Evergreen Public Schools' Five Year Plan
PROFESSIONAL LEARNING COMMUNITIES
The Professional Learning community model supports the belief in EPS that all students must attain skills necessary to be world-competitive upon graduation. To ensure student learning, teachers, administrators and staff will focus on four questions:
- What do we want students to learn?
- How will we know if they have learned it?
- How will we respond when students experience difficulty learning?
- How will we respond when students do understand?
The expectation is for teachers to work with their teams in developing a systematic, timely and directive process for responding to student learning. By working together, rather than in isolation, we believe a more efficient, effective system will be developed and that more students will exceed state standards.
GUARANTEED AND VIABLE CURRICULUM
EPS defines guaranteed and viable curriculum as Priority standards which are tied directly to the state’s Common Core Standards that all students can master. Our resources, outlined in the Instructional Guides, are designed to support teachers as they teach to the standards.
We provided Instructional Coaches at each of the elementary and middle schools with content coaches supporting high school. The coaches are a resource at both the building and district level. They provide direct support to the classroom teacher and help guide and develop building professional development.
With our focus upon all students learning, we believe our classrooms will operate most effectively in a Workshop structure. Everyday teaching must include systems, structures, routines and practices that help children become better readers, writers, problem solvers and thinkers to better prepare them to becoming our future leaders.
We believe our teachers will create classrooms where the focus is about learning. The Workshop structure will allow teachers to know each student as a learner and to provide appropriate instruction each day.
THEORY OF ACTION
If we improve the quality of instruction in the classroom and the quality of leadership in the district, building and classroom, then student learning will improve and the achievement gap will close.