Home > Governing
Board > Board Policies
> Board Policy
Governing Board Policies
Section A: Foundation and Basic Commitments
Print Version
In MS Word | In Adobe
PDF
Translations: Spanish
| Vietnamese
| Chinese
Strategic Goals: In
MS Word | In
Adobe PDF
Translations:
Arabic
| Chinese
| Russian
| Somali
| Vietnamese
Superintendent's Goals: In
MS Word | In
Adobe PDF
Policy Title: District Mission, Vision,
Strategic Priorities and Values
Policy Code: A
Lead Department: Superintendent's Office
The Governing Board recognizes the value of
adopting broad statements of purpose, goals and fundamental
values. These statements provide guidance to the Board as
it develops policies and annual goals and to staff as it conducts
the business of the District.
A mission statement is an expression
of the organization's reason for being. The vision
describes what the future will be when the District achieves
its strategic priorities and fulfills its mission. The strategic
priorities are long-term goals for the organization
and are the foundation on which schools and departments make
all decisions. The core values are useful
in delineating the culture of the organization and providing
the governing board, administrators and staff with standards
of organizational behavior.
Mission Statement
The mission of the Tucson Unified School District, in partnership
with parents and the greater community, is to assure each
pre-K through 12th grade student receives an engaging, rigorous
and comprehensive education.
Vision
Tucson Unified School District is a professional learning
community that ensures every student learns, exceeds all expected
performance standards, graduates, and is able to compete and
succeed in a global economy.
TUSD's strategic priorities are to
ensure that
- student achievement is our primary focus.
- Professional Learning Communities exist and are supported
at all levels.
- results are available, analyzed and used in all decision-making.
- collaboration, courtesy and cooperation are expected from
everyone.
- sound strategic and financial planning are practiced.
Definitions:
Collective Inquiry -- a process in which
a team of individuals is relentless in questioning the status
quo, seeking new methods, testing and reflecting on results.
Culture -- the totality of ideas, beliefs,
values, knowledge, language, and way of life of a group of
people who share a certain historical background. Manifestations
of culture include art, laws, institutions, and customs.
Diversity -- the unique characteristics
that all persons possess that distinguish them as individuals
and that identify them as belonging to a group or groups.
Effective -- is causing a desired or intended
result.
Efficient -- is able to produce a result
without waste or a minimum of resources.
Global -- refers to the interconnectiveness
of societies that are establishing progressively closer contact
through marketplace, economies, laws, social movements, ideas
and cultures unhampered by time zones or national boundaries.
High Expectations -- is a standard of conduct
or performance for individuals, teams, school, department
and District well above the norm or average.
Intercultural Proficiency -- is the habitual
and judicious use of communication, knowledge, technical skills,
reasoning, emotions, values, and reflection in daily practice
for the benefit of each individual and community in a diverse
world.
Interventions -- actions taken to change
what is happening or might happen with a student or situation
to produce a desirable result.
Professional Learning Community -- is a
collaborative team working interdependently to analyze and
improve professional practice, individual and collective results.
Results -- a performance measure that determines
the impact or benefit achieved.
Organizational Values
As Tucson Unified School District strives for excellence in
planning, delivering educational programs and decision-making,
processes and behaviors will be guided by the following organizational
values.
| What
Our Values Are |
How
We Demonstrate Our Values |
| We
value classrooms as the core of successful education. |
We
make decisions that are always driven by the focus on
improving student achievement.
We
focus our work around what benefits students so they
can function productively in a diverse and technological
world.
We
competently demonstrate the use and teach others the
skills needed to be productive in a technological world.We
ensure all school time is used for learning. |
| We
value diversity through intercultural proficiency. |
We
foster understanding and acceptance of cultural differences.
We
will habitually use all our skills to benefit each individual
in our diverse world.
We
provide students with equal access to quality educational
programs and learning experiences.
We
always use inclusive language and successfully work
with people from all backgrounds.
We
design and implement appropriate school-based experiences
to combat racism and prejudice. |
| We
value each student as an individual who will learn. |
We
have high expectations for student achievement and accept
responsibility for helping students meet those standards.
We
identify what students will learn, we define how we
know when the student has acquired the intended knowledge
and skills, and we respond to early warning signs from
students when they experience difficulty so we can make
the necessary interventions to improve upon current
levels of learning/achievement.
We
provide a safe and orderly learning environment. |
| We
value teamwork among students, parents, colleagues, and
the community to achieve common goals. |
We
collaborate regularly with one another on job effectiveness
and efficiency, curriculum and instruction, interventions,
individual students and school/department improvement. |
| We
value collective inquiry to find new methodologies for
success. |
We
continually strive to improve instructional effectiveness.
We
continually ask questions, respectfully challenge the
status quo, seek new methods, test and evaluate those
methods to make significant changes to our work and
culture.
We
are life-long learners, mastering new skills to contribute
to school and District improvement efforts. |
| We
value and celebrate positive results, taking pride in
our efforts that produced them. |
We
take responsibility for our own work, the work of our
team and our school/department to accomplish the goals
and results of the District.
We
know, understand and achieve the results required of
our position, team, school, department and District.
We
use a systematic process to identify criteria and assess
results. |
| We
value exceptional service to students, parents/ guardians,
colleagues and community. |
We listen and observe in order to understand the needs
of students, parents/guardians, colleagues and the community.
We provide a warm, inviting climate that enables students,
parents/guardians, colleagues and the community to share
a sense of pride in the school and District.
We respond in a friendly, fair, and prompt manner with
appropriate information and/or action.
We provide opportunities for student, parent/guardians
and colleagues to participate in community service.
|
Adopted: August 9, 2005
Revision: September 20, 2005
Review:
LEGAL REF.: Arizona State Constitution, Article XI, Section
1
CROSS REF:
Replaces TUSD Policy # None
For
more information contact: