Our Educators

  • In addressing Courageous Conversations about race and gender inclusion, SPPS educators:

    • use the Courageous Conversation Protocol to engage, sustain and deepen conversations about race with colleagues, students, families, and community
    • respect all students’ gender identity and gender expression by honoring the right of students to be identified and addressed by their preferred name and pronoun
    • avoid separating students based upon gender within academic programming, unless it serves as a compelling instructional tool.

    To build relationships with students and families, SPPS educators:

    • recognize that positive, supportive relationships are central to successful teaching and learning, and that building respectful relationships includes examining the impact of our personal racial beliefs on student learning
    • advocate for a growth mindset, understanding that all students can learn and that talent and ability are not fixed but can be developed through dedication and hard work
    • believe that teachers, students, families, and administrators have a shared commitment to success
    • create emotional and physical safety for all students
    • welcome students and families into the school community
    • work collaboratively to link home and school communities.

    SPPS uses co-teaching:

    • between general education, special education and EL educators to provide all learners with access to the core curriculum
    • to plan, instruct, differentiate and assess students in a shared space within a core content area.

    To maximize professional learning, SPPS educators:

    • engage in continuous improvement, seeking to deepen knowledge and expand their portfolio of skills and practices, and striving to increase each student’s performance
    • use the SPPS Standards of Effective Teaching along with informal feedback to reflect and guide personal growth
    • participate in professional learning communities (PLCs), collaborative inquiry and learning that enhance individual and collective performance
    • align their own learning with standards, consider a variety of data, and apply research on human learning as key elements of professional learning for long-term change.

    SPPS educators use digital technology to:

    • personalize learning through technology at all levels of the SAMR framework
    • enhance their own technology skills to establish routines, manage information, and create engaging content
    • practice and teach responsible digital citizenship.