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K-5 Transition Guiding Principles |
Change and Transition:
We believe that change and transition are not the same. We see change as situational differences: a revision or reorganization. Transition, however, is psychological; the coming to terms with the new situation that change brings about (W. Bridges, 2003).
We are committed to managing both change and transition in ways that are intentional, purposeful, and organic. We must manage the process of transition so that it will be transformative and viable, resulting in a better end product for our student, parent, and professional community.
Sense of School & Community:
Successful schools are ones found to be rooted in their community, both inside and outside of the school itself. Within the school, building a sense of community relates to the closeness, the interactions and interdependence of its citizens, children and adults alike. It speaks to the intellectual stimulation and feelings of physical and emotional safety felt by all.
We acknowledge the place our schools have as ìneighborhood schools,î which link them closely to families and to the greater community. We understand the responsibility we have to balance both outreach and welcoming the contributions that families can make to enhance the overall school experience for our students.
Reconfiguring to three K-5 schools in our district requires us to acknowledge that maintaining district coherence while honoring the uniqueness of each school presents us with both opportunity and challenge.
Students and Parents:
We recognize that the K-5 reconfiguration will impact students and families who are currently in first grade (06-07 SY) and all those who come after. The communication of the rationale, processes, and other pertinent information with parents throughout the entire venture is critical. Some students and their families may be impacted by a school move more than once in their K-5 journey. We must work to minimize the fragmentation that could ensue. Regardless of which elementary school in Gorham they attend, we believe all K-5 students must have equitable learning experiences, and access to resources and programs.
The physical relocation and emotional transition of all students to Middle School demands planning and support by staff as all 6th grade students come together for the first time in their school careers.
Staff:
There will be significant numbers of staff (up to 2/3) impacted by physical relocation. All staff, not just those being relocated, will be impacted by the transition. Leadership will need to be proactive, sensitive and responsive to this.
The staffing of three new elementary schools will be an important step in advancing high quality, appropriate learning environments for our students. We believe in a staff selection process that is equitable and will result in the best overall distribution and balance of professional strengths and interests.
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