Four Core Values

Approved by the Board of Education 8-16-05

1. Learning: We respect the ability of each student to learn and to grow with a global perspective

Goal: Every single student will achieve academic success.

There is clear evidence that all students are learning and growing.
There is clear evidence that struggling students are identified and receiving appropriate interventions.
All students are made to feel supported and cared for throughout their school experience. There is at least one staff member who knows him or her and advocates for his or her success.
Full access to and inclusion in the opportunities offered in this district are made available to second language students, those with disabilities, and students living in poverty.
Students in Park City Schools believe that school has something to offer them, that there is a connection between the curriculum and the world around them, that there is at least one area in which they have a driving interest to contribute, that this is a place where he/she can be safe. Students at all ability levels are provided a rigorous and challenging curriculum, and take responsibility for their own academic diligence and positive citizenship.
Students recognize the connection between the curriculum and the world.

Goal: Excellent instruction is conducted in every classroom.

This district actively seeks the best educators and expects them to continue to develop their skills to high levels of proficiency in current, research-based instructional strategies. Staff members are expected to be not only skilled professionals who are passionate in their work, but good employees.
Teachers demonstrate research-based instructional practices to differentiate for individual student abilities and needs, and ensure that students receive additional support and challenge when it is needed.
Mutual support and respect among professional colleagues is characterized by trust, clear and continuous communication, participation in professional learning communities, and valued input.
Multiple pathways and choices are provided for students with special needs and interests. A rigorous and challenging curriculum is aligned and integrated across the grades and academic disciplines.
Instructional decisions are based upon student performance data. Management decisions are based upon identified district needs. Multiple evaluations are used to assess student performance, and results are openly shared and discussed to assure student achievement, design appropriate curriculum and instruction, and identify students who are struggling to ensure they get the additional support they need.

Goal: Every district employee and district function is focused on facilitating student success.

The infrastructure of support provides the leadership, financial means, technological tools, and professional resources that enable employees to do their best work.
The support structure for schools is responsive, empowering, efficient, and focused on student success.
Students are as safe and secure in their schools as in any other location in the community.
Excellent facilities contribute to the excellent education they are designed to support. Staff and community involvement in the design of those facilities is actively sought.
Financial stability to ensure continuity of educational programs and services.
The recognition of excellence for the contributions of our staff.
School and district leadership is facilitative, visionary, responsive, passionate, and effective.

Goal: Both community and employee stakeholders work as cooperating partners in achieving success for every student.

Education is a shared enterprise that is most effective when the efforts of educators, parents, students, community members, business partners, and non-profits contribute to common goals.
To ensure the success of our schools, collaboration between the community and its schools is essential.
Interest-based decision-making procedures provide the foundation of major district decisions.
Collaboration must be focused on learning, occur at many levels, and result in school connectedness and mutual respect. Professional learning communities of educators are actively encouraged as the key to school improvement.
Effective collaboration is apparent by a positive school climate, productive work environment, strong community connection, and the trust of the stakeholders in the financial integrity of the district.
There is clear and continuous communication with the community and between staff members, marked by respect and civility.