Stakeholder Engagement
Guiding Principles
We are committed to ensuring the Learning Framework is upheld as the foundation for learning in G-PISD.
We are committed to communicating and clarifying the various ways in which the Learning Framework defines HOW we achieve the goals and priorities identified in the Balanced Scorecard by team and by campus.
We are committed to continuous improvement through opportunities for stakeholder engagement at all levels of the organization and among the greater community.
Expectations
It is expected that:
- G-PISD educators continuously work to embrace and employ the Learning Framework in their daily interactions and lessons with our scholars.
- G-PISD leaders take strategic actions to support teams in embracing and employing the Learning Framework, and making clear the connection between the framework and all educational practices, plans, and processes.
- All G-PISD stakeholders, internal and external, are able to access feedback opportunities via the Learning Framework website.
- Internal or directly-affected G-PISD stakeholders (students, families, teachers, administrators) realize and are able to provide open and honest feedback to the Learning Framework Task Force and G-PISD leaders.
Resources/Protocols
Glossary
- BALANCED SCORECARD - The priorities and goals set by the G-PISD Board of Trustees, which serves as the strategic direction, focus, and work of the district. The scorecard is listed at www.g-pisd.org/BSC.
- STAKEHOLDER - One who is involved in or affected by a course of action.
- ENGAGEMENT - Working together in a parent/family-school (or stakeholder-school) relationship with on-going, goal-directed communication and culturally responsive support. This shared responsibility seeks what is best for the academic success of students and families, both individually and collectively.
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INVOLVEMENT - Inclusive of activities that support the responsibilities for the academic success of students. It also involves participation in the programmatic activities that support the students’ academic experience, as well as the parents’ (or stakeholders') involvement in program decision-making.
