duxbury schools strategic plan 2005-2010

8/6/2019 Duxbury Schools Strategic Plan 2005-2010

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Mission: Learning forDuxbury Public Schools provides a high qua

comprehensive education that enables studen

make connections between learning and life aprepares them to meet the challenges of a dy

society.

Strategic Plan for the

Duxbury Public Schools

2005-2010

August 2005


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Superintendent of Schools

Dr. Eileen C. Williams

School Committee

John Heinstadt, Chair

John Magnarelli, Vice ChairGeorge Cipolletti

Anne Ward

Karen Wong

Strategic Planning Facilitator

Janice A. Williams AssociatesStratham, NH


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Table of Contents

Data Gathering...................................................................................................

Steering Committee and its Tasks ......................................................................

Plan and the Guiding Documents .......................................................................

Value of the Plan................................................................................................

Execution of the Plan .........................................................................................

Resources...........................................................................................................

Role of the School Committee............................................................................

A Note from the Consultant ...............................................................................

A Note from the Superintendent.........................................................................

Strategic Planning Steering Committee Members...............................................

Strategic Planning Definitions............................................................................

Glossary of Educational Terms .........................................................................8

Vision, Values, Mission, Goals ..........................................................................Strategic Plan Propositions, Objectives and Timeline.................................11-

Appendix

Year 1 Matrix..............................................................................................1


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Duxbury Public Schools

Strategic Plan

2005-2010

This is the Duxbury Public Schools Strategic Plan for 2005-2010. The plan, drafted by the

Planning Steering Committee, is reflective of data gathered from the various stakeholder gr

last six months. It is a road map toward the future. In order to fully understand how the plan

developed and how it will be used, we encourage you to read the following introductory pa

Data GatheringThe planning process began with data gathering

from all stakeholder groups. We designed and

administered a survey to students at all levels.

We also surveyed parents and community

members. Approximately 875 parents and

community members responded. They

represented every age group and a reasonably

equal distribution in terms of years in the

community. We conducted an Appreciative

Inquiry process involving all members of the

faculty and another involving approximately 90

students at the high school. Through these

sessions we learned a great deal about ourfacultys best teaching experiences, our students

best learning experiences, and their wishes for

the future. Lastly we conducted approximately

100 interviews in the community, randomly

selected from the voter list, representing ages

18 91 d f ll di t ib ti f i

reported successes and our op

improvements.

Finally we held an Appreci

meeting, attended by 65

stakeholders of community group

government, parents, students,

administrators to craft a series

statements around the significan

the data. You will find these at th

each focus area: Teaching

Process; Curriculum; Duxbury M

Professional Development; CRole Clarity; Communication; and

We have reviewed several hun

essential documents that provided

data about the school systems ach

potential This plan also reflects


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Steering Committee and Its Tasks

The Steering Committee was made up of

representative stakeholders including teachers

from all levels, administration, parents, School

Councils, School Committee, and a

representative from town government, one from

the town-at large and another from the Duxbury

Education Foundation which significantly

funded this process. The job of the Steering

Committee, daunting at times, was to understand

all of the information gathered and to determine

the most critical areas of focus for the district for

the next 5 year period. Members were open and

forthcoming as they attended to the input of all

stakeholders. The decisions

reflected in this plan are the re

days of analysis facilitated by an

Development Consultant. T

extremely hard. Conversations w

and amazingly forthright. Based o

Steering Committee drafted the

mission and goals. The culminati

write the objectives for the plan, a

the data. The Administrative

prioritized the objectives to reflec

ongoing work of the district.


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Plan and the Guiding Documents

The Vision is a statement of the preferredfuture.

The Values represent the systems corebeliefs.

The Mission describes the school systemsreason for being.

The Goals are broad, general and timelessand serve to identify essential elements that

support the mission. These are the guiding

documents for the system. These documents

provide overall direction and describe the

preferred climate and culture of the system. All

strategic planning definitions can be found onpage 7.

The Propositions were developed at theAppreciative Inquiry Summit Meeting. These are

mini-vision statements for each of the themes in

the data. There is no one more valuable than any

others, all of them need attention.

The vision, values mission, goals, and

propositions are written in present tense

language as if what is written were already true.They describe the preferred future state, or the

way the system wishes to be. There is strategy

behind this. Future tense language enables

people to wait for someone else to take

responsibility. Research and experience shows

that when people read plans presented in the present tense, they mobilize in the direction of

the preferred future, taking more individual

responsibility and making the necessary changes

to make the dream a reality. Present tense

language is more likely to inspire people to

t th f t th d i Th i ti

The Objectives, specific,achievable, realistic and time-bou

the work to be done in each of

years. You will note that there a

number of objectives for each

simply because it is harder to pred

will need to be done in those yea

impossible to predict what might b

the Department of Education, dem

federal regulations, or a local nee

from now. They are numbered f

the prioritization has been done b

what has to be done most immed

in subsequent years. At the end

year, the Administrative Team

their work, discuss the current clthe work that needs to be includ

years plan, make adjustments a

develop action plans for the next s

In any change process, w

development of curriculum, st

program, or re-organizing wor

critical stages, or a cycle of wor

accomplished. These include: ass

current state; planning or

implementation; and evaluation. M

will reflect all four of these stage

take more time than others depend

what the system is trying to acc

example, the system may wan

program in place for two or three

can really evaluate its impact. Fmay already be assessment inform

so this stage is not identified he

will vary according to the c

objectives.


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Value of the Plan

Not everything that could be done is included. Ifit were, the plan would not be strategic.

Strategic Planning means the objectives are

reflective of current data, current needs, current

issues and current demands. This plan also

includes objectives recommended by

administration but not completed during the last

plan, mandates such as those required by the

Department of Education which may be inprogress, or significant issues that have been for

whatever reason unfunded. Objectives identified

here are assessed to have the most potential to

add value to the district.

This is an operational plan, whfollowed, the plan will in fa

substantial work of the Admi

School Committee, and the Sc

over the next three year to five y

beyond. This plan does not reflect

routine or maintenance responsib

a job description. It is reflectiv

required to move the district frstate to its desired future.

Execution of the PlanThe Superintendent, or her designee, is

responsible for the disposition of all objectives

except those that fall directly under the School

Committees purview. The School Committee

should be represented on any community-wide

task forces. All other task forces are populated at

the Administrative Teams discretion. The

ownership for the plan rests with the

Superintendent and the Administrative Team.

They have spent many hours determining how

much can be accomplished in any given year. It

is under their guidance that the plan should be

accomplished. The School Com

receive periodic updates as obj

completed.

Each year the administrators will

accomplishments of the year as

upcoming annual plan, adjust as n

develop action plans for execution

to come. This will keep the plan

nature and ensure measurable steps

vision for public education in Duxb

Resources

Resources will play an essential part in the

accomplishment of much, if not all, of

what is identified here. The plan, by

design, recommends where the money and

improvement efforts of the admin

teachers and staff, it also helps t

understand where and how their m

being spent. If monies are


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Role of the School CommitteeThere is important work for the School

Committee as they carry out their primary

responsibilities: to establish policy; approve the

budgets; serve as liaisons to other city

departments; maintain a bridge to the public; and

support and evaluate the work of the

Superintendent who is responsible for

overseeing the execution of the strategic plan.

Culture change has been a consithis data. Modeling appropriate

discussion, for respectful dialog

decision making, for following

command, and for supporting th

administrators and teachers will

making the climate one that refle

articulated in this plan.

A Note from the ConsultantThis is a system with enormous potential

to be the very best of public schools.

Your challenge is to harness the

significant energy and support of the

parents and the community behind thisplan, to make this vision and these values

come alive in every interaction, on every

day, of every year. Your students are a

thoughtful and talented bunch. They

represent both your individual and

collective best.

I have thoroughly enjoyed my wor

the Steering Committee. You hav

worked hard, dared to speak your

individual truths in the interest of

best for the whole, and every meet

got better and better at working toYou have done the job well and cr

plan that can make your vision rea

Thanks for your time, your comm

excellence, and your humor along

way.

Jan Williams, Organization Devel

Consultant and Facilitator

A Note from the Superintendent

There is nothing more energizing than looking at

your progress to date and planning for future

growth. To be able to do this with others who

also care deeply about the Duxbury PublicSchools and its work with the youth of this

community, has been a pleasure and a privilege.

The plan developed reflects the voice of all

our stakeholders, students, teachers,

d i i d i

each of us plays in educating our s

speaks to the respect, responsibilit

connectedness necessary for us to

climate needed to fulfill our missithe efforts of each of us, working

common goals, we can make the v

I extend a heartfelt thank you to al

participated in this process and I i

ti d i l t i it i l


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The Strategic Planning Steering Committee Members

Carey Lake Bruce, Teacher

William Gagnon, Parent and

Duxbury Education Foundation

Joseph Grady, Town Government

John Heinstadt, School Committee

Debra Jewell, Parent

Margaret Kearney, Community at-large

Harriet Leonard, Parent

Nancy Lyons, Teacher

John McCarthy, Princip

Susan Riser, Teacher

Hannah Roveto, Parent

Susan Skeiber, Assist. S

Rick Swanson, Teacher

Susan Walker, Parent

Eileen Williams, Superi


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Strategic Planning Definitions

Strategic Planning is a process through which

a school system assesses its current reality,

envisions its future, and develops a roadmap to

achieve its preferred future. It ensures that all

stakeholders have a unified understanding of

the School Districts mission and goals.

Strategic planning provides an opportunity for

renewal, continuous improvement, and planned

growth. It prepares and enables the system to beresponsive to legal requirements, student needs,

external demands, and societal expectations.

Stakeholders are those who have a vested

interest in the school systems success. These

include: parents; community organizations;

local government; service organizations;

religious organizations; local business; thecommunity-at-large; and the school system

itself, students, staff and administrators.

External Assessment is the process of

gathering information from your stakeholders to

determine the degree to which you meet

expectations and satisfy Federal and State

mandates.

Internal Assessment is the process of

gathering information from administration,

teachers, students, and staff about the systems

successes, opportunities, strengths and

weaknesses.

Vision is a statement about the school systems

preferred future.

Values are statements about what the system

stands for, guiding principles and behaviors that

support the teaching and learning process.

Mission is a statement of purpose

districts reason for being.

Goals are statements of general di

purpose, or intent. Goal statemen

general, and timeless. They speak

systems commitments in relation

students and the community. They

how and where the organization wenergy and resources. Goals supp

enhance the mission.

Strategic Focuses represent the th

the data and broadly define the sch

priorities for the next three to five

Provocative Propositions are statdefine the preferred future related

particular topic, written in present

They represent the best of what al

as well as what stakeholders wish

the system to replicate what it has

identified as its successes.

Objectives are specific, measurab

achievable, realistic, and time-boustatements about work that will be

given period of time.

The Operational Plan is the colle

objectives, often organized by stra

that in total, details the work to be

accomplished in a one year period

Action Plans answer the question

What? When? How? With what re

Job Targets identify the work tha

will do to ensure the accomplishm

objectives They also address issue


11/31

GLOSSARY of EDUCATIONAL TERMS

Advisor-Advisee Program - A program in

which every professional staff member in

the building is assigned a group of students

to advise through four years of high school.

The purpose is to allow each student the

opportunity to form a personal relationship

with at least one adult in the school.

Advisors monitor academic progress of each

student they advise, as well as assist withacademic decisions. In addition, the program

work enables the building of supportive

relationships among students and assists in

communicating important school

information.

Curriculum Matrix - The curriculum

within a school system is reviewed on aregular basis. This review includes a

number of defined steps: analysis of the

present curriculum using data; development

of changes to the curriculum based on this

data analysis; implementation of the

changes; and evaluation of these changes

once they have been implemented. To

coordinate the review of each of the

curricula within the total school experience,a matrix defines where each curriculum area

is within the steps of this review process on

a yearly basis.

DOE Massachusetts Department of

Education

Exploratory Model - A middle schoolschedule thatallows students to take a

variety of classes to enhance their learning.

Examples of such "exploratories" are:

family and consumer science, technology

education, art, music, world languages,

library and computer

GPA - The cumulative academic w

Grade Point Average (GPA) is one

several measures used by college

committees to evaluate a student.

Nature's Classroom - An experie

education program designed to sup

traditional classroom learning by t

creative and practical applicationssubjects taught in school. Students

outdoor atmosphere and open them

new growth and academic experie

during a residential week.

NEASC (New England Associat

Schools and Colleges) This organ

approves accreditation for high sc

Roundtable - An open meeting fo

through which faculty and admini

are able to discuss school-wide iss

determine the best way to move fo

Unlike faculty meetings, roundtab

meetings are more open and less s

agenda.

Service Learning A method of

experiential education, which com

practical experience in the commu

the academic theory of the classro

combines the experiences of comm

service with the benefits of academ

through exposure to real-life issue

solutions.

Teaching and Learning Process

cyclical process in which teachers

the present knowledge of the learn

instruction and activities that will

student in learning opportunities th


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Town Meeting Model - A student

government model whereby students elect

representatives to attend a school meeting

and consider and vote on articles to present

to the school's administration. The format

for this meeting is similar to a town meeting

where a moderator oversees all aspects of

the meeting. Articles passed at the meeting

will be considered by the administration in

consultation with the faculty and School

Council. The administration is under no

obligation to enact any of the articles aspolicy or procedure.

UbD - Understanding by Design

process for the development and w

curriculum that will lead students

deeper and more meaningful unde

of the concepts being presented in

course. This process involves thre

Stage 1: This stage defines the

results of the unit or c

What should the stude

to understand about th

ideas of this unit or co

What should the studeand be able to do as a

this unit or course?

Stage 2: This stage determines

assessment evidence n

determine the extent t

students have achieve

desired results defined

1.

Stage 3: This stage considers t

instructional strategie

learning experiences n

achieve the desired re

defined in Stage 1. T

experiences are also p

reflecting the assessm

evidence that is gather

Stage 2.


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Duxbury Public Schools Strategic Plan

VISIONThe Duxbury Public Schools is a community

of learners that appreciates and respects the

diverse contributions of all and inspires in

each of us a passion for learning, a desire to

make a difference and the courage to act

with integrity.

VALUES

We are committed to building acommunity of trust.

Personal connections are essential to thesuccess of each member of the learning

community. We work to our full potential every day. We accept personal responsibility for

what we say, how we act, and the way we

treat others.

We reflect honestly on our personalperformance and act with integrity.

We practice clear, honest and directcommunication.

We respect each others values, beliefsand opinions.

We understand and appreciate thediversity of each others ideas,

backgrounds and learning styles.

We share our time, energy and resourceswith one another.

We take pride in our individual work, ourinteractions with others, and our

contributions to the success of the school

system. We appreciate the caring and supportive

community in which we live, learn and

work.

MISSION: LearningDuxbury Public Schools provides a high q

education that enables students to make co

learning and life and prepares them to me

dynamic society.

GOALS

We provide relevant professional deveteachers, administrators and support s t

We identify and cultivate leadership at We maintain a comprehensive, update

a defined process of assessment, reseaand evaluation.

We support the development of the whbalanced program of meaningful and r

enrichment and cocurricular activities.

We maintain a clean, healthy, safe env We provide state of the art facilities th

educational program.

We maintain a positive, respectful, nur

Teachers are the first and essential poisource of problem solving for their stu

Duxbury educators are collaborative dregarding curriculum and professional

We acknowledge and celebrate outstanand performance.

We maintain parent-teacher-student paeach is invested in and supportive of th

and each is clear about his/her role.

We expect interaction between and ameducators, parents and community memrespectful and courteous.

We hold students and parents responsibehavior and hold teachers and admini

for fair discipline, equity and consisten

to students.

We support the work of the school cou


14/31

June

22,2005

StrategicPlanObjectives

Page11of20

T

eachingandLe

arningProcess

O

urProposition:Theteaching/learningprocessoftheDuxburyPublicSchoolsengagesallstudents

a

sindividualswithdifferentstrengthsandstyles.

Theteacherfacilitateslearningbyemploying

c

reativeandstimulatingmethods,balancingtheintellectual,p

hysicalandemotionalneedsofthe

s

tudent,inserviceofstudentachievement.Theteacherconnectswitheachstudent,providinga

m

eaningfulandsupportivelearning

environment.Clearandmeasurablegoalsensurethatstudents

m

eethighexpectations.

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

1D

evelopateaching/learningprocessthatenhancesrelevanceofcurriculum,developsrelationships

b

etweenteachersandstudents,and

increasesacademicrigorforallstu

dents.

X

2D

eterminehowtoevaluatetheimplementationoftherecommendation

sontheteaching/learning

p

rocess.

X

3I

mplementtherecommendationson

theteaching/learningprocess.

X

4E

valuatetheimplementationofthe

recommendationsontheteaching/learningprocess.

X

5M

akerecommendationsonchangesincurriculumsupervisionandcoo

rdination.

X

6I

mplementtherecommendationson

changesincurriculumsupervisionandcoordinationbyJuly

2

006.

X

7E

valuatethechangesincurriculum

supervisionandcoordination.

X

8E

valuategraduationrequirementsw

iththeintentofraisingstandards.

Examineregionalpractices,

legal,DOE,andcollegerequiremen

tsandmakerecommendations.

X

9D

evelopapolicyfortheimplementationofrevisedgraduationrequirements.

X

10D

evelopaplanforthephasinginofrevisedgraduationrequirements.

X

11I

mplementtherecommendationsof

theGPAReviewCommitteebeginningwiththeClassof2009.

X

12D

evelopaplantoaddressschedulin

gissuesatDHSspecificallyrelatedtostarttime,advisorytime,

g

roupguidance,homeworkmanage

ment,andteachercollaboration.

X

13D

eveloprubricsforexpectationsforstudentlearningthataremeasurableandsethighexpectations

f

orallstudents.

X

14W

riteandsubmittheFiveYearReporttoNEASC.

X

15

A

nalyzeNaturesClassroomasaneducationalexperiencetoidentifythebestpracticesinthe

teaching/learningprocess,explorewaystoreplicatethiseducationalexperienceandmake

r

ecommendations.

X

16I

dentifywaystointegrateteachingstrategiesfromtheanalysisofNatu

resClassroominto

p

rofessionaldevelopmentactivities.

X


15/31

June

22,2005


Page12of20

T

eachingandLe

arningProcess(cont.)

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

17

Createguidelinesforhomeworkattheelementarylevel.Ensurehome

workisrelevantandenhances

learningofclassroomworkandmaterial.ProvideappropriateguidestoparentsutilizingtheDMS

guideasamodelwhereappropriate

.

X

18

CreateguidelinesforhomeworkatDHS.Ensurehomeworkisrelevan

tandenhanceslearningof

classroomworkandmaterial.Prov

ideappropriateguidestoparentsutilizingtheDMSguideasa

modelwhereappropriate.

X

19

Implementhomeworkguidelinesfo

rtheelementarylevel.

X

20

Implementhomeworkguidelinesfo

rDHS.

X

21

Provideaprofessionaldevelopmentunitoninstructionalstrategiesinc

ludinghandson,smallgroup,

projectbased,andcooperativelearning.

X

22

Evaluatetheprofessionaldevelopm

entunitoninstructionalstrategies

includinghandson,small

group,projectbased,andcooperativelearning.

X

23

Evaluatethecriteriaforacademicp

lacementforstudentsingrades6-1

2andmakerecommendations.

X

24

Implementtherecommendationsre

gardingacademicplacementcriteria.

X

25

Evaluatethechangesinacademicp

lacementcriteria.

X

26

Evaluatethechangestolevelingin

grades5-8.

X

27

EvaluatethepracticeoflevelingatDHSandmakerecommendations.

X

28

ImplementtherecommendationsoftheDHSlevelingcommittee.

X

29

EvaluatethechangestoDHSleveling.

X

30

Implementyear3ofthetechplan2

005-2006.

X

31

Completethe3yeartechplanfor2006-2009.

X

32

Implementyear1ofthetechplaninJuly2006.

X

33


X

34


X

35

Reviewthedataandrecommendationsforfulldaykindergartenandm

akerecommendations.

X

36

Implementtherecommendationsonfulldaykindergarten.

X

37

Developandimplementaplanforrecruitmentofnewfaculty.

X


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June

22,2005


Page13of20

Curriculum

OurProposition:TheDuxburyPublicSchoolsprovidescurriculumthatiscomprehensive,

balancedandrigorousforallstude

nts.Itenablesthestudentstoapplytheirlearningtoreallife

situationsinordertodevelopintoawell-roundedindividualreadyto

addressthechallengesand

competitivenessofadiverse,technologicalandglobalsociety.

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

38

DevelopacomprehensivecurriculummapandUbDtemplateforeach

subject:

English/LanguageArts(preschool-12)

WorldLanguage(K-12)

Music(1-12)

Science(preschool-12)

ComputerScience(9-12)

TechnologyEducation(K

-12)

Mathematics(preschool

12)

Art(1-12)

PhysicalEducation(1-12)

Health(K-12)

SocialStudies(preschool

12)

X

X X

X X X X X

X X X

39

Developafive-yearcurriculumdevelopmentmatrixtoincludeeverysubjectbothmajorandminor

toensuretheconsistentplannedrenewalandupdatingofcurriculum.

40

Eachyeartheplanwillreflectthecurriculumissuesthatareonthe5yearcurriculummatrixforthat

year.Thetopicsbelowaretheobjectivestobecompletedinthefirstyearoftheplan.Following

thedevelopmentcycle:assess,plan,implement,andevaluate.Eacho

ftheobjectivesbelowisat

differentstagesdependingonthew

orkdoneinprecedingyears.

Implementcurriculumdevelopmen

tmatrixfor05-06including:

Conductapilotofreading

materialsinPSgrade6.

EvaluateEnglish/Reading

ingrades6&7.

Createawritingcommitte

eforPSgrade7.

Evaluatewritingcurriculu

minPSgrade12andmakerecom

mendations.

EvaluaterecommendedchangesinmathK-8.

Implementrecommended

changesinmathingrade9.

Assessmathcurriculumingrades10-12.

EvaluateSpanishingrade

2.

ImplementSpanishingrade3.

PlanforSpanishingrade

4.

Determinewhatdatawill

beusedtoevaluateworldlanguageprogramingrades6-12.

Determinewhatdatawill

beusedtoevaluatemusicprogram

ingradespreschool12.


changesinsocialstudiesingrades

9-12.

X


17/31

June

22,2005


Page14of20


changesinphysicaleducationing

radespreschool-12.

Evaluaterecommendedchangesinscienceingrades7-12.

Evaluaterecommendedchangesincomputerscienceingrad

es9-12.

Evaluaterecommendedchangesintechnologyeducationingrades7-12.

Evaluaterecommendedchangesinartingradespreschool-12.

41

Implementthecurriculummatrixfor06-07.

X

42


X

43


X

44


X

45

Developapolicyoncurriculumde

velopmentincluding,butnotlimitedto,steps,timelines,whois

involvedandhow.

X

46

Implementthepolicyoncurriculumdevelopment.

X

47

Evaluatethepolicyoncurriculumdevelopment.

X

48

DevelopathreeyearMCASImpro

vementPlanfor2007-2010.

X

49

Implementyear1of2007-2010MCASImprovementPlan

X

50


X

51


X

52

PublicizetherecommendationsandtheresearchregardingCommunityServiceLearninggraduation

requirementandpilotaprogram.

X

53

Developaprocessofevaluationof

theCommunityServiceLearningpilot.

X

54

EvaluatetheCommunityServiceL

earningpilotandmakerecommendations.

X

55

ImplementrecommendationsforS

erviceLearning.

X

56

EvaluatetheServiceLearningprogram.

X


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June

22,2005


Page15of20

DuxburyMiddleSchool

OurProposition:Wehaveatruem

iddleschoolguidedbystrongand

effectiveleadership.

The

MiddleSchoolisaninclusiveunit,

grades6-8,withitsowncurriculumleadership.

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

57

EvaluatetheDMSschedule,cours

erequirementsandelectives,researchtheexploratorymodel

andmakerecommendations.

X

58

ImplementtherecommendationsregardingDMSschedule,electivesandcourserequirements

andexploratorymodel.

X

59

EvaluatetheimplementationoftheDMSschedule,electivesandcourserequirementsand

exploratorymodel.

X

60

EstablishGrades6-8curriculumsupervisionandcoordinationasamiddleschoolunit.

X


19/31

June

22,2005


Page16of20

ProfessionalDevelopment

OurProposition:Aplannedandfo

cusedprogramofsustainedandpertinentprofessional

developmentprovidesteacherswithindividualizedtraininginskillsa

ndstrategiesnecessaryto

teachacomprehensive,balanceda

ndrigorouscurriculum.

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

61

Developamulti-yearprofessional

developmentplanforthedistrictb

aseduponneedsassessmentof

facultyandstaff.

X

62

Implementyear1ofprofessionaldevelopmentplan.

X

63


X

64


X

65


X

66


X

67

TrainDHSteachersinCommunity

ServiceLearning,connectingsubjectareasandcommunity

servicecomponents.

X

68

Trainteachermentorstodeveloptheirmentoringandcoachingskills.

X

69

Developapeercoachingmodelforteachersandimplementationplan

includingbestpracticesin

otherdistrictsandutilizingourexemplaryteachers.

X

70

Implementthepeercoachingprogram.

X

71

Evaluatethepeercoachingprogram.

X

72

Providetrainingandskillbuilding

toevaluatorsandothersinleadershiprolesinfacilitation,group

dynamics,communication,feedback,etc.

X

73

Conduct2workshopsfortheScho

olCommitteeonevaluation/super

visionandunionnegotiations.

X

74

ProvideworkshopsfortheSchool

Committeeonroles/responsibilitie

s,chainofcommand,

managingparentconcerns.

X

75

Developandimplementaprocess

fortheSchoolCommitteetoevaluateitself.

X

76

Designaformalprocessforteache

rstoprovidefeedbacktoadministratorswiththeintentof

improvingadministrativeperformance.

X

77

Implementthefeedbackprocess.

X

78

Evaluatetheprocessforproviding

feedbacktoadministratorsandma

kerecommendationsfor

adjustments.

X

79

Createself-improvementplansfor

eachadministratorbasedonfeedb

ackfromteachers.

X

80

Developaplantofosterleadership

developmentinthesystem.

X

81

Developaself-evaluationinstrumentforteacherstoutilizeingoalsettingand5yearplanfor

licensure.

X

82

Implementtheteacherself-evaluationinstrument.

X


20/31

June

22,2005

StrategicPlan

Objectives

Page17of20

Climate/Culture

OurPropositions:DuxburyPublic

Schoolscreatesandfostersanatm

ospherewhereindividualsare

acceptedandrespected.Weembra

cediversity.

Wedemandaccounta

bility.Weteachourstudents

howtopeacefullyresolvedifferences,andmakehealthychoices.Weprovideasafeand"connected"

communitythatbuildsself-esteem,

prideandconfidence.

HowWeTreatEachOther:Weareaschoolcommunitythataffirms

theinherentdignityandworth

ofeachindividual,recognizesthat

conflictisanaturalprocess,andrequireshonest,d

irectand

respectfulcommunication.Allmem

bersofthecommunityareaccoun

tablefortheiractionsandtake

responsibilityforpracticingandpr

omotingrespectfulbehavior.

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

83

Developaroundtablemodelforga

theringteacherinputateachlevel,

discussingcriticalconcernsand

disseminatinginformation.

X

84

CreateguidelinesforconductatSc

hoolCommitteemeetings.

X

85

ImplementguidelinesforconductatSchoolCommitteemeetings.

X

86

Designahalf-dayteambuildingse

ssionforallfaculty/administrators.

X

87

Implementahalf-dayteambuildingsessionforfaculty/administrators.

X

88

Developa6-12AdvisorAdvisee

program.

X

89

ImplementAdvisor-Adviseeprogram.

X

90

EvaluatetheAdvisor-Adviseeprog

ram.

X

91

Implementthefreshmentransition

program.

X

92

Evaluatethefreshmentransitionprogram.

X

93

Implementtheplanforstudentleadershipdevelopment.

X

94

CreateatownmeetingmodelforD

HSstudents.

X

95

Trainallteachersinmanagingdifficultconversationsandsituations.

X

96

Fullyparticipateintheimplementa

tionoftherecommendationsoftheYouthRiskTaskForcefor

2005-2006.

X

97

Fullyparticipateintheimplementa

tionoftherecommendationsoftheYouthRiskTaskForcefor

2006-2007.

98

EvaluatetheactivitiesoftheYouth

RiskTaskForce.

X

99

EvaluatetheimpactoftheAccountability,Behavior,Character(ABC

)programatDMS

X


21/31

June

22,2005

StrategicPlan

Objectives

Page18of20

RoleClarity

OurProposition:Tomaximizetheskillsofallofoureducationstakeholders,administrators,staff,students,schoolcommittee,parents,andcommunity,roles

andresponsibilitiesforeachgroupareclearandwellarticulated.Wemakeourexpectationsexplicitth

roughopendialoguewitheachother.Wework

interdependentlyandcollaborativelytomaketheDuxburyPublicSc

hoolsthebesttheycanbe.Everyo

neinthecommunitysupportstheadministrationand

thestaffintheirendeavortoeducatestudents.Thereisalwaystimeandplaceforrespectfuldiscoursew

hiletreatingoureducatorsascompetent

professionals.

RoleofStudents:Studentscooperatewitheachotherandadultstocontributetoapositiveschoolclimate.Studentsareresponsiblefor

theirbehavior:

theycometoschoolpreparedtolearn;theyactivelyengageinthelearningprocess;theyarerespectfulofothers;andtheyworktogethertoeliminaterisky

behavior.

RoleofTeachers:Teachersinsp

irestudenttoengageinthelearningprocess.Everyteacherconnectswiththestudentsberecognizingandhonoringtheir

studentsasindividualsandvaluin

gtheirdifferencesandbybringing

theirfullenergyandenthusiasmfortheirworktotheclassroom.Al

lteachersmodel

behaviorsthatcreateanatmosphereofrespectthroughtheiractions

,language,dress,andintheirinteractionswithotherteachers,w

itha

dministrators,and

withparents.

RoleofAdministrators:AdministratorsleadandmanagetheDuxburyPublicSchoolsfosteringanatmosphereofopenness,trustandaccessibility

amongstteachers,studentsandthecommunity.Asleaders,theycommunicatetheschool'svisionwhileenergizingandempoweringteachers.

As

managers,theyareresponsibleforprovidingasafeandpositivelearningenvironmentbybeingsupportive,respectful,andfairtoallstakeholdersinthe

educationalprocess.

RoleofParents:Parentscontributetoanenvironmentthatfosters

thehealthandwell-beingofthewholeschoolcommunity.

Parentsacknowledgethat

teachersandschooladministratorsareprofessionalswhohavetheb

estinterestsoftheirchildastheirprimaryfocus.Parentsareopenandrespectfulin

theirdialoguewithallschoolstaff.Parentsmodelappropriatebeha

viorandrespectfulinteractionfortheirchildren.Aspartnersintheirchilds

education,parentsareinformed,involvedandfollowthepolicies,pr

oceduresandguidelinesoftheDuxburyPublicSchools.

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

100

Analyzeadministrativetasksand

howadministratorsspendtheirtim

e.Clarifytheroleofbuilding

administrators,prioritizeresponsibilities,andmakeclearrecommendationsandplansforchange.

Determineandprovideresources

neededtosupportadministrativepriorities.

X

101

Reviseandrevitalizethefamilycompact.Includestandardsforbehavior.Incorporatevision,

values,missionandgoals.

X

102

Developaplantocommunicateandenforcethefamilycompact.

X

103

Implementplantocommunicateandenforcethefamilycompact.

X

104

Developclearexpectationsforprofessionaldressandprofessionalbehavior.

X

105

Implementexpectationsforprofessionaldressandprofessionalbeha

vior.

X


22/31

June

22,2005

StrategicPlan

Objectives

Page19of20

Communication

OurProposition:AllmembersoftheDuxburyschoolcommunityare

responsibleforpracticing

respectfulcommunicationthatisclear,consistentandsupportiveofstudentlearningand

achievement.

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

106

Implementyear3ofthecommunicationscommitteeplan.

X

107

Implementyear4ofthecommunicationscommitteeplan.

X

108

Investigatepossibility/processforsendingoutmassemailsandmakerecommendation.

X

109

Implementmassemail.

X

110

Evaluatetheimpactandvalueofmassemails.Makerecommendatio

ns.

Implementtherecommendations

onmasse-mailswithappropriatec

ommunicationstoallparties.

X

111

Investigateautomatedtelephonemessagingandmakerecommendations.

X

112

Includebiographiesofallteachersonthewebsite.

X

113

Reviewandreviseastandardized

operatingprocedureforcommittees.Includecharge,leadership

tasks,membership,timelines,com

munication,andfollowthrough.

X

114

Implementrevisedproceduresforcommittees.

X


23/31

June

22,2005

StrategicPlan

Objectives

Page20of20

Facilities

OurProposition:DuxburyPublic

Schoolsprovidesclean,healthy,attractiveanduptodateschool

facilitieswithstateofthearttechn

ology,forDuxburyMiddleandHighSchoolstudents,w

hile

satisfyingspacerequirementsfora

growingpopulation.Expandedathleticfacilitiesaccommodate

awiderangeofafterschoolactivitiesforallstudents.

Year

1

2005-2006

Year2

2006-2007

Year3

2007-2008

Year4

2008-2009

Year5

2009-2010

115

Conductabuildingneedsassessmentforgrades6-12andmakerecom

mendations.

X

116

PreparearticleforTownMeetingforarchitecturaldrawings.

X

117

AppointaSchoolBuildingCommittee.

X

118

Selectanarchitect.

X

119

PrepareanarticleforTownMeetingforconstructionfunding.

X

120

Securefunding.

X

121

Build/renovatefacilities.

X


24/31

Appendix

Year 1 Matrix....................................................................................................1


25/31

July

12,2005

Year1-StrategicPlan

Objectives

Page1of7

TeachingandLearningProcess

OurProposition:Theteaching/learningprocessoftheDuxburyPublicSchoolsengagesallstudentsas

individuals

withdifferentstrengthsandstyles.

Theteacherfacilitateslearningb

yemployingcreativeandstimulatingmethods,

balancingtheintellectual,physica

landemotionalneedsofthestudent,inserviceofstudentachievement.

The

teacherconnectswitheachstuden

t,providingameaningfulandsupportivelearningenvironment.Clea

rand

measurablegoalsensurethatstud

entsmeethighexpectations.

Year

1

2005-2006

5

Makerecommendationsonchang

esincurriculumsupervisionandcoordination.

X

JM

10/05

8

Evaluategraduationrequirements

withtheintentofraisingstandards.Examineregionalpractices,lega

l,DOE,and

collegerequirementsandmakere

commendations.

X

DZ

12/05

9

Developapolicyfortheimplementationofrevisedgraduationrequirements.

X

DZ

12/05

10

Developaplanforthephasingin

ofrevisedgraduationrequirements.

X

DZ

12/05

11

ImplementtherecommendationsoftheGPAReviewCommitteebeginningwiththeClassof2009.

X

DZ

12/05

12

DevelopaplantoaddressschedulingissuesatDHSspecificallyrelatedtostarttime,advisorytime,gro

upguidance,

homeworkmanagement,andteachercollaboration.

X

JM

12/05

13

Developrubricsforexpectationsforstudentlearningthataremeasurableandsethighexpectationsforallstudents.

X

JM

10/05

15

AnalyzeNaturesClassroomasaneducationalexperiencetoidentifythebestpracticesintheteaching/learning

process,explorewaystoreplicate

thiseducationalexperienceandmakerecommendations.

X

JK

5/06

23

Evaluatethecriteriaforacademic

placementforstudentsingrades6

-12andmakerecommendations.

X

SS

12/05

24

Implementtherecommendationsregardingacademicplacementcriteria.

X

SS

12/05

27

Evaluatethepracticeoflevelinga

tDHSandmakerecommendations.

X

JM

5/06

30

Implementyear3ofthetechplan

2005-2006.

X

PR

5/06

31

Completethe3yeartechplanfor

2006-2009.

X

PR

2/06

37

Developandimplementaplanforrecruitmentofnewfaculty.

X

EW

1/06


26/31

July

12,2005

Year1-StrategicPlan

Objectives

Page2of7

Curriculum

OurProposition:TheDuxburyP

ublicSchoolsprovidescurriculum

thatiscomprehensive,balanceda

ndrigorous

forallstudents.Itenablesthestu

dentstoapplytheirlearningtoreallifesituationsinordertodevelop

intoawell-

roundedindividualreadytoaddr

essthechallengesandcompetitivenessofadiverse,technologicalandglobal

society.

Year

1

2005-2006

38

Developacomprehensivecurricu

lummapandUbDtemplateforeachsubject:

English/LanguageArts

(preschool-12)

WorldLanguage(K-12)

Music(1-12)

Science(preschool-12)

ComputerScience(9-12

)

TechnologyEducation(

K-12)

Mathematics(preschool

12)

Art(1-12)

PhysicalEducation(1-12)

Health(K-12)

SocialStudies(preschool12)

X

S

S

5/06

40

Eachyeartheplanwillreflectthecurriculumissuesthatareonthe5yearcurriculummatrixforthatyear.The

topicsbelowaretheobjectivesto

becompletedinthefirstyearoftheplan.Followingthedevelopmentcycle:

assess,plan,implement,andeva

luate.Eachoftheobjectivesbelow

isatdifferentstagesdependingon

thework

doneinprecedingyears.

Implementcurriculumdevelopmentmatrixfor05-06including:

ConductapilotofreadingmaterialsinPSgrade6.

EvaluateEnglish/Readingingrades6&7.

CreateawritingcommitteeforPSgrade7.

Evaluatewritingcurricu

luminPSgrade12andmakereco

mmendations.

Evaluaterecommended

changesinmathK-8.

Implementrecommende

dchangesinmathingrade9.

Assessmathcurriculum

ingrades10-12.

EvaluateSpanishingrade2.

ImplementSpanishingrade3.

PlanforSpanishingrad

e4.

Determinewhatdatawillbeusedtoevaluateworldlanguageprogramingrades6-12.

Determinewhatdatawillbeusedtoevaluatemusicprogramingradespreschool12.

Implementrecommende

dchangesinsocialstudiesingrades9-12.

Implementrecommende

dchangesinphysicaleducationin

gradespreschool-12.

Evaluaterecommended

changesinscienceingrades7-12.

Evaluaterecommended

changesincomputerscienceingra

des9-12.

X

S

S

5/06


27/31

July

12,2005

Year1-StrategicPlan

Objectives

Page3of7

Evaluaterecommended

changesintechnologyeducationingrades7-12.

Evaluaterecommended

changesinartingradespreschool-

12.

45

Developapolicyoncurriculumdevelopmentincluding,butnotlimitedto,steps,timelines,whoisinvolvedand

how.

X

S

S

10/05

46

Implementthepolicyoncurriculumdevelopment.

X

S

S

10/05

52

Publicizetherecommendationsa

ndtheresearchregardingCommunityServiceLearninggraduationre

quirementand

pilotaprogram.

X

K

D

5/06

53

DevelopaprocessofevaluationoftheCommunityServiceLearningpilot.

X

K

D

1/06

54

EvaluatetheCommunityService

Learningpilotandmakerecomme

ndations.

X

K

D

5/06

DuxburyMiddleSchool

OurProposition:Wehaveatrue

middleschoolguidedbystrongandeffectiveleadership.

TheMiddleSchoolis

aninclusiveunit,grades6-8,withitsowncurriculumleadership.

Year

1

2005-2006

57

EvaluatetheDMSschedule,cou

rserequirementsandelectives,researchtheexploratorymodelandmake

recommendations.

X

JK

1/06


28/31

July

12,2005

Year1-StrategicPlan

Objectives

Page4of7

ProfessionalDevelopment

OurProposition:Aplannedand

focusedprogramofsustainedand

pertinentprofessionaldevelopmentprovides

teacherswithindividualizedtraininginskillsandstrategiesnecessarytoteachacomprehensive,balancedand

rigorouscurriculum.

Year

1

2005-2006

61

Developamulti-yearprofessionaldevelopmentplanforthedistrict

baseduponneedsassessmentoffa

cultyand

staff.

X

SS

1/06

62


X

SS

5/06

67

TrainDHSteachersinCommunityServiceLearning,connectingsu

bjectareasandcommunityservice

components.

X

KD

1/06

68

Trainteachermentorstodevelop

theirmentoringandcoachingskills.

X

SS

5/06

73

Conduct2workshopsfortheSchoolCommitteeonevaluation/supervisionandunionnegotiations.

X

EW

11/05

74

ProvideworkshopsfortheSchoolCommitteeonroles/responsibilities,chainofcommand,managingparent

concerns.

X

EW

3/06

75

Developandimplementaproces

sfortheSchoolCommitteetoevaluateitself.

X

EW

3/06

76

Designaformalprocessforteacherstoprovidefeedbacktoadministratorswiththeintentofimproving

administrativeperformance.

X

EW

10/05

77

Implementthefeedbackprocess.

X

EW

11/05

79

Createself-improvementplansforeachadministratorbasedonfeed

backfromteachers.

X

EW

12/05

81

Developaself-evaluationinstrum

entforteacherstoutilizeingoalsettingand5yearplanforlicensure.

X

SS

1/06


29/31

July

12,2005

Year1-StrategicPlan

Objectives

Page5of7

Climate/Culture

OurPropositions:DuxburyPublicSchoolscreatesandfostersanatmospherewhereindividualsareacceptedand

respected.Weembracediversity.

Wedemandaccountability.

Weteachourstudentshowtopeacefullyresolve

differences,andmakehealthychoices.Weprovideasafeand"conn

ected"communitythatbuildsself-esteem,pride

andconfidence.

HowWeTreatEachOther:We

areaschoolcommunitythataffirm

stheinherentdignityandworthofeach

individual,recognizesthatconflictisanaturalprocess,andrequireshonest,d

irectandrespectfulcommunication.All

membersofthecommunityareac

countablefortheiractionsandtak

eresponsibilityforpracticingand

promoting

respectfulbehavior.

Year

1

2005-2006

83

Developaroundtablemodelforgatheringteacherinputateachleve

l,discussingcriticalconcernsanddisseminating

information.

X

DAZ,

CT,JK,

JM

9/05

84

CreateguidelinesforconductatSchoolCommitteemeetings.

X

E

W

12/05

85

ImplementguidelinesforconductatSchoolCommitteemeetings.

X

E

W

1/06

86

Designahalf-dayteambuildingsessionforallfaculty/administrators.

X

S

S

4/06

88

Developa6-12AdvisorAdviseeprogram.

X

JM

4/06

91

Implementthefreshmentransitio

nprogram.

X

K

D

8/05

92

Evaluatethefreshmentransitionprogram.

X

K

D

5/06

93

Implementtheplanforstudentle

adershipdevelopment.

X

DMP

9/05

94

Createatownmeetingmodelfor

DHSstudents.

X

DMP

3/06

95

Trainallteachersinmanagingdifficultconversationsandsituations.

X

S

S

8/05

96

Fullyparticipateintheimplemen

tationoftherecommendationsoftheYouthRiskTaskForcefor2005

-2006.

X

JM

/SS

5/06

99

EvaluatetheimpactoftheAccou

ntability,Behavior,Character(AB

C)programatDMS

X

A

G

5/06


30/31

July

12,2005

Year1-StrategicPlan

Objectives

Page6of7

RoleClarity

OurProposition:Tomaximizeth

eskillsofallofoureducationstak

eholders,administrators,staff,stud

ents,schoolcommittee,parents,andcommunity,roles

andresponsibilitiesforeachgrou

pareclearandwellarticulated.W

emakeourexpectationsexplicitthroughopendialoguewitheachother.Wework

interdependentlyandcollaborativelytomaketheDuxburyPublicSchoolsthebesttheycanbe.Everyoneinthecommunitysupportsthe

administrationand

thestaffintheirendeavortoeducatestudents.Thereisalwaystime

andplaceforrespectfuldiscoursewhiletreatingoureducatorsascom

petent

professionals.

RoleofStudents:Studentscoo

peratewitheachotherandadultstocontributetoapositiveschoolclimate.Studentsareresponsiblefortheirbehavior:

theycometoschoolpreparedtolearn;theyactivelyengageinthelearningprocess;theyarerespectfu

lofothers;andtheyworktogether

toeliminaterisky

behavior.

RoleofTeachers:Teachersins

pirestudenttoengageinthelearningprocess.Everyteacherconnectswiththestudentsberecognizing

andhonoringtheir

studentsasindividualsandvaluingtheirdifferencesandbybringingtheirfullenergyandenthusiasmfortheirworktotheclassroom.A

llteachersmodel

behaviorsthatcreateanatmosph

ereofrespectthroughtheiractions,language,dress,andintheirinteractionswithotherteachers,w

ith

administrators,and

withparents.

RoleofAdministrators:Admin

istratorsleadandmanagetheDuxburyPublicSchoolsfosteringana

tmosphereofopenness,trustanda

ccessibility

amongstteachers,studentsandthecommunity.Asleaders,theycommunicatetheschool'svisionwhileenergizingandempoweringteac

hers.

As

managers,theyareresponsibleforprovidingasafeandpositivelea

rningenvironmentbybeingsupportive,respectful,andfairtoallstak

eholdersinthe

educationalprocess.

RoleofParents:Parentscontr

ibutetoanenvironmentthatfostersthehealthandwell-beingofthew

holeschoolcommunity.

Parentsacknowledgethat

teachersandschooladministrato

rsareprofessionalswhohavethebestinterestsoftheirchildastheir

primaryfocus.Parentsareopenandrespectfulin

theirdialoguewithallschoolstaff.Parentsmodelappropriatebehaviorandrespectfulinteractionfor

theirchildren.Aspartnersintheirchild's

education,parentsareinformed,

involvedandfollowthepolicies,proceduresandguidelinesoftheDu

xburyPublicSchools.

Year

1

2005-2006

100

Analyzeadministrativetasksand

howadministratorsspendtheirtim

e.Clarifytheroleofbuilding

administrators,prioritizerespons

ibilities,andmakeclearrecommen

dationsandplansforchange.

Determineandprovideresources

neededtosupportadministrativepriorities.

X

CT

10/05

101

Reviseandrevitalizethefamilycompact.Includestandardsforbeh

avior.Incorporatevision,

values,missionandgoals.

X

SB

1/06

102

Developaplantocommunicateandenforcethefamilycompact.

X

SB

2/06


31/31

July

12,2005

Year1-StrategicPlan

Objectives

Page7of7

Communication

OurProposition:Allmemberso

ftheDuxburyschoolcommunityareresponsibleforpracticingrespectful

communicationthatisclear,consistentandsupportiveofstudentlearningandachievement.

Year

1

2005-2006

106

Implementyear3ofthecommu

nicationscommitteeplan.

X

SS

5/06

108

Investigatepossibility/processforsendingoutmassemailsandma

kerecommendation.

X

SS

11/05

111

Investigateautomatedtelephonemessagingandmakerecommendations.

X

PR

10/05

112

Includebiographiesofallteachersonthewebsite.

X

PR

1/06

113

Reviewandreviseastandardizedoperatingprocedureforcommittees.Includecharge,leadershiptas

ks,

membership,timelines,communication,andfollowthrough.

X

SS

10/05

114

Implementrevisedproceduresforcommittees.

X

SS

11/05