Core Values, Beliefs, and Learning Expectations
Narrative Essay
As part of an ongoing self-study and in keeping with current educational practices, Dartmouth
High School continues the process of revisiting its core values, beliefs, and 21st century learning
expectations. The process for developing the school’s core values and beliefs began in January of the
2008-2009 school year. After a four-year process of evaluating our mission statement, a committee was
formed to create a set of core values, beliefs, and 21st learning expectations based on the foundations of
the already established mission statement. After revisiting the mission statement and finding it wanting
of 21st century learning expectations, the committee created the newest accepted document. While wideranging in scope, the original mission statement was not explicit in how to accomplish our desired goals
successfully. Ultimately, the committee agreed that Dartmouth High School’s new set of core values and
beliefs appropriately fit with a 21st century classroom: the provision of a safe and equitable environment
that fosters self-empowerment and the academic growth of all learners; the delivery of curriculum,
instruction and assessment that makes 21st century learning accessible for all; the commitment to offering
an array of rigorous courses and to partnering with the community to promote self-discovery, global
citizenship, critical thinking, and innovative problem solving; the responsibility of its members to
identify and address the needs of the school, and local and global communities; and the ability to share
opinions openly and respectfully.
A committee was formed to review our mission statement and to assess the changes that have
occurred since its ratification. This committee, comprised of teachers, administrators, and guidance
counselors, worked diligently to keep the core values and beliefs as parallel to our already established
mission statement as possible. Members of the committee included representatives from the DHS World
Language, English, History, Science, Guidance, Math, Physical Education, and Unified Arts
Departments. In revising the core values and beliefs, committee members referred to other area high
schools’ core beliefs and values. In addition, the committee also used the guidebook, Developing Core
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Values, Beliefs, and Learning Expectations, published by the Commission on Public Secondary Schools
in August of 2009.
Dartmouth High School was inclusive in the process of defining a successful 21st century student
by inviting a small group of parents to participate in an evening focus group to share their opinions about
what defines a successful student. The committee members, who participated in the process of defining
21st century learning expectations, engaged in dialogue about the state of Dartmouth High School prior to
evaluating data to support their conclusions. In order to provide a research-based approach to evaluating
the school’s core values and beliefs, in October of 2011, Dartmouth High School used Survey Monkey to
learn parents’ and students’ opinions and perceptions of various aspects of the Dartmouth community’s
educational core values and beliefs. A total of 256 people participated, providing their perspectives on
points including but not limited to: what defines a successful student; whether community service is a
valuable part of producing a well-rounded individual; whether speaking and understanding a language
other than English is fundamentally important; and whether students and parents have access to a faculty
that teaches with enthusiasm, care, and compassion.
Committee members reviewed the survey and used the information to transition from the
previous mission statement to a revised and more appropriate core values, beliefs, and learning
expectations goal, which they presented to the full faculty on January 23, 2012, for approval. On this date,
the document received full faculty support and was officially accepted as Dartmouth High School’s Core
Values, Beliefs, and Learning Expectations. As a means to express faculty support and camaraderie
beyond the voting process, the core values and beliefs can now be found displayed as posters on the walls
of classrooms and/or posted on the Dartmouth High School website.
Dartmouth High School has developed challenging and measurable 21st century learning
expectations for all students, which address academic, civic, and social competencies and which are
defined by some school wide analytical rubrics that identify targeted high levels of achievement. All
students must define academic goals, and develop and monitor a plan to achieve them. Students must
successfully communicate ideas through a variety of modalities, and analyze and solve a variety of
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problems using innovative approaches and technologies. In addition, students must show respect for
themselves and others as well as demonstrate service to the community. Under the facilitation of the
district literacy coach, the Dartmouth High School Learning Leadership Team, comprised of building
administration, lead teachers, and coaches, investigated and developed academic rubrics which were
piloted by teachers in each academic department in the spring of 2013. During this time, Dartmouth High
School successfully implemented the academic goals rubric shared by the business and guidance
departments through the Freshman Seminar class, a graduation requirement. The rubric used to measure
the development of academic goals was sent home with a letter from Principal Kerry Lynch. In this letter,
the parents were informed of the rubric as well as the school wide learning expectation that it was
measuring. This preliminary step helped parents to become familiar with the rubrics and school wide
learning expectations that will be reported out to students and parents in the future. The four rubrics were
developed using common language, continuity of style, and terminology as well as measurable and
attainable standards. The rubrics address academic goals, analytical skills, communication, and problem
solving competencies. The process continues to evolve, with updated versions of the rubrics to be
implemented and integrated in the 2013-14 school year.
Civil and social expectations are part of the DHS culture; however, rubrics that address these
expectations have not yet been developed. The conversation on developing these rubrics has begun. The
school committee began research during the summer of 2013, and is currently looking for model schools
that require community service projects. In addition, the district, especially Dartmouth High School, is
working toward implementation of the Mayo Clinic’s Positive Intervention Systems that will address
social and civic expectations. A matrix has been developed that identifies appropriate expectations using
the values of respect, responsibility, collaboration, and citizenship, all of which align with the Dartmouth
High School Core Values, Beliefs and Learning Expectations.
The school’s core values, beliefs, and 21st century learning expectations are reflected in many
areas of the school’s culture. They currently drive curriculum and are being integrated into instruction and
assessment in some classrooms; they are beginning to guide the school’s policies, procedures, decisions,
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and resource allocations. The culture of Dartmouth High School reflects the core values, beliefs, and 21st
century learning expectations. Within the past three years, Dartmouth High School has made
considerable changes to its policies, curriculum, and assessment in order to reflect the school’s core
values and learning expectations. Spurred onward by a federal Small Learning Communities grant which
enabled teachers to develop essential learning statements and “power standards,” professional
development has been consistently offered in order to increase student learning, teaching expertise (with
focus upon the implementation of the workshop model of instruction), and data collection and
interpretation. Teachers have spent many in-service hours implementing Wiggins’ “Backward Design” in
development of unit plans, curriculum maps and common assessments that reflect the Common Core and
State Frameworks. In collaborative departmental groups, teachers are now beginning to examine student
work in voluntary departmental PLC meetings within the school day.
In 2011 the department chair positions were eliminated; department chair positions were replaced
with lead teacher/coaches in an effort to improve instruction and increase collaboration. School-wide
rubrics were developed by lead teachers and have been distributed to faculty for use. Since 2012, district
literacy coach-consultants have provided training to lead teachers in order to acquaint faculty with
strategies that can be used across the curriculum in order to improve reading and writing, with emphasis
on answering open-response questions. In conjunction with district goals fostering literacy, high school
students experience a viable summer reading program that has transitioned from a “One Book-One
School” format to a freedom of personal choice book with follow-up through an all-school assessment.
There has been an increase in student writing assignments across subject areas, and enrollment
both in AP English Language and Composition and in AP English Literature and Composition classes has
increased. English 11 students all have the option to sign up for AP English Language and Composition,
which includes the AP curriculum as well as the DHS British literature curriculum of junior year.
Likewise, all students have the choice of taking AP English Literature and Composition in their senior
year.
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As part of their work to improve the student handbook, the school council has worked to forge
improved policies for attendance, the dress code, the student responsibility contract, and clarification for
parents of the existing system of determining class rank.
The students are provided with many opportunities to identify and address the needs of the
school, and local and global communities. The core values statement reflects the need for respect for self
and others and promotes global citizenship through innovative problem solving. World language teachers
have organized and encouraged student travel abroad through trips to Spain, Portugal and France. Both
the DHS World Language and Music Departments have hosted visiting teacher and student groups from
secondary schools in the Azores, Portugal. Students and community members have hosted visiting
students. Also, students have the opportunity to travel or live abroad to experience another culture,
sometimes attending high school in the process. Students of Portuguese participate in an annual Dia de
Cultura at Bristol Community College, where they are immersed in the culture of the Portuguesespeaking countries. AP Human Geography and AP World History have experienced an increase in
enrollment. Through a formalized internship program, students pursue educational activities that promote
self-discovery and use of 21st century skills. Community businesses, hospitals and medical facilities
cooperate with Dartmouth High School in offering internship experiences to students who have a clear
goal relative to future education and employment. The students are provided with the opportunity to
enroll in college courses at UMass Dartmouth and receive college credits for their work. Since 2011 all
juniors participate in a “reality day” in which members of the community simulate what life will be like
as an adult with responsibilities and expenses.
Dartmouth High School enables students to pursue activities that they enjoy outside of the
classroom, while promoting a collaborative and collegial environment. Data relative to discipline
referrals has indicated that positive communication between staff and students has reduced the number of
discipline problems. The DHS Student Support Team reviews the progress of students at risk and follows
through with tutorial assistance and guidance. Provision of an additional school social worker has allowed
for more anti-bullying programs. The school’s web site has fostered effective and consistent
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communication with staff, parents, and community. Dartmouth High School has recently transitioned to
on-line report cards. Multiple initiatives geared toward addressing the needs of the school as well as local
and global communities include our school clubs, such as Amnesty International, Youth and Government,
Key Club and World Language Club; they promote opportunities for students to use creativity, engage in
community service, and practice the skills needed to lead a productive personal and work life after the
school day ends. All Honor Society members must engage in community service in order to retain
membership in this national organization that promotes leadership.
The core values, beliefs and learning expectations drive instruction at Dartmouth High School. As
a result of a federal Smaller Learning Communities Grant, the past ten years have witnessed
administration and staff in the pursuit of multiple initiatives to improve the high school experience of our
students. Organized committees, such as those dedicated to literacy skills, design team, advisory, and
senior projects, have worked to improve student learning and, with the eventual discontinuation of the
grant, eventually came to focus upon the guaranteed goal of a literacy-rich, guaranteed curriculum. With
national and state frameworks and Common Core documents as a guide, departments continue to work
diligently to assure the coordination of curriculum maps, common summative assessments, and unit
development. The Data Team continues to analyze information relative to standardized state testing. In
order to improve student scores, the faculty has used professional development time and the expertise of
writing coaches/consultants to improve the ability of students to answer open response questions and to
adjust instruction to guarantee rigor across the curriculum.
A visit to the vast majority of classrooms will demonstrate the use of cooperative learning
activities, as well as varied student groupings for research and study groups for project-based lessons.
Teachers collaborate to study results of common assessments in an effort to measure student progress
through data collection and interpretation.
The district’s motto of “Quality Learning for All” is truly all-inclusive. The job description of
department heads was changed to include a coaching component that required professional development
in the implementation of the PLC (professional learning community). During the current year, the
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embedding of this component has allowed faculty the time to participate in collaborative departmental
groups, ensuring ongoing examination of student work and the sharing of strategies and rubrics. Teachers
are encouraged to practice modeling, perform data analysis, and use digital technologies in order to
facilitate and improve student learning. As a result, all parties experience self-empowerment and
academic growth using 21st century learning skills.
Since the last decennial evaluation, Dartmouth High School has reviewed and revised its core
values, beliefs, and 21st century learning expectations based on research and multiple data sources, as
well as district and school community priorities, by establishing CVLEC (Core Values/Learning
Expectations Committee) to study and create the current core values, beliefs, and learning expectations of
the school. The team met regularly and documentation shows meetings from May 2006 to January 24,
2012, which was the final vote and acceptance by the faculty of the current core values, beliefs and
learning expectations. The meetings were conducted in a variety of ways, from the small group (CVLEC)
to the entire faculty.
The research process was primarily conducted by CVLEC. The core values and beliefs of many
high schools, such as Yarmouth, Noble, and Ridgefield, were studied. In the CVLEC's deliberation, the
value of wordsmithing a living document was emphasized by investigating best practices used by other
school systems and analysis from articles about expectations and indicators of success in the 21st century.
Exercises to identify core values and beliefs were practiced among the CVLEC team along with
surveys sent to students and their guardians asking questions, such as: “What defines a successful
student?”, “Is community service a valuable part of producing a well-rounded individual?” and “What
should be at the forefront of student learning at Dartmouth High School?” Full faculty discussions
developed a “Dartmouth High School Grad Bag” about the 21st century skills that each DHS graduate
should master in his/her four years to help model the structure and focal points of the school's values.
Although standardized tests, local or state-wide, were not explicitly used as part of the process to
develop the core values, beliefs, and 21st century learning expectations, Dartmouth High School is
currently analyzing data from MCAS, PSATs, SATs, and STAR testing to enrich curriculum and
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instruction that align with the core values, beliefs and learning expectations. For example, in 2012,
Dartmouth High School, for the first time, administered the PSATs to all sophomore and junior students.
We did it again in fall of 2013.
Throughout the process of developing the school’s core values, beliefs, and 21st century learning
expectations, Dartmouth High School conducted a considerable amount of educational research. In the
spring of 2011, Kathleen Porcaro, Ed. D., offered a course from Fitchburg State University titled,
Differentiating Instruction Using Metacognitive Reading, Writing, Math and Assessment Strategies.
Another piece of professional development, facilitated by Katanna Conley, PhD, focused on literacy and
ran over a span of time, beginning with the Literacy Committee in December of 2012, and progressing to
involve the entire faculty on numerous occasions. Faculty members received a copy of the book entitled
Thinkquiry Toolkit 1: Strategies to Improve Reading Comprehension and Vocabulary Development
Across the Content Areas. In March of 2012, Arnold Clayton facilitated curriculum development
seminars at the school. Some of the topics addressed during this professional development include
curriculum mapping, cooperative learning and grouping, structuring class time, and planning lessons and
effective homework. In addition to the above mentioned professional development, the following topics
contributed to the formulation of the core values, beliefs, and learning expectations: lesson planning
using backwards design, unwrapping the standards, looking at data, developing common formative and
summative assessments, auditing summative assessments, implementing Bloom's taxonomy verbs, and
analyzing 21st century expectations and indicators of success.
The NEASC CVLEC Survey was distributed during October of 2011. As mentioned, a Survey
Monkey for parents and students collected data on a variety of areas, including what defines a successful
student. Of the survey respondents, 69% thought community service was a valuable part of producing a
well-rounded individual; 85% thought it important to have an adult in the building to help set up and
monitor academic achievement. The previous year’s DHS School Improvement Plan was also consulted
regarding the development of the core values. Community feedback came to the committee via teachers,
administrators, students, and parents.
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Other evidence deemed relevant by the committee that shows innovative practices include the
establishment of voluntary PLC’s in every department to examine student data with the goal of using said
data to drive instructional practices. Other initiatives are illustrated within the school and district
improvement plans.
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Executive Summary
Core Values, Beliefs, and Learning Expectations
Dartmouth High School has participated in an on-going, collaborative process to revise and
update the school’s core values, beliefs, and learning expectations. Using the mission statement as a
foundation, the current core values, beliefs, and learning expectations are evolving into a coherent,
specific guide that provides learning expectations in many elements of the school including curriculum,
instruction, assessment, and school culture. Our core values, beliefs, and 21st learning expectations are in
the process of driving the school toward common goals and will serve to prepare students for future
success with all stakeholders invested in the process.
The Dartmouth High School faculty has developed a set of school-wide academic, civic and
social 21st century learning expectations for all students that are defined by some school wide analytical
rubrics that identify targeted high levels of achievement. By spring 2014, Dartmouth High School will
have fully implemented the rubric shared by the business and guidance departments. Parents of students
enrolled in Freshman Seminar during the second semester were informed formally of each student’s
progress toward the expectation that all students will define their academic goals and develop and monitor
a plan to achieve them. Dartmouth High School will make efforts to inform parents of their child’s
progress in developing towards academic goals through a rubric and information given in the report card.
The school’s core values, beliefs, and 21st century learning expectations are actively reflected in
the culture of the school, currently drive curriculum and are being integrated into instruction and
assessment in some classrooms; they are beginning to guide the school’s policies, procedures, decisions,
and resource allocations.
Review and revision of the school’s core values, beliefs, and 21st century learning expectations is
a continuous process, which takes place through leadership team meetings, professional learning
communities, and faculty meetings. Efforts to include all stakeholders in the review and revision process
include electronic surveys to parents, collaboration with the Parent Teacher Organization, and the
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gathering of feedback from student groups, such as the DHS Student Council and the Principal’s
Advisory.
Based on the rating guide for Core Values, Beliefs and 21st Century Learning Expectations, the
Dartmouth High School NEASC Self Study Committee for Standard 1 rates the school as LIMITED.
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Strengths

Investigation and development of academic rubrics were piloted by teachers in each academic
department in the spring of 2013. There has been an active and ongoing revision of school-wide
rubrics with a plan for implementation in the 2013-14 school-year.

There have been formalized efforts by administration and staff to increase focus upon literacy
across the curriculum.

Collaboration and student data analysis among teachers has increased due to departmental PLC’s.

In 2012, Dartmouth High School, for the first time, administered the PSATs to all sophomore and
junior students. We did it again in fall of 2013 in order to collect data on student performance for
all students.

Significant movement toward complete inclusion of special education students has been
demonstrated by the hiring of more special education staff in order to accomplish the co-teaching
model.

An expansion of global exchange programs has increased the students’ opportunity to approach
choices with responsibility and to act with global awareness.
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Needs

Civil and social expectations are part of the DHS culture, however school-wide rubrics that
address these expectations need to be fully developed and integrated into the educational
program.

School-wide core values and learning expectations should be reflected in all curriculum
documentation.

Although DHS is working toward the implementation of the Mayo Clinic’s Positive Intervention
Systems that will address social and civic expectations, a viable program needs to be in place.

Although there has been development and use of a common curriculum template, continual
refinement of curriculum maps and development of common final assessments must take place in
order to attain a guaranteed curriculum.

All Honor Society members must engage in community service in order to retain membership in
this national organization that promotes leadership. However, every student should be required to
perform community service.

Increased common planning time for most faculty is an area for growth.

An increase in lead teacher coaching would provide additional instructional support.
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