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Vision: Each TEACHER will contribute directly to student learning through high quality programs, successful instructional practices, and ongoing
professional collaboration and development.
Requirements Representative Measures
Coherent and consistent program design • Successful instructional practice • Ongoing professional Teacher Quality: Hiring/Retention, experience, degrees, continuing education • Curriculum and Pacing
development • Positive school climate Guides • Teacher, student, parent satisfaction results • Performance appraisals
2005 Strategic Plan 2010 Current Reality
• Develop improved culture and discipline of evaluating improvements in • Developed pacing guides for all K‐5 subjects
curriculum and instruction, including increased use of data based program • Teacher Center and professional development : Annual Curriculum Renewal
evaluation. Institute
• Enable all faculty members to become actively involved and highly skilled in • Performance appraisal: Danielson Framework for Teaching
the use of computer technology
• Global Initiative
• Revisit and refine processes for recruitment and professional and career
development, and identify and implement means for improving the quality of • Expanded technology access and applications
the professional life of the staff.
Planning Assumptions and Constraints Strategic Questions and 2015 Vision
• As the Common Core of Standards becomes the national norm, districts
across the country will need to develop and implement new curriculum, new How do we foster educational innovation and risk taking (among students and faculty)
assessments, new teacher evaluation systems, and new technologies. Each of in an environment that tends to accept change slowly and reluctantly?
these reforms, however welcome, is likely to erode local control of education,
produce upheaval, and take years to design and deliver, and prompt a • Culture of collaboration and continuous improvement
heightened need for additional funding. • Systematic use of technology as an essential tool for learning,
• State requirements for Race to the Top will make significant modifications to communication, and management
the teacher evaluation process, including achievement accountability, appeals • Innovative program design and delivery
procedures, and data collection and analysis.
Vision: Each STUDENT will learn to the best of his or her ability, develop his or her talents and interests, demonstrate initiative and responsibility,
and make a positive contribution to the school community.
Requirements Representative Measures
Academic achievement • Service, participation and leadership • Initiative and responsibility External Learning Results (NY, AP, CWRA) • Local learning results (portfolios, projects) • Activity Participation
• Positive school climate Rates • Community Service participation • Satisfaction results
2005 Strategic Plan 2010 Current Reality
• Develop a collective vision and mission statement to articulate the meaning • Students achieve at high levels on state assessments, with stable patterns and
of being a “school of excellence” for the next decade, favorable comparisons.
• Assess and deploy, or redeploy, resources of time, staffing and financial • In 2010, 225 students took 474 AP exams, and 88% qualified for college
support to insure that students’ needs are identified, evaluated, and credit, scoring 3 or better).
addressed.
• 94% of students enroll in top three college tiers.
• Our students show high levels of participation in athletics, performing arts,
and service projects.
• Bronxville has piloted higher level assessments, including the College Work
Readiness Assessment and the Cambridge Pre‐U Global Perspectives course.
Planning Assumptions and Constraints Strategic Questions and 2015 Vision
• College admissions will grow more competitive Is our institutional mission statement still accurate and relevant? Does it need to be
refined or redefined? What are the educational challenges, if any, facing our schools?
• Other models of college level work will proliferate: IB, Cambridge Pre‐U, on‐ What are the resource implications of meeting these challenges? Is it steady as she
line instruction. goes?
• As state standards rise, accountability requirements and mandated • Students will graduate with more capacity for higher order thinking and
intervention services will also increase. problem solving skills, creativity and innovation, technology applications, and
• New assessments will focus on value‐added approaches self‐directed learning.
• Bronxville will continue to education special education students in the home • Students will graduate with the knowledge and skills needed to be
environment to the extent possible. contributing citizens of a global society, including international
• Bronxville’s academic aspirations will include international benchmarks. communication and service to others.
• Students will exhibit the initiative and responsibility required for both
independent and collaborative inquiry.
Vision: PARENTS and COMMUNITY MEMBERS will be informed, involved, and will participate as constructive partners in student development and
school improvement.
Requirements Representative Measures
Fiscal stewardship • Active involvement and participation • Two‐way home‐school communication • Mutual Foundation and PTA grant support • Parent conference attendance • Per pupil expenditures, tax effort,
support • Positive school climate budget increases • Parent satisfaction
2005 Strategic Plan 2010 Current Reality
• Establish clearly articulated roles and responsibilities for the Board and the • Planned and implemented a no‐growth budget resulting in lower operating
administration, refine the traits and characteristics considered important in costs, tax rate, and tax levy.
the individuals selected to run for election as school trustees. • Creative management produced savings through retirement incentives,
• Review the district’s financial planning, oversight and staffing to insure that outsourcing, and improved productivity.
spending growth is constrained, contingent obligations are adequately
funded, alternative revenue sources are explored, fundamental analyses are
conducted on a regular basis, the budget process is refined and the authority
of the financial officer is expanded.
• Develop a program of communication with the community wherein all of
those involved with the school—faculty, administrators, students, parents,
Board members and those in the wider village community—share
information about the school’s programs and policies with each other in an
open and timely way.
Planning Assumptions Strategic Questions and 2015 Vision
• Westchester County’s tax burden will constrain spending and lead to ongoing
efforts to minimize school budget increases, if any. However, many costs are What are the fiscal implications of sustaining our mission? Put another way, what's the
not subject to local control. consequence of limiting ourselves to budget/tax growth of 2‐2.5% per year?
• It will take more time and become more difficult to negotiate labor contracts • A financially sustainable model of educational excellence, with general
that are fair to all parties, financially realistic, yet. guidelines for staffing levels (teachers, administrators, support).
• State aid will decline. • A budget cycle with clear opportunities for dialogue with parents and district
• Required employer contributions to state retirement systems will rise residents and a process for balancing competing priorities.
significantly. • Restructured compensation and benefits, consistent with collective
bargaining.
• Health premiums and utility costs are highly likely to rise.
Vision: Each staff member will contribute to an EXEMPLARY ENVIRONMENT FOR LEARNING, as will school governance, leadership, student
services, processes, and the physical resources.
Requirements Representative Measures
Timely response, reasonable cost, high quality results • Health, safety, and order • Services and procedures Class size • Student attendance and behavior • Safety audits and accident reports • Student and Staff
are clear, fair, legal, and aligned with learning goals • Up‐to‐date resources and physical facilities • Positive satisfaction with school atmosphere, equipment and facilities, administration, communication and
school climate involvement • Facilities and technology statistics
2005 Strategic Plan 2010 Progress
• Improved student and teacher satisfaction (overall, facilities, atmosphere)
• Promote a more collegial and respectful environment for the many
• Code of conduct and preventive programs and services in place.
constituents of the school to reason and work together.
• Developed and implemented social/emotional curriculum at ES
• Expand the school’s use of technology for internal and external
• Strengthened Child Study Team process
communication and for collecting and analyzing student data.
• Established clear and consistent criteria for skills program.
• Develop a comprehensive plan for maintenance and repair that will address
• 24/7 access to web‐based school resources. Widespread electronic mailings
issues including aesthetics, cleaning, water and mold, parking, playing fields,
• Wireless access points throughout building
parking and fees for external use of school facilities.
• Increased resources for preventive maintenance and internal renovations
• Complete Restoration and Recovery, with FEMA reimbursement
Planning Assumptions and Constraints Strategic Questions and 2015 Vision
• The School will meet or exceed all requirements for a healthy and ecologically Beyond teaching the 3 Rs, what is the appropriate role of the school in addressing
sound environment. social problems? Is a different approach warranted?
• The School will design and deliver programs to promote healthy personal and
social behavior. • Students, faculty, and staff will all exhibit responsible, healthy behavior as
• Students will continue to exhibit responsible behavior in the school individuals and as members of the school community.
environment. • Renovate MS science labs
• Public funding for major construction will be problematic; private sources • Renovate auditorium
may also be required.