Edgemont School District
Our first area of focus is on capital improvements and bonding. An architectural and engineering study will be conducted in the fall to determine our construction needs. In a 2% tax cap environment, bonding is the main financial strategy for funding construction. With current debt rolling off in 2022, it is time to plan for Edgemont’s next fifty years. In collaboration with the faculty and community, we will examine how our current facilities meet the needs of a growing student population.
Our second area is “focused, purposeful instruction to deepen student learning.” Probably only the educators are interested in the details of this work, but for the non-educators, I describe it this way -- students can answer the question, “Why?” When I walk into a classroom and ask a student why they are learning what they are learning, each student will be able to answer meaningfully. According to research in the area of growth mindset, students learn better and more deeply when the learning is relevant to their lives and connected to a bigger purpose. Scholars such as Jo Boaler, Professor of Mathematics at Stanford’s Graduate School of Education, are providing the framework for teachers to follow in their curricular planning in the areas of purpose and relevance.
Our third area is a focus on the “social, emotional, and academic behaviors that promote learning and well-being for all students.” Behaviors such as: self-awareness, self-management, social awareness, relationship skills and responsible decision making form the foundation for success in academic learning, especially in these times when we are preparing students for jobs and careers that do not yet exist. Surveys of employers continue to show that the skills they most want to see in new hires include the ability to communicate clearly, collaborate effectively with others, and persist in the face of challenges. Likewise, the latest educational research shows that when schools actively work to develop these skills in students, they have a multiplicative effect on academic achievement.