• Each year of the three-year turnaround program, staff members are asked to reaffirm their commitment to the turnaround process by signing the following statements, developed by individual participating schools.
     
    Maryland School Maryland Roadrunner

    I Believe…

    We can and will overcome the challenges presented by factors outside of our control such as the lack of parental involvement, socioeconomic status of our children, second language learning, or the families’ transient nature.

    • All students are capable of success and will achieve at a higher level.
    • Our campus is the center of our community where students and families feel valued, safe and where each student matters and has talents. 
    • Professional development is meaningful and productive when it is student and teacher driven through collaboration.
    • All students are held accountable to the same consistent standards and expectations academically and behaviorally.

     I Commit to…

    • Utilizing the District’s Road Map of Best First Instructional Strategies including daily small group instruction in core areas, providing daily Tier II intervention and offering students additional learning opportunities after school.
    • Planning collaboratively and intentionally in teams by aligning lessons to the AZCCRS, WESD pacing and program guides that include research based instructional strategies to address various students learning styles and needs.
    • Analyzing and utilizing formal and informal assessment data daily to consistently refine my instruction, set goals with students and communicate goals early and often to parents or guardians outside of the two designated conferences per year.
    • Displaying daily academic schedules inside of the classroom door and having lesson plans with required elements posted on a clipboard by the door.
    • Participating in PLC each week by being on time and actively engaged in the learning. Appointments should be scheduled outside of this time.  Half day absences will be put into SubFinder for missing PLC.
    • Making my classroom an environment conducive to learning by maintaining a clean, organized room set up for optimal movement and safety.
    • Creating a safe environment for the social and emotional well being of every student by consistently acknowledging their positive behaviors and abilities, and assisting every student in making positive choices each day.
    • Consistently implementing the Make Your Day school-wide behavior plan, and communicating early and often with parents regarding student behavior, both positive and negative.
    • Presenting myself in a positive and professional manner at all times in personal appearance and communication.
    • Exhibiting an optimistic “can do” attitude in my daily work interactions with students, colleagues and parents.
    • Greeting and positively interacting with each person on campus.
    • Family Involvement:
    •    Attending and participating in school events each semester: one PTO and two after school events (initial welcoming event, non-academic    events, Math/Reading Night(s), concerts, sports etc.)
    •    Recruiting parent helpers and volunteers.
    •    Recognizing student success through student celebrations.

    Mountain View School Mountain View Eagle

    I Believe…

    • We can and will overcome the challenges presented by factors outside of our control such as the lack of parental involvement, socioeconomic status of our children, second language learning, or the families’ transient nature.  
    • All of our students can and will achieve at a level higher than they are currently achieving.
    • We control the factors that have the greatest influence on students’ ability to perform at higher levels. 
    • Systemically using data to inform instruction is non-negotiable and imperative to school improvement.
    • Collaboration; horizontally by grade level teams and vertically by content area teams is critical to success. 
    • Learning and developmental patterns vary individually, that students bring unique individual differences to the learning process and that students need supportive and safe learning environments to thrive.
    • I have a deep and flexible understanding of my content area(s) and am able to draw upon content knowledge as I work with learners to access information, apply knowledge in real world settings and address meaningful issues to assure learner mastery of the content.
    • Effective instructional practice requires that teachers understand and integrate assessment, planning and instructional strategies in coordinated and engaging ways.
    • In order to create and support safe, productive learning environments that result in learners achieving at the highest levels, I must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection and collaboration.
    • Regardless of how long I have been teaching, what my prior evaluations have said, the degrees I possess, the certifications and awards I have earned or how I have always taught, I recognize teaching is both an evolving art and a prescriptive science and there are and will always be aspects of my craft I can improve.

    I Commit to…

    • Providing a classroom environment which promotes learning, community, and personal well-being.
    • Always making decisions that are in the best interests of students.
    • Utilizing the District’s Road Map of Best First Instructional Strategies to meet the needs of all my students.
    • Creating, aligning and implementing with fidelity, the AZCCRS, the District curriculum, program and pacing guides, instructional calendars, and common assessments.
    • Analyzing data such as common formative or interim Assessments and District / State Assessments and using data to inform my instruction, setting goals with students and communicating those goals early and often to parents or guardians outside of the two designated conference nights per year.
    • Displaying an academic board (e.g.; core values, daily lesson plans, data graphs, instructional schedules)
    • Providing daily academic intervention in the area of reading and math, as well as offering additional after-school opportunities to promote, support, and enrich classroom learning.
    • Provide appropriate homework assignments with clear directions to reinforce classroom learning.
    • Being available to mentor and be a caring adult for students.
    • Collaborating productively with my grade level team at least 90 min. per week to analyze data and plan lessons.
    • Consistently implementing our school-wide behavior plan and communicating early and often with parents regarding student behavior. 
    • Sending at least 2 positive parent notes per semester for each student– Classroom and SPED teachers. Special Area – 1 student per class / Interventionists – 4 students per grade level
    • Attending and participating in after hours school events each semester:
    • 1 PTO or Site Council Meeting and 2 after school events (Math/Reading Night(s), concerts, sports etc.)
    • Presenting myself in a positive and professional manner at all times while representing Mountain View School.
    • Exhibiting an optimistic “can do” attitude in my daily work interactions with students, colleagues and parents.
    Richard E. Miller School REM Firebirds

    Instructional Delivery 

    We believe that student achievement is a direct reflection of purposefully planned and rigorous data driven instruction. We commit to professional collaboration that consistently develops effective lessons and content knowledge while ensuring meaningful student engagement.

    Discipline and Safety

    We believe that students learn best in a safe environment with clear expectations and procedures for all.  We commit to adhering to Make Your Day protocols, participating in continual training, and modeling expected behaviors to staff and students.

    Culture and Climate

    We believe that teamwork builds a positive mutually respectful culture where all students and staff learn and thrive.  We commit to creating learning environments with a growth mindset that focuses on respectful and honest communication.

    Professional Development

    We believe that student success is dependent upon how we learn and develop our skills as teachers.   We commit to focusing upon what we can learn and will share our knowledge with others during the collaborative process.

    Parent and Family Engagement

    We believe that parents and family play an essential role in student learning. We commit to providing a variety of engagement opportunities focusing on parent communication, volunteerism, student celebration, and parent outreach. 
     
    Shaw Butte SchoolSB Hawks

    We can and will overcome the challenges presented by factors outside of our control such as the lack of parental involvement, socioeconomic status of our children, second language learning, or the families’ transient nature. We control the factors that have the greatest influence on students’ ability to perform at higher levels. 

    In order to accept responsibility for the learning of all children I will commit to…

    • Mentoring – be available to mentor and be a caring adult for students
    • Providing academic intervention when necessary including offering additional after-school opportunities to promote, support, and enrich classroom learning
    • Making decisions that are in the best interests of students
    • Utilizing the district’s Road Map of “Best First Instructional Strategies” to meet the needs of all my students

    In order to maintain high expectations for our students and ourselves I will commit to …

    • Attending and participating in school events :1 PTO meeting a semester,2 after school events (Math Night, Reading Night, Concerts etc.) and Family Fun Night
    • Increasing continual parent communication and involvement
    • Sending a minimum of 2 positive parent notes for each student each semester: Special Area Teachers – 1 student per class,  Interventionist – 4 students per grade level, Classroom Teachers and Special Ed – every student
    • Exhibiting a positive “can do” attitude and doing what is best for students

    Learning and developmental patterns vary individually, students bring unique individual differences to the learning process and students need supportive and safe learning environments to thrive.

    In order to ensure that all students are actively engaged in learning I will commit to …

    • Working with students to set goals and communicating them to parents
    • Implementing the Make Your Day school-wide behavior plan and communicating early and often with parents regarding student behavior
    • Implementing the school-wide homework system providing clear directions to reinforce classroom learning
    • Providing a classroom environment which promotes learning, community, and personal well-being

    All of our students can and will achieve at a level higher than they are currently achieving. I have a deep and flexible understanding of my content area(s) and am able to draw upon content knowledge as I work with learners to access information, apply knowledge in real world settings and address meaningful issues to assure learner mastery of the content. In order to create and support safe, productive learning environments that result in learners achieving at the highest levels, I must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection and collaboration. Regardless of how long I have been teaching,  what my prior evaluations have said, the degrees I possess,  the certifications and awards I have earned or how I have always taught, I recognize teaching is both an evolving art and a prescriptive science and there are and will always be aspects of my craft  I can improve.

    In order to work in collegial and collaborative instructional teams I will commit to …

    • Working productively with teams to analyze data and plan effective lessons
    • Attending professional development during compensated off contract time
    • Participating on at least one school-wide committee
    • Following school and/or team norms
    • Participating in 90 minute weekly data discussions and weekly team planning sessions

    Systemically using data to inform instruction is non-negotiable and imperative to school improvement. Effective instructional practice requires that teachers understand and integrate assessment, planning and instructional strategies in coordinated and engaging ways.

    In order to utilize data to drive our instruction I will commit to…

    • Aligning and implementing curriculum, instructional calendars, and common assessments with fidelity.
    • Analyzing data: Common Assessments, District/ Interim Assessments, State Assessments
    • Re-teaching based on data
    • Reviewing school, district, and state data with parents and students
    • Displaying an academic board (core values, data graphs, instructional calendars)