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Fife Public School Vision and Mission

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Catherine Feord Butler

on 19 April 2017

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Transcript of Fife Public School Vision and Mission

meeting building-level needs for our students
and district leadership
According to Phil Schlechty, “Beliefs shape visions, and visions drive missions. Visions are not accomplished; they are realized. Missions are sets of goals that must be accomplished for visions to be realized.”
Fife Vision
Our Mission Goals?
Be committed to the Standard Bearer philosophy
Work on work provided students
Don't work on the teacher or student
Teacher-directed professional development
Fife Students Will Find Success...
through rigorous,engaging, meaningful work
Phillip Schlechty: Inventing Better Schools: An Action Plan for Educational Reform (San Francisco: Jossey-Bass, 1997)
The vision for Fife Public Schools is simple:

To produce rigorous and engaging work that compels students to persist through difficulties.
How is student success measured?
What accountability systems do we have in place to protect the rights of our students to learn?
What assessment systems do we have in place to improve our service to kids?
If you don't work on the teacher, how does he or
she improve? Shouldn't it be work with the teacher
through expert guidance to best choose professional development and goal setting to improve their pedagogical
and content knowledge?
If you don't work on the student, how will she or he become more strategic and critical thinkers? Why are there so many self-help books out there?!
Staff throughout the district understand the value of engaging students in their learning that they might better commit to their learning and persist even when faced with difficulties
WOW academies and teacher leader academies help solidify the focus of the work on the vision
Professional development guidance
Curriculum and instruction facilitation
Upgrading and increasing technology to bridge the digital divide
Developing student-directed learning environments to build engagement and meet CCSS
Research, assessment, reflection and improvement
WOW academies are not professional development (PD); they are for the application of knowledge. But if teachers' knowledge is limited, so too will be the application. PD + WOW academies is the answer.
"Rigorous research suggests that sustained and intensive professional learning for teachers is related to student-achievement gains. . .
Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033).
According to the research, these intensive professional development efforts that offered an average of 49 hours in a year boosted student achievement by approximately 21 percentile points.
[A] limited amount of professional development (from 5 to 14 hours) showed no statistically significant effect on student learning."
Serious questions that need answering and addressing. . .
Vital Components Missing from Our Mission
needed to attain our goals
Besides critical scholarly research expectations being needed particularly at the district level, goals and research questions should accompany any new endeavor in curriculum and instruction to make sure targets are being met and assessment results are valid.
Curriculum and instruction must be based on researched best practices to meet the needs of our students as determined through reliable analysis of assessment data. While student voice is an important factor in the evaluation process of various interventions or adoptions, reliable student performance data must lead the decision-making.

Furthermore, it is district office level administration that should be organizing and assisting the schools in curriculum development.
One central leading branch is necessary to ensure consistent and comprehensive alignment. Currently, curriculum and instruction development efforts, including initial research, are done at the building level by dedicated teachers who are stretched too thin and limited by authority levels to effectively communicate across buildings and make decisions. This is not to mention the limited knowledge with which they may be carrying out these efforts. A key question supporting this is why are student test scores so low and stagnant? If what we were doing was working, the test scores would reflect that.
We must prepare ALL of our students . . .
Mathematical Practices in the Common Core State Standards
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique
the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
These practices mirror our Standard Bearer philosophy. But, how are we meeting them in our classrooms? We're not.

Incorporating research, assessment, curriculum and instruction facilitation, digitally-based intervention programs, and the expectation that students will dialogue will begin the process of creating student-directed learning environments.
These practices mirror our Standard Bearer philosophy. But, how are we meeting them in our classrooms? We're not. Incorporating research, assessment, professional development, curriculum and instruction facilitation, digitally-based intervention programs, and the expectation that students will dialogue will begin the process of creating student-directed learning environments.
Use digital resources for learning
Curriculum for reading and math, such as online SRA reading laboratories and online virtual math manipulatives using tablet-based technology will reach students at Tier 2 and Tier 3 intervention levels, as well as increase regular technology access to those students.

Grants are available, but we need authorization from central office administration to move on them. We can't be afraid of networking with a variety of sources to meet the needs of our struggling students. A few would be too many, but when you look at only 37% passing the 6th grade math MSP in 2011-2012, we have far too many to continue as we have.
Laura Kretschmar: For the love of math.
This Oakland, CA, educator teaches her 5th and 6th graders
the meaning of division
by fractions. But she also lets them
make their own discoveries by working with partners
to solve a problem. Laura says the new standards have empowered her to focus on
helping students master thinking and self-directed learning
, as well as skill building. As a result, she says teaching and learning math has become much more engaging.

For video evidence, please visit
I want to see Fife truly reach greatness. A community of collaborators focused on scholarship, leadership and practice can lead the way. If you would like to dialogue about any of these thoughts, please do. Thank you for your dedication and attention.
Catherine F. Butler, EdD
Surprise Lake Middle School
Sample Goal Statements and
Research Questions
Goal 2: Transition into CCSS expectations of writing across the curriculum through shared, accurate writing performance reported (via Writing Center) by students to stakeholders.

Draft RQ 2: With what frequency did the non-English Language Arts (ELA) teachers receive student reports, set discipline-specific writing goals, and record improved student performance on written assignments?
Goal 3: Bridge the digital divide for students with little or no access to technology at home (not including borrowed smart phone technology).

Draft RQ 3: To what extent will students report increased confidence and aptitude using technology (self-reporting and use assessment)?
Goal 4: English Language Learner students (ELL) will improve academic language acquisition and use, and general vocabulary development more than previous ELL groups.

Draft RQ 4: Compared to the 2012-2013 ELL tested population, how much did the 2013-2014 ELL tested population scores improve or decrease?
Goal 1: Improved student writing performance through increased student-driven revision and editing, and better conventions use.

Draft Research Question (RQ) 1a: To what extent will students' MSP writing scores change compared to previous year's group?

Draft RQ 1b: To what extent will students' writing change from end of year (EOY) 6th grade argumentative essay writing based on teacher use of "Strategies. . ." rubric compared to EOY 7th grade argumentative essay writing, both using MSP previously released item prompts available through OSPI?
The following goals and research questions relate to implementing the Zaner-Bloser Strategies for Writing program, including supplemental material, with 6th and 7th grade students at Surprise Lake Middle School during the 2013-2014 school year:
"Some universities have stopped distributing email accounts. . .
Instead, they are distributing eReaders, iPads, and Tablets."
Early childhood learning leads the way to future success.
We must research, develop and design to meet the needs of our growing students.
Until they meet their graduation day, the question is, "Do we, as a district, understand the College and Career Readiness benchmarks? Do we know how close or how far we are from meeting them?"
Quality teaching and leading is critically important.

Professional learning is a key component of an effective evaluation system.

Teaching and leading is work done by a core team of professionals.

Evaluation systems should reflect and address the career continuum.

An evaluation system should consider and balance “inputs or acts” with “outputs or results.”

Teacher and principal evaluation models should coexist within the complex relationship between district systems and negotiations.
Retrieved from http://tpep-wa.org/about-tpep/
TPEP Core Principles:
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GLAD strategies: The one ongoing PD effort that has positively influenced instruction and learning.
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