SCHOOL'S STATEMENT OF PURPOSE AND EXPECTATIONS
Mission Statement
We are an educational community learning to participate in a global society.
Vision Statement
The purpose of school is to provide an environment which helps students acquire basic skills, knowledge, attitudes, and values which will help them function in adult society. It is also the purpose of school to provide a safe, inviting, well-equipped, and stimulating learning environment which encourages students to develop all of their intellectual, physical, moral, social, and artistic powers so that they can cope with, succeed in, and contribute to changing society for the better. In order to assist students in their development and to be able to assess that development effectively, the school environment must recognize and respond to the different teaching philosophies and learning styles. Education requires a process which constantly reviews and modifies existing structures and teaching strategies to guarantee that they are consistent with our visions and beliefs.
Members of the Raymond J. Grey Junior High School community and the larger communities support and work collaboratively to foster a sense of shared purpose to help every child to succeed. Students and staff are curious, active, and responsible participants in the learning process. Students and staff feel challenged to be lifelong learners and risk takers. Students and staff use up-to-date technology to discover, create, and communicate. Their efforts and accomplishments are visible throughout the school and the communities. Everyone contributes service, making the communities accepting, caring places in which to live.
Belief Statements
Predominant Characteristics
A student in the early stage of adolescence...
is undergoing major physical, emotional, intellectual and social changes
exhibits both childlike and adult characteristics and motivation
has a self-image lacking clear definition
has a high energy level
reacts to situations in a spontaneous and candid way
is inclined to have listening hindered by egocentricity and lack of confidence and trust in his/her perception of a message
focuses on the present; is just beginning to learn that an individual can affect his/her own future
is expanding thinking from concrete to abstract
is growing in intellectual curiosity
is beginning to understand consequences for behavior
is looking beyond the family, increasingly to peers, for values and approval
is experiencing inner conflict between desire and need for independence and need for guidance, support and approval.
Predominant Needs
A student in the early stage of adolescence needs to...
explore new ideas
clarify and strengthen self-image
explore new peer relationships
engage in a variety of physical, intellectual, creative, and social activities
be valued as a distinct individual
be viewed as an individual progressing, with periods of regression, along the path to maturity and independence
be treated in an increasingly adult fashion as he/she explores new ways of dealing with authority.
Belief 1: We believe that it is the school's responsibility to impart to our students skills and knowledge and to share responsibility with the communities for reinforcing and reflecting the communities' core values.
The school community actively supports:
consistently high standards of performance which emphasize quality vs. quantity of content
the development of a sense of civic, social, and individual responsibility in students
the creation of a nurturing environment which reflects and encourages respect for each student's mind, body, and spirit.
We expect students to develop:
competency in academic subjects, the arts, physical and health education, and technology
critical and creative thinking skills
an ability to communicate effectively orally and in writing
study and organizational skills
an ability to solve problems using the methods of inquiry, discovery, and analysis
a sense of curiosity and discovery and the enjoyment in both
an ability to work cooperatively with other students
an ability to work independently and responsibly
an ability to resolve conflicts
an ability to advocate for oneself
a sense of responsibility for one's own health and physical well-being.
Belief 2: We believe that all members of the school community are lifelong learners who learn most effectively when they share in all phases of the learning process.
The school community actively supports:
parents and staff as models of the lifelong learning process
staff and parent educational development
parental participation in school and classroom activities
communication among parents, students and staff
interactive learning with staff and community members as facilitators.
We expect students to:
take responsibility for their own learning
participate actively in the learning process
participate in the establishment of criteria for assessment
develop techniques for assessing their own performance
demonstrate proficiency through a variety of assessment tools
participate in the educational experience by teaching.
Belief 3: We believe that each individual is valuable and must have the opportunity to learn in a way that allows for differences, fosters self-esteem, promotes empathy, and instills a respect for diversity.
The school community actively supports:
recognizing and respecting a variety of learning and teaching styles
an educational environment which provides a variety of options that respond to individual teaching and learning styles
providing developmentally appropriate curricula and teaching strategies
exploring an evaluation system which encourages learning for its own sake and deemphasizes grades
exploring heterogeneous grouping
providing the opportunity for students to discover their strengths and weaknesses
providing interdisciplinary curriculum activities
adults and students who show good manners.
We expect students to:
show respect for other students and adults
articulate and understand other points-of-view
Belief 4: We believe that the future of our local and global community depends on educating our students to be responsible and involved citizens who are reflective, flexible in thought, and cognizant of the importance of service to the community.
The school community actively supports:
involving students in the community and helping them to learn from the experience
incorporating curriculum structures which include:
– providing students with skills to evaluate information critically and to make informed decisions
– encouraging students to respond to issues proactively
– encouraging students to see the value of their contribution
– emphasis on solving problems using the processes of inquiry, discovery, and analysis.
We expect students to:
exhibit flexibility by thinking critically and divergently
accept responsibility for their actions and their effect on others in social, individual, and civic situations.
Belief 5: We believe that the school climate should reflect a pleasant, attractive, safe, and productive environment for learning and working.
The school community actively supports:
providing an environment where students and staff take educational risks, are open to suggestions for change, and encourage an excitement for learning
creating a sense of community within the school
an environment where staff and administrators work as colleagues
an environment where staff and administrators respect diversity of points of view and work cooperatively through the decision-making process and the implementation of change
significantly reducing the maximum number of students for whom each teacher and counselor is responsible
common team planning time for staff to consult about students and to develop curriculum/assessment strategies
adequate resources to support after-school activities, including buses and library access for research
flexible scheduling to promote a variety of scheduling arrangements
a technology plan which includes the ability to train students and staff to use technology for creative and practical educational purposes.
We expect students to show respect for their community and the school environment.
Belief 6: We believe that the R. J. Grey School climate and its programs, both instructional and extracurricular, should reflect an understanding of the characteristics and needs of students in the early stage of adolescence.
The school community actively supports:
a climate that fosters a sense of cooperation
a climate in which students and staff consider the needs of others and act accordingly
a socially healthy climate in which students continually develop and utilize interpersonal skills
assessing students in a way that supports self-esteem and a positive learning climate
a program of study that allows students to experience and explore a broad range of elective courses, including the arts and other hands-on subjects
a comprehensive health program
exploring the possibility of a 3-year middle school structure.
We expect students to:
participate in extracurricular activities
engage in activities that promote physical and emotional health.
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