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Mission Statement
To support new teachers with curriculum, instruction, and assessment that improves student performance across content areas and prepares students for citizenship, college and careers.
Canyons School District Principles for Student Achievement
- All CSD students and educators are part of ONE proactive educational system.
- Evidence based instruction and interventions are aligned with rigorous content standards.
- Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.
- CSD educators use instructionally relevant assessments that are reliable and valid, including screening/benchmarking, diagnostic, and progress monitoring.
- CSD educators make decisions based on student needs.
- Quality professional development supports effective instruction for ALL students.
- Leadership at all levels is vital.
What is PEAKS?
PEAKS is Canyon School District’s New Teacher Induction program. Canyons School District is dedicated to supporting our new teachers with highly trained mentors. Our mentors are chosen as teacher leaders and serve as both mentor and coach to new teachers in their first three years of teaching. Having a quality mentoring experience has been shown to increase retention rates and teacher skills, especially in the first two years of teaching (The New Teacher Center, 2006). Additionally, in a 2007 report, the New Teacher Center stated, “Comprehensive induction models that focus on improving classroom practice and offer opportunities for continuous professional growth are needed to develop more confident and more effective teachers.” (New Teacher Center Policy Brief, Fall 2007) CSD’s PEAKS program is designed to meet these goals.
What are the CSD New Teacher Expectations?
By the end of their third year, new teachers will implement the CSD RtI Framework and:
- Demonstrate a belief that all children can achieve high standards of learning to be college and career ready
- Use summative and formative assessments to inform daily instructional practice
- Manage a learning environment that is organized and structured, including defined policy and procedures that support a caring and cooperative learning classroom
- Demonstrate evidence-based instructional strategies that are differentiated to meet the needs of all learners
- Demonstrate a commitment to improve one’s own professional practice, and act as a contributing member of a professional learning community