Vision of a Graduate

Section 1: Our Vision, Goals for Learning, and Instructional Practices

 

Our Vision

 

At Montville Public Schools all students will be engaged in purposeful and challenging learning experiences that are responsive to individual differences.  As a community we share accountability for student success and social and emotional well-being.  Through strong relationships with students, parents and the community, we will promote civic responsibility, development of personal identity, and respect for diversity.  By providing an environment where it is safe to take risks, students will learn to take pride in who they are and what they accomplish.  The Montville Public Schools will deliver on the promise of high achievement for all students and eliminate opportunity gaps to ensure every graduate is a critical, creative, and collaborative problem-solver ready for life, learning and work in a global society.

 

Skills and Dispositions of Our Graduates

 

A Montville graduate who has the skills and dispositions to navigate complex tasks is a:

1.     Communicator 

• • Demonstrate awareness of audience and purpose of communication
  • Use precise language for specific purpose
  • Organize an effective message
  • Employ active listening skills
  • Facilitate teamwork and collaborate with diverse partners to solicit and build on ideas of others toward a common goal

2.     Information Consumer

• • Explore, identify, and select appropriate tools and strategies
  • Evaluate the context of the information and whether the source is credible, legitimate, relevant, or biased 
  • Apply findings and draw conclusions 

3.     Problem Solver

• • Identify a problem or need and desired outcome
  • Brainstorm, ask questions, and research possible solutions
  • Develop and implement a solution that demonstrates innovation, flexibility and creativity
  • Reflect on the process and what was learned, including analysis of possible errors or different perspectives

4.     Independent Learner

• • Brainstorm to identify interests/needs and generate a meaningful goal with completion criteria
  • Ask relevant questions, experiment with new ideas
  • Create a plan and identify steps 
  • Self-monitor progress, reconcile conflicting information and data, make decisions, and adjust thinking 
  • Receive feedback from others, and self-evaluate process and progress towards goal. 

A Montville graduate is:

• Empathetic 
• Perseverant 
• Inclusive
• Self-Aware

 

Our Definition of Learning

 

In Montville, we believe that meaningful, deep learning leads to a new understanding, a creative expression, the performance of a skill, or the solution to a problem.  

 

Deep learning requires:

• • Motivation sparked by curiosity and the desire to learn more
  • Community support and a blend of independent and collaborative work
  • Consistent practice through exploration, discovery, making sense of experiences, and play
  • Persevering through trial and error over time
  • Student autonomy activated because learners find value and relevance in what is learned
  • Personal growth, reflection and pride in accomplishment

 

 

Section 2:  District-Wide Strategies to Support Our Vision and Goals for Learning

 

 

Strategy 1: Focus on Student and Staff Wellness

• • Promote positive school climate and a culture that is responsive to and supportive of the needs of students and staff

• • Provide social, emotional, and mental health supports

Strategy 2: Focus on Deep Learning of Overarching Skills and Dispositions for all Students

 

• • Ensure appropriate allocation of instructional time to essential content and skill areas
  • Make certain staff believe, and promote the belief, that all students can achieve at a high level, and cultivate a growth mindset in students
  • Ensure high quality tier 1 curriculum focused on the attainment of the skills and dispositions of a graduate in all content areas based on rigorous application of skills
  • Improve the effectiveness of programs and services for high needs students
  • Ensure instructional strategies and assessments are aligned with the district’s definition of deep learning and align the teacher evaluation system to this definition

 

Strategy 3:  Focus on building deep relationships and creating a sense of psychological and physical safety for all members of our community

 

• • Model empathy and equity in interactions between all community members

• • Ensure every student has a voice and feels a connection to peers and to an adult mentor and advocate

• • Increase parent, community and key stakeholder involvement and support for school and district initiatives

• • Utilize parent conferences as opportunities to develop partnerships with parents centered around mutual goals for student growth and to promote parent satisfaction

 

 

 

Section 3:  Board of Education Strategies to Promote District-Wide Coherence

 

In Montville Public Schools, we are committed to promoting district-wide coherence around three over-arching goals: Focus on Wellness, Focus on Deep Learning of Key Skills and Dispositions, Focus on Relationships and Psychological and Physical Safety.  The Board of Education has adopted a set of strategies to ensure their leadership efforts are aligned with these goals.

 

Community Engagement

 

1. Use Board presentations, Montville Marvels, and available technology to promote Montville’s definition of learning and to recognize students’ acquisition of the skills and dispositions necessary to navigate complex tasks
2.  Foster the involvement of, and partnership with, all stakeholders to promote student learning goals and social and emotional well-being and to build empathetic relationships that respect the individuality of each member of our community
3. Create an environment of empowerment and innovation for all learners (adult and student)

 

 

Resource Deployment

 

1. Advocate and consistently communicate the need for the resources imperative to our operational success and to the achievement of our shared goals.
2.  Monitor allocation and equitable deployment of resources and services to reflect the district’s focuses on key skills and dispositions, deep learning, social and emotional well-being, and physical and psychological safety

Policy and Regulations

 

1. Review curriculum based upon an established cycle to ensure a coherent and consistent focus on district-wide goals for learning and implementation of instructional strategies and assessments aligned with the district definition for learning
2.  Review and revise policy to promote equity, physical and psychological safety, and comply with changing legislation