Global Passport Schools Teaching Learning Framework
Our Goals
 Our Graduate Profile
TCC Learner Profile Academic & Career Planning Making Waves Mentoring Program Learning Environment Student Discipline Task Force
Social Networks
Social Networks Core Values Compass to 2020: Charting the Course Tiered School Support Balanced Assessment Balanced Assessment Innovation Incubator Design Fellows Digital Anchor Schools Social Media Campaign Teacher Appreciation Stakeholder Involvement Career Lattice Development Professional Growth & Innovation Early Hiring Convocation in a Box Compass to 2020 Website Compass to 2020 Quick-Start Guide Compass to 2020 Navigational Markers Personalized Learning Positive Behavioral Supports Equity Focus Digital Integration Sustainability
Purposeful Partnerships

Our Goals - Our strategic framework, Compass to 2020, focuses on four broad goal areas: high academic expectations, multiple pathways, social-emotional development, and a culture of growth and excellence. You can learn more about our goals by reading our framework or watching this brief video.

Measuring Progress - In addition to identifying goals to guide our work, we have identified key indicators, referred to as navigational markers, to gauge progress. Learn more about our navigational markers here.

Our Graduate Profile - Compass to 2020 was developed with the end in mind, and articulates a vision of the future where all VBCPS students are college and career ready. To make this vision a reality, we have identified a set of attributes, referred to as our graduate profile, that we believe are critical for ensuring that students are ready for the future.

Academic and Career Planning - A team made up of school counselors representing each school level, guidance department chairs and coordinators from the guidance department and Technical and Career Education met throughout the year to revisit the academic and career planning process. They have worked to articulate pathways to various careers organized by clusters so that the course sequences and learning experiences best suited to a particular career or area of future study are clearly defined for students.

Balanced Assessment: Authentic and Performance Based - As part of an ongoing commitment to provide students with assessments grounded in real-world experiences, the 2015-2016 school year saw an increase in the number of performance-based assessments included in our curriculum, accompanied by an increased emphasis on building capacity for teachers to use them effectively in making direct links to globally competitive skills.

Career Lattice Development - The Office of Professional Growth and Innovation has been working to develop career lattices for teachers and administrators that clearly and transparently represent the multiple pathways available for continued professional growth and advancement. The intent is to provide all staff with a working environment where they feel motivated, satisfied, and that they are making a contribution.

Compass to 2020 Quick-Start Guide - All administrators received a concise guide to the work priorities identified for the first year of the new strategic framework. It outlined focus areas for the 2015-2016 school year as well as resources for support.

Compass to 2020 Website - Designed to keep our community informed of the work, the Compass to 2020 website contains the framework and updates on our progress and journey.

Convocation in a Box - As a kick-off to the school division’s new strategic framework, Compass to 2020, all departments, schools and specialty centers received a do-it-yourself convocation kit that included a video message from the Superintendent, an overview presentation and a number of fun activities designed to familiarize staff with the goals and objectives.

Core Values - With the implementation of a new strategic framework came the opportunity to re-examine the core values of the school division and identify specific behaviors that exemplify the values. The new core values adopted by the school division included student-centered decision making, continuous learning, innovation, collaboration, and respect.

Design Fellows - Teachers across the division were invited to apply for a special learning and leadership opportunity focused on defining what personalized learning could look like in classrooms across the division. Over the summer, selected teachers and specialists learned principles of design thinking and used these principles to develop artifacts to support our growing understanding of personalized learning.

Digital Learning Anchor Schools - In an effort to use digital learning as a pathway to personalized learning, schools were invited to apply for a special opportunity to serve as a Digital Learning Anchor School. The goal of this initiative was to develop a cadre of schools to serve as model digital learning schools and use them to study specifics in the field with respect to pedagogy and device implementation.

Digital Transformation - In an effort to provide students with more flexible learning opportunities that foster globally competitive skills like critical thinking, communication, and creativity, the school division embarked on a digital transformation designed to leverage the power of technology to positively impact student learning.

Digital Integration: What’s Next? - We will continue to seamlessly integrate technology into the teaching and learning process as we identify engaging digital resources and practices that equip students with the knowledge and skills necessary to be college and career ready. In 2016-2017, Digital Learning Anchor schools will continue to take the lead in this area and all schools will take stock of their readiness for digital transformation.

Early Hiring Efforts - Multiple central office departments engaged in a coordinated effort to identify and release teacher allocations one month earlier than usual to allow principals to begin the hiring process sooner in hopes of recruiting and hiring the most qualified candidates.

Equity Focus: What’s Next? - To address the issues of poverty, race and diversity that impact discipline and academic achievement, VBCPS staff have been asked to examine their work through an “equity lens” by analyzing school data, identifying areas of inequity, and engaging in targeted professional learning to support growth so that ALL students can reach their maximum potential.

Global Passport Schools - Four elementary schools partnered with VIF International to serve as Global Passport Schools to help students view the world through a regional and global lens and connect classrooms with local and regional organizations.

Great Dreams Need Great Teachers: Our Teacher Appreciation Campaign - At the start of the 2015-2016 school year, the school division kicked off a special campaign to recognize and honor teachers for the role they play in supporting the dreams and aspirations of our students. The campaign was made possible through the generous support of business and community sponsors.

Innovation Incubator - The school division launched an Entrepreneurship and Business Academy at Kempsville High School designed to foster business aspirations and provide hands-on experiences. The school division also continues to support innovation by expanding STEM opportunities for all students.

Learning Environment Professional Learning - During the 2015-2016 school year all, teachers participated in professional learning focused on creating student-centered learning environments where students could thrive academically, physically, and emotionally.

Making Waves Mentoring Program - Senior Staff members and office directors across the division are volunteering as mentors to students from across the school divisions elementary, middle and high schools. The purpose of the mentoring program is to provide students additional support outside of the classroom and to help them be successful in school while providing decision makers a deeper empathy to help guide student-centered decision making.

Personalized Learning: What’s Next? - The work associated with personalized learning will move forward on several fronts including the work of new and returning design fellows, awareness building facilitated by instructional technology specialists, and the continued efforts of schools involved in the Digital Learning Anchor School Initiative.

Positive Behavioral Supports: What’s Next? - Our schools are at varying stages of implementing a multi-tiered system of supports to ensure that all students receive what they need to be successful. A focus for all schools in the 2016-2017 school year is strengthening their Student Response Teams. The Student Response Team is comprised of a multidisciplinary group of individuals who engage in a process of analyzing data to address the needs of students referred for interventions or accommodations to promote positive outcomes for students.

Professional Growth and Innovation - The Office of Professional Growth and Innovation was created to provide a unified approach to professional learning for all staff. The work of the office focuses on individual capacity building, providing programming and services in leadership development, career advancement, new employee support, and the development of globally competitive skills. The office also works to support the division’s strategic initiatives.

Purposeful Partnerships - We will continue to build purposeful partnerships that support student achievement, aspirations, and social-emotional development. During the 2016-2017 school year, all schools will participate in a community engagement needs assessment to identify partnerships and community resources that support areas of student need.

Revised Hiring Process - The departments of Human Resources and School Leadership developed a new process for identifying candidates for school-based administrator vacancies that increase stakeholder involvement in the process. Under the new process, the Department of School Leadership holds staff and community-based input meetings to develop a profile of the ideal candidate and interview questions. The interview committee includes representatives from central office departments as well as teacher and parent representatives. Student representatives are also included as appropriate.

Be Social, Be Smart, Be Safe: A VBCPS Social Media Campaign - This social media awareness campaign was launched to help students and families understand what it means to be responsible digital citizens and to realize that social media posts and their impacts last forever.

Student Discipline Task Force - Superintendent Spence created a task force made up of administrators, teachers, and community members to analyze the division’s discipline data and make recommendations for improvement. The five recommendations resulting from this work will assist the school division in achieving three specific objectives related to student discipline.

Student Learner Profile - A dedicated group of individuals representing teachers, specialists, and building administrators collaborated on recommendations addressing the purpose and desired content of student learner profiles to support personalized learning in VBCPS.

Sustainability: What’s Next? - In an effort to develop learners who are personally and socially responsible and at the same time demonstrate effective stewardship of division resources, the central office will take the lead in developing and implementing sustainable practices to be replicated throughout the school division.

Teaching and Learning Framework - Collaboratively developed by teachers, principals, and central office staff, this framework identifies key activities and processes involved in planning, teaching, assessing, and responding to student learning needs before, during, and after instruction.

Tidewater Community College Partnership - Through an outstanding partnership agreement with Tidewater Community College (TCC), Virginia Beach high school students have the opportunity to take select college courses for $45 per credit. The school division also created a new dual enrollment program with TCC and STIHL that includes college credit for coursework and onsite career training opportunities at STIHL.

Tiered School Support - As a school division, we provide targeted support to schools using a tier system based on their accreditation status and other federal accountability measures. By providing enhanced supports, school teams and central office departments are able to determine next steps in supporting the school’s instructional program based on student achievement data.