ADEDUCATIONAL PHILOSOPHY /
SCHOOL DISTRICT MISSION
ADThe District was established by the state legislature, under the authority contained in the Arizona State Constitution, for the sole purpose of providing an education to the students of the District.
The mission statement, values, beliefs, and the educational philosophy are the cornerstones of the District and provide the foundation of purpose and decision making for the organization. The purpose of education is to prepare young people for life, work, and citizenship. Education also recognizes the characteristics unique to each individual and provides a process for development and expression of each students' innate potential and talents.
The philosophy of the District centers on the need to prepare every student to leave the District able to thrive in high school without barriers to academic pursuits that will prepare them for post-secondary education and careers. All parts of the curriculum are interrelated and important to the development of the students. The curriculum approach is standards-based, and mastery learning is the theoretical framework for the instructional model. The physical, affective, and cognitive development of the students are all elements of importance within the instructional program.
The District subscribes to a continuous-progress approach to curriculum and instruction that focuses and organizes all of the District's efforts around the eighth (8th) grade exit outcomes. The exit outcomes are the goals from which all subject-area curriculum development efforts are derived during the curriculum development process.
All District stakeholders should demonstrate commitment to the mission and philosophical beliefs of the District and see the purpose in their work or relationship to the District as aligned to the mission and philosophy. All decisions are to be aligned to the mission and there should be a constancy of purpose and coherence in activities undertaken to meet the mission. Each school and department shall align their mission and goals to the District mission. There is an evolving vision to meet the mission. This vision is to be updated on a regular basis.
While the District also provides other services to the community, such as caring for students during the school day, providing employment to the school staff, and providing facilities for the use of the community, all of these services are necessarily subordinate to the District's prime function of providing an education to students. The Governing Board of the District is elected by the citizens of the community to ensure that this responsibility is accomplished. However, the Board recognizes that it cannot accomplish this objective unless all of the stakeholders of the school community also accept and perform their responsibilities. The Board considers the responsibilities of these elements of the school community to be as follows:
Staff
The Board fulfills its responsibility for the education of students by employing first a competent Superintendent, on whose recommendation it also employs a competent staff. As a condition of this employment, the Board expects each staff member's best efforts to be exerted toward the accomplishment of the educational objectives of the District. All staff members are expected to actively and purposefully contribute to the District mission. Because education is imparted primarily by teachers, the Board specifically places responsibility for maintaining and expanding educational ability on each teacher, to the end that each student may reach maximum potential and develop a sense of dignity and self-worth.
Parents
The Board recognizes that the ultimate responsibility for the well-being of all children rest with their parents. Parents are valued as partners in the education of their children. Therefore, all parents are expected to cooperate in the District's educational effort by ensuring maximum attendance of their children, by requiring that their children cooperate in the educational endeavor of the District, and by fostering an attitude in their children that recognizes the importance of education.
Community
The resources necessary to provide education for students are provided by members of the community through their taxes and other supporting services. The Board's goal is that all members of the community, both individually and through their governmental, civic, and social organizations, will continue to support the educational activities of the District.
Students
Education is an opportunity provided to the children of the District by their community. The Board expects that all students will learn to recognize the value of this opportunity, and will therefore work diligently to help ensure that their maximum potentials are realized. The Board further expects that all students will recognize that their fellow students have the right to be educated, and will avoid any action that may interfere with their ability to exercise that right.
The Board believes that education should develop habits, attitudes, understanding, and skills necessary for a productive, satisfying life in our society. Students should be taught to understand the duties and privileges of responsible citizenship as such duties and privileges relate to themselves as individuals and to the whole community. The vast changes brought about by increasing technology, population, and urbanization must also be taught. The input and support of the citizens of the community, and especially the professional staff, are solicited as the school community endeavors to develop the attitudes and abilities demanded in this age of rapid change.
In consideration of the accomplishment of these responsibilities by each sector of the school community listed above, the Governing Board, with the concurrence of each individual Board member, pledges its best efforts to ensure that the District is governed effectively and efficiently so that the goal of an appropriate and outstanding educational experience is available for all students of the District.
Adopted: November 4, 2019
LEGAL REF.:
Arizona State Constitution, Article XI, Section 1