SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
VISION STATEMENT
Mission: S.A.D. #4 PROMOTES EXCELLENCE IN TEACHING AND LEARNING IN AN ENVIRONMENT THAT FOSTERS RESPECT FOR SELF AND OTHERS SO THAT EACH STUDENT GAINS KNOWLEDGE, SKILLS, AND ATTITUDES NEEDED TO PARTICIPATE RESPONSIBLY IN A DEMOCRATIC SOCIETY.
S.A.D. #4 is a community of life-long learners who work together to accomplish a common mission. In order to fulfill this mission·
STUDENTS will achieve to the best of their abilities; participate as responsible members of their schools and communities; and become self-motivated, self-assessing life-long learners.
PARENTS will provide nurturing, positive home environments conducive to learning and to satisfying, productive living and will work as partners with the schools to improve the education of their children.
THE STAFF will utilize current best practices in their fields and will be a source of support and direction as they prepare students to participate as knowledgeable, skilled, and responsible members of their schools and communities.
THE ADMINISTRATION will be knowledgeable educational leaders who manage resources effectively and who provide support and direction for staff and students.
THE SCHOOL BOARD will be a visible policy-making committee that is a source of support and direction for all administrators and staff and informed decision makers who seek and protect resources to improve the quality of teaching and learning within the schools.
THE COMMUNITY will support school programs by sharing human and financial resources and will recognize and encourage student citizen-ship by attending school-sponsored activities whenever possible.
STATE AND NATIONAL EDUCATIONAL AGENCIES AND ELECTED GOVERNMENT OFFICIALS will provide educational leadership, adequate and equitable resources for each student and community, and an economic climate conducive to growth.
SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
PHILOSOPHY OF EDUCATION, K-12
S.A.D. #4 is a community that works together to accomplish a common mission: To promote excellence in teaching and learning in an environment that fosters respect for self and others so that each student gains knowledge, skills, and attitudes needed to participate responsibly in society. Stakeholders of S.A.D. #4, therefore, are committed to providing educational experiences essential for a lifetime of satisfying human relationships, responsible citizenship, and personal growth. In doing so, stakeholders are concerned with the worth and dignity of the individual, as well as with the strengthening of society.
S.A.D. #4 believes that all students can learn and should aspire to high standards. To ensure that all students learn to the best of their abilities and at appropriate developmental levels, the school district strives to recruit, hire, support, and retain staff members who display sensitivity to students' physical, emotional, social, and intellectual needs. While seeking to meet these needs within the context of ever-changing local, national, and world conditions, S.A.D. #4 recognizes its obligation to respond to differing student backgrounds, aptitudes, interests, attitudes, and aspirations. It offers, therefore, varied curricula; provides equitable resources and services; and uses instructional and assessment strategies that address all of the known learning styles and that represent current best practices. The school district welcomes diverse programming and allocates resources for programs and staff development in a manner that fulfills its educational goals. Responsible risk-taking and experimentation are highly encouraged.
In order to create a climate of trust and respect, S.A.D. #4 strives to be a site-based, shared decision-making organization that communicates regularly and often with all stakeholders. Administrators and staff regularly discuss students' educational achievement with the Board of Directors and with the public and periodically prepare and disseminate assessments of district programs and procedures. Frequent communication between the home and the school is encouraged. All stakeholders accept as their continuing responsibility the maintenance of exemplary, safe, and meaningful educational opportunities for today and for the future.
SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
Sets high expectations for all students and promotes a common core of learning designed to ensure that the district's educational goals are met.
Sets high expectations for all staff and holds staff accountable for regularly and effectively measuring and communicating the achievement of students.
Establishes a professional culture that sustains efficacy and innovation.
Provides a safe and productive environment for teaching and learning in which all stakeholders of education are valued and involved participants.
Promotes a climate of trust and respect÷respect for self, others, and the environment÷conducive to teaching and learning, as well as a core of traditional values: honesty, integrity, trustworthiness, fairness, caring, pursuit of quality, responsibility, positive self-esteem, and citizenship.
Provides the kinds of resources needed to support and maintain a quality teaching and learning environment for all students and staff.
SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
EDUCATIONAL GOALS, K-12
Each graduate of M.S.A.D. #4 schools will be
A clear and effective communicator who
á uses oral, written, visual, artistic, and technological modes of expression;
á reads, listens to, and interprets messages from multiple sources; and
á uses English proficiently and is familiar with at least one other language.
A self-directed, self-assessing, life-long learner who
á creates career and education plans that reflect personal goals, interests and skills, and available resources;
á demonstrates the capacity to undertake independent study; and
á finds and uses information from multiple resources, e.g., libraries, electronic data bases.
A creative and practical problem solver who
á observes situations objectively to define problems clearly and accurately;
á frames questions and designs data collection and analysis strategies from all disciplines to answer those questions;
á identifies patterns, trends, and relationships that apply to solutions to problems; and
á generates a variety of solutions, builds a case for the best response, and critically evaluates the effectiveness of this response.
A responsible and involved citizen who
á recognizes the power of personal participation to affect the community and demonstrates participation skills;
á understands the importance of accepting responsibility for personal decisions and actions;
á knows the means of achieving physical, social, emotional, and intellectual well-being; and
á recognizes and understands the diverse nature of society.
A collaborative and quality worker who
á knows the structure and functions of the labor market;
á assesses individual interests, aptitudes, skills, and values in relation to demands of the workplace; and
á demonstrates reliability, flexibility, and concern for quality.
An integrative and informed thinker who
á applies knowledge and skills in and across English language arts, visual and performing arts, foreign languages, health and physical education, mathematics, science and technology, social studies, and career preparation; and
á comprehends relationships among different modes of thought and methods associated with the traditional disciplines.
Adopted from "Guiding Principles" in the State of Maine Learning Results (16 December 1996)
SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
COMMON-CORE OBJECTIVES, K-12
Certain skills and attitudes apply to all students across all areas of study and should be developed and encouraged in every classroom. In S.A.D. #4, these skills and attitudes include the following:
Academic Skills
Curiosity and the habit of lifelong learning
Clear oral, written, and graphic communication
Ability to communicate and understand others in more than one language
Ability to think creatively
Ability to think logically and make informed judgments, especially in the use of evidence to support general statements and opinions
Skill in solving problems: defining a problem, framing useful questions, gathering and selecting information, analyzing data, considering and testing possible solutions, and applying strategies to new situations
Ability to find, select, evaluate, organize, and use information in various forms from libraries and other repositories
Skill in evaluating the reliability of information from video, audio, and printed sources, including advertising and the mass media
Ability to adapt quickly to new situations and to react to new information
Ease and flexibility in making connections and moving among various disciplines of thought
Understanding that technology is a tool in the hand of the learner and knowing when and how to use that tool effectively
Personal Skills
Ability to accept responsibility for personal decisions and actions
Understanding of their own learning styles and the ability to state their own needs
Academic honesty and the ability to face challenges with courage and integrity
Ability to develop and maintain a healthful lifestyle
Empathy and courtesy for others and respect for differences among people and cultures
Self-confidence and a willingness to risk mistakes in order to learn
Ability to concentrate and persevere on tasks
Willingness to seek out a fair share of the work load and manage time responsibly
Skill and willingness to work cooperatively with others, including the ability to listen, share opinions, negotiate, compromise, and help a group reach consensus
Reverence for all forms of life and a regard for the interdependence of life forms
Awareness of individual interests, aptitudes, skills, and values; the ability to set goals for future work; and an understanding of the necessary preparation for that work
Adapted from "Academic and Personal Skills Across Disciplines" in the State of Maine Learning Results (16 December 1996)
SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
PHILOSOPHY OF EDUCATION, K-4
The natural learning process that begins at home and in pre-kindergarten educational settings continues in grades K-4. In a challenging, but non-threatening, environment, students continue to explore and interact with their surroundings and to expand and enhance appropriate knowledge, skills, and attitudes. The process is developmental; proceeds at an individual pace; and includes learning to take responsibility for actions, as well as accepting the consequences of those actions. As students work individually and collaboratively, they are taught to respect themselves, other students, adults, and the environments in which they work and play. They are also taught to be sensitive to cultural, socio-economic, age, gender, and ability differences among people.
Believing that all students can learn, teachers provide a curriculum solidly based in language arts and mathematics, but extended to and integrated with the sciences and humanities. This integrated curriculum provides the necessary foundation for subsequent learning, supports the students' search for meaning, enlarges their understanding of the world, promotes problem-solving, and creates an awareness of current technologies. As facilitators of learning, teachers provide stimulating and safe learning environments and employ varied instructional methods that encompass curricular expectations and student interests. Teachers also provide students the freedom to express and discuss their ideas creatively and opportunities to develop thinking skills. To do so, teachers and students need timely access to adequate, appropriate, and equitable resources; current information and technology; and the skills to utilize resources, information, and technology effectively. Each learning day includes time for students to grow emotionally, intellectually, physically, and socially. This whole-person, student-centered approach continues as students are grouped homogeneously and heterogeneously for various learning activities. Student accomplishments are celebrated whenever and wherever they occur.
Teachers, K-4, consider close communication between the home and the school a critical part of a child's first years in education. Together, parents and teachers set high expectations for students and hold students accountable for their work. Whenever possible, students are asked to demonstrate what they know and can do by completing real-life tasks, reflecting on and taking pride in the results of their work, and applying new learning to subsequent experiences. All stakeholders are encouraged to share learning; to frequent classrooms; and to engage in creative, constructive conversation regarding the development of individual children and the programs of the school. This feedback÷coupled with periodic, consistent, system-wide assessment of individual students and curricula÷is a vital part of the total school program.
SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
PHILOSOPHY OF EDUCATION, 5-8
The formal learning begun in kindergarten through fourth grade continues at Piscataquis Community Middle School. Students at this level are affected by emotional, intellectual, physical, and social changes. Teachers, therefore, need to be knowledgeable about these changes and need to work in close partnership with students and their parents so that each student is accepted for the individual he or she is and helped to become the most he or she can become.
Teachers believe that all middle-level students can learn and must be prepared to meet the demands and opportunities of their futures. This preparation includes a systematic, integrated, purposeful program of learning experiences across all subject areas; and an awareness of and concern for oneself, others, and the environment. Students, therefore, are encouraged to accept themselves, to be sensitive to differences among others, and to work independently and collaboratively. They are taught to adapt quickly as people and situations around them change and to make rational, ethical choices in all areas of their lives.
Teachers act as facilitators of learning and use varied instructional methods and settings designed to engage students in relevant, active learning. To do so, teachers and students need timely access to adequate, appropriate, and equitable resources; current information and technology; and the skills to utilize resources, information, and technology effectively. Students at this age learn best when they work within educational settings and time frames that allow them to explore, to make choices, to interact with one another, and to accomplish assigned tasks at their own pace. Teachers strive to maintain safe, friendly, stimulating, and productive classroom atmospheres conducive to such learning. In and out of the classroom, students are encouraged to develop desirable attitudes and standards of behavior and to accept responsibility for their actions, including the consequences of those actions. Respect for the ideas, learning styles, and contributions of others is expected. Individual achievements are recognized and celebrated whenever and wherever they occur.
Teachers, 5-8, consider close communication between the home and the school a critical part of a student's educational success. Together, parents and teachers set high expectations for students and hold students accountable for their work. Whenever possible, students are asked to demonstrate what they know and can do by completing real-life tasks, reflecting on and taking pride in the results of their work, and applying new learning to subsequent experiences. All stakeholders are encouraged to share learning; to frequent classrooms; and to engage in creative, constructive conversation regarding the development of individual children and the programs of the school. This feedback÷coupled with periodic, consistent, system-wide assessment of individual students and curricula÷is a vital part of the total school program.
SCHOOL ADMINISTRATIVE DISTRICT #4
Unity of purpose
PHILOSOPHY OF EDUCATION, 9-12
Piscataquis Community High School exists to meet the educational needs of all students, 9-12. To this end, the school recognizes and responds to diverse student aptitudes, interests, attitudes, and goals by offering a varied curriculum and by using instructional strategies that address all of the known learning styles. The school maintains high expectations of all students and encourages them to become life-long, self-directed, self-assessing learners. Raising the aspirations of students is an essential part of helping them realize their full potentials and must be done within the context of changes that will undoubtedly occur in all areas of their lives as they enter and help shape the twenty-first century.
Teachers act as facilitators of learning; use varied instructional methods and settings designed to engage students in relevant, active learning; and strive to maintain safe and productive classroom atmospheres conducive to such learning. To do so, teachers and students need timely access to adequate, appropriate, and equitable resources; current information and technology; and the skills to utilize resources, information, and technology effectively. Because students must be prepared to assume adult roles as responsible and able decision makers, wise consumers, and environmentally and politically conscious citizens, teachers devote much time to preparing students to think creatively and critically. Class participation is a critical part of this process.
Although academic achievement and global awareness are the primary focus of the overall high-school curriculum, the whole student is important. The school, therefore, seeks to balance and to integrate curricular, co-curricular, and extra-curricular activities as much as possible; and teachers accept shared responsibility with the home and the community for the emotional, intellectual, physical, and social well being of students. To this end, the school helps students develop positive self images and self reliance, as well as concern for the needs and well being of others. Part of that development includes students learning to take responsibility for their actions and the consequences of those actions, as well as learning to respect differences among people. The school recognizes and rewards positive behavior and high academic achievement in appropriate and varied ways whenever and wherever possible.
Teachers, 9-12, consider close communication between the home and the school a critical part of a student's educational success. Together, parents and teachers set high expectations for students and hold students accountable for their work. Whenever possible, students are asked to demonstrate what they know and can do by completing real-life tasks, reflecting on and taking pride in the results of their work, and applying new learning to subsequent experiences. All stakeholders are encouraged to share learning; to frequent classrooms; and to engage in creative, constructive conversation regarding the development of individual students and the programs of the school. This feedback÷coupled with periodic, consistent, system-wide assessment of individual students and curricula÷is a vital part of the total school program.