District 113
The 4 Cs consist of climate, culture, collaboration and curriculum. The dark purple compass points identify 4 primary goal areas that we want all District 113 staff to grow within and strive to uphold.
COLLABORATION
The Collaboration goal area emphasizes providing staff with the resources and support needed to work effectively in diverse groups. This involves fostering flexibility, a willingness to collaborate towards shared goals, and accepting collective responsibility for collaborative efforts while valuing each member's unique contributions. Effective collaboration relies on coordinating tasks and responsibilities among team members for a cohesive and productive team environment. Additionally, collaboration extends beyond staff interactions; it also plays a crucial role in fostering collaborative learning opportunities for students. Educators are encouraged to create an inclusive environment that recognizes and values diverse perspectives, ensuring that all team members, including students, feel heard and respected. Proactive collaboration entails anticipating challenges in a team setting and addressing them preemptively, contributing to a synergistic work and learning environment. The goal is to instill a collaborative mindset that permeates both staff interactions and the learning experiences provided for students, promoting a culture of shared responsibility and collective achievement.
CURRICULUM
The Curriculum goal area involves educators understanding how learning occurs and making informed choices in curriculum planning and instructional methodology. This is achieved by drawing on research, best practices, and data to create a foundation for effective teaching. Developing skills as a diagnostician and possessing a versatile range of strategies enable educators to adjust instruction based on a deep understanding of students. Ownership of the curriculum is essential, requiring collaboration with course team members to ask questions and revise curriculum and instructional strategies, ensuring coherence and effectiveness in the educational program. Assessment aligns closely with course outcomes, ensuring accurate measurement of student growth and learning. Culturally responsive curriculum recognizes and incorporates diverse cultural backgrounds, making content relevant, inclusive, and accessible. Additionally, educators need to stay abreast of changes in educational needs and standards, regularly reviewing and updating the curriculum to meet evolving learner requirements. Adapting instructional strategies and materials based on emerging trends, technologies, and educational research is crucial, reflecting a commitment to flexibility and responsiveness in the dynamic nature of education.
CLIMATE
The climate within the educational setting serves as the foundational element that sets the tone for all other aspects of the learning environment. It establishes the overall atmosphere and working conditions, shaping the collective experience of students, educators, and staff alike. A positive organizational climate creates an environment where students feel supported, valued, and motivated to engage in the learning process, fostering active participation and enthusiasm for exploration. Educators thrive in this positive climate, leading to more effective teaching and a higher quality of instruction. The collaborative and innovative atmosphere becomes the springboard for creativity, encouraging critical thinking and the implementation of novel teaching methods. Moreover, the positive climate significantly impacts the social and emotional well-being of the learning community, reducing stress, fostering positive relationships, and promoting a sense of belonging. This inclusive environment respects the diverse needs of individuals, creating a community where everyone feels valued and that they add value. The adaptability and resilience of the learning environment are closely tied to the organizational climate, encouraging a flexible mindset among educators to address evolving educational challenges. Lastly, a positive climate promotes parent and community involvement, fostering open communication, trust, and collaboration for a more supportive network throughout the educational journey.
CULTURE
The Culture goal area within our district focuses on ensuring that work within our educational setting aligns with the values, beliefs, and norms that define our unique culture. This involves synchronizing tasks, projects, and initiatives with the overall cultural context to promote cohesion. Educators are encouraged to recognize and leverage diversity, fostering an inclusive culture where various perspectives, backgrounds, and experiences are not only acknowledged but also used to deepen learning. Anticipating challenges related to cultural dynamics and addressing them proactively is an essential aspect of this goal area. It also entails actively seeking opportunities to enhance cultural understanding and appreciation. This approach is crucial for maintaining a culturally enriching and supportive learning environment that evolves in response to the changing needs and dynamics within our district.
Competencies
To support the 4 Cs work, it is important to create the proper conditions for staff to be successful. The light purple compass points represent the importance of being "Aligned" to uphold the 4 Cs, using "Culturally Responsive Practice" that supports the 4 Cs, while being "Proactive" to reach the 4 Cs, and providing proper "Strategies" " to leverage the tools needed to support 4 Cs learning.
Proactive
The Proactive competency within Township High School District 113, centered around climate and collaboration, underscores the importance of taking initiative and fostering adaptability among staff. Proactivity is a key component in realizing the district's vision of creating learning spaces where ALL students reach their unique potential and are ready for their future. Additionally, by demonstrating adaptability and resilience in the face of change, individuals contribute to the district's goals and enhances the overall educational experience and supports the district's commitment to continuous improvement and student success.
- Initiative: Takes proactive steps to address challenges and seize opportunities for positive student and collegial outcomes
- Adaptability: Demonstrates flexibility and resilience in the face of change.
Aligned
Being aligned plays a crucial role in supporting Township High School District 113's mission and vision by ensuring that individuals demonstrate a strong commitment to and alignment with the district's overarching goals. This alignment is achieved through a dedication to the district's mission of providing each student with opportunities and support to reach their unique potential, as well as creating learning spaces where all students can thrive and be prepared for their future. Adhering to district policies and regulations within the 4 Cs goal areas—climate, culture, collaboration, and curriculum—further reinforces the district's commitment to fostering an environment conducive to holistic student development.
- Values Alignment: Demonstrates a commitment to and alignment with the district's mission and vision
- Policy Adherence: Adheres to district policies and regulations.
Culturally Responsive
The Cultural Responsive competency within Township High School District 113 emphasizes the integration of cultural competence and equity and inclusion principles into both curriculum and overall culture. This competency reflects a commitment to valuing and leveraging diversity to create an inclusive and rigorous learning environment, aligning with the district's vision of establishing learning spaces where ALL students reach their unique potential. By promoting cultural competence, the district aims to eliminate disparities and ensure that every student has equitable access to a quality education, thereby furthering its mission of providing opportunities and support for each student to achieve their unique potential.
- Cultural Competence: Values and leverages diversity to create an inclusive learning environment.
- Equity and Inclusion: Works to eliminate disparities and ensure all students have access to quality education.
Strategic
The Strategic competency within Township High School District 113, emphasizing culture and collaboration, underscores the significance of individuals demonstrating a strategic vision and leveraging data-informed decision-making processes. By demonstrating a strategic vision, individuals actively participate in creating learning spaces where ALL students reach their unique potential, aligning with the district's overarching goals
Moreover, the emphasis on data-informed decision-making reflects a commitment to continuous improvement. Utilizing data to inform, guide, and evaluate decision-making processes supports the district's mission by ensuring a more effective and tailored approach to providing opportunities and support for each student. This strategic competency enhances the district's ability to adapt to evolving educational needs, fostering a culture of excellence and contributing to positive outcomes for both students and the entire educational community.
- Strategic Vision: Demonstrates the ability to envision and contribute to the mission and vision of the district.
- Data-Informed Decision Making: Utilizes data to inform, guide, and evaluate decision-making processes
Staff Attributes
The Staff attributes are designed to integrate 8 essential skills to support 4 Cs. These grey visuals surrounding the compass points support a more detailed look at the specific skills that we want our staff to have in order to be effective practitioners.
Curious Designer
Develop a sense of ownership with the curriculum. Work with course team members to ask questions and revise curriculum and instructional strategies.
Communicator
Develop and model collaboration, communication, problem-solving skills with students, other staff members, parents and community members.
Generative
Be proactive about professional growth, which includes maintaining a vision for personal development, goal setting, and critical reflection.
Data Analyst
Align assessment with the outcomes of the course to insure measurement of student growth and learning.
Learning Scientist
Understand how learning occurs and make choices about curriculum planning and instructional methodology based on research, best practice, and data.
Youth Specialist
Understand adolescent behavior and make choices about classroom management and environment based on research, best practice, and data; conducive to learning and appropriate to the maturity and interests of the students.
Asset Framer
Accessing the accomplishments of students on a regular basis and providing progress on learning on a regular basis.
Transformational
Develop skills as a diagnostician and have an expansive repertoire of strategies to adjust instruction based on an understanding of the students.
