ROCKFORD PUBLIC SCHOOLS DISTRICT 205 STRATEGIC PLAN
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- Noel Hampton
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1 ROCKFORD PUBLIC SCHOOLS DISTRICT 205 STRATEGIC PLAN CURRENT MISSION The mission of Rockford Public Schools is to serve the community by ensuring all of our diverse students develop the capabilities to contribute to society, succeed in the global economy, and learn throughout their lives by creating dynamic integrated learning environments that respond to the needs and aspirations of the individual student in partnership with family and community. FUTURE MISSION POSSIBILITIES Three Choices: The mission of Rockford Public School is to: Choice #1: collaboratively assure all students succeed and prosper. Choice #2: provide all students with a first-class education for a changing world. Choice #3: hold ourselves, our students, our families, and our communities responsible for continuous improvement. MISSION: The mission pillar asks the question, WHY? More specifically, it asks, Why do we exist? The intent of this question is to help reach agreement regarding the fundamental purpose of the organization. This clarity of purpose can help establish priorities and becomes an important factor to guide decisions. It needs to explain eloquently, succinctly, and passionately the core reasons for your existence. Your mission statement should inspire others to want to know more about your ideas, helping to position your district in the marketplace and to fuel growth. Criteria for evaluating a mission statement: Is it clear and understandable? Is it brief enough for most people to remember and say in one breath? Does it clearly specify the school s fundamental purpose? Does is have a primary focus on a single strategic thrust (such as learning)? Does it reflect the distinctive competence and culture of this school? Is it broad enough to allow flexibility in implementation, but not so broad as to create lack of focus? Will it help school personnel, parents, and community members make decisions? Is it energizing and compelling?
2 CURRENT VISION Rockford Public Schools will offer a world-class education that prepares all students to compete in a global society. RPS will provide a nurturing, child-centered and parent-friendly learning environment that makes Rockford schools the schools of first choice for families. RPS will align curriculum, assessment, and instruction through partnerships with home and the community, robust technology integration, and effective and efficient use of resources. FUTURE VISION POSSIBILITIES Three Choices: Choice #1: RPS is a driver of prosperity for the region when: It is the first choice for all families. It is nationally recognized as an exemplar district. All students are college and career ready. All students feel valued and empowered to reach their full potential. All students have advocates or champions. Each individual flourishes intellectually, physically, and emotionally. Our dynamic educational environment cultivates life long learners. Collaboration is our preferred way of working together. All stakeholders are both responsible and accountable for student success. Our communities realize a return on their investments. Choice #2: RPS is the first choice for all families when: It is a driver of prosperity for the region. It is nationally recognized as an exemplar district. All students are college and career ready. All students feel valued and empowered to reach their full potential. All students have advocates or champions. Each individual flourishes intellectually, physically, and emotionally. Our dynamic educational environment cultivates life long learners.
3 Collaboration is the preferred way of working together. All stakeholders are both responsible and accountable for student success. Our communities realize a return on their investments. Choice #3: RPS is nationally recognized as an exemplar district when: VISION: The vision pillar asks What? That is, What must we become in order to accomplish our fundamental purpose? In pursuing this question, the district attempts to create a compelling, attractive, realistic future that describes hopes for what the district will become. A vision is a picture of the future you seek to create described in the present tense, as if it were happening now. Vision statement shows where we want to go and what we will be like when we get there. Vision gives shape and direction to the organization s future. It helps people set goals to take the organization closer to its desired future. It is the first choice for all families. It is a driver of prosperity for the region. All students are college and career ready. All students feel valued and empowered to reach their full potential. All students have advocates or champions. Each individual flourishes intellectually, physically, and emotionally. Our dynamic educational environment cultivates life long learners. Collaboration is the preferred way of working together. Our communities realize a return on their investments. All stakeholders are both responsible and accountable for student success. Criteria for evaluating a vision statement: Is it concise and compelling? Is it inspirational? Does it communicate promise? Does it create an image of something that cannot be seen today, but is possible tomorrow? Does it focus on ends not means? Does it manifest the mission and values?
4 CURRENT VALUES/ GUIDING PRINCIPLES CURRENT CORE VALUES: Every child can and will achieve at high levels. Every child has the right to live and learn in a safe, secure community. Parents are active partners for achievement. Educating our children is a community-wide effort. The development of our human resources is essential and will allow every staff member to model excellence. Everyone should be held accountable for the education of our children. FUTURE VALUES / GUIDING PRINCIPLES POSSIBILITIES (COMMITMENT STATEMENTS) FUTURE CORE VALUES (COMMITMENTS): Every child can and will achieve at high levels. (We will meet students at their level and ensure that they have opportunities to reach their highest potential.) Every individual has the right to learn and work in a safe and secure environment. (We will ensure a safe and secure learning and working environment.) Families are active partners for achievement. (We will open twoway communication to invite families to partner in student achievement.) Everyone should be held accountable for the education of our children. (We will develop individual/team/department/school and district goals and action plans and be both responsible and accountable for monitoring and reporting results.) The development of our human resources is essential and will allow every staff member to model excellence. (We will effectively recruit, on-board, mentor, develop, evaluate and retain employees who comprise a high-quality and diverse workforce.) Educating our children is a community-wide responsibility. (We will ensure family, community, business, and higher education engagement is purposeful, meaningful and timely.)
5 Public education is an essential part of our democratic society. NEW VALUES to consider: Property owners and business provide valuable resources that lead to a high quality education system. When students take responsibility for their own learning their results have a greater chance of improving. Positive attitude means everything to those around you. CURRENT GUIDING PRINCIPLES: We expect all staff members to come to work with high expectations. We will embrace change as we challenge the status quo. One of our greatest assets is our teachers. Instructional planning will be data-driven. Diversity strengthens and enriches the community. Public education is essential to a vibrant community. (We will hold high expectations for student achievement and character, and will guide students to make responsible choices for their lives and the learning process.) (FUTURE COMMITMENTS): (We will use our resources of people, time and money well to ensure trust, respect, and satisfaction of our taxpayers.) (We will enable students to take responsibility for their own learning by setting learning goals and monitoring and tracking their progress and achievement.) (We will model positive behaviors.) FUTURE GUIDING PRINCIPLES (COMMITMENTS): We expect all staff members to come to work with high expectations. (We will commit to professionalism, mutual respect, and promotion of a collaborative environment.) We will embrace change and model excellence as we challenge the status quo. (We embrace professional development and continuous improvement strategies that increase effectiveness and results for all students.) One of our greatest assets is our staff. (We will celebrate the work and accomplishments of our staff.) Access to and analysis of timely and relevant data drive decision making. (We will use valid data and information to guide decision-making, plan for interventions, and promote enrichment/acceleration.) Diversity strengthens and enriches the community. (We will address the intellectual, social, physical, and emotional needs of all students.
6 NEW GUIDING PRINCIPLES to consider: We are stewards of the taxpayers money. VALUES: Values describe how we intend to operate, on a day-to-day basis, as we pursue our vision... Values are best expressed in terms of behavior: If we act as we should, what would an observer see us doing?... If values are made a central part of the organization s shared vision effort, and put out in full view, they become like a figurehead on a ship: a guiding symbol of the behavior that will help move people toward the vision. GUIDING PRINCIPLES: Any principles or precepts that guide the district throughout its life in all circumstances, irrespective of changes in its goals, strategies, type of work or top management. (FUTURE COMMITMENTS): (We will always seek to maximize value to the taxpayer in exchange for adequate resources to meet the needs of educating our students.) COLLECTIVE COMMITMENTS: Values are clarified by collective commitments. Commitments ask, How must we behave to create the district that will achieve our purpose? In answering the question, educators shift from offering philosophical musings on mission or the shared hopes for the district of the future to making commitments to act in certain ways. Clarity guides the individual work of each member and outlines how each person can contribute to the improvement initiative. Policy manuals and directives are replaced by commitments and covenants. Note: Changes to a current value or guiding principle are in the second column is RED. New commitment statements are in BLUE.
7 MOTTO: Choice of three: Choice #1: Readiness Rocks! Choice #2: Shaping Tomorrow Today Choice #3: Readiness Today, Success Tomorrow To help the district reflect on mission and vision attainment, the following charts identify how the district will look differently five years from now than we look today. It will be our reflection tool for monitoring and reporting our improvement efforts. Curriculum: Standards, priorities, and essential learning outcomes to provide a clear focus of what students should know and be able to do. Assessment: Formative, summative, and aligned assessments to guide teaching and learning and indicate how students are performing and what they need to work on next. Instruction: Differentiation, interventions, and enrichments to meet the needs of ALL learners to enhance both growth and achievement. Partnerships: Relationships, roles, and responsibilities to engage families and the community to partner with school personnel in the teaching and learning process. Technology: Infrastructure, access, knowledge, skills, and integration to digital tools and strategies to support learning and facilitate assessment. Resources: People, time and money resources are sought and allocated to meet the needs and requirements of all stakeholders in the system and to provide a return of investment of the community s resources.
8 Curriculum: Standards, priorities, essential learning outcomes to provide a clear focus of what students should know and be able to do. Assessment: Formative summative, and aligned assessments to guide teaching and learning and indicate how students are performing and what they need to work on next. Instruction: Differentiation, interventions, enrichments that meet the needs of ALL learners to enhance both growth and achievement. Partnerships: Relationships, roles, and responsibilities to engage families and the community to partner with school personnel in the teaching and learning process. Technology: Infrastructure, access, knowledge, skills, and integration to digital tools and strategies to support learning and facilitate assessment. Resources: People, time and money resources are sought and allocated to meet the needs and requirements of all stakeholders i to provide a return of investment of the community s resources. Academic standards have been unpacked and priority learning outcomes have been identified. The curriculum addresses students abilities to collaborate, create, communicate, and think critically and the needs of the whole child. Learning outcomes represent high expectations, rigorous content, and alignment with college and career readiness. Learning outcomes are written in terms of what students will know and be able to do. Learning outcomes are aligned vertically (grade levels) and horizontally (subject areas, courses and disciplines). The assessment system is clear, comprehensive, purposeful, and balanced. There is high quality, timely, and specific feedback for staff, parents, and students that is focused on growth and improvement. Assessments guide instructional decisionmaking. Students participate in planning next steps in learning (i.e., student goal setting). A set of key indicators and measures to assess all aspects of performance of the district, its schools, its teams, and each employee is identified and used for continuous improvement at all levels. Instruction is guided by research-based practices that have a positive impact on learning. Teachers incorporate a variety of challenging and engaging activities that encourage student effort and lead to success. Instruction provides opportunities for coteaching, modeling, peerobservation, and both push-in and pull-out instruction from specialists and classroom teachers. Interventions and enrichments are effective and efficient and are based on differences in students learning styles and rates. The culture and climate of the district and each school encourage reflection, innovation, and responsible risk taking. Partners embrace pubic education as an essential factor in economic development, a diverse and democratic society, and the quality of life. Responsibility for children s readiness to learn and their performance lies with the students, the adults who care for them, and the larger community. Families are active participants in the life of the school, collaborating with staff in decisions that affect children and families and together informing, influencing, and creating policies, practices, and programs. Families and staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community service, and civic participation. Partners ensure safety, order, and respect as necessary conditions for teaching and learning and mitigate those problems that arise in a child s life outside school to make the time in school productive. Reliable and accessible technology facilitates and inspires learning and creativity. The district continuously explores effective applications of technology to improve student learning. There is full integration of technology into the classroom, coupled with high-quality professional learning for teachers in the creative and innovative use of technology that aligns with the curriculum. Technology provides for alternative models for the delivery of educational services. Every learner has universal access to technological learning tools. There is a commitment to continuous improvement, collective responsibility, stakeholder engagement, and goal alignment. There are professional learning communities with expert coaching and dedicated and sufficient time in every school. Comprehensive recruitment, induction, professional development, and retention strategies support the teaching-learning process and assure collaborative work by talented and diverse staff and leaders. There are viable compensation programs based on comprehensive performance evaluation systems. Resources are allocated to continuously maintain facilities that ensure equitable, effective, and efficient delivery of instruction to all students regardless of where they live. Resources are allocated to ensure customer-driven operations that provide timely and effective support to staff.
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