Curious

Curiosity is crucial for both school staff and students, as it cultivates a dynamic and stimulating learning environment.

For school staff, curiosity manifests in asking questions, researching, and seeking innovative ideas. This includes questioning the norm with "what if" and "why," and looking for ways to improve current practices. Curious staff are open to new methods, including technology, and they explore various resources to maintain relevant curricula. They are engaged with colleagues and students, they ask for feedback, share materials, and seek professional development. They also think about how what they teach connects to the real world, and they are comfortable with the discomfort of trying new approaches.

For students, curiosity involves asking in-depth questions, exploring new ideas, and embracing new experiences. This includes investigating the "what if" and "why" of different subjects. Curious students are open to new ideas, seek knowledge, and actively engage in learning. They take different courses, participate in various activities, and are willing to take risks and learn from mistakes. They are open to other people's ideas, and they strive to understand, rather than judge. Students also collaborate with each other, perform their own research, and share their discoveries with others. They are not afraid to try new things, even when unsure of the outcome.

In essence, curiosity is essential for both staff and students as it fuels the desire to learn, innovate, and grow. When both staff and students embrace curiosity, they collectively create a more vibrant, engaging, and productive educational experience.

Collaborative

Collaboration is vital for both school staff and students, as it enhances the learning environment and promotes growth.

For school staff, collaboration means working together to improve all aspects of the school. This involves sharing ideas, materials, and practices and being open to feedback. Staff members discuss challenges, find solutions, and create a more relevant curriculum by working on common assessments and projects. They attend professional development together and share new insights with colleagues. When collaborating, staff members are willing to compromise for the good of the group and work to understand different viewpoints, and they are comfortable working across departments and other boundaries. Overall, staff collaboration creates a comfortable space where everyone feels free to share ideas.

For students, collaboration is essential for developing key skills such as communication, active listening, and problem-solving. This involves working with peers in groups or pairs to share ideas, ask questions, and solve problems. Students listen to and value each other's ideas and build upon them, and they give each other feedback. Students also challenge one another to create deeper understanding and are open to different perspectives. They divide up tasks, help each other, and work towards a common goal and engage in respectful discussions even when they disagree. Through these experiences, students understand that their work can improve by collaborating with others.

Ultimately, collaboration is important for both staff and students because it creates a sense of community, shared responsibility, and respect. When staff and students collaborate effectively, they learn from each other, challenge each other's perspectives, and work together to create a more positive and successful learning environment for everyone.

Invested

Being invested is vital for both school staff and students, as it cultivates a sense of ownership, dedication, and passion within the educational setting.

For school staff, being invested means showing a strong commitment to both student growth and the school community. This includes caring about students, striving for their success, and dedicating extra time and effort, even beyond school hours. Invested staff members are hardworking and committed, and they put in the necessary time and energy. They prioritize student development and cultivate strong relationships with their students. They are also involved in the school community beyond their own classrooms and value continuous learning. They attend student events and keep up with the school and district. Additionally, they are open to change, willing to try new things, take risks, and support the school community as a whole. They actively contribute to curriculum development and seek professional growth opportunities. They also try to improve the school environment and serve as mentors, reach out to families, and pursue advanced education. Finally, they follow school procedures, create positive connections, and work to build rapport.

For students, being invested means being motivated to learn and actively participating in their education. This includes being engaged and enthusiastic about school, working hard, being dedicated to their studies, and being passionate about learning. Invested students also complete their assignments, attend school regularly, and work to produce their best quality work. They are curious, they study, they practice, and they ask questions, generating their own ideas to expand their learning. They participate in lessons, listen attentively, make an effort to learn, and don't shy away from making mistakes. They respect the learning environment and are open to working with their peers. They also share their ideas and take ownership of their learning. They take initiative, fulfill their responsibilities, and take action to create positive change. Invested students participate in extracurricular activities and show up on time. They promote their school, build relationships with others, and support their peers. They apply what they learn both inside and outside the classroom. They understand they are part of a larger purpose and believe in the school's vision. Finally, they have good attendance, positive attitudes, and improving grades. They embrace new experiences and are open to trying new things, even if they are not always successful. They are also accountable for their actions and communicate openly.

In essence, when both staff and students are invested, they contribute to a more positive, active, and effective educational environment. Investment fosters a sense of belonging and a shared commitment, which encourages everyone to reach for excellence and make meaningful contributions to the school community.

Resilient

Resilience is vital for both school staff and students, as it allows them to navigate difficulties, learn from setbacks, and maintain a positive attitude when faced with adversity.

For school staff, being resilient means maintaining a positive mindset, being willing to try new things, and being flexible and open-minded. Resilient staff are resourceful and try different approaches, and they overcome obstacles with emotional regulation. They also support school policy even when faced with adversity. They embrace change, and are not afraid to pivot when something doesn't work. They view mistakes as opportunities for growth and utilize available support systems. They seek professional development and bring new ideas, advocating for themselves. They balance their personal and professional lives, and they support their colleagues. Resilient staff never give up and keep pushing forward, reflecting on feedback and making changes, and they show dedication to learning and persistence.

For students, resilience involves taking ownership of their learning and being accountable. Resilient students have grit and a strong work ethic. They communicate their needs and ask questions, and they have energy and persistence. They overcome setbacks with emotional regulation and advocate for themselves, utilizing support systems and seeing mistakes as growth opportunities. They maintain a positive outlook and attitude and never give up, getting up again, and keep trying. Resilient students are optimistic and set challenging goals. They are present, engaged, and adaptable. They push through intellectual challenges and seek help for emotional challenges, and they are humble and help their peers. They are flexible and use coping strategies. They learn from failures and try again. They try things before asking for help and use available resources, and they take advantage of reassessment opportunities. Resilient students are determined to work through mistakes and stay focused on the task, and they set and monitor goals. They respond appropriately to challenges and poor performance. They are not satisfied with low grades and work to improve, and they invest in constructive criticism. Resilient students are willing to make mistakes and learn from them.

In short, resilient staff and students create a learning environment where challenges are seen as opportunities for growth. This fosters a culture of perseverance, adaptability, and continuous improvement.

Principled

Being principled is essential for both school staff and students, as it builds a foundation of integrity, respect, and responsibility within the educational setting.

For school staff, being principled means acting with integrity, courage, and consistency. This includes being accountable for actions and taking pride in their work. Principled staff members admit when they are wrong and make an effort to fix it. They follow rules and act according to core values, and they demonstrate consistency of character and reliability. They are respectful toward all students, regardless of academic ability or background, and they interact with respect and dignity. They also teach through an equity lens, and they show up prepared and engaged, handling difficulties with maturity and patience. They are polite and do their job. Ultimately, principled staff model ethical behavior, creating a positive and supportive learning environment.

For students, being principled means acting with integrity and taking ownership of their actions and learning. This includes following rules and demonstrating good self-control and maturity. Principled students admit when they are wrong and try to fix it. They show respect for rules and make hard choices, taking ownership of their actions and being responsible. They are good, even when adults are not present. These students avoid plagiarism and are accountable for their mistakes. They turn in work on time, even when absent, and solve conflicts with compassion. They act with integrity and courage and are true to core values. They demonstrate consistency of character and are polite.

Overall, when both staff and students are principled, they contribute to a more ethical and respectful school community. This fosters a culture of trust, responsibility, and mutual respect, which is essential for a positive and effective learning environment.

Empathetic

Empathy is crucial for both school staff and students in fostering a positive and inclusive learning environment.

For school staff, empathy involves being caring, compassionate, and understanding of others' feelings. This requires recognizing that both students and colleagues are individuals with unique challenges and perspectives. Staff members who demonstrate empathy are flexible, collaborative, and resourceful when addressing student needs. They are aware that a student's home life can impact their learning, and they seek to understand each student's individual needs. Importantly, empathetic staff ensure all students feel included and not ostracized, and they understand that the needs of the few are as important as the needs of the many. Empathy also allows staff to reassure students and see different points of view . 

For students, empathy is demonstrated by actively trying to understand others' perspectives. This includes being open-minded to different ideas, actively listening to understand rather than just respond, and showing concern for the well-being of others . Empathetic students acknowledge that everyone has faults and are willing to share their own ideas and perspectives, showing vulnerability in group settings. They offer support to their peers by providing comfort, forgiveness, and assistance . Additionally, empathy is apparent when students collaborate and engage in teamwork, working together to solve problems, sharing responsibilities, and helping each other learn. In these collaborative settings, all voices are heard and valued, and students respect each other's contributions.

Overall, empathy enables both staff and students to build stronger relationships, foster a sense of community, and create a supportive atmosphere where all members of the school feel valued and understood. By demonstrating empathy, both staff and students contribute to a more positive, respectful, and inclusive learning environment, enhancing the overall school experience for everyone.

Unfinished

The concept of being "unfinished" is vital for both school staff and students, highlighting the importance of continuous growth, learning, and adaptation. It emphasizes that development is an ongoing process rather than a final destination.

For school staff, an "unfinished" mindset means:

• Actively pursuing professional development through programs and further education.

• Seeking feedback from peers and students and using that input to make changes.

• Reflecting on their teaching methods, identifying areas for improvement, and adapting their approaches.

• Striving to improve and remaining open to new ideas and approaches.

• Being flexible and adaptable in their strategies.

• Experimenting with new approaches and accepting the possibility of mistakes.

• Pushing boundaries and avoiding settling into routine lessons.

• Embracing ambiguity and being an active learner who is always looking to improve.

• Developing new skills through training and certifications to address knowledge gaps.

• Looking for opportunities to expand their knowledge and skills.

• Staying engaged with students and their learning processes.

• Seeking resources for their own development.

For students, being "unfinished" involves:

• Being persistent and continuing to work despite challenges or a lack of understanding.

• Asking questions to deepen their comprehension.

• Taking risks and viewing failure as a learning opportunity.

• Embracing new experiences in academics, athletics, or extracurriculars.

• Being willing to reassess and adapt their approach while trying new things.

• Seeking resources and support for their learning.

• Exploring future opportunities, such as post-secondary options.

• Working on challenging projects that require grappling with complex issues.

• Developing new skills and knowledge through continuous learning.

• Challenging assumptions to broaden their perspectives.

• Being open to new ideas and solutions.

• Accepting that there may not be easy answers and that learning is a process.

• Expressing a desire to try new things and ways to approach problem-solving.

• Using unstructured time for learning and exploration.

• Recognizing that learning is a journey and that they are always progressing.

• Being adaptable to new methods.

In essence, the "unfinished" mindset fosters a culture of continuous improvement where both staff and students are encouraged to be lifelong learners. It promotes adaptability, curiosity, and the pursuit of growth, creating a dynamic and effective learning environment.