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District Strategic Plan

The District's Strategic Plan is aligned to and works toward four priorities: Safe Supportive and Collaborative Culture, Effective Teaching in Every Classroom, Guaranteed, Viable, and Equitable Curriculum, and Standards Referenced Reporting Systems. Strategic priorities are taken from Leading a High-Reliability School Levels from Marzano Resources in which the goal is for every school to strive for excellence and equity where students acquire knowledge, skills, and dispositions that prepare them for their future (p.1).

The Farmington Municipal School Board of Education will foster positive relationships, create Board and community alignment, transparency, and communication toward and in support of district goals.

The District Strategic Plan was updated on July 11, 2023, during the Board of Education’s regular meeting.

District Goal One: Safe Supportive and Collaborative Culture

FMS will provide a safe, disciplined, and positive educational environment that facilitates a culture of success.

District Goal Two: Effective Teaching in Every Classroom

FMS will employ, support, and retain high-quality and effective administrators, faculty, and staff to support the educational goals of the district.

District Goal Three: Guaranteed, Viable, and Equitable Curriculum

FMS will provide opportunities and promote courses and/or activities that are diverse, relevant, and meet the needs and interests of all students.

District Goal Four: Standards Referenced Reporting Systems

FMS will analyze and monitor progress towards clear and measurable goals, focused on growth and achievement for students.

Farmington Municipal Schools

District Strategic Plan

District Goal One: Safe Supportive and Collaborative Culture

District Goal Two: Effective Teaching in Every Classroom

District Goal Three: Guaranteed, Viable, and Equitable Curriculum

District Goal Four: Standards Referenced Reporting Systems

1.1 The faculty and staff perceive the school environment as safe, supportive, and orderly

1.2 Students, parents, and the community perceive the school environment as safe and orderly

1.3 Teachers have formal roles in the decision-making process regarding school initiatives

1.4 Teacher teams and collaborative groups regularly interact to address common issues regarding curriculum, assessment, instruction, and the achievement of all students

1.5 Teachers and staff have formal ways to provide input regarding the optimal functioning of the school

1.6 Students, parents, and the community have formal ways to provide input regarding the optimal functioning of the school

1.7 The success of the whole school, as well as individuals within the school, is appropriately acknowledged

1.8 The fiscal, operational, and technological resources of the school are managed in a way that directly supports teachers

2.1 The school leader communicates a clear vision as to how instruction should be addressed in the school

2.2 Support is provided to teachers to continually enhance their pedagogical skills through reflection and professional development plans

2.3 Predominant instructional practices throughout the school are known and monitored

2.4 Teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data

2.5 Teachers are provided with job-embedded professional development that is directly related to their instructional growth goals

2.6 Teachers have opportunities to observe and discuss effective teaching

3.1 The school curriculum and accompanying assessments adhere to state and district standards

3.2 The school curriculum is focused enough that it can be adequately addressed in the time available to teachers

3.3 All students have the opportunity to learn the critical content of the curriculum

3.4 Clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school level

3.5 Data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals

3.6 Appropriate school- and classroom-level programs and practices are in place to help students meet individual achievement goals when data indicate interventions are needed

4.1 Clear and measurable goals are established and focused on critical needs regarding improving the achievement of individual students within the school

4.2 Data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students