Vision – We engage all students in learning, raising the aspirations of all students by embracing them in a learning environment designed to meet the needs of all learners. We provide a comprehensive curriculum aligned with state and national standards that challenges and prepares all learners from Pre K to 12 and beyond. The curriculum is research-based and consistently integrates best practices to provide a focus that is aligned horizontally and vertically across all grades and addresses the needs of all students. The Melrose Public Schools employs highly-qualified teachers and administrators who engage students in a positive and dynamic manner, are student-focused, and work individually and collaboratively to effectively deliver instruction and assessment and advance student performance in all areas of learning. (excerpt: Melrose Public Schools Strategic Plan 2010-2015)
Theory of Action – If educators plan instruction with clear learning objectives, develop a culture and climate that fosters strong relationships within the school community, design a current and well-articulated curriculum, and apply the best instructional practices, then teaching and learning will advance and realize high levels of growth and personal success for all learners.
Strategic Objective – Assessment and Data: Employ authentic assessment data to inform teaching and learning in order to advance student performance.
STRATEGIC PRIORITY – Monitor student growth on a frequent and consistent basis in order to align curriculum and pedagodgy and provide tiered instruction, including reinstruction, remediation, and extension as needed to individual students.
All elementary schools have well established systems for beginning of year, middle of year, and end of year progress monitoring. Resulting data is used to make adjustments to curriculum and pedagogy, including tiered instruction.
STEM staff in grades 6-12 have departmental goals focused on data analysis, and are developing consistency between the math and science departments with regards to assessments, placement, and scheduling. Further alignment of curriculum content between departments is also being discussed through classroom observations and follow up conversations.
Humanities staff members are working to create common practices that allow for revision of work and rewriting of manuscripts.
Visual Art teachers meet to commonly share student work and collaborate on consistent grading and assessment.