Core Beliefs Sample Clauses
The Core Beliefs clause sets out the fundamental values, principles, or philosophies that guide an organization or agreement. It typically outlines the ethical standards, mission, or vision that all parties are expected to uphold, such as commitments to integrity, respect, or social responsibility. By clearly stating these guiding beliefs, the clause ensures alignment among stakeholders and provides a reference point for decision-making, helping to prevent misunderstandings and maintain organizational cohesion.
Core Beliefs. We believe all children are created in the image and likeness of God (children). • We believe all children are capable of achieving at a high level and holistic instruction is best (teaching). • We believe we live in a rapidly changing world in which our children need to be well prepared (world). • We believe that we have been called to love others as ▇▇▇▇▇▇ loves us (culture).
Core Beliefs. Boston’s plan for improving low- and under-performing schools focuses on five core beliefs: • All students can meet high standards of academic achievement in the Boston Public Schools. • Quality instruction is the key factor affecting student learning. • Strong and effective leadership at the school site is a key component to whole school improvement. • The district must position resources to support principals’ development as instructional leaders. • Incentives and accountability around measurable goals at all levels must be aligned toward improving student learning. By embracing these five core beliefs in all aspects of school life, by instituting policies and building practices around these beliefs in these schools, and by building coalitions of support around these beliefs, Boston will help build the capacity necessary to enable high student achievement in its neediest schools. Schools become eligible to be selected as Superintendent’s School status if they meet one of two criteria. The school is on track to be, or has been, designated as “Chronically Under Performing” by the Massachusetts Department of Education. The school is on track to be, or has been, designated as “Restructuring” under the Federal No Child Left Behind regulations. In the first year of this intervention, the Superintendent, under the advisement of the Boston Teachers Union, will select up to 10 schools for this program. The Superintendent may designate five (5) more schools in the second year and five (5) additional schools in the third year for this status. Once schools lose their state or federal designation they will be removed from the list of Superintendent’s Schools, to be replaced by another following the procedures outlined above. Each school year, the principal or headmaster of a Superintendent’s School will have sole discretion in filling 75% of personnel vacancies. All teachers and staff in Superintendent Schools will be required to work one additional hour per school day with the stipulation that a minimum of 80% of this additional time be used for direct instructional time. The balance of the time can be used for professional development (in addition to the 50 hours), meetings, advisory, common planning time, or class time. The specific allocation, scheduling, and content of this additional time will be stipulated in the School Reform Plan (SRP) and must be approved of by the Superintendent or his designee. Teachers compensation shall be paid on a pro-rata basis, annu...
Core Beliefs. We believe: • That Whitefish schools are the foundation for a responsible citizenry, workforce and democracy. • All students and staff are motivated to learn and will learn in environments based in rigor, relevance and relationships. • In deeper learning where students master core academic content; think critically and solve complex problems; work collaborative; communicate effectively; learn how to learn; and develop academic mindsets. • That teaching and learning is most effective in a collaborative process, driven and inspired by students and teachers, with a focus on results. • That community-wide collaboration develops mutual respect and strong community relationships. In the Whitefish Learning Community, students engage in self-directed, goal-oriented exploration guided by innovative, dynamic educators.
Core Beliefs. All Obsidian Middle School students are being prepared for their futures. This may mean an entry-level position in the workforce, attending a community college, four-year university, or trade school, or joining the military. As such, much is expected from our students. This handbook, and the rules/expectations within, is designed to support students academically and behaviorally as they become the students and professionals we all believe they can be. All Obsidian Middle School staff members are committed to the success of our students and believe that they have the ability to achieve the high goals we have established at Obsidian Middle School. These guidelines are here to help all students achieve at their highest capacity in a safe and positive learning environment.
Core Beliefs. ● Educate the whole child, intellectually, socially, aesthetically, and culturally ● Provide a broad and balanced education including the sciences, humanities, languages and mathematics, technology, and the arts ● Teach students to think critically and encourage them to draw connections between areas of knowledge by using problem-solving techniques and concepts The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right. New Haven Public Schools (NHPS) students deserve respectful learning environments in which their racial and ethnic diversity is valued and contributes to successful academic outcomes. Through addressing racial equity, we affect the larger idea of diversity (▇▇▇▇▇▇▇▇▇). NHPS acknowledges that complex societal and historical factors contribute to the inequity within our school district. Nonetheless, rather than perpetuating the resulting disparities, NHPS must address and overcome this inequity, institutional racism, and bias, providing all students with the support and opportunity to succeed. (See Appendix for full policy) The school day at King/▇▇▇▇▇▇▇▇ starts at 9:00 AM and ends at 3:30 PM. Arrival and breakfast begin at 9:00 AM. Breakfast stops being served at 9:20 AM. All students will receive a unique pick-up number at the beginning of the school year. All drop-offs and pick-ups will occur using the school driveway across from ▇▇▇▇▇▇ Street. The gates open at 9:00 each morning and at 3:15 in the afternoon. Pre-K-1st grade will take place in the school’s back parking lot, and all 2nd-8th grade students will be dropped off and picked up by the cafeteria. Please have your child(▇▇▇)’s unique number(s) ready during dismissal. A staff member will be posted outside and will be asking for your student’s number(s) by the back gates. Dismissal will start at 3:20 PM for the lower grades (Pre-K-1st) and 3:30 PM for the upper grades (2nd-8th). All walkers and bus students will begin being dismissed at 3:30 PM. Students who are All students are expected ...
Core Beliefs. The RRG Way" - Our Core Beliefs Profit
Core Beliefs. Professional learning that improves educator effectiveness is fundamental to student learning.
Core Beliefs. Boston’s plan for improving low- and under-performing schools focuses on five core beliefs: • All students can meet high standards of academic achievement in the Boston Public Schools. • Quality instruction is the key factor affecting student learning. • Strong and effective leadership at the school site is a key component to whole school improvement. • The district must position resources to support principals’ development as instructional leaders. • Incentives and accountability around measurable goals at all levels must be aligned toward improving student learning. By embracing these five core beliefs in all aspects of school life, by instituting policies and building practices around these beliefs in these schools, and by building coalitions of support around these beliefs, Boston will help build the capacity nec- ▇▇▇▇▇▇ to enable high student achievement in its neediest schools.