1. District Vision, Mission and Goals 2015-2016

2. Why do we do what we do?

3. Flunking Schools: Districts fail to prepare their students for CCAC Challenges lie ahead in planning for Wilkinsburg students to attend Pittsburgh schools Second teacher at Plum facing charges of inappropriate conduct with student Moody's report rates some Pittsburgh area school districts as below investment grade Ten Allegheny County districts, including Pittsburgh, still negotiating teacher contracts Pa. audit says Baldwin-Whitehall lacked critical documentation Wolf says compromise needed to end state budget impasse

4. Why do we do what we do? Mission The Baldwin-Whitehall School District is committed to the promotion of excellence through a system of traditional values, a quality educational program and a world of opportunities.

5. Why do we do what we do? Vision Statement The Baldwin-Whitehall School District, in partnership with the parents and community, strives to provide all students with a rigorous, high-quality, standards based academic program aligned to the diverse needs of all learners delivered in a safe and caring environment. The stakeholders of the Baldwin-Whitehall educational community envision a school district in which: All students acquire skills to become lifelong learners in a diverse, ever-changing world Every child is viewed as our greatest resource and thus our most valuable investment All members of the educational community are dedicated to continuous improvement All members of the school community are technologically proficient

6. Why do we do what we do? Beliefs, Purpose, Cause Until we know WHY we do what we do, the HOW and the WHAT are meaningless! That every student has a right to learn and experience appropriately challenging and relevant learning opportunities That school schedules are designed for students and to meet their educational and developmental needs That high expectations be maintained in all areas of the school district and programs, including co-curricular and extra-curricular activities and programs. That students be challenged to achieve their potential That instruction should be designed to accommodate individual learning styles and diverse student needs

7. Beliefs, continued… That academic excellence should be promoted in all phases of the instructional program That students and staff use and apply technology on a regular basis That learning shall occur in a caring, supporting, clean and safe environment That education is the shared responsibility of the student, staff, parents and the community That the community shall be an active participant in the education of students That the schools are a community resource

8. Strategic Pillars 1.Student Growth and High Academic Achievement 2.Human Resource Management 3.Operations and Financial Management 4.Communication and Community Relations 5.Organizational Leadership

9. 1. Student Growth and High Academic Achievement Increase academic rigor through continuous improvement of instruction Ensure processes exist within each school that fully utilize school-wide use of data focused on school improvement and academic growth of all students. Implement scientifically research-based interventions for English Language Arts (ELA), mathematics, and science to address the diverse needs of all learners. Apply systems within each school that fully ensure consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching. Utilize District-endorsed technology systems and applications to enhance instruction

10. 2.Human Resource Management Implement a system of accountability for all staff members Create and implement an annual professional development/training plan to meet the needs of all employees Establish and maintain a universal hiring process for all District positions Institute workers’ compensation/benefit cost reduction program for all employee groups Develop internal level of expertise in all aspect of collective bargaining and existence within a union-based work place Continually assess and evaluate proper levels of staffing across the District in all areas

11. 3.Operations and Financial Management Create and implement an annual budget with goal of operating at a surplus Operate a financially sound business office implementing accepted principals of accounting. Ensure the proper maintenance and cleaning of District facilities Manage the food service program effectively as a District- operated program with goal of sustainability Implement and maintain a District-wide inventory control system to track equipment, supplies, and instructional materials Provide a system of safety and security for all students, staff, and community members while utilizing District facilities Institute systems to support facility usage by the community and other groups

12. 4. Communications and Community Relations Improve internal and external communications within the District Develop professional relationships within the District through a flatter organizational structure utilizing strategies of collaboration, contact, and cooperation Create a culture and environment of high expectations, standards, and performance in all areas within the District Institute a comprehensive outreach program focused on community residents that do not have children in the schools Design a District-level communication plan setting expectations and goals for staff members

13. 5.Organizational Leadership Create a high level of integrity, accountability and honor in the superintendent’s position as authority figure and spokesperson for the District. Design and implement an administrative team to meet changing needs of the District Provide professional development, training and mentorship experiences for all administrators Increase the level of professionalism across the District

14. People do not buy what you do – but why you do it! “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” ― Haim G. GinottHaim G. Ginott