Teaching and Learning

What do we want our students to know?

How will we know when they have learned it?

What will we do if they haven’t learned it?

What will we do if they already know it?

                         -Rick DuFour

Our work is guided by the four questions above. These questions link curriculum, instruction, and assessment into a continuous, looping cycle that focuses on strengthening student learning experiences. Across the district, we strive to build professional learning communities who think deeply about teaching and learning as they wrestle with these guiding questions, and we know that answering these questions will require best practices in data inquiry, differentiated instruction, and intervention strategies. Each school is in a slightly different place as it relates to this work, but all have a commitment to growing “pockets of excellence” that support high levels of student achievement. We should take pride in the impressive work that is happening in our district. Please explore the links at the left to additional Teaching and Learning pages, and let me know if there are other useful resources that could be added.

Conditions for Success:

1. Instructional Practice:

James Allen at Triton’s end of year celebration, “Highlighting” the achievements of the newest faculty members.

Triton Staff explored Bar Modeling – Math in Focus.
This is a systematic method of representing word problems and number relationships.

Level 1 Google Certified Educator and THS teacher Daniel Boyle assisted new staff with technology to provide families and students with timely information.

Dr. Angela M. DeSilva Mousseau and Pre K teachers developed tools for supporting the social and emotional wellbeing of our students.

2. Curriculum:

Keys to Literacy focused on instructional practices for teaching students how to write in all subject areas using strategies that are aligned with state literacy standards.

Presenting STEMscopes and Inspire Science…our new hands-on science curriculum’s.  

Wilson Language Coaches utilized research-based reading and spelling programs for all ages.

3. Social/Emotional:

40 Assets instilled preventative measures, positive experiences, and qualities that young people need to grow up healthy, caring and responsible.

Wellness Advisory Committee updated the inventory of Wellness practices and programs, and developed a Wellness Resource for all.

This Trauma course demonstrated ways to promote non-academic and academic competencies for students impacted by trauma.

4. Communication:

The mission of student advisory is to help foster relations in small groups of students that otherwise may not interact with each other, along with gaining another adult in the building to be there for them.

5. Resources/Materials:

Science materials that are needed to support science instruction for each program.