• TAP Values

    Trust:  a firm belief in the reliability or truth or strength of a person

    Fairness: free from bias, dishonesty, or injustice

    Professionalism: having or showing the skill of a professional, competent

    Collaboration: to work jointly

    Continuous Learning: to continually study to acquire new knowledge

    Teaching and learning: methods of helping all students to learn successfully

    Equity (Appropriateness): fairness; the application of general principles of justice to correct or supplement the law

  • TAP Beliefs

    • We believe in a presumption of competence.  That all licensed staff are trained professionals, competent to do the work for which they are assigned.
    • We believe that to have an effective licensed staff, we must be supportive, not punitive, in our approach to appraisal, within the spirit of the collective bargaining agreement.
    • We believe an adequate amount of resources must be available to licensed staff and administrators to complete the work of TAP.
    • We believe that data and evidence should drive decisions about licensed staff, not speculation or opinions.
    • We believe that consisent district criteria must be known to all so all participants in the TAP can make well informed decisions.
    • We believe in due process.
    • We believe professional development is positive, supportive and will retain a quality licensed staff.  We also recognize that licensed staff should have choice when determining the type of professional development for their career.
    • We believe licensed staff should be setting goals, self-evaluating their progress, and reflecting on their classroom decisions.
    • We believe time is valuable.  The activities required for the TAP are to develop and maintain a quality licensed staff.
    • We believe that licensed staff should be involved in a cycle of learning and development.  Teaching is not an event, but rather an ongoing personal experience from which licensed staff grow and develop.
    • We believe that the focus of the TAP should be on a licensed staff's strengths as well as areas for growth.  It is with positive support the licensed staff can enhance his/her practice.
    • We believe the TAP holds licensed staff accountable to themselves and one another.  Accountability also extends to impacting higher levels of student achievement.
    • We believe the TAP is conversation based.  Teachers and administrators are discussing teaching and learning.  It is not a checklist, rather a process of looking closely at professional practice.
    • We believe choices must be available to licensed staff when selecting professional development.  Our licensed staff is large and diverse.  It is important to have relevant and meaningful options that licensed staff can select that will encourage active participation by all.