Vision Statement:
All students can learn at higher levels when schools utilize effective communication,
strong classroom management, parental and community involvement, academic rigor,
high expectations for all, ongoing assessment, collaboration and collegiality, acceptance
of change, and accountability.
Guiding Beliefs:
 All children can learn when their environment is safe, welcoming, and conducive
to acquiring knowledge.
 Communication is essential to creating an environment where students can learn.
 Strong relationships between schools, families, and the community are essential to
the academic success of all students. Education is a shared responsibility between
schools, families, and the community, with the best results coming when all three
work together.
 Academic rigor is at the heart of improved student learning.
 Teaching and learning in isolation will result in failure. An effective learning
community utilizes collaborative efforts between all stakeholders to improve
teacher and student learning.
 Change in education must be systemic, sustainable, and effective as measured by
increased learning for all students and adults. Effective change takes time.
 Efforts unified around a strong vision, sound educational practices,
professionalism, and an environment of collaboration and collegiality creates an
environment for meaningful learning and district coherence.
Theories of Action:
Instruction
If staff is engaged in collegiality and collaboration focused on academic rigor, clear goals
and objectives, performance-based assessments, student engagement, and evidence of
student learning, and high expectations for all, then instructional practices will result in
increased student achievement.
Assessment
If staff is engaged in the use of formative and summative assessment imbedded in daily
practice to monitor and adjust instruction, then instructional practices will result in
increased student achievement.
Communication
If staff is engaged in open communication between students, teachers, administrators,
parents, and the community, then we will create an environment of shared understanding
and responsibility for student achievement.
Professional Development
If the necessary resources are committed to engaging staff in professional development
that is focused to our goals, imbedded in daily classroom practice, utilizes a coaching
model, and expects student achievement outcomes, then teaching and learning will
improve for staff and students.
Budget
If the budget development is aligned with improving the instructional core of the district
as its primary purpose, then the resources necessary with be allocated to improve student
achievement.
Human Resources
If the teacher evaluation plan, hiring procedures, and orientation programs are focused on
improving the instructional core of the district, then the most qualified staff will be
teaching in our classrooms.
Education:
B.S. Journalism
Southern Connecticut State University
Master’s of Elementary Education
University of Hartford
Sixth Year Certificate
in Educational Leadership
Central Connecticut State University
Executive Leadership Doctoral Program
University of Connecticut