Bright+Futures

A pdf of the entire Bright Futures document is here:

The Core Practice 1 worksheet is here:


 * CORE PRACTICES**

This section is organized around twelve Core Practices for effective middle schools. These core practices reflect 21st century literacies, skills, and knowledge that ensure Maine students will be prepared to be contributing members of the modern world. Literacy is no longer confined to reading and writing print documents, but has expanded to include digital text and tools, images and sounds, and an understanding of how numeracy is integrated in virtually every aspect of life. Collaboration, flexibility, self- direction, and social-awareness are among the key life and career skills necessary for our students to develop. Students also need to acquire the skills of innovation, creativity, critical thinking, and problem solving. Finally, the desired outcomes for Maine students expand beyond the core subjects of language arts, mathematics, science, social studies, world languages and the arts and include such themes as global awareness and economic, civic and health literacy (Partnership for 21st. Century Skills).


 * Learning and Teaching Practices in Maine’s Middle Level Schools**

1. Students have access to curriculum that is relevant, challenging, integrative, and exploratory and is organized and executed to maximize accessibility for all students.

2. Teachers use research-based instructional practices in their classrooms that are effective in increasing the learning and achievement of young adolescents.

3. Teachers in all content areas use teaching and learning practices that are anchored in 21st century literacies.

4. Students have access to one-to-one computing technology integrated throughout the curriculum allowing them to acquire the critical thinking skills related to information, media, and technology.

5. All middle level students experience learning opportunities that emphasize creativity and innovation.

in Maine’s Middle Level Schools**
 * School Practices to Support Learning and Teaching

6. School leaders, using a collaborative and democratic leadership model, focus on establishing an environment that supports the learning needs of young adolescents.

7. Faculty, administration, and students collaboratively build a safe and caring climate that nurtures the individual while creating a sense of community where everyone is valued.

8. Students benefit from organizational structures within the middle grades that maximize the sense of community, support meaningful relationships, and optimize curriculum delivery.

9. Students have access to a co-curricular program that encourages all students to participate, develop skills, be a member of a team or activity, and simply have fun.

10. Teachers' professional development is an ongoing process that is embedded into the daily life of the school.

11. Parents are actively involved in the life of the school and their child’s education.

12. Teachers, administrators, and staff who are responsible for the education of young adolescents are knowledgeable about their developmental needs and appreciate them for their uniqueness.