MILLBURN INSTRUCTIONAL MINDSET

Statement of Purpose MILLBURN INSTRUCTIONAL MINDSET The Millburn Instructional Mindset (MIM) represents a set of beliefs about teaching and learning in the Millburn Schools. The MIM articulates a shared vision for what our students need in order to be “future ready.” At its highest level, it presents the foundational elements of best practice in each important component, or gear, of school. A fully embraced and actualized MIM helps us facilitate a common language and understanding of instruction. It is a vehicle through which we, as a teaching community, share in a set of common expectations about what we value. The Millburn Instructional Mindset pays homage to its framework predecessors: Instructional Theory into Practice (ITIP) and the former MIM or Millburn Instructional Model. The form it takes here as the Millburn Instructional Mindset highlights the idea that like teaching and learning itself, we must respect what we know works, what research suggests, and the schema we each bring to the classroom. The MIM identifies the levers that we as practitioners may pull in order to support our students in reaching their highest potential. The Millburn Instructional Mindset is not something new. Rather, it is something that has been borne out of the ITIP framework, the former MIM, teacher input and the advancement of thinking about the art and science of teaching. The MIM is living; it has evolved over time and will continue to do so as we refine our practice.

MILLBURN INSTRUCTIONAL MINDSET The MIM is... The MIM is not... evolving constantly. a mandated prescription that outlines how teachers must teach. a way of organizing thinking about the interconnectedness of teaching and learning. a “cookie cutter” recipe for teaching. a guiding set of district beliefs to which we strive. an initiative or “one more thing.” a means of establishing a common language. an attempt to make teachers automatons. a tool for calibrating expectations about what teaching and learning looks like. a coded way for saying, “What you’re doing now isn’t right or good enough.”

The Future Ready Learner in the 21st Century Classroom The Future Ready Learner The 21st C. Classroom is is able to work in a team is able to make decisions and solve problems is able to communicate verbally with people inside and outside an organization is able to plan, organize and prioritize work is able to obtain, process & analyze data/information is able to think creatively Relevant Democratic Accessible Global Technologically-enhanced Collaborative A sensory experience Adaptable Dynamic Consider adding: Foster Risk-taking, Respectful, Resilient

CURRICULUM We believe... in rigorous curriculum that is designed with the “end in mind.” curriculum is a collaborative process. curriculum is standards-driven. curriculum should leverage the skills and content necessary for students to transfer knowledge and skills within and among disciplines. essential questions that spark wonder and inquiry should drive curriculum. high quality curriculum supports the development of our students as engaged, global citizens who will be lifelong learners.

ENVIRONMENT We believe... the climate and culture of an organization are paramount to its function. in student-centered, collaborative, and flexible learning environments. in learning environments that foster safe and positive risk taking habits.

COMMUNICATION We believe... in collaborative and timely communication that always focuses on what is best for our students. in respectful and well-intentioned communication between and among students, parents, colleagues and the greater school community. the hallmarks of healthy communication include: respect, civility, and the willingness to listen.

ASSESSMENT We believe... in a variety of assessments for and of learning. ongoing assessment is the surest way for educators to inform their practice and drive instruction. in thinking-centered assessment that blends together content and skill. in assessment that values the gradation of learning through a consistent lens. assessment provides feedback to both teachers and students for the dual purpose of measuring student growth and reporting on it.

INSTRUCTIONAL STRATEGIES We believe... in the use of high yield strategies that are research-based and scientifically-vetted. in keeping current in our research and implementation of new teaching strategies. in a variety of strategies that are differentiated based on our students’ needs and learning styles. classroom teachers have the most powerful role in making thoughtful, reflective decisions about strategies to engage learners.

RESOURCES We believe... the allocation of time, money, property (tangibly and digitally), and human resources must be altruistically prioritized for the best return on our investment: our students’ future. that by devoting our means judiciously, we will promote lifelong learning in our students, our faculty, and our staff through high quality resources.