SYSTEM FOR EXCELLENCE IN EDUCATION 1003
1. AN INFORMED EDUCATION COMMUNITY
1.1.1. Sevier School District believes that teachers, administrators, and the public must be aware of relevant research and best available knowledge in education. As knowledge regarding teaching evolves, our practices will change. Schools within the district will utilize the most effective instructional techniques and programs so that students will learn how to become active, enabled learners and will acquire a firm sense of themselves as successful learners and worthwhile, functioning persons.
1.1.2. To accomplish this mission, the district will utilize
184.108.40.206. district-wide and school in-service
220.127.116.11. new teacher orientation
18.104.22.168. workshops within and outside the district
22.214.171.124. networking with other districts, service centers, universities, etc.
126.96.36.199. networking within schools of our district
188.8.131.52. sharing relevant articles among staff
184.108.40.206. maintaining in each school a professional library
220.127.116.11. subject area or grade level teaming/planning
1.1.3 All school programs, district programs, board policy, school practices and classroom practices will relate to the above mission statement. Knowing current data and best knowledge will drive decisions, actions, and processes.
2 PHILOSOPHICAL BASE
2.1 The educational community should become aware of various developments, such as:
2.1.3 mastery learning
2.1.4 excellence for all
2.1.5 developing talent
2.1.6 inclusive programs
2.1.7 cooperative learning
2.1.8 learning styles
2.1.9 direct instruction
2.1.10 teaching strategies
2.1.11 outcome-based education
2.1.12 reality therapy/control theory
2.1.13 outcomes data-driven model
2.1.14 continuous prevention
2.1.16 reading in content areas
2.1.17 peer coaching, precision teaching
2.1.18 concept teaching
2.2 Areas of study will increase as research and data evolve, but Sevier School District is committed to keeping informed and utilizing that knowledge.
3. STATEMENTS OF BELIEFS
Having become informed of current knowledge of the best educational practices, Sevier School District has stated its fundamental beliefs:
4. CODE OF ETHICS
4.1 A teacher is committed to:
4.1.1 Creating a sense of excellence and professionalism, consistently growing and developing in areas of professional expertise.
4.1.2 Providing a positive environment, utilizing relevant materials and incorporating the best researched methods so that each student can learn objectives and build self-esteem.
4.1.3 Working with peers in setting and implementing objectives and in sharing talent and knowledge for the benefit of students and the district.
4.1.4 Communicating school concerns with parents and faculty in a professional and constructive manner.
5. PHILOSOPHY STATEMENT
5.1 Because we believe that students of all personalities and abilities
are capable of achieving educational objectives, we adhere to the following principles:
5.1.1 By using the best educational practices available, instruction can be modified to accommodate learning processes.
5.1.2 Success in school fosters self-concept.
5.1.3 Self-concept influences success, learning and behavior in life.
5.1.4 Productive citizens of the future are those who have become self-directed learners and have developed thinking skills.
5.1.5 Concern for others and other qualities of character enhance life for the individual and for society.
6. DESIRED STUDENT EXIT BEHAVIORS
6.1 Self-esteem as a learner and person
6.1.1 Thinking skills
6.1.2 Self-directed learner
6.1.3 Concern for others
6.1.4 Process skills: problem solving, decision making, communication, accountability, group processes
6.2 We believe that learning is enhanced for students when the teacher intentionally follows a structured instructional process.
6.2.1 SEVIER SCHOOL DISTRICT'S INSTRUCTIONAL PROCESS
18.104.22.168 Pre-entry assessment
22.214.171.124 Cue set
126.96.36.199 "Best Shot" teaching
188.8.131.52 Guided Practice
184.108.40.206 Independent practice
220.127.116.11 Formative Assessment
18.104.22.168 Summative assessment