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Academics

Student reading

The Academics Department is a teaching and learning community composed of professional teams who create curriculum, work with school communities to develop and coordinate programs, and provide vital services to students in need of additional academic supports.

NPS CurriculuM
SUBJECT & GRADE

Learn more about state standards and other pertinent education information on the CSDE's website

Student Learning Goals

All Norwich Public Schools students will be challenged to develop, embrace and attain learning goals that encapsulate the following essential elements as a means to prepare them to be independent thinkers and collaborative team players invested in building a better future.

  • Inquiry: Students show intellectual curiosity and wonder about the world. Students ask thoughtful questions, and seek out answers.
  • Expression: Students communicate what they know and what they need to know. Students construct arguments with evidence and critique the reasoning of others.
  • Critical Thinking: Students analyze, synthesize, and draw conclusions from information. Students generate solutions to problems using both creative and critical thought. Students keep an open mind to different viewpoints. 
  • Collaboration: Students contribute to the overall effort of the group. Students work well with diverse individuals in various situations. Students initiate and cultivate community partnerships.
  • Organization: Students sift through ideas and data, arranging them wisely and make sense of them. Students set manageable goals, plan, and monitor time to achieve them.
  • Attentiveness: Students focus on the task at hand and focus on details of their work.
  • Perseverance: Students demonstrate tenacity in tackling tasks despite difficulty or delay in achieving success.
  • Reflection: Students review and think about their actions and work with the purpose of learning more about themselves.

 

The Instructional Framework developed by NPS staff sets the structure of how our educators teach students in the classroom.

It is organized through the task, student, teacher tripod view of instruction presented by Richard Elmore as the Instructional Core. This has become the way we talk about instruction in Norwich. Like a tripod, if you change one element in the Instructional Core, you must change the others to keep everything balanced. Elmore’s book, Instructional Rounds in Education is a great resource to learn more about the Instructional Core.

INSTRUCTIONAL FRAMEWORK 101 GUIDEBOOK

 

Contact

Tamara Gloster

Assistant Superintendent

Ashley Eichorn

Director of Academics