STANDARD ON SCHOOL CULTURE AND LEADERSHIP
The Hopedale Junior Senior High School community has consciously and
continuously built a safe, positive, respectful, and supportive culture that fosters student
responsibility for learning and results in shared ownership, pride, and high expectations
for all over the years. Student and teacher handbooks are revised each year and in the most
recent revision, all new procedural and rule changes were assessed against the new core values
and beliefs about learning to ensure the practices at the high school are aligned. In September of
2012, the school instituted a new computerized discipline program (EducatorsHandbook.com)
which includes making positive behavior referrals. In 2013-2014, the principal added a “Class of
the Month” as a positive behavior incentive. Computer generated data is produced and shared
with administration, staff, and parents. All students are informed about how to access an online
anonymous bullying form. Led by an active Student Council, the entire student body, sports’
teams and staff participate in a number of charity events and service projects. These include
book drives, breast cancer awareness, Pennies for Patients (Leukemia and Lymphoma), winter
clothing drives, Thanksgiving food donations, Walk for Hunger, etc. Each year, staff collects
funds to support the Family Assistance Fund during times of need as well as at the
holidays. Both staff and students work to develop personal SMART goals at the beginning of
the year and reflect on these goals at least once throughout the school year. Administration,
students, and staff are supported by a school resource officer. Many activities throughout the
school year encourage students to participate in school spirit. These include iseveral door
decorating contests, Faculty and Student Together (FAST) day in November when junior high
and high school students participate in their own grade level activities, and every December all
students grades 7-12 participate in a Spirit Day/Pep Rally wearing a grade specific color. All
students are challenged at Hopedale Junior Senior High because the school’s learning
expectations are intended to meet the needs of every student. Students are offered a 21st century
learning program as a culmination of their high school career. The school’s varied course
expectations and learning opportunities are available and encouraged to all students. Recent
efforts by teachers to map effective curriculum has encouraged teachers to establish a rigorous
curriculum for all, presented in a variety of engaging student centered lessons maximizing
student potential.
Hopedale Junior- Senior High School is equitable, inclusive, and fosters
heterogeneity, where every student, over the course of the high school experience is
enrolled in a minimum of one heterogeneously grouped core class (English language arts,
social studies, mathematics, science, or world language.) Grades 7 and 8 are scheduled in
heterogeneous classes for English, Science, History and Spanish. High school students are
offered leveled courses in English, Math, History, and Science which are leveled by Honors and
College Prep. Only courses such as History – Psychology (½ year), Holocaust and Human
Behavior (½ year) , Street Law (1/2 year); and Science - Introductory to Physics (full year);
Engineering and Design (full year), Botany (½ year), Forensic Investigation (½ year) are
heterogeneously grouped.
There is a formal, on-going program through which each student has an adult in the
school, in addition to the school counselor, who knows the student well and assists the
student in achieving the School’s 21st century learning expectations. The Hopedale JuniorSenior High School Advisor/Advisee program began in 2008-2009 and has been revised and
restructured based on faculty and student input. During the 2012-2013 school year, students had
their third year with the same advisor. Students meet at least ten times per year with groups of
approximately 12 students per advisor. For the past two years, School-Connect Curriculum has
been utilized to address Smart Goal setting, bullying, social thinking, disability awareness,
education planning and reflection, relevant social and new issues, etc. Many students have
established a strong connection to another adult in the building because of relationships with
class advisors, clubs, sports’ coaches, extra-curricular activities, special education liaisons,
drama, and music instructors. Hopedale offers a variety of avenues for students and teachers to
make strong connections and a supportive environment.
Hopedale’s principal and professional staff engages in professional discourse for
reflection, inquiry, and analysis of teaching and learning. Monthly faculty meetings are held
to update and inform teachers on new policies, procedures, protocols, strategies, etc. Marshall
Memo notes are distributed for all faculty to read. The School District has a curriculum council
K-12 that meets monthly comprised of all high school department heads and concurrent
elementary staff. Department heads meet monthly to discuss cross curricular expectations, data,
information, etc. In turn, each department head meets with his/her department monthly to
communicate information from administration, department head meetings, discuss curriculum,
standardized testing, instruction techniques and assessments. All teachers grades 7-12
participate in tuning protocol which consists of cross curricular groups who critique a specific
lesson addressing questions about curriculum, instruction, assessment, and/or rubric
design. Hopedale provides first year teachers with a mentor to supplement the department head
in providing support for school grading, policies, procedures, behavior management, etc.
Teachers often use resources outside of the school to maintain currency with best
practices. While funds for professional development have not been as plentiful in the most
recent years, teachers have still been able to access best practice information. Professional
development has focused on the new Common Core standards and the school administration
promotes that when teachers return from workshops they share and present information to their
colleagues. In the 2012-2013 school year a majority of teachers were granted professional days
to attend conferences. Conferences included some of the following topics: Common Core
writing, Common Core assessments, classroom management strategies, MCAS science training,
STEM initiatives, IPAD instructional techniques in Math, the new Massachusetts Evaluation
model, Massachusetts Business Educators Association, inclusion and co-teaching
strategies. Many teachers took graduate classes to supplement their education and pursue their
Masters degrees to obtain and maintain their professional licensure.
School leaders regularly use research-based evaluation and supervision processes
that focus on improved student learning. During the 2011-2012 school year, Administration
and the Evaluation Committee initiated meeting and discussing the new state mandated
evaluation system. In the summer of 2012, administration attended conferences and training in
the new evaluation system. In the 2012-2013 school year, the Evaluation Committee continued
to meet. Staff participated in three half day professional development workshops presented by
Teachers 21 on the new evaluation system. For the 2012-2013 school year, teachers and
administrators wrote two SMART goals and administrators began to complete informal walkthroughs. The Evaluation Committee and Administration have finalized policies and procedures
for the new evaluation model which will begin in the 2013-2014 school year. Meanwhile during
the 2012-2013 school year, observations and evaluation continued with teachers “on-cycle”
being observed once with a formal evaluation, and new teachers were evaluated three times
during the year. Teachers are observed by department heads, deans, special education team
chair, and principal. For the 2013-2014 school year, a full time vice-principal has been added.
Hopedale Junior Senior High School would like to have increased organization
of time which supports research-based instruction, professional collaboration among
teachers and the learning needs of all students. During the 2012-2013 school year, faculty
participated in six half days and one full day of professional development often prescheduled with varying mandated procedural programs. Departments meetings must occur
after school which limits time for collaboration since so many faculty members are advisors,
coaches, and leaders of various community organizations. The Advisor/Advisee program
provides unified lesson themes for grades seven through twelve. Seventh and Eighth grade
teams were established to provide common student base for a core number of teachers. Most
junior high teachers instruct one high school class. Due to the master schedule, common
planning time is not guaranteed. During the 2012-2013 school year, the 7th grade team met
before or after school while the 8th grade team met during the school day, although not all
team members are able to attend due to scheduling conflicts. Teams address student needs,
co-curricular activities, student achievement, and parental concerns/needs. High school
teachers are not regularly given time to collaborate. Teachers often meet informally by
grade, subject, student base, etc. The Math and Special Education departments have
established a Professional Learning Community (PLC). These monthly meetings address
professional development, student needs, teacher collaboration, test scores, common
assessments, curriculum and instructional strategies. Faculty members agree that more time
is needed to collaborate within and amongst departments.
Student load and class size enable teachers to meet the learning needs of individual
students. In recent years, class sizes at Hopedale Junior Senior High School have
increased. Class sizes continue to allow teachers to meet the learning needs of most
students. For the self study year of 2012-2013, departmental core class averages are: English
(HS 19.8, JH 23.9), Math (HS 17.2, JH 22), Science (HS 17.8, JH 24.1), Social Studies (HS 17.6,
JH 24.1), and Spanish (HS 15.7, JH 23.6). Due to scheduling constraints, class size can often be
disproportionate. Junior high classes are greater in size than most high school classes. In all five
core subjects, junior high school teachers are responsible for the most number of students.
Elective course averages range from 5 to 25 (excluding chorus and band). For the 2012-2013
school year, teacher ratios for Chorus classes are as follows: junior high chorus 1:60, students
and high school chorus with performance option 1:87 students. Student teacher ratios for Band
classes are as follows: junior high band 1:40, students and high school band 1: 56
students. Class sizes in the 2013-2014 have increased since writing the self study.
The principal, working with other building leaders, provides instructional
leadership that is rooted in the school’s core values, beliefs, and learning expectations. The
current principal is in his third year as principal at Hopedale Junior Senior High School. He has
worked to engage teachers, parents, and students in conversations about how teaching and
learning occur at the school and ways to ensure maximizing all resources to achieve the school
and students’ maximum potential. The principal holds monthly department head meeting and
monthly entire staff meetings. The principal delegates tasks to department heads. His
expectation is that department heads are leaders within the school. He is also involved in
multiple committees offering his expertise, for example in the Evaluation Committee. The
principal works closely with the Vice Principal. Together they have established the online
discipline system (Educators Handbook) and writing SMART goals. The school uses Twitter as
a form of communication which can be found on the front page of the school’s website allowing
access to along with an online calendar to organize school groups and activities. Seventh and
eighth grade teams have team leaders. These team leaders run meetings, coordinate parent
meetings and act as liaisons to guidance and office regarding junior high grade level issues. The
principal meets frequently with Vice Principal, guidance, PPS director, special education team
chair, school psychologist and school nurse to address specific students. These students were
either referred electronically or brought up due to a concern.
As a core value, the concept of parents as partners in the education of their children
along with the concept of students as active participants in their education requires that
teachers, students, and parents are involved in meaningful and defined roles in decisionmaking that promote responsibility and ownership. Parents have a myriad of opportunities
for participation with the leadership team to be partners in their child’s education. Parents can be
involved in the available parent groups: Parent –Teacher Organization (PTO), Special Education
Advisory Council (SPEAC), Hopedale Friends of Music (HFOM), Sports Boosters, and School
Council. Parents are invited to a fall open house, spring program of studies night, 7th grade
Orientation, Financial Aid night in the fall, College Planning night in the winter, three sports
registration nights, three sports awards nights, and three morning coffee meetings.
In addition,
the school gathers information from the end of the year online parent survey in order to gather
feedback about existing programs and to gather views about new programs and policies. Parents
have the ability to express concerns and advocate for change through parent groups and
scheduled meetings. Parents are represented on hiring committees such as Principal, Team
Chair, Vice- Principal, Athletic Director and coaches. The Principal also has an open door
policy for parents allowing for one to one or group discussion of policies and
procedures. Students also have many avenues for active participation in their education
promoting responsibility and ownership. All students are allowed to be a part of Student Council
(it is not an elected position). Student representatives present a summary of monthly school
activities to the School Committee. Students participate as leaders and participants in the Raising
Students Voice Participation (R.S.V.P.) program. In the past three years, students have worked
together with Administration to make changes in the school R.S.V.P. program such as juniors
and seniors are allowed to eat lunch outside, all bathrooms are open all day long, and seniors are
allowed to leave early or come in late when they have a scheduled study. Students are able to be
members of the Principal’s Advisory Committee (P.A.C.). This committee allows for open and
honest communication regarding school culture, rules, teachers, policies, etc. In the 2012-2013
school year, the athletic director initiated captains’ breakfasts. These meetings ensure captains
have increased responsibility, communication, and education with teammates and
administration. Teachers are encouraged to be members of School Council, Technology
Committee, Rubrics Committee, Evaluation Committee, Curriculum Council, as well as be
active members during faculty meetings. Students, parents, and teachers work together to be
involved in decision-making that promotes responsibility and ownership for all.
Because of the school’s focus on a culture of collaboration, teachers are expected to
exercise initiative and leadership essential to the improvement of the school. These efforts
are primarily designed to increase students’ engagement in learning. Teachers informally
meet during and after school since there is a lack of formal collaboration time provided. The
majority of faculty are leaders of extra-curricular activities that improve the school
culture. These include: Class advisors, writing club, art club, Spanish club, yoga club, politics
club, international travel club, math teams, Gay Straight Alliance, Mock Trial, Yearbook,
DECA, Humanities Scholars, S.A.D.D., weightlifting club, drama club, jazz band, Acapella, and
Chamber Winds. In the 2012-2013 school year, eight faculty members coached for the school
teams. All of this teacher involvement increases a successful culture and sharing of
knowledge. When teachers leave the school for professional development, they are encouraged
to return and share with the entire faculty. Teachers in the English, Math, Science and
Technology have served on state MCAS committees for several years. They have been involved
in writing, evaluating and revising the state mandated testing. They regularly share this
information with departments to increase student learning. Teachers serve on school and
curriculum council working to improve school achievement and culture and share this
information with colleagues.
The school board, superintendent, and principal are collaborative, reflective, and
constructive in achieving the school’s 21st century learning expectations. The School
Committee meets monthly with additional budget meetings added when necessary. School
Committee meetings are always attended by the Superintendent as when necessary by the
Principal. Bi-monthly Administrative team meetings which include high school principal,
elementary principal, PPS director, and preschool director are held in the Superintendent’s
office. Meetings are a collaborative discussion of a variety of district-wide concerns and
initiatives. The Superintendent leads the Curriculum Council K-12 meetings with the elementary
and high school principals and preschool director. During the 2012-2013 school year, the
Curriculum Council began evaluating the current K-12 curriculum in Math, Science, History,
and English Language Arts to the scope and sequence of the Common Core Frameworks. The
principal has directed teachers to design and implement school wide rubric that address the
Hopedale’s 21st Learning Expectations. The Superintendent and Principal frequently meet
informally to discuss the school’s direction to include the 21st Century Learning Expectations.
The school board and superintendent provide the principal with sufficient decisionmaking authority to lead the school. The School Committee shows an understanding of the
schools core values and beliefs about learning, and they approved these as well as the Hopedale’s
21st Century Learning Expectations. They also understand that a key part of their role is to
provide funding for the school for staff, programs, equipment, supplies, and adequate facilities so
that the school can ensure all students are able to achieve the learning expectations. Unlike
larger school districts, Hopedale’s central office is on the third floor of the high school. The
current superintendent was the high school principal for ten years before accepting the role of
superintendent in the 2010-2011 school year. During his first year as principal, the
superintendent provided him with guidance and leadership as a mentor sharing the history and
background of the school culture. The “chain of command” is clearly understood and respected
by School Committee and Superintendent. During his tenure, the principal has instituted and
provided professional development about SMART goals for staff and students, revised the 21st
Century Learning Expectations, promoted a school wide rubric committee, technology
committee, DATA team, and began discussions about a community service graduation
requirement starting with the Class of 2016. For curriculum initiatives, he has instituted a 4th
credit science requirement, Fundamentals of Math and Spanish 7A and 7B for grades 7 and 8.
The principal has assumed leadership throughout the district developing the new Evaluation
Model which will be implemented in the 2013-2014 school year. The principal encourages
teachers to participate in peer observations and to attend professional development workshops
focusing on Common Core standards, classroom management strategies, STEM initiatives, etc.
The principal runs monthly staff meetings, Principal’s Advisory Student Committee, and School
Council. The principal works with local police and courts to establish policies to provide a safe
school as well as to address concerns with at risk students.
With the support from the administration, Hopedale Jr/Sr High School has built a
positive, respectful, and supportive culture promoting school spirit and a commitment to high
expectations. While in junior high, English, Spanish, science, and history are offered
heterogeneously. High school students’ electives are heterogeneously grouped. The school’s
Advisor/Advisee program ensures every student has one adult who know the student well and
assists the student in achieving the 21st century learning expectations. Although teachers attend
monthly faculty and department meetings along with curriculum council meetings, teachers feel
they are not provided sufficient meeting time for collaboration and instead find time outside of
the school day to develop curriculum, to improve instruction strategies, and refine assessment
methods. The school’s schedule is designed to meet the needs of the students so they can take
more classes and participate in internship programs; however, it does not allow for formal time
for all teachers to collaborate during the day. Teachers and administration participate in a variety
of professional development opportunities and willingly share best practices with the faculty.
Administration and teachers are collaborating as part of the new teacher evaluation process and
hoping that the process will continue to provide meaningful feedback to improve student
achievement. Class sizes vary in number among grades 7-12. The principal has consistently
promoted and encouraged teachers to embrace the RAIDERS core values and 21st Century
Learning Expectations. The principal’s open door policy and collaborative approach with
parents, community members, and community resources in decision making creates a positive
culture. The principal encourages teachers to maintain high expectations for students and to
develop their professional practices. The School Committee and superintendent fully support the
principal and his decisions. For these reasons, the rating of Standard 5 committee is limited.
STRENGTHS:
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A school culture characterized by a safe, positive, respectful, and supportive climate that
fosters student’s responsibility
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A school culture characterized by a collaborative spirit among adults which results in
shared ownership and high expectations for students
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A highly developed sense of school pride due to significant involvement of students and
staff in extra-curricular activities, community service, and athletic teams
■
A consistent Advisor/Advisee program which has made great strides in consistency and
social education which serves to personalize learning for all students and helps every
student to have a personal connection with at least one adult in addition to the school
counselor
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Teacher established significant meeting time and the use of protocols for the purpose of
teacher collaboration around curriculum, instruction, and assessment
■
Teachers who use a variety of resources outside of the school and attain professional
development to maintain current with best practices
■
School leaders who understand the new research-based evaluation and supervision
processes to focus on and improve student learning
■
The provision of meaningful roles for students, parents, and teachers in the decisionmaking process
NEEDS:
■
Provide collaborative meeting time that occurs during the school day, after school and
during professional development days
■
Provide high school students more access to heterogeneous classes
■
Maintain consistent and appropriate class sizes in order to promote student learning