Principal’s
Newsletter
August 2008
With the beginning of school approaching, it is time for students to get organized. It is time to complete summer reading and math packets (These can be picked up at the high school for all grades and at the middle school for incoming freshmen), checking to see that appropriate school clothing still fits, buying basic school supplies and setting goals for academic and co-curricular pursuits.
Renovation:
At the school we are busily preparing for the first day. We are nearing completion of the renovation project that will yield two science labs. For the first time in ten years we will have all of our science courses taught in rooms adequately equipped for labs! These labs have been designed to accommodate a variety of teaching techniques, to integrate technology in the curriculum and to be versatile enough to use for Chemistry, Biology Physical Science and Physics.
New student lockers:
New student lockers have been ordered for the front hallway and the old lockers in that hallway have already been discarded. The installation is scheduled for the week prior to the start of school. There may be a few days of inconvenience to students if the locker installation is delayed at all. The new lockers will be for seniors only. Seniors may have to bring a back pack for books during the first week of school.
Curriculum Work:
Over the past three years, the core curriculum was completely recreated by the Timberlane teachers and curriculum coordinators. It was built around state and national standards and then further focused by the establishment of core competencies. This fall marks the first time the approved curriculum will be implemented. During the upcoming year teachers will work together to develop instructional strategies that will work best to bring the curriculum to life for Timberlane students.
In the revision process, teachers strived to shape the curriculum content around the relevant units of study. The goal was not only to prepare students well for the assessments they are all responsible for taking, such as SAT’s, the NECAP tests, and school assessments like mid-term and final exams, but to make the content more imaginatively engaging. Everything in the curriculum is human knowledge – the product of human curiosity, passion, necessity or meaning.
The New Start Time:
You will have to set your alarm clocks five minutes earlier than last
year. The first period of the day begins at 7:20 AM and the last period ends at
2:10 PM. Bus schedules will be adjusted accordingly. Please check the school
website for the new bell schedule.
Student Parking:
Please check the school website for information about parking. Click on “
We have many teachers new to Timberlane to introduce:
English Department:
Patty Deyermond
Jeff Shaw
Social Studies:
John Bosselman
Marsha Marino
Art:
Kristina Currier
Debbi St.Germaine
World Language:
Paul Corrigan – Spanish
Laura Gilpin - Spanish
Science:
Tim Thomas – Chemistry
Mathematics:
Alian Purba
Tom Beglinger
Dorette Migliori
Lauren Reininger
Home Technology:
Michelle Monti – Culinary Arts
Lisa Spaneas
Physical Education:
Dan Donovan
Special Education:
Nathan Leveille
Linda Currier
Business:
Wendy Bibeau
In addition, the following Timberlane veteran teachers have assumed new
roles:
Social Studies:
John Dube – Lead Teacher
Mathematics:
Lee Daneau – Lead Teacher
Art:
Dessa Landry – Lead Teacher
Business:
Suzanne Judd – Lead Teacher
New Administrative Hires:
District Athletic Director
and PE /Health Department Head:
Angelo Fantasia
Evening Division Director/
Assistant Principal:
Bob Dawson
District Administrative
Consultant
Bucky Tardif
Long-term Substitutes:
Guidance:
Beth Hemingway
English:
Joseph Perry
Technology Integrator:
Christine Hubley
Paraprofessional Staff
Ellen Blanch
Joyce Ferreira
We are extremely excited about the quality of the new administrators, teaching faculty and support staff. As the school year progresses, look to the Scribe, the student newspaper for feature articles introducing our new people.
The Report of the
Last spring, the high school educational community hosted a team of evaluators to the
high school so they could observe the school in operation, meet with students, parents,
school board members, district administrators and the high school staff. They checked
their observations about the high school against the NEASC standards, the self-study, and survey information. We have received the preliminary report. It is report complete with commendations and recommendations that are consistent with the self study we submitted to NEASC last winter.
When we receive the final report, copies will be available
to the community at town libraries. In
addition, it will be posted on-line through the high school website. Please take the time to read the report. The report will drive school improvement
initiatives for the next ten years. It contains
an overview of the findings, a school and community report (demographics), the
high school’s statement of mission and learning expectations and detailed
analysis of the seven standards for accreditation:
I want to take this opportunity to thank the entire school community, especially the members of each standard committee who collaborated on the self study and the steering committee that organized the process and the visitation. The hard work has resulted in a valuable document – one that spells out the challenges we face as we enter the next ten-year cycle.
Strategic Planning:
The district started a strategic planning process last year. Sub-committees formed to complete specific tasks, such as surveys and self-studies similar to the NEASC report. The sum total of the work of the sub-committees is to answer the questions, “Who are we?” and “Who do we want to become?” The secondary school sub-committee identified the traits and skills that all high school graduates should possess. This list was created over the past months in a series of meetings that drew conclusions from student performance on standard tests, community feedback from surveys, interviews of college admissions officers, NEASC reports, and a variety of educational resources, such as the literature of the Coalition of Essential Schools and No Child Left Behind. The list was compared to the district and school mission statements. Below is a condensed, annotated version of the list, which will be presented to the strategic planning committee for consideration this fall:
a. Students will achieve proficiency in each of the competencies of these courses and to be able to make connections across disciplines.
b. Students will be able to make connections between the essential academic concepts and “real world” applications.
c. Students will use higher order thinking skills that enhance their accessibility to new knowledge, problem solving and innovation.
a. Students must demonstrate the ability to employ a variety of mediums and tools to effectively communicate ideas.
b. Students must be able to effectively utilize written, spoken and non-linguistic communication skills (graphic, symbolic, non-verbal)
a. Students will be able to effectively use current tools and software that promote communications (verbal, graphic, and linguistic), information acquisition (data collection, research, and global accessibility), and the analysis of information (qualitative and quantitative).
b. Students will use technology to enhance, enrich and expedite research and presentation skills.
a. Students will demonstrate an ability to gather information necessary to
both create and support a thesis and to improve research methods.
b. Students will be able to employ critical thinking skills to effectively meet academic and situational challenges.
a. Students will employ creativity for innovation and alternative solutions.
b. Students will use a variety of analysis methods to assist in decision-making.
a. Students will develop responsibility through civic involvement
b. Students will treat all people with respect
c. Students will assume responsibility for their actions
d. Student will offer their best effort in their curricular and co-curricular activities
a. Students will be able to work effectively with others to complete a task
b. Students will learn to both lead and follow as appropriate to make a group successful in the completion of a task.
c. Students will recognize the impact an individual has on a group, and the impact that group (for example: team, club, performing group, committee, political party) can have on society.
d. Student will exhibit a courteous disposition in group work that respects others and their ideas (character).
e. Students will inquire more deeply to improve understanding of ideas.
a. Students will know to make healthy food choices.
b. Students will recognize and avoid dangerous involvement with drugs and alcohol.
c. Students will understand and engage in healthful physical activities.
d. Students will know how to access medical and emotional support for themselves and others.
a. Students will develop and achieve worthy goals.
b. Students will develop a sense of their potential for success in their personal, professional and public lives.
Students will develop an awareness of the importance of creativity to enhance the quality of life through aesthetics (i.e. performing arts and a variety of media) and innovation.