Superintendent Beliefs
Joel Aune, Superintendent
Core values and beliefs...
Core values and beliefs drive thinking, behavior, actions, and decision making. Values and beliefs are the foundation upon which individuals approach family, a chosen profession, and everyday life. Our core beliefs are the lens through which we view the world. Those beliefs serve to anchor us when faced with challenges or adversity. Core beliefs can also motivate people to seize opportunities in a manner that ultimately produces something of consequence – something that contributes to the greater good.
After spending twenty-eight years as a professional educator, my statement of core beliefs as related to the task of educating young people (and all that comes with this important endeavor) remains “a work in progress.” The experiences of both this profession and life in general, as well as never-ending opportunities for growth and learning, influence my thinking and refine my belief system in an ongoing and continuous fashion.
It's about the kids...
The best interests of students must always come first. As educators, we have a moral obligation to build and sustain the best schools possible. Our schools need to be safe, orderly, and supportive for all students, as we are responsible for the welfare of each and every one of them. Our students need and deserve the very best we have to offer them so that they will someday reach their full potentials and realize their dreams.
The student is... The student is the most important person in the school. Without students, there would be no need for schools. Author Unknown |
Success for all ...
The fundamental purpose of the district is to ensure high levels of learning for every student. We must be relentless in our pursuit of success for all students. If we are to achieve success for all students, teachers must first work to build relationships with their students; for without strong and caring relationships, it is nearly impossible to inspire our students to achieve their highest potentials.
Student learning is the core of our work …
The single most important thing school leaders can do to consistently focus the organization on student achievement is to frequently remind those who teach and work in the school district that this is our charge. In addition to this frequent and consistent articulation of the district’s core purpose, leaders must model this in our words, actions, and decisions as well. Our schools should cultivate in our students a desire for life-long learning, self-direction in their learning, critical thinking, and care for others.
Good teachers and good schools do make a difference!
The research is clear: effective teachers have a significant and positive impact on student learning. Researcher Robert Marzano maintains that ineffective teachers may actually impede the learning of their students. The combined impact of a strong teacher and a good school can have a profound impact on student achievement. If we are able to make this kind of difference, there is a moral imperative to do it. The most impactful element of the school district organization is the teacher. Because of their close proximity and frequent contact with the students, they are the single most influential variable in the learning that occurs among the children in our schools. Exemplary teaching is the key to improving student learning. Exemplary teaching is the key to moving all children toward high standards of learning. Exemplary teaching is what can make a real difference for all children, regardless of race or socioeconomic status. To develop and sustain exemplary teaching, we must equip teachers with a variety of strategies to meet the needs of individual students and their diverse learning styles. Nearly all teachers that I have encountered over the years are dedicated and caring people, who want what is best for their students. Our school district is committed to providing support, training, encouragement, and resources to help them to be at their very best for the students under their care.
Our attitudes and beliefs drive our actions and the results that follow …
Perhaps the most critical variable in our work lies in our attitudes and beliefs regarding the abilities of all children to learn and achieve at high levels. Schools that have made the most significant gains in moving all children toward high levels of achievement have a strong majority of staff members who sincerely buy into the view that all children are capable of learning. They are unyielding in their pursuit of this notion and tirelessly explore a variety of avenues to realize it. Persistence and perseverance are fundamental to these ends. I believe the building principal is the key to promoting this attitude among the staff members in his or her building. We must aim high!
The next challenge …
Students in the Snoqualmie Valley School District are currently performing extremely well on the high-stakes tests that have been identified to assess their achievement. Our school district is among the finest in the state. The emerging challenge, however, is to not only elevate struggling students to standard, but provide opportunities for students who have already met the minimum standards to stretch themselves to the highest levels of achievement. The name of the game nowadays is continuous improvement. Continuous improvement is not about hurrying, but rather a steady, focused, and persistent approach to school improvement. We should never cease “looking for a better way” to educate our students.
We are in the business of growing others …
This notion is not exclusive to our students. We must also endeavor to cultivate knowledge, nurture skills, and develop leadership capacity in the adults throughout the organization and our community. We must challenge others to reflect, analyze, question, and explore possibilities on a frequent basis. We must model and promote the ideal of a “learning organization.” Many of the problems and challenges that will emerge in the future are much too complex in nature to rely upon a “select few” for solutions. We must cultivate knowledge and leadership throughout the system. Researcher Michael Fullan maintains that broadening teacher leadership, until it becomes the norm, is the sine qua non (main thing) of educational reform.
The Professional Learning Community
Our schools are striving to become Professional Learning Communities. A Professional Learning Community (PLC) ensures that all students learn. We use the following questions to keep teaching efforts focused on meaningful learning and measurable results:
- What is it that we want children to learn?
- How will we know they have learned it?
- How will we respond when a child experiences difficulty in learning?
- How will we respond when they already know it?
Coordination and collaboration are essential ...
Success for all students cannot be achieved if people throughout the organization work in isolation. The critical issue is not simply whether we collaborate, but also what we collaborate about—are we collaborating about the right things? Are we asking the right questions? By working together to build the capacity of the district to function as a Professional Learning Community, all staff will experience both greater job satisfaction and the sense of accomplishment that comes with making a positive difference in the lives of the students.
The PLC is focused on results. Attention is shifted to goals that focus on student learning. We must stop assessing our effectiveness on how busy we are and instead ask, “Have we made progress on the goals that are most important to us?” The PLC is not the end; high levels of learning for all students is the end. The reason we strive to create and pursue this ideal “end” is to stretch the aspirations and performance levels of the students and the adults.
Problems or opportunities?
Our professional experience is fraught with problems and challenges, and we have become experts at coping. The most influential and resilient leaders tend to view problems as “opportunities.” When confronted with a seemingly impossible problem, exemplary leaders find ways to turn problems into opportunities to improve the school for our staff and students. The authors of Influencer caution leaders to avoid “the serenity trap” (to accept the things we cannot change and move on,) and instead look for different ways to influence change so that we do not need to “seek serenity” so often.
Passion and compassion …
Those who bring passion to their work will naturally foster passion in others around them. This energy, within a compassionate environment, inspires others to new heights and enables us to build and sustain a climate that is both productive and desirable.
Character counts!
Honesty and integrity in our dealings with students, staff, parents, and with one another is non-negotiable. Integrity, honesty, consistency, and compassion are the foundational building blocks for a trustful high-performance environment.
Superintendent's Beliefs