TEACHING AND LEARNING STANDARD
MISSION AND
EXPECTATIONS FOR STUDENT LEARNING
The school’s mission statement describes the essence of what the school as a community of learners is seeking to achieve. The expectations for student learning are based on and drawn from the school’s mission statement. These expectations are the fundamental goals by which the school continually assesses the effectiveness of the teaching and learning process. Every component of the school community must focus on enabling all students to achieve the school’s expectations for student learning.
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Conclusions
The Georges Valley High School Mission and Expectations for Student Learning were developed by a committee of seven individuals: a student, a parent, four teachers, and one board member. Input was sought from the entire faculty, as well as from students, parents, and the community. The draft document was placed on the school’s website, published in the Valley Voice (the school’s newsletter), and printed on the back of programs distributed at basketball games. Parents and community members were invited to comment on this draft. The mission and expectations for student learning does reflect the fundamental values and beliefs of those four groups. However, the district does not have a district mission statement and currently has no formal plan to create such a document. Therefore, the high school’s document stands alone in establishing its academic focus and what is expected of students. The lack of a district mission and set of guiding principles leaves the school without the overarching direction and support that such a district document would provide. (self-study, school leadership team, central office administrators, school board)
The expectations for student learning generally reflect the mission statement for Georges Valley High School (GVHS). Each expectation can be linked either directly or indirectly to the mission. While the expectations as written are not explicit, the rubrics created to measure each expectation establish a level of rigor to which students are expected to aspire. The school’s expectations for student learning are based on skills, competence, concepts, and understanding that are identified by the Maine State Learning Results, the standard developed by the State of Maine to ensure that all Maine students exit school proficient in basic skills and knowledge that would permit them to pursue post-secondary educational experiences. As a result, the school’s expectations are grounded in both local and state principles. (self-study, teachers, panel presentations, school leadership team)
On June 21, 2001, a committee consisting of students, parents, teachers, the principal, and a school board member first met to begin the process of creating a Georges Valley High School Mission and Expectation for Student Learning based on the guiding principles of the Maine Learning Results. This committee met a number of times in the summer of 2001 to create a draft document based on the learning results. The draft was provided to the Georges Valley faculty members on August 29, 2001 for their input. On that date, the faculty unanimously approved the draft document. This draft was then taken before the SAD #50 Board of Director in November 2001 as an information only item. After this meeting, a second committee, known locally as the “#5 Committee” was formed to develop rubrics for the 17 expectations for student learning that were listed in the draft document. Some faculty members were upset by the fact that a second and shorter document was recommended by the NEASC. The enculturation of the mission and expectations for student learning into the school psyche has been somewhat delayed by these bad feelings. Final board approval of the Mission and Expectations for Student Learning occurred in November of 2003. (self-study, teachers, self-study sub-committee, school leadership team)
At Georges Valley High School there is no process to collect data relating to the school’s mission and expectations for student learning. Further, no plan is in place to provide for review and revision of the document. Thus, no method exists to ensure that the document reflects student needs, community expectations, and local and state standards. Without a plan and process for review that includes representatives from all school constituents, the document can become stagnant and useless as a tool to guide decision-making, teaching, and learning. (self-study, self-study sub-committee, teachers, school leadership team)
A separate document was developed by the Georges Valley High School faculty that defines the school’s academic expectations for student learning. Four point rubrics have been created to measure student academic achievement of each indicator, and check lists are in place as a measurement of social and civic indicators. This document, along with directions for use, has been given to each student to use as the basis for their GVHS Expectation Portfolio. To fulfill the intent of this portfolio, Grade Nine students are required to, and Grade 10, 11, and 12 students are requested to submit to their advisor, academic work relative to each expectation. Once the advisor reviews the student’s work, the student returns the work to the teacher who assigned it. The teacher then scores it using the rubrics or check list set forth for each expectation. The work is then returned to the advisor for entry into the students’ expectation portfolio. The advisor then documents when each student has demonstrated proficiency in each expectation. However, while the portfolio is in its second year of existence, and as of this year, is a graduation requirement for the Class of 2008, little work has been submitted for inclusion in the portfolio as this is the first year that submittal of material has been required. Students and teachers indicate that the level of expectation for fulfillment of the content of the portfolio varies greatly among advisors. Given the lack of a concerted effort of all advisors to collect and document student work, measurement of student achievement of the expectation is nearly non-existent. (teachers, students, student work, school leadership team)
The acceptance of the school’s mission and expectation for student learning into the fabric of the school as touchstone to guide implementation of procedures, policies, and decision-making methods has not completely taken place. While most staff members understand that the document should drive decisions impacting teaching and learning, full support of the document as the mechanism to do so is not in place. The school has completed the enormous task of creating an impressive guide and measurement for its success; lack of implementation negatively impacts all school programs ranging from curriculum to space needs to budgetary consideration. (self-study, teachers, self-study subcommittee, school board, school leadership team)
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