|
|
|
Previous Page |Next Page |Table of Contents LPS Policies Page
A diverse population, by definition, comprises individuals with different backgrounds, needs, interests, and aspirations. Schools in Lexington should be structured to afford children and adults opportunities to explore and express their individuality and to appreciate the individuality of others. Hence, learning experiences should address the gifts, talents, and special needs of every student, and teachers should practice diverse methodologies in an effort to challenge students of all ability levels. Academic excellence can be achieved only when all students know that their teachers hold high yet realistic (and explicitly stated) expectations for them; teachers can best communicate these expectations when they are able to know and understand the individual learners within the diverse student population. Valuing individuality does not mean promoting selfishness, but rather helping all members of the school community learn to respect human differences.
In order to flourish in today’s society, students must learn to work together to explore ideas and solve problems. Schools are the public institutions best suited to help children understand the power of community, collaboration, and communication. It is our responsibility to engage them in experiences which nurture these habits and also to model these behaviors. Consequently, parents, teachers, and administrators should communicate openly and honestly so that children can benefit from the partnerships that will evolve when the defensiveness that sometimes hampers relationships can be confronted and overcome. The spirit of collegiality, cooperative learning, community service, citizenship, and common enterprise should be promoted for children and adults throughout the school system.
Regardless of the current level of attainment, school programs as well as student and professional performance should always be improving. An environment that fosters experimentation, persistent innovation, risk- taking, and continuing growth leads to a healthy school culture which in turn produces a positive place in which to teach and learn. Students and faculty should be lifelong learners who develop the habit of inquiry – we should try new approaches to problem-solving and understand that some experiments will not work. Alternative assessments to measure the efficacy of the educational program are an essential to provide students with the best possible feedback so that they can continuously improve their performance in school. Likewise, a strong system for the supervision and evaluation of staff, combined with a solid professional development program, will lead to more effective teaching and learning. Feedback loops and constant communication among students, parents, teachers, and administrators are necessary to help guide all improvement efforts.
September 1993