Vision Statement:

All students can learn at higher levels when schools utilize effective communication, strong classroom management, parental and community involvement, academic rigor, high expectations for all, ongoing assessment, collaboration and collegiality, acceptance of change, and accountability.

Guiding Beliefs:

  • All children can learn when their environment is safe, welcoming, and conducive to acquiring knowledge.
  • Communication is essential to creating an environment where students can learn.
  • Strong relationships between schools, families, and the community are essential to the academic success of all students. Education is a shared responsibility between schools, families, and the community, with the best results coming when all three work together.
  • Academic rigor is at the heart of improved student learning.
  • Teaching and learning in isolation will result in failure. An effective learning community utilizes collaborative efforts between all stakeholders to improve teacher and student learning.
  • Change in education must be systemic, sustainable, and effective as measured by increased learning for all students and adults. Effective change takes time.
  • Efforts unified around a strong vision, sound educational practices, professionalism, and an environment of collaboration and collegiality creates an environment for meaningful learning and district coherence.

Theories of Action:

Instruction

Ifstaffis engaged in collegiality and collaboration focused on academic rigor, clear goals and objectives, performance-based assessments, student engagement, and evidence of student learning, and high expectations for all,then instructional practices will result in increased student achievement.

Assessment

Ifstaffis engaged in the use of formative and summative assessment imbedded in daily practice to monitor and adjust instruction, then instructional practices will result in increased student achievement.

Communication

If staff is engaged in open communication between students, teachers, administrators, parents, and the community, then we will create an environment of shared understanding and responsibility for student achievement.

Professional Development

If the necessary resources are committed to engaging staff in professional development that is focused to our goals, imbedded in daily classroom practice, utilizes a coaching model, and expects student achievement outcomes, then teaching and learning will improve for staff and students.

Budget

If the budget development is aligned with improving the instructional core of the district as its primary purpose, then the resources necessary with be allocated to improve student achievement.

Human Resources

If the teacher evaluation plan, hiring procedures, and orientation programs are focused on improving the instructional core of the district, then the most qualified staff will be teaching in our classrooms.

Education:

B.S. JournalismSouthern Connecticut State University

Master’sof Elementary EducationUniversity of Hartford

Sixth Year Certificate CentralConnecticutStateUniversity

in Educational Leadership

Executive Leadership Doctoral ProgramUniversity of Connecticut