Mission & Strategic Vision

We believe student learning and growth is our common goal, and because we believe this, we:

• Collaborate to create common expectations and identify learning targets for grade levels, courses, and  grade spans; 
• Refer to learning targets in the daily life of a classroom; 
• Use common assessment criteria;  
• Allow for redrafting of work coupled with reteaching; 
• Continue to improve, grow, and learn as professionals;  
• Support professionals to improve student learning 

We believe students learn best when they are engaged, and because we believe this, we: 

• Design instruction that is meaningful, authentic, and relevant; 
• Teach students using their concerns and interests; 
• Challenge students to help design the work; 
• Collaborate to find best practices to enhance student engagement; 
• Use reflection and feedback to help students set goals, develop tools for learning, and assess their own work 

We believe students learn in a variety of ways and at different rates, and because we believe this, we: 

• Facilitate the use of multiple pathways to demonstrate knowledge and skills; 
• Allow multiple opportunities to  demonstrate learning; 
• Offer enrichment opportunities in and out of the classroom; 
• Build support systems that can happen as close to the moment when a student needs help as possible and during the regularly scheduled day; 
• Commit to a mindset of continuous improvement for all students; 
• Give students time to grow  in their learning 

We believe students need practice and feedback before being expected to demonstrate learning, and because we believe this, we:

• Assist students to practice formatively and demonstrate summatively; 
• Provide opportunity to practice and make mistakes; 
• Give specific, descriptive feedback; 
• Communicate progress & performance clearly with  students and families; 
• Ask students to reflect on their learning goals and growth 

We believe students need to develop habits of work, and because we believe this, we:

• Consider habits of work separately from academic skills and knowledge; 
• Develop work habit criteria for the  group and goals for individual students; 
• Teach and help students practice habits of work; 
• Provide feedback on habits of work

We believe professionals use evidence from student work, behavior, and feedback to inform decisions, and because we believe this, we:

• Collect evidence from multiple sources of information; 
• Store data in a consistent manner so that it can be accessed; 
• Analyze and use data;
• Improve curriculum, instruction, assessment, and systems based on evidence; 
• Create structures and practices to support students academically, socially, and emotionally 

Falmouth Schools will articulate an aligned program of curriculum and instruction driven by our Vision for Falmouth Students.

NORTH: A cohesive, dynamic and responsive K-12 Learning Pathway, driven by student voice

• Curriculum is articulated utilizing the Understanding by Design (UbD) Framework and connected to the Vision for Falmouth Students. 
• Student voice, differentiation, and  is evident in curricular design
• Common learning tasks and assessments ensure equitable learning opportunities and teach to the rigor of our identified standards 
• Feedback is consistent and clear for students and families
• Students and staff understand the Vision, its purpose, and how it can be achieved at each grade level and content area
• Students have opportunities to review and reflect on their growth over time in relation to the Vision and Curricular Outcomes
• Curricular resources are reviewed on a regular basis for diversity, equity & inclusion, relevance and rigor
• Student performance on identified benchmark assessments indicate high levels of mastery on learning standards

SOUTH: Ongoing, collaborative, professional learning structures that strengthen & improve practice

• Staff have adequate time for disciplinary and cross-disciplinary,  horizontal and vertical, and building-based planning and collaboration
• Faculty exhibit a deep understanding of the Vision for Falmouth Students, Falmouth Beliefs and Practices, and Understanding by Design (UBD) Framework
• General and Special Educators collaborate to integrate frequent opportunities for differentiation
• Vertical and cross discipline conversations about curriculum and instruction are regular and ongoing
• Systematic and ongoing professional development for new and continuing staff ensure proficiency baseline is maintained

EAST: A climate and culture that is safe, equitable, and fosters wellness

• Teacher creativity and innovation are encouraged and nurtured
• Criteria guide the selection and evaluation of curricular resources that support diversity, equity and inclusion
• Curriculum review and revision protocols are in place
• Grading & reporting practices are aligned, clear, and provide meaningful information about student learning
• Technology for learning is thoughtfully and safely utilized

WEST: Community partnerships that foster authentic learning and both local and global citizenship

• Curricular experiences integrate experiential and cross-curricular opportunities.
• Service Learning, Career Exploration, and Extended Learning Opportunities are embedded in the student learning program 

Falmouth Schools will integrate and foster Social Emotional Learning that supports readiness to learn and wellness. 

NORTH:  A cohesive, dynamic and responsive K-12 Learning Pathway, driven by student voice

• Mechanisms are in place to help students know themselves and be more known by adults they work with (eg. learning profiles)
• Social Emotional Learning is aligned K-12 and includes purposeful implementation of Life / Career Readiness Standards

SOUTH:  Ongoing, collaborative, professional learning structures that strengthen & improve practice

• Ongoing professional development in Social-Emotional Learning topics ensures staff capacity is maintained (eg. trauma-informed practices, culturally responsive instruction, executive functioning, conflict resolution, digital citizenship, PBIS, etc.)
• Regular community meetings (eg. morning meetings k-5, advisory 6-12) based on clear expectations and ongoing professional support foster positive culture in the buildings

EAST: A climate and culture that is safe, equitable, and fosters wellness

• All students and families feel safe and included, and have equitable access to learning.
• Positive Behavior Intervention and Support Structures are in place across buildings, guided by a common vision of citizenship 
• Clear expectations and boundaries protect staff time and wellness

WEST:  Community partnerships that foster authentic learning and both local and global citizenship

• Transparent structures and resources support allow effective response to crisis situations and encourage proactive addressing of mental health concerns
• Authentic connections with diverse community partners provide opportunities for enhancing understanding of difference

Falmouth Schools will be a place where staff, students, and community members communicate and collaborate effectively.

NORTH: A cohesive, dynamic and responsive K-12 Learning Pathway, driven by student voice

• Students actively engage in career exploration, job shadows and internships, and extended learning opportunities in the community to help them explore and develop their interests, skills, and talents
• Students and families have a clear understanding about where and how they can access information about both academics and the school opportunities and extracurricular activities 
• Student voice is systematically incorporated into school decision-making K-12

SOUTH:  Ongoing, collaborative, professional learning structures that strengthen & improve practice

• Clarity and transparency exists around staff roles and responsibilities
• Supervision and evaluation of staff is timely and meaningful
• Staff have adequate time for disciplinary and cross-disciplinary,  horizontal and vertical, and building-based collaborations
• Structures and opportunities are in place to allow for staff peer observation & professional/peer feedback 
• Staff meetings and collaborations are supported by clear purpose, facilitation, and processes

EAST: A climate and culture that is safe, equitable, and fosters wellness

• Clear Guidelines, routines and mechanism are in place for how, when and where the district communicates information to families (eg. text, email, social media, website)
• Staff and families are clear about expectations and boundaries around communication
• Technology use is thoughtful, intentional, mindful and safe 

WEST: Community partnerships that foster authentic learning and both local and global citizenship

• Families are connected to the school through meaningful communication and conference structures. 
• Students, Staff, and Community members engage in meaningful conversations centered on our Mission, Vision, Beliefs & Practices, around topics of importance
• Technology is effectively used to expand attendance and/or participation in Meetings (eg. School Board, PTO, Community Dialogue, etc.)
• Staff and students are celebrated for accomplishments in and outside of the school
• Partnership with universities, local businesses, the Town of Falmouth, alumni, and families expand opportunities for students

Falmouth Schools will develop and implement a campus facilities master plan that supports our Guiding Principles. 

NORTH: A cohesive, dynamic and responsive K-12 Learning Pathway, driven by student voice

• Learning spaces (inside and outside) are ample and flexible, able to foster disciplinary, interdisciplinary, and experiential learning in personalized and collaborative contexts, for all learners.
• Facilities provide for varied innovative learning interests, ranging from STEM to Performance, from Athletics to Gardens, from Maker Space to Media Literacy, from Seminar to Virtual Collaborations, from Special Education to Wellness, etc.

SOUTH: Ongoing, collaborative, professional learning structures that strengthen & improve practice

• Spaces support collaborative work and professional learning in small and larger groups
• Professionals have appropriate spaces in which to do their work
• Resources, materials, and equipment storage spaces support the work of professionals and the needs of students

EAST: A climate and culture that is safe, equitable, and fosters wellness

• Appropriate, welcoming spaces are created for play and informal gatherings of all staff, students, and community members
• Campus design and systems optimize aesthetics and mental-wellbeing, security, accessibility, sustainability, efficiency

WEST: Community partnerships that foster authentic learning and both local and global citizenship

• The campus master planning process uses data, input, and feedback from all stakeholders (students, staff, community, etc.) throughout the process. 
• The campus design and offerings are responsive to and provide benefit to the broader community
• The process and determinations account for the importance of both long-term vision and fiscal responsibility

Falmouth Schools will implement a Pre-K program that meets the needs of our community and integrates effectively into our schools. 

NORTH: A cohesive, dynamic and responsive K-12 Learning Pathway, driven by student voice

• Curriculum is thoughtfully designed to engage young learners, grounded in exploration and hands-on experiences, and designed to generate enthusiasm and preparation for learning.
• Feedback structures for families is consistent and focused on child development 

SOUTH: Ongoing, collaborative, professional learning structures that strengthen & improve practice

• Highly qualified staff serve students and families
• Adequate collaborative preparation time is provided to staff, and specialized training is available and ongoing

EAST: A climate and culture that is safe, equitable, and fosters wellness

• Curriculum supports development of social emotional skills through collaborative and cooperative classroom activities, in addition to direct instruction
• Student transportation and schedules ensure a safe and supported experience

WEST: Community partnerships that foster authentic learning and both local and global citizenship

• Classroom numbers, schedules, and staffing meet the needs of our community
• Strong collaborative relationships are ongoing with our local daycare and preschool facilities  
• District resources are efficiently and effectively used in program