An encompassing education that promotes confidence, opportunity and success.
Dedicated to ensuring success.
Intermediate Teaching Philosophy
- We believe our program must distinguish itself from elementary and middle levels in order to meet the developmental needs of our students.
- We teach children, not subjects.
- We believe there should be a strong integration of subjects.
- We believe teachers should have smaller student case loads so that they can meet the students' needs more effectively.
- We believe all activities should have student learning at its center.
- We believe collaboration and a focus on learning should be at the heart of our school program.
- We believe teachers who work collaboratively in a non-competitive environment will positively affect student learning.
- We believe teachers should be open to sharing workloads, ideas about their common subject areas, their lesson plans, units, materials, successes and areas of concern.
- We believe collaboration should be built into the daily schedule (common planning periods) and throughout the year during staff development opportunities.
- We believe we are all accountable to student learning.
- We believe standards lead to good teaching.
- We believe teachers should be willing to let go of units and activities that do not directly support the standards.
- We believe teachers should have shared responsibility for data analysis of multiple assessments in order to improve teaching and learning.
- We believe teachers district wide should have shared responsibility in preparing students for standardized tests.
Extended Learning Opportunities
We believe that when students are not learning, they should be afforded extended learning opportunities that are timely and directive to their needs.
- We believe teachers should be given release time to collaborate.
- We believe teachers can become experts in specific areas and have the capacity to train colleagues in their area of expertise.
- We believe aides should be included in any training that directly pertains to their support position.
- We believe staff development should include time for the curriculum and skill expectation to be articulated among different grade levels in the district.
- We believe administration should continue to seek ways to have our students and staff better supported with appropriate staffing.
- We believe support staff should be assigned based on student need, not teacher need.
- We believe parents should be expected to support their child's curriculum through activities done with them at home.
- We believe it is our responsibility to train parents in how to work with their children at home by providing parent workshops and activities about specific topic areas.
- We believe parents should be sought out as extra hands in the classroom by developing team parent volunteer banks.
- We believe students who are struggling should be assigned to an informal adult mentor who will check in on him/her once or twice a week.
We believe students and staff should celebrate successes and effort frequently.