subject Teachers including Art, Music, and Physical Education will work
          interdisciplinary teams, participate in all aspects of the school, and incorporate
          their respective disciplines into the theme.

       The computer Technology Teacher will be responsible for:

                 Assisting the staff in planning interdisciplinary curriculum utilizing
                    computer/technology in their teaching.

                 Conducting workshops for the staff on the use of all computer technology
                    equipment.

                 Ordering and maintaining all multi-media equipment and software.

                 Providing direct student instruction in utilizing computer/technology tools.

                 Exploring the latest in electronic technology and introducing this new
                    technology to the school such as, interactive video, telecommunication,
                    electronic bulletin boards, laser discs, cable CD/ROM , television, and
                    Fax.

       Science Lab/Resource Teacher (Full-time) will demonstrate an expertise and ability
           to be a resource person for science activities: coordinate science projects with
           theme development, coordinate science laboratory and resources‖ coordinate
           teacher in-service inquiry-based science instruction: research new developments
           in science curriculum , equipment, and technology, work with all other special
           resource an classroom teachers.
                                John J. Shaughnessy School

                                          Philosophy

The study of Humanities encompasses those that make us human and unique. It is a holistic
approach to an understanding on the human condition. Humanities are developing awareness,
values, and relationships to appreciate and take responsibility for oneself, others and the
environment. These evolve from knowledge of history, literature, and the arts through thinking
globally and acting locally.


                                          Staff Goals

Classroom Teachers and support teachers (Special Education, Bilingual program and Title One)
at the Humanities School.

   1. Will demonstrate and interest in whole language teaching including authoring, illustrating
      and publishing of children’s’ books, developing curriculum from trade books, journal
      keeping and writing across the curriculum.

   2. Will demonstrate and interest in developing interdisciplinary thematic units and
      Preschool, Kindergarten, and Grade I teachers shall participate in a developmental
      curriculum, which will feature interest / activity center.

   3. Will be expected to participate in planning for a humanities curriculum that will draw
      from the values, culture, history, literature, arts and tradition of our students’ ethnic
      heritages.

   4. Will be expected to research and develop new models of instruction and innovative
      approaches to teaming in order to best meet the varied needs of the student population,
      including SPED and Bilingual students in integrated settings.

   5. Must have demonstrated experience in the use of or willing to be trained in the use of the
      Assertive Discipline program which will be the total school approach to classroom
      management.

   6. Shall be willing to be trained in the use of the newest education technology, (computer,
      two-way interactive television, work processing) in order that they may develop
      curriculum for and guide children in the use of the school’s media networks.

   7. Shall participate in staff development which will be conducted weekly after and / or
      before school and in the summer to continuously plan, update and expand the humanities
      curriculum. Staff will be paid according to contractual agreements.
                           MOODY ELEMENTARY SCHOOL

               FAMILY COLLABORATIVE FOR STUDENT DEVELOPMENT

The Moody School is aware that learning requires the joint efforts of families, schools and
communities. The school recognizes the importance of forming close relationships within their
school between parents, staff members and students to work together toward the common goal of
improving the learning environment for children and adults. For parents, we strive to provide
opportunities for involvement in governance, as volunteers in the school, and as participants in
training workshops and informational meetings in accessing community resources and services.
For staff members, our goal is to promote the collaboration of all teachers in developing and
implementing innovative curriculum to integrated groups of students. For students, our goal is to
coordinate efforts between parents and staff in the delivery of instruction to students and to
provide them with opportunities to develop friendships with all students in the total school
community.

Recognizing that the parent is the first most significant teacher of the child, the Moody School
Family Center has been developed to re-engage parents as partners with the school in their
children’s education. The center, staffed by a parent liaison who works in collaboration with staff
members, offers parents opportunities to participate in the daily school program in three areas.
Parental Involvement which includes school governance (School Site Council), parent
newsletter, and fund raising. Parental Support which serves as an outreach system for parents to
connect with existing social service agencies/resources and provides them with workshops and
training sessions to enhance and broaden parenting skills and family literacy skills, and Parental
Volunteering which coordinates the process of parents as classroom assistants and as participants
in the instructional program.

In conjunction with parents and the community, our goal for students at the Moody School is to
help children become responsible, caring, independent and productive members of society. We
strive to provide a positive and safe environment for children to learn and be successful, and
have structured our academic program to promote this success for children, particularly in the
areas of literacy skills. Integrated cross-grade-age groupings of monolingual students are
provided with daily language arts and mathematics instruction. The instruction is provided
individually and in small and large group settings. These sessions incorporate many whole
language strategies and focus on the development and improvement of literacy skills. In addition,
weekly grade level groups of monolingual and bilingual students are provided with thematic
learning activities which incorporate social studies, science, and language arts concepts.
                              MOODY ELEMENTARY SCHOOL

                 FAMILY COLLABORATIVE FOR SUDENT DEVELOPMENT

                                             STAFF GOALS

    A. GENERAL GOALS:

In order to ensure that the Moody School continues it development of strong working relationships
between the community, parents, staff members and students in order to create a rich learning
environment that provides educational and social opportunities for all constituencies to succeed, all staff
members (including Bilingual, ESL, Title I, Special Education, Music, Physical Education/Health, Art,
and Classroom Teachers) are asked to commit to the following goals:

    1. All staff will commit parental involvement and open communication between home and school
       with respect fro cultural diversity of the school population. All staff will commit to increasing the
       opportunities for parental participation to minority a non minority parents by providing a variety
       of activities such as Family Nights, Read Aloud Programs, A Family Center located in the school,
       and numerous multicultural celebrations.

    2. All staff will foster a positive and nurturing school climate for students, parents and colleagues
       through cooperation, collaboration, shared decision – making and mutual respect.

    3. When appropriate and dependent upon the needs of the students, Title I and Special Education
       teachers will provide services to students in the least restrictive setting: they will work with
       classroom teachers to develop a variety of service delivery prototypes including in-class models
       when appropriate. They will be expected to incorporate instructional approaches and contents
       appropriate to the particular needs of the students.

    4. All staff will be afforded the opportunity to participate, with proper notification, in professional
       and curriculum development sessions and/or committees. These sessions and/or committees will
       be scheduled with staff input and may be held before or after school.

    5. All staff will participate in the development and implementation of a consistent, school – wide
       policy of acceptable behavior with clearly defined expectations and consequences.

    6. All staff will participate in common planning time. This joint planning will be used to develop
       thematic units, assess student progress, and develop strategies to address school goals and needs.
       Every effort will be made to schedule common planning time during school hours: appropriate
       compensation, as determined by collective bargaining agreements, will be provided for staff in
       attendance should common planning time be held before or after school.

    7. All staff will utilize innovative instructional strategies such as team teaching, cooperative
       learning, and peer tutoring and cross grade grouping to promote maximum learning for each
       child. All staff will be knowledgeable of appropriate instructional strategies to meet the unique
       learning style of their students.
8. All staff in the Early Childhood Program will adopt and implement a developmental model which
   will appropriately meet the physical, social, emotional and academic needs of each young child.

9. All staff will commit to incorporating choices by children into their classroom activities.

10. All staff will be afforded the opportunity to serve on various committees as well as participate in
    extra curricular activities, such as ―Family Nights‖ and other family involvement activities.


B. SPECIFIC GOALS:

All Special Subject Teachers at the Moody School will participate in staff development and will work
cooperatively with all staff to develop and implement interdisciplinary thematic curriculum. Within
their respective disciplines, they will support and extend the core curriculum of the K-4 Moody
School. Special Subject Teachers will participate in all aspects of the school community, will commit
to the general goals listed in Section A and will be required to commit to the following in their
designated area:

    1. Music: The will Music Teacher will develop a music curriculum in conjunction with thematic
       units. This curriculum will expose children to a variety of musical experiences including
       dance/movement, musical instruments, as well as songs. Children will be encouraged to
       participate in a variety of performing arts activities as a means of fostering positive self-
       esteem as well as an appreciation of the value of music in their lives.

    2. Art: The Art Teacher will develop an art curriculum in conjunction with thematic units. The
       art teacher will employ a variety of mediums through which students can create original art
       work. Children will be provided opportunities to work both cooperatively and independently.
       The Art Teacher will coordinate the display of children’s creative work. Throughout the
       school as a means of fostering student self-esteem as well as creative expression.

    3. Physical Educational/Health: The Physical Education Teacher will develop a physical
       education/health program in conjunction with thematic units. This program will provide a
       variety of physical activities which are developmentally appropriate for all children in the
       school. Sportsmanship, cooperation, as well as individual achievement will be stressed. The
       importance of caring for ones body , including proper nutrition and hygiene and the choices
       associated with such care, will be presented in age appropriate learning activities.
                         Joseph G. Pyne Arts Magnet School

                                     School Vision

The J. G. Pyne Arts Magnet is dedicated to giving every child the opportunity to
achieve his/her individual academic apex in a climate that ensures safety,
happiness, creativity and a positive learning environment. With a firm academic
curriculum, stressing literacy as our base, we have integrated both the performing
and creative arts to create an environment that promotes self-expression and the
expansion of intellectual skills.

The J. G. Pyne Arts Magnet has a high expectation for all children regarding
literacy acquisition. We feel that literacy is the basis for all learning in every class.
Children learn best when they are responsible for their own learning. Our goal is
to organize our classrooms for child independence, striving to make all students
self-managed learners who can take over the process of learning for themselves.

The arts, as developmentally appropriate learning tools, extend children’s
understanding and provide creative ways to explore and process information.
When the arts are incorporated in the basic curriculum and supported by cultural
institutions and practicing artists, student achievement is enhanced throughout all
subject areas.

By encouraging a strong literacy base, self-expression, creativity and
communication, the J. G. Pyne Arts Magnet School hopes to ensure a successful
K-8 education experience for every student with our primary goal being academic
excellence.


                                      Staff Goals

   1. All staff will foster a positive and nurturing school climate for students,
      parents and colleagues through cooperation, collaboration, shared
      responsibility, decision-making and mutual respect.

   2. All staff will participate in the development and implementation of models
      education which will maximize the educational opportunities for all students
      by recognizing and accommodating within the classroom the uniqueness of
   each child’s strengths, weaknesses, and learning style in a manner that is
   developmentally appropriate.

3. All staff will participate in the design, development, and implementation of a
   consistent, school-wide policy of acceptable student behavior with clearly
   defined expectations and consequences.

4. All staff will be afforded the opportunity to participate, with proper
   notification, in professional and curriculum development sessions. These
   sessions will be scheduled with staff input and may be held before or after
   school. Appropriate compensation, as determined by collective bargaining
   agreements, will be provided for staff in attendance.



5. All staff will have an opportunity to participate in common planning time
   during the school day, as a commitment to work in teams is essential. This
   joint planning will be used to develop thematic units, assess student
   progress, and develop strategies to address school goals and needs. When
   scheduled, this common planning time is in addition to regular preparation
   time.

6. All staff will commit to parental involvement and open communication
   between home and school with respect for cultural diversity of the school
   population.

7. All middle school staff will show a commitment to adopting a philosophy
   that is consistent with current middle school research particularly in the
   areas of interdisciplinary teaching, flexible scheduling, curriculum
   development, and teachers addressing the needs of young adolescents.

8. All staff will develop professional goals that connect with the school’s
   Unified School Improvement Plan, Lowell Curriculum Guides, and the
   Massachusetts State Frameworks. These goals will manifest themselves in
   teaching that reflects a challenging educational environment that supports
   the delivery of high level skills for all students, displays the use of ―best
   practices‖ during student instruction, and incorporates the Arts as a pathway
   to instruction.
   9. All staff will commit to the use of technology as an instructional tool as well
      as increasing students’ individual technological skills.

                                      Specific

All Special Subject Teachers at the J. G. Pyne Arts Magnet School will participate in
staff development and will work cooperatively with all staff to develop and
implement a curriculum that integrates the arts. Within their respective disciplines,
they will support and extend the core curriculum of the K-8 J. G. Pyne Arts Magnet
School. Special Subject Teachers will participate in all aspects of the school
community, will commit to the general goals listed in Section A, and will be required
to commit to the following in their designated area.


   1. Music – The music teacher(s) will develop a comprehensive music
      curriculum that complements as well as extends the classroom teachers
      efforts to integrate the arts through thematic units and activities. This
      curriculum will expose children to a variety of musical experiences including
      multicultural traditions, dance/movement, musical instruments, singing,
      basic theory, and appreciation. Through this curriculum, children will be
      encouraged to become proficient in playing as instrument, such as a
      recorder, piano/keyboard, band, string, rhythm, or electric instrument. In
      addition, children will be encouraged to learn how to read and sing music
      through a variety of choral and individual singing opportunities. Music
      teachers will develop and coordinate a choral group. In participating in a
      variety of performing arts activities, students will be able to demonstrate
      their musical proficiency, develop positive self-esteem. As well as develop an
      appreciation of other cultures and the value of music.



   2. Art – The art teacher(s) will develop and utilize an art curriculum that
      complements as well as extends the classroom teachers efforts to integrate
      the arts through thematic units and activities. The art teacher will employ a
      variety of mediums through which students can create original work and
      crafts. Children will be provided opportunities to work both cooperatively
      and independently. The art teacher will coordinate the display of children’s
      creative work throughout the school and in the Arts School Gallery, as a
      means of fostering student self-esteem as well as creative expression. The
      art teacher will also access the local arts and community organizations to
   provide students with opportunities to interact with a variety of professional
   artists.

3. Physical Education/Health –The physical education/health teacher will
   develop a physical education/health program in conjunction with thematic
   units whenever possible. This program will provide a variety of physical
   activities that are developmentally appropriate for all children in the school.
   Sportsmanship, cooperation, as well as individual achievement will be
   stressed.

4. Dance – Dance will include creative and exploratory movement to develop
   motor skills and stress proper body mechanics. The dance teacher will be
   expected to expose the students to various types of dance such as jazz,
   ballet, modern, tap and multicultural folk. All dance students will be given
   the opportunity to develop and improve dance skills by participating in
   school initiatives and productions.

5. Drama – The drama program focuses on play writing/production, story
   telling, improvisation, pantomime and puppetry. The Drama teacher will be
   responsible for exposing students to experimental and traditional theater
   through class offerings and full-length productions.
                                     WASHINGTON SCHOOL

                                              THEME

             CONTINUOUS PROGRESS THROUGH DEVELOPMENTAL LEARNING

The Washington School's Continuous Progress Through Developmental Learning theme is
based on flexible pacing in which students are taught material that is appropriately challenging
for their developmental level and that allows them to move forward along a continuum as they
master content and skills. This program removes the threat of failure and promotes a positive
self-image of individual accomplishments in each child as they successfully progress through
the skills continuum. This model may include multi age/multi grade groupings.

A supportive, go-at-your-own-pace curriculum aimed at learning and teaching that is
personalized has been designed to meet the intellectual, emotional, social and physical needs
of the whole child. This curriculum is based on developmentally appropriate practices that give
each child the opportunity to learn and develop at his /her own rate. It is based on the
proposition that no general prescriptions are equally appropriate for all students and has been
developed because of the belief that each child has individual, unique differences that must be
addressed within the school setting. The Continuous Progress through Developmental Learning
model addresses these differences.

The school's organizational structure involves placing students in developmentally age-
appropriate groupings called pods. Variations of placement within pods occur based on the
developmental needs of students. Students with similar needs may be re-grouped for specific
skill instruction. Teams of teachers meet at least two times per month during regular school
hours to discuss the progress of children as they travel through the skills continuum and to
report this progress to the students' parents. All faculties at this school collaborate in teacher
teams. These teams include all classroom teachers along with special subject and support
teachers who service students. These teams support the inclusionary model of education by
servicing all students in the least restrictive setting.

The Continuous Progress Through Developmental Learning model promotes students'
maximum development in all areas; intellectual, social, emotional and physical. By providing
children with the opportunity to reach their fullest potential, we believe that our students will be
able to continually progress into future academic settings and life experiences with confidence,
self-esteem and motivation.
A. GENERAL GOALS

In order to ensure that the Washington School promotes a rich learning environment in which
children are allowed to progress through a continuous progress curriculum that promotes the
attainment of their individual learning potential, all staff members (including Bilingual, Title I,
Special Education, Music, Physical Education/Health, Art, and Classroom Teachers) are asked
to commit to the following goals:

1.     All staff will foster a positive and nurturing school climate for students, parents and
       colleagues through cooperation, collaboration, shared responsibility, shared decision-
       making and mutual respect.

2.     All staff will participate in the development and implementation of models of education
       which will maximize the educational opportunities for all students by recognizing and
       accommodating within the classroom the uniqueness of each child's strengths,
       weaknesses and learning style in a manner that is developmentally appropriate.

3.     All staff will participate in the design, development and implementation of a consistent,
       school-wide policy of acceptable student behavior with clearly defined expectations and
       consequences.

4.     All staff, with proper notification, will be invited to attend professional and curriculum
       development sessions. These sessions will be scheduled with staff consensus. Staff in
       attendance will be paid in accordance with the collective bargaining agreement.

5.     All staff, on an equitable basis, will be asked to serve on various committees as well as
       participate in extra curricular activities. When the committees or activities are held
       outside of the regular school hours, staff will be paid in accordance with the collective
       bargaining agreement.

6.     All staff will demonstrate a commitment to working in teams and when available, to the
       use of common planning time in a manner consistent with the school's goals and needs.
       This joint planning will be used to develop thematic units, assess student progress, and
       develop strategies to address school goals and needs. This common planning time,
       when scheduled, will be in addition to the regular preparation time.

7.     All staff will commit to incorporating choices by children into their classroom activities.



8.   All staff will commit to exploring and trying various approaches to teaching. Every staff
member will be asked to become a peer resource in at least one
                          Bartlett Community Partnership School



BCPS is an all inclusive community of learners with the language needs of all students being
met using the sheltered instruction approach and special education needs meet through individual
education plans and accommodations in all content areas.

The curriculum encourages learning that strives to ensure the success of its diverse body both
academically and socially. It builds social competencies in order to enhance positive
interpersonal communication and recognize the importance of sound character. The curriculum
encourages interacting with others to develop respectful behavior among students and between
students an adults in the school. Social and emotional development is observed in relationship to
academic growth. Students are engaged in hands-on, real world applications of rigorous
academic learning to enable them to access, apply, and demonstrate knowledge in a variety of
ways. Teaching strategies include flexible groupings and differentiated instruction in all content
areas.

BCPS instructional program was developed in alignment with Massachusetts State Frameworks
and Lowell Public School Districts curriculum guides and reflects district initiatives. The
University of Massachusetts at Lowell Graduate School of Education provided, and will continue
to provide guidance, in the development of curriculum, as one of the BCPS primary roles is that
of a professional development school.

BCPS draws on its faculty, students, families, and the community to be involved as teachers,
mentors, and tutors of each other on a continual basis in order to build a community of learners :
to develop and sustain a spirit of cooperation , collaboration, and accountability among all
members of the BCPS community. This community environment creates high expectations for
all learners. Students feel both safe to take risks and confident that they can achieve.
                               Abraham Lincoln School of Discovery
                                          Staff Goals

A. General Goals

   In order to ensure that the Abraham Lincoln School of Discovery promotes a rich learning environment in
   which children can discover themselves, their community and their world, all staff members (including
   Bilingual, Title I, Special Education , Music, Physical Education/ Health, Art, Computer/Technology,
   Science, Discovery Teacher, Interdisciplinary Thematic Teacher and Classroom Teachers) are asked to
   commit to the following goals:

      1) All staff will foster a positive school climate for students and colleagues through cooperation,
         collaboration, shared decision-making and mutual respect.

      2) All staff will participate in the development and implementation of an inclusionary model of education
         which will maximize the educational opportunities for all students by recognizing and accommodating
         within the classroom the uniqueness of each child’s strengths , weaknesses, and learning style in a manner
         that is developmentally appropriate.

      3) All staff will participate in the design, development and implementation of a consistent, school – wide
         policy of acceptable student behavior with clearly defined expectations and consequences.

      4) All staff will participate with proper notification, in professional and curriculum development sessions.
         These sessions will be scheduled with staff input and may be held before or after school, during summer or
         on Saturdays. Appropriate compensation as determined by collective bargaining agreements, will be
         provided for staff in attendance.

      5) All staff will be expected to serve on various committees as well as participate in extra curricular activities.

      6) All staff will participate in common planning time during the school day, as a commitment to work in
         teams is essential. This joint planning will be used to develop thematic units, assess student progress, and
         develop strategies to address school goals and needs.

      7) All staff will commit to incorporating choices by children into their classroom activities.

      8) All staff will commit to whole language practices, including production of children’s books and the
         effective use of quality children’s literature.

      9) All staff will utilize innovative instructional strategies such as team teaching, cooperative learning, and
         peer tutoring and cross grade grouping to promote the learning / discovery process in each child.

      10) All staff in the Early Childhood Program will adapt and implement a developmental model which will
          appropriately meet the physical, social, emotional and academic needs of each young child.

      11) All staff will commit to parental involvement and open communications between home and school with
          respect for cultural diversity of the school population.




                                      C. W. MOREY SCHOOL
Literacy for All

                                     STAFF GOALS

In order to ensure that the C. W. Morey School provides opportunities for all children
that will foster academic excellence, all staff members including Classroom, Bilingual,
Title 1, Special Education, Art, Music, and Physical/Health Education, Teachers are
asked to commit to the following:

   1. All staff will foster a positive school climate for students and colleagues through
      cooperation, collaboration, shared decision-making and mutual respect.

   2. All staff will participate in the development and implementation of models of
      education which will maximize the educational opportunities for all students by
      recognizing and accommodating within the classroom the uniqueness of each
      child's strengths, needs and learning style in a manner that is developmentally
      appropriate.

   3. All staff will demonstrate a commitment to working in teams and to the use of
      common planning time in a manner consistent with the school's goals and needs.
      This common planning time will be built into the teacher's schedule and take
      place during regular school hours. This time will be used to develop thematic
      units, assess student progress and develop strategies to address the school's
      theme and philosophy. When scheduled, this common planning time is in
      addition to regular preparation time.

   4. All staff will be afforded the opportunity to participate, with proper
      notification, in professional and curriculum development sessions and/or
      committees. These sessions and/or committees will be scheduled with staff
      input and may be held before or after school, during the summer or on
      Saturdays. Appropriate compensation, as determined by collective
      bargaining agreements, will be provided for staff in attendance.

   5. All staff will agree philosophically to the importance of participating in school
      spirit activities, especially P.T.O. events.

   6. All staff will commit to developing, implementing and assessing an integrated,
      interdisciplinary thematic curriculum emphasizing literacy activities and based
      on the Massachusetts State Frameworks and the Lowell Curriculum Guides.
  7. All staff will adopt and implement a developmental model, which will
     appropriately meet the physical, social, emotional and academic needs of each
     young child.

  8. All staff will explore and utilize innovative instructional strategies such as but
     not limited to team teaching, cooperative learning, peer tutoring, learning centers
     and cross grade activity-based grouping to promote maximum learning for each
     child.

  9. All staff will encourage and support meaningful parental involvement with
     respect for cultural diversity of the school population.




                         THEME/VISION STATEMENT

   The Morey School’s mission is to promote the concept of “Literacy for All”. The
   goals of the entire Morey School community are to foster the love of literature,
   develop character, and promote academic excellence. In order to foster each child’s
   personal best, we draw upon the talents and cultural backgrounds of our families,
   staff, and community. We support family literacy through excellence in teaching,
   reading incentive initiatives, parent support groups, family nights, and after school
   literacy programs for adults and children, as well as through community
   partnerships that support our “Literacy for All” efforts.




                              PETER W. REILLY SCHOOL

A. STAFF GOALS
In order to ensure that the Reilly School is truly a community of learners in which all children can realize
their full potential and develop their communication skills, all staff members (including Bilingual, Title I,
Special Education, Music, Physical Education/Health, Art, and Classroom Teachers) are asked to commit
to the following goals:

      1. All staff will foster a positive and nurturing school climate for students, parents and colleagues
      through cooperation, collaboration, shared responsibility, shared decision-making and mutual respect.
      Our aim is to create a professional climate in which students and staff can grow and achieve in a safe,
      supportive and respectful school environment.

2.        All staff will participate in the development and implementation of models of education in which
          instruction is provided in most appropriate and the least restrictive environment possible. These
          models will maximize the educational opportunities for all students by recognizing and
          accommodating within the classroom the uniqueness of each child's needs, strengths, weaknesses
          and learning style in a manner that is developmentally appropriate.

3.        All staff may volunteer to serve on committees, participate in training programs during the school
          day, attend extra curricular activities, and hold parent conferences during one school based
          professional development day/evening.

4.        All staff will commit to incorporating choices for children in their classrooms and will encourage
          children to make a variety of responsible choices during classroom activities.

5.        All staff will participate in common planning time, when scheduled during the school day, to
          develop thematic units, plan integrated academic activities, assess student progress, and develop
          strategies to address school goals and needs.

6.        All staff will commit to providing a communication curriculum with a specific focus determined
          at each grade level in order to provide each student with a broad scope of communication
          experiences.

7.        All staff will participate in the development and implementation of a consistent, school-wide
          policy of acceptable student behavior with clearly defined expectations and consequences.

8.        All staff, in accordance to an established system-wide time table, will adopt and implement
          developmentally appropriate practices which meet the physical, social, emotional and academic
          needs of each child.


9.        All staff will commit to parental involvement and open communication between home and
          school. This involvement may include orientation of parents to the Reilly theme, instructional
          approaches and new programs offered at the school. School/home communications will show
          sensitivity and respect for the cultural diversity of the school population.

10.       In recognition of the need for professional and curriculum development and additionally, in
          recognition of the personal commitments of individual educators, all staff will be afforded the
          opportunity to participate in professional and curriculum development sessions. These sessions
          will be scheduled through consensus and, with proper notification, may be held before or after
         school, during the summer or on Saturdays. Appropriate compensation, as determined by the
         collective bargaining agreements will be provided for staff in attendance.

B. SPECIFIC GOALS

For all staff, but for particularly special subject teachers who work with all students in the school, it is
imperative that a consistent and clear message be conveyed. This message is that each child is valued for
his or her unique gifts and those expectations for each child are both challenging and developmentally
appropriate. All Special Subject Teachers at the Reilly School will participate in staff development and
will work cooperatively with all staff to develop and implement interdisciplinary thematic curriculum
which focuses on communication. Within their respective disciplines, they will support and extend the
core curriculum of the K-4 Reilly School. Special Subject Teachers will participate in all aspects of the
school community, will commit to the general goals listed in Section A and will be required to commit to
the following in their designated area:

1.       Music: The music teacher will develop a music curriculum in conjunction with, but not limited
         to, thematic units. This curriculum will expose children to a variety of musical experiences
         including dance/movement, musical instruments, as well as songs. Children will be encouraged
         to participate in a variety of performing arts activities as a means of fostering positive self-esteem
         as well as an appreciation of the value of music in their lives.

     2. Art: The art teacher will develop and utilize an art curriculum in conjunction with, but not
     limited to, thematic units. The art teacher will employ a variety of mediums through which students
     can create original art work. Children will be provided opportunities to work both cooperatively and
     independently. The art teacher will coordinate the display of children's creative work throughout the
     school as a means of fostering student self-esteem as well as creative expression.

3.       Physical Education/Health: The physical education/health teacher will develop a physical
         education/health program that is developmentally appropriate and, when possible, in conjunction
         with thematic units. This program will provide a variety of physical activities which are
         developmentally appropriate for all children in the school. Sportsmanship and cooperation, as
         well as individual achievement will be stressed. The importance of caring for one's body,
         including proper nutrition and hygiene and the choices associated with such care, will be
         presented in age appropriate learning activities.
                         STOKLOSA MIDDLE SCHOOL

STAFF GOALS

General Goals

In order to ensure that the Stoklosa Middle School fulfills its mission statement of
fostering student success by meeting the developmental needs of its students
through the education of the whole child and through the development of self
esteem and respect for others through academic challenge and individual
recognition, all staff members are asked to commit to the following Goals:

   1. All staff will foster a positive school climate for students and colleagues
      through cooperation, collaboration and shared decision-making, and mutual
      respect. A commitment to working in teams, promoting student success and
      fostering the development of the whole child is essential.

   2. All staff will commit to a middle school philosophy and approach in areas
      such as interdisciplinary teaching teams, flexible scheduling and curriculum,
      peer mediation and advisor/advisee (grades 7 & 8). They will also
      participate in common planning time during the school day, exclusive of,
      and in addition to, the regular prep time as provided for in the UTL contract.
      There will be a uniform time schedule for all staff and students in grades 5-
      8.

   3. All staff will engage in the continuing development of the school-theme
      Partnerships for Learning. Each staff member will serve on a committee by
      choice which relates to a Partnership, such as the Coalition of Essential
      Schools, Carnegie Turning Points, Westford Sister School, Middle School
      Alliance, Business Partnership and Internship Program.

   4. In support of the school-wide goal of parents as essential partners in their
      children’s education, all staff will initiate parental contacts and maintain
      lines of communication. Staff will also support school wide endeavors to
      involve parents in the educational process.
5. All staff will participate in curriculum design which focuses on essential
   questions and their incorporation into an interdisciplinary curriculum. This
   design is a focal point of the Coalition of Essential Schools Philosophy.

6. All staff will support, develop, and utilize innovative instructional strategies
   such as team teaching, cooperative learning, heterogeneous grouping,
   interdisciplinary and thematic instruction, and technological classroom
   application.

7. The Stoklosa School has set a standard that staff members participate in
   professional and curriculum development meetings which occur throughout
   the year and are scheduled before or after school, on Saturdays, or during
   summer sessions. With proper notification and staff input, all staff will be
   expected to continue this participation in these sessions. Appropriate
   compensation as determined by collective bargaining agreements, will be
   provided for staff in attendance.

8. All staff will collaborative to provide instructional services to students in the
   regular education classroom.

9. All staff will have the opportunity to volunteer, with appropriate
   compensation as determined by collective bargaining agreements, in after
   school academic and non-academic extra curricular activities such as
   science, computer, and math clubs, drama, art, sports, chorus, quilt-making,
   tutoring and other student centered activities.

10.Special Subject Teachers (Music, Art, Physical Education, Technology
   Education, Home Economics, Interdisciplinary Thematic Teacher, and
   Computer/Technology Teacher) will work in interdisciplinary teams,
   participate in all aspects of the school, and incorporate their respective
   disciplines into the theme.
                         BUTLER SCHOOL OF TECHNOLOGY
                                  PHILOSOPHY

In order for our nation to survive economically and competitively in the marketplace, we must
ensure our status as the technological leaders of the world.

Today’s school children, tomorrow’s leaders and innovators, must gain and in-depth
understanding of the importance of technology. By studying and exploring the historical
significance of technological advancements, students will discover the relevance and impact that
these advancements had on the progress of humanity and strength of our nation.

Our modern society is being completely transformed by technological innovations. The Butler
School of Technology will join this revolution by preparing students to think inquiringly,
creatively, and critically while utilizing the latest developments in educational theory and multi-
media instruction will augment a relevant, hands-on opportunity to reinforce and apply newly
acquired skills.

To assist us in meeting this challenge, the Butler School of Technology will enlist the active
support and commitment of parents, businesses and community resources. These partnerships
will enhance our efforts in guiding and preparing Butler School students for life in the twenty-
first century.

                                        STAFF GOALS

DEFINITION:

Teachers/Specialists refer to: Classroom, computer/technology, interdisciplinary thematic,
Special projects, Special ed. Title I, Bilingual, Foreign Language, Music, Art, Home Ec.
Technology Ed , Physical Ed, Health, Speech, Language, and any other supportive instructional
staff.

Teachers will foster a positive school climate for students and colleagues through cooperation,
collaboration, shared decision- making, and mutual respect. A commitment to work in teams is
essential.

Teachers will develop and implement a thematic interdisciplinary, technology enhanced, hands –
on curriculum. to meet the needs of students.

Teachers will participate in regularly scheduled, after school, professional and curriculum
development sessions throughout the school year. With proper notification and input from, some
Saturday and summer sessions may be scheduled. Appropriate compensation, as determined by
collective bargaining agreements, will be provided for staff in attendance. Teachers will be
expected to serve on various committees in an equitable fashion.
Teachers will attend staff development training sessions on the use and applications of the latest
educational technology and will apply strategies in their instruction. Sessions will be scheduled
in accordance with staff input.

Teachers will adopt a Middle school philosophy and approach in areas such as interdisciplinary
teaching teams, flexible scheduling and curriculum. They will also participate in common
planning time during the school day, exclusive of , and in addition to, the regular prep time as
provided for in the Unit A contract. There will be a uniform time schedule for all staff and
students in grades 5 through 8.

Teachers will support, develop, and utilize innovative strategies such as team teaching,
cooperative learning, peer tutoring, and / or other strategies that the teams determine appropriate
to meet student’s needs.

Teachers should be willing to participate in after school academic and non-academic extra
curricular activities such as science, computer, and math clubs, drama clubs, sports, chorus,
tutoring, and other student – centered activities, with appropriate compensation as determined by
collective bargaining agreements. Teachers will be expected to participate in these activities in
an equitable fashion.
                   JAMES S. DALEY MIDDLE SCHOOL

          ARTS AND SCIENCES FOR GLOBAL AWARENESS

                               STAFF GOALS

1. Teachers at the James S. Daley Middle School will develop and implement a
   thematic, interdisciplinary, science and arts curriculum consisting of such
   areas as languages, literature, the sciences, history, the arts and physical
   education. These curricula will be designed to expose our diverse student
   population to a common body of knowledge that will prepare them to be
   productive citizens of our ever-changing society.

2. Teachers will adopt a middle school philosophy and approach in areas such
   as interdisciplinary teaching, team teaching, adaptable block scheduling,
   curriculum development, cooperative learning, peer tutoring, flexible
   grouping, advisor/advisee programs and other strategies necessary to meet
   students' needs.

3. Teachers will participate in regularly scheduled professional and curriculum
   development sessions throughout the school year. These sessions will be
   scheduled with staff input and may be held before or after school hours,
   weekends or during vacation periods. All staff, in an equitable fashion, will
   also serve on various school based committees. Appropriate compensation,
   as determined by collective bargaining agreements, will be provided for staff
   in attendance.

4. All staff will foster a positive and nurturing school climate for students,
   parents and colleagues through cooperation, collaboration, shared
   responsibility, shared decision making and mutual respect.

5. Curricular activities such as science, computer and math clubs, drama,
   sports, chorus, tutoring and other student-centered activities, with
   appropriate compensation as determined by the collective bargaining
   agreements. Teachers will be expected to participate in these activities in an
   equitable fashion.
     6. All staff will participate in the development and implementation of a
        consistent, school-wide policy of acceptable student behavior with clearly
        defined expectations and consequences.

     7. Support teachers will endeavor to provide services to students in the least
        restrictive setting and will incorporate similar instructional approaches and
        contents in a context appropriate to the particular needs of their students.
        They will work with interdisciplinary teams to develop a variety of service
        delivery prototypes and participate in all aspects of the school.

     8. Special subject teachers (music, art, physical education, foreign language,
        home economics, technical education, et al) will work collaboratively with
        classroom and support staff in interdisciplinary teams, participate in all
        aspects of the school community and incorporate the school theme into their
        respective disciplines.

STAFF

1.      Interdisciplinary Thematic Teacher - This teacher will demonstrate an
        expertise and ability to ensure that a holistic curriculum is developed that
        emphasized the magnet theme of Science and Arts for Global Awareness.
        This teacher will be responsible for the development of a program that will
        expose students to the Arts and Sciences and develop an awareness of their
        global community, their place in this community, their responsibilities for its
        future and the many career opportunities that the global community has to
        offer to its properly prepared citizens. This teacher will serve as a resource
        person for teachers as they plan and develop an innovative curriculum;
        participate in interdisciplinary teaching teams to implement theme related
        student instruction; and serve as a liaison between the school, university
        affiliates, business partnerships and other community resources. The
        interdisciplinary thematic teacher will be responsible for assisting all
        members of the school community...students, staff and parents... in
        achieving the school's goals and objectives. In addition to a flexible
        teaching schedule, this teacher will coordinate professional staff
        development by attending conferences and presenting findings to all staff;
        seeking opportunities for the staff to attend off-site presentations of
        pertinent, thematic material; and by conducting in-service workshops.
     2. Process Writing Resource Teacher - This teacher will work with students at
        all grade levels to offer programs that expand students' opportunities to
        express their individual ideas through oral and written communications.
        This teacher will be responsible for ensuring the development of process
        writing skills among students to enable them to write edit and publish
        original works using both traditional methods and current technology. This
        teacher will serve as a resource person for teachers and assist teachers in
        curriculum planning and implementation.



3.       Computer/Math Resource Teacher - This teacher will work with students
        and staff on the use of computers and other technical equipment to
        investigate problems, analyze data, propose solutions and expand their
        technical expertise. This instructor will develop hands-on math activities for
        students and instruct students as they explore the world of mathematics.
        This teacher will demonstrate an expertise and ability to be a resource
        person for computer and math activities and work with students and teachers
        on special projects related to the school's magnet theme. Certification in
        math is preferred.

4.      Science Lab/Resource Teacher - This teacher will work with students using
        an inquiry-based program of instruction in a laboratory setting to expand and
        enrich their classroom acquired scientific knowledge. This teacher will
        demonstrate an expertise and ability to be a resource person for science
        activities; coordinate science projects related to the school's magnet theme;
        coordinate the science laboratory and resources; coordinate teacher in-
        service for inquiry-based science instruction; and research new
        developments in science curriculum, equipment and technology.
        Certification in science is preferred.

5.      Multilingual/Multicultural Teachers (2) - These teachers will instruct
        students in the foreign languages of Spanish and French thereby allowing
        students to more proficiently communicate within the global community.
        These instructors will develop multilinguistic and multicultural experiences
        that will allow students to develop attitudes and behaviors that will lead to
        the intelligent understanding of their expanding world.
                               LOWELL HIGH SCHOOL

THEME:
Lowell High School will implement a model of educational excellence and social responsibility
through which all members of the school community will develop as life long learners and
contributing citizens in a changing world.

VISION:
Lowell High School is a gestalt where human and material resources are enjoined to provide a
wide variety of meaningful educational experiences and developmental opportunities for all of its
students. The school celebrates the diversity of its students and utilized that diversity as a
positive enriching and powerful resource. The curriculum reflects the global economy and
supports a wide range of skills, talents, and interests and career goals for all students as
individuals, teams, and a collective body. The student support network will provide clear, timely
and realistic career information enhanced scholarship assistance, and work based career
experiences. The spirit of excellence through collaboration and individual effort will be
pervasive within the Lowell High School Community. Students, staff, parents, business and civic
organizations as well as the private sector, will join together to create a synergistic learning
environment in which the individual abilities and unique aspirations of all students will be
supported and celebrated.

MISSION:

                                     SCHOOL CULTURE
Lowell High School will strive to become a Community of Learners which will create a school
culture based on respecting and valuing the individual differences and the ethnic diversity of its
members. The school will continue to create a safe environment conducive to learning for all its
members. The school will involve parents, students, faculty and staff as well as members of the
business community, area agencies, institutions, and multi-cultural community based
organizations in the planning, operation and evaluation of the school and its programs.


                            CURRICULUM & TECHNOLOGY

Lowell High School will provide a quality education to meet the needs of all its students by
providing each student with both the academic and marketable skills necessary t gain entry into
the work force of the 21st Century. The curriculum, faculty and facility will become immersed in
the technology of tomorrow and steeped in the best practices of the finest schools of the future.
The school must never be afraid to innovate and experiment when the need arises and the
benefits outweigh the risk, while at the same time staunchly preserving those elements of
greatness from the classics and traditions of the past.

At Lowell High School our vision is to establish a curriculum that integrates technology
throughout all subjects. It is a curriculum that respects the special talents of each individual in
the school, and helps each student develop new capabilities and build self-esteem. Lowell High
School students will use computer, video, and information technology: to learn how to learn, to
solve their own problems, and to gain access to a wide variety of resources within and beyond
the school’s walls. We expect students to be active and enthusiastic users of technology, who use
technology tools to create multimedia projects and presentations that make a difference in the
student’s lives.

Students and Staff members will drive the curricular and technological transformation together.
All Teachers at Lowell High School will integrate technology into their instructional activities.
The role of the teacher will change from dispenser of information to facilitator of learning, and
technology will be a key element in this change process. Each classroom instructional area at
Lowell High School will be equipped with computers that are capable of connecting the teacher
and students with many sources of information.
                                   SUPPORT SERVICES

Lowell High School must continue to evolve into a truly comprehensive high school with
credible high standards. This can only be accomplished by maintaining rigorous and challenging
academic offerings leading to careers requiring education beyond high school, offering
opportunities for college Dual Enrollment for student’s still attending high school, as well as
providing options and skills sets for students whose immediate career plans do not include
college.


                                  STUDENT ACTIVITIES
Lowell High School must continue to recognize the importance for students’ activities, athletics,
enrichment and co-curricular programs as a vehicle for the inclusion and blending of a diverse
student population into a commonality of enhanced student life.

                          BUSINESS AND INDUSTRY PARTNERSHIP
Lowell High School must continue to reach out to the business community to provide
meaningful work experiences which link the educational programs within the school to the
student’s experience within the work force. These opportunities will not only instill the student
with practical knowledge, but also give the student a chance to apply what was learned in the
classroom to a work situation. Work experiences for students reinforces classroom learning
instills a work ethic, and gives renewed meaning to academic subjects studied in school.




                               PROFESSIONAL DEVELOPMENT

Lowell High School recognizes that restructuring education requires an investment in training
faculty and staff in the technologies of the future and in developing curriculum to incorporate
this new technology. This training must be comprehensive, timely, and on going to be effective.
It must not only include formal presentations, but also include follow up on the particular
applications of computer technology needed by individual staff members to enhance each
employee’s ability to do his / her job.

                                     COMMUNITY SCHOOL
Lowell High must continue to be a community school by offering a wide variety of after school
and evening educational programs, and community activities, to both parents and students. The
school must seek to expand its offering in conjunction with Lowell’s Adult Basic Education
Program, Middlesex Community College, University of Massachusetts Lowell and other
institutions interested in partnerships with Lowell High School.

                                             BELIEFS
The work of the students and professional staff at Lowell High School rests on several
educational beliefs. These are the beliefs that give shape and substance to the nature of the
curriculum at school.

       Students are active learners. They learn by doing, with regular hands –on of the tools of
       learning.

       Teachers are managers of information, orchestraters of the curriculum, and active
       participants in the projects of students.

            All students can learn regardless of their differing needs and levels of proficiency:
             they learn best when they work together in mixed groups.

            Students teach and learn from each other, through peer tutoring, class
             presentation, and collaborative work.

            Cooperative projects where small groups of students work together to produce a
             piece of work, are an important form of enterprise.

            Students are producers, not just consumers. They learn by initiating, designing,
             and producing than by sitting and listening.

            Instruction and learning are most effective when there is a relevancy between the
             curriculum, instructional methods and the student’s world.

            Wherever possible, the themes and activities of the curriculum should cross
             disciplinary lines.

            The community is a partner in learning; parents, the City of Lowell, Business and
             Industry, and the world at large are a part of the school.
By applying the principles to the design of the curriculum and to the day- to day work of
the school, students at Lowell High School will learn to think and inquire, creatively and
critically, with the academic and social skills they to grow and succeed.
                   PAWTUCKETVILLE MEMORIAL SCHOOL OF THE SCIENCES


                                                 Philosophy

The Pawtucketville Memorial Community endeavors to educate the whole child intellectually,
emotionally, culturally, socially, and physically within the rich framework of diverse backgrounds.

We strive to create an atmosphere where students may gain academic competence, learn social skills, and
appreciate cultural diversity. We recognize that education is a collaborative effort and work to form a
cooperative relationship among home, school, and community.

Since our society is dependent upon individuals of initiative who can think clearly and assume
responsibility, we strive to foster logical thinking, creative problem solving, and a desire for life-long
learning.

The Pawtucketville Memorial Community endeavors to develop in our students a positive self image and
sense of self respect, allowing each student to value himself or herself, his or her ideas and thoughts. This
positive self image allows students to develop a sense of mutual respect and acceptance of individual
differences.

As a school that focuses on the sciences, it is our goal to prepare all students for the challenges they will
face in the future, while developing their abilities to think logically and critically, as well as apply
information for problem solving and decision making. The curriculum of the school centers on the
sciences-- mathematics, social, life, physical, technology, and human. Interdisciplinary thematic units
emphasize cultural diversity and a hands-on learning approach. This approach encourage students to
develop tolerance and mutual understanding as they experiment, manipulate, and observe the natural
resources within our environment.

Within our multicultural community, we venture to promote skill acquisition and positive interpersonal
relationships in preparation for future roles in an advancing technological age.
STAFF GOALS

A. GENERAL
       In order to ensure that the Pawtucketville Memorial School promotes a rich learning
  environment in which children can learn in a multicultural learning environment through the
   sciences all staff members (including Bilingual, Title I, Special Education, Music, Physical
 Education/Health, Art, Computer/Technology, Science, and Classroom Teachers) are asked to
                                     commit to the following:

1.   All staff will foster a positive school climate for students and colleagues through
     teamwork, cooperation, collaboration, shared decision-making and mutual respect for
     cultural diversity.

2.   The staff recognizes the academic, emotional, social and physical needs of the student body
     and will work in cooperation with appropriate resource personnel, particularly a school-
     based social worker (if economically feasible), and to meet these needs.

3.   All staff will participate in the design, development and implementation of a consistent,
     school-wide policy of acceptable student behavior with clearly defined expectations and
     consequences.

4.   All staff will be afforded the opportunity to participate, with proper notification, in
     professional and curriculum development sessions and/or committees. These sessions
     and/or committees will be scheduled with staff input and may be held before or after
           school, during the summer or on Saturdays. Appropriate compensation, as
     determined by collective bargaining agreements will be provided for staff in attendance.

5.   All staff will commit to develop an awareness, appreciation and understanding of
     cultural differences and richness.

6.   All staff will participate in common planning time during the school day in addition to the
     regular prep time as provided for in the Unit A contract. This joint planning will be used to
           plan the sciences curriculum activities, develop thematic units, assess student
     progress, and develop strategies to address school goals and needs.

7.   All staff will commit to integrating the sciences throughout the curriculum.

8.   All staff will have the opportunity to work in collaboration with a science resource teacher,
     a computer technology teacher and other resource personnel on a regular basis.
9.   All staff will utilize multidisciplinary teaching models such as team teaching,
     cooperative learning, and cross-graded activities and peer tutoring to
     promote the learning/discovery process in each child.

10. All school staff will be trained to adopt and implement a developmental
model.

11. All staff will participate in the development and implementation of
    appropriate models of education which will maximize the educational
    opportunities for all students by recognizing and accommodating within the
    classroom the uniqueness of each child's needs, strengths, weaknesses
    and learning style in a manner that is developmentally appropriate.

12. All staff will commit to parental involvement and open communication
    between home and school with respect for the cultural diversity of the
    school population.

13. All staff will work to strengthen the partnership between home, school, and
    community. Staff, parents and community members from various cultures
    and backgrounds will serve as role models, mentors and guest presenters.

B. SPECIFIC

All Special Subject Teachers at the Pawtucketville Memorial School will
participate in staff development and will work cooperatively with all staff to
develop and implement a curriculum that incorporates the sciences. Within their
respective disciplines, they will support and extend the core curriculum of the K-4
Pawtucketville Memorial School. Special Subject Teachers will participate in all
aspects of the school community, will commit to the general goals listed in
Section A and will be required to commit to the following in their designated area:

1.   Music: The music teacher will develop a music curriculum in conjunction
     with science thematic units. This curriculum will expose children to a variety
     of musical experiences including dance/movement, musical instruments, as
     well as songs. Children will be encouraged to participate in a variety of
     performing arts activities as a      means of fostering positive self-esteem
     as well as an appreciation of the value of music in their lives.

2.   Art: The art teacher will develop and utilize an art curriculum that
     complements the science thematic units developed by the classroom
     teachers. The art teacher will employ a variety of mediums through which
     students can create original art work. Children will be provided
     opportunities to work both cooperatively and independently. The art teacher
     will coordinate the display of children's creative work throughout the school
     as a means of fostering student self-esteem, as well as creative expression.

3.   Physical Education/Health: The physical education/health teacher will
     develop a physical education/health program in conjunction with science
     thematic units. This program will provide a variety of physical activities
which are developmentally appropriate for all children in the school.
Sportsmanship, cooperation, as well as individual achievement will be
stressed. The importance of caring for one's body, including proper nutrition
and hygiene and the choices associated with such care, will be presented in
age appropriate learning activities.
                           CHRISTA MCAULIFFE SCHOOL

       THEME: ACADEMIC AND CULTURAL EXPLORATION

The world of the twenty-first century will be a complex and fast –paced one, presenting a
myriad of opportunities and challenges. Hopefully, it will also be a magical place, full of
wonder, scientific breakthroughs and world harmony. At the Christa McAuliffe School
we want to ensure that our students have the skills they will need to succeed. Our mission
is to provide each child with a solid foundation in the educational basics, to inspire in
each child an appreciation of and understanding of his or her individual and collective
potential and responsibility, and to ignite in each an excitement about learning that will
grow with him or her and become our legacy to the new century.

Inherent in Lowell’s history as a city rich in cultural diversity is the opportunity for
today’s children to learn about their own and other’s cultural heritage. At the Christa
McAuliffe School, we intend to maximize that opportunity by becoming a community of
learners dedicated to individual growth and cultural appreciation and exploration. Our
curriculum will focus on an exploration of the various cultures that have been the threads
of the rich, vibrant, ever-changing tapestry that is community of Lowell.

Every member of the Christa McAuliffe School –staff, students and parents will be an
active participant in the community of learners that makes up our school and every
member, staff, students, and parents will have the opportunity to set individual goals and
the responsibility to assist each other in reaching these goals. By celebrating the
attainment of individual and collective goals, we will enhance individual self-esteem and
foster the desire to keep reaching towards our potential

Recognizing that the parent is the first and most significant teacher of the child, we intend
to involve parents and staff collaboratively in all aspects of the educational experience
and to offer programs that will enhance and broaden parenting skills.

The staff of the Christa McAuliffe School will take pride in their ability to individualize
instruction by matching teaching and learning styles. Professional staff members will
become skilled in a variety of educational techniques including developmental, thematic,
and whole language approaches, cooperative learning, learning centers, enhancement of
study skills and the integration of critical thinking skills into curriculum.

The philosophy of the Christa McAuliffe School is that children learn best when they
share experiences that celebrate their uniqueness while uniting them in an appreciation of
the richness of their cultural diversity. Therefore, it is our goal that the educational
experiences we provide will be the foundation for the development of a community of
staff, parents and children collaborating in a life-long learning process, grounded firmly
in the basic educational skills, striving for personal excellence and recognizing the
importance of their contribution to the evolving multi-cultural richness of the global
community of the twenty - first century.
                       CHRISTA MCAULIFFE SCHOOL

     THEME: ACADEMIC AND CULTURAL EXPLORATION
                                  STAFF GOAL

A. GENERAL

In order to ensure that the Christa McAuliffe School truly is a community of learners
dedicated to individual growth as well as academic and cultural appreciation and
exploration, all staff members (including bilingual, Title I, special education, art,
physical education, music, computer/technology, science, cultural exploration/special
projects, interdisciplinary thematic and classrooms teachers) are asked to commit to
the following:

1) All staff will foster a positive and nurturing school climate for students, parents
   and colleagues through cooperation, collaboration, shared responsibility, shared
   decision making a mutual respect.

2) All staff will participate in the development and implementation of an
   inclusionary model of education which will maximize the educational
   opportunities for all students by recognizing and accommodating within the
   classroom the uniqueness of each child’s strengths, weaknesses and learning style
   in a manner that is developmentally appropriate.

3) All staff will demonstrate a commitment to working in teams and to use the
   common planning time in a manner consistent with the school’s goals and needs.
   This common planning time will be used to develop thematic units, assess student
   progress and develop strategies to address the school’s theme and philosophy.

4) All staff will participate in professional and curriculum development sessions to
   enhance the theme of academic and cultural exploration within an inclusionary
   model. Professional development sessions will be scheduled with staff input and
   may be held before or after school hours, week-ends of during vacation periods
   Appropriate compensation , as determined by collective bargaining agreement
   will be provided to staff in attendance.

5) All staff will commit to exploring and trying various approaches to teaching.
   Every staff member will take responsibility for becoming a peer resource in at in
   at least one innovative educational technique such as, but not limited to:
   developmental thematic and whole language approaches, cooperative learning,
   learning centers, and enhancement of study skills and development of critical
   thinking skills.
   6) All staff will participate in the development and implantation of a consistent,
      school – wide policy of acceptable student behavior with clearly defined
      expectations and consequences.

   7) All staff will serve on various committees as well as participate in extra curricular
      activities.

   8) All staff will recognize the importance of parental involvement and open
      communication between home and school, will foster frequent communication
      with parents and will acquire an understanding of Hispanic culture and some
      rudiments of the Spanish language.

   9) All staff members will recognize their importance as active participants in the
      community of learners that is the Christa McAuliffe School. They will set
      individual goals for themselves while assisting students in setting and attaining
      their goals.

   10) All staff in the early childhood program (three year olds through kindergarten)
       will implement a developmentally appropriate program that will meet the
       physical, social, emotional and academic needs of each child.

B. SPECIFIC

For all staff, but particularly for special subject teachers who work with all students in the
school, it is imperative that a consistent and clear message be conveyed. This message is
that each child is valued for his or her unique gifts, that expectations for each child are
challenging and developmentally appropriate, and that we – together students, parents,
staff-form a community of learners dedicated to academic and cultural exploration.
Special subject teachers will work collaboratively with classroom and support staff in
interdisciplinary teams, participate in all aspects of the school community an incorporate
the theme into their respective disciplines. In addition to the general criteria listed in
Section A, the following will also be required of designated specialists:

   1) The science/laboratory teacher will assist classroom teachers in developing
      science activities and will work directly with students on these activities: will
      coordinate the science laboratory and its resources: will develop and implement
      staff in-service science curriculum, equipment and technology: and will explore
      and utilize the resources of agencies such as NASA, the Audubon Society, the
      Aquarium, the Science Museum, the Children’s Museum and the Discovery
      Museum.

   2) The computer/technology teacher will assist the staff in planning an
      interdisciplinary curriculum which will utilize computer/technology in the
      classroom: will conduct workshops for staff on the use of all computer/technology
      equipment and software; and will provide students with direct instruction in
      computer/technology.
                 James F. Sullivan Communications School

                                  Philosophy

As we enter the Information Age, it is imperative that we learn to access,
interpret, and interact with the multitude of information enveloping our
society.

At the James F. Sullivan School of Communication, the staff will provide
unlimited opportunities for students to study and learn the art of effective
communication,
   engage actively and personally in speaking, listening, reading, and
   writing and
improve their ability to express themselves and communicate more
effectively with one another. In striving to achieve our mission, the teachers
will foster student growth in a myriad of ways including analytical and
creative thinking, cooperative interaction, and cultural appreciation.
Students will explore, evaluate, and develop language and communication
skills through such creative activities as the theatre arts, journalism, and
telecommunications.


Our communications program will be based upon the development of every
student’s communication skills, every student’s ability to think, to create and
to convey those thoughts and creations to the world at large.


                                  Staff Goals


―Teachers‖ refers to all teachers including foreign language, art, music, phys
 ed/health, ind. Tech., home ec., Title I, SPED, bilingual, special teachers,
and classroom teachers at the James F. Sullivan Communications School.


   1. Teachers will develop and implement a thematic, technology enhance
      communications curriculum to meet the need of all students.
2. Teachers will support, develop, and utilize innovative instructional
   strategies such as whole language, team teaching, cooperative
   learning, peer tutoring, heterogeneous and cross-grade level
   groupings.

3. Teachers will adopt a middle school philosophy and approach in areas
   such as interdisciplinary teaching, team teaching, flexible scheduling,
   advisor/advisee programs, teacher training, and curriculum
   development. They will also participate in common planning time
   during school day, exclusive of. And in addition to, the regular prep
   time as provided for in the Unit A contract. The starting and ending
   time of the school day will be uniform for all staff and students in
   grade 5 through 8.

4. Teachers will design, utilize, and refine interdisciplinary curriculum
   units through participating in scheduled on-going professional and
   curriculum development workshops with appropriate compensation,
   providing compensation is available. Some weekend and summer
   sessions may be scheduled with input form the staff. Teachers will be
   required to serve on various committees and will participate in school-
   wide activities in an equitable fashion.

5. Teachers utilize technology and media instruction to develop
   communication skills amount students. With the assistance of the
   interdisciplinary Resource Teacher, Computer/Technology Teacher
   and Communications/Language Teacher, they will develop techniques
   and materials which incorporate technology and media through the
   curriculum.

6. Teachers will foster a positive school climate for children and adults
   through cooperation, collaboration, shared decision-making, and
   mutual respect. They will participate in a school governance model
   that includes administrator(s), teachers, parents, and community
   leaders.

7. Title I and Special Education teachers provide services to students in
   the least restrictive setting and will demonstrate the same
   competencies as those required for standard curriculum teachers.
   They will be expected to incorporate similar instructional approaches
   and contents in a context appropriate to the particular needs of their
students. They will work with classroom teachers to develop a variety
of service delivery prototypes including in-class models when
appropriate.

				
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