Woodrow
Wilson Middle School embraces a Tradition of Excellence as the District's
oldest school. There have been numerous structural additions throughout
its existence, however, the charm of the school significantly contributes
to the warm, friendly, appeal, and welcoming attitude of the school.
Each morning starts with the "blowing of the bugle" -
a tradition that dates back to the school's earliest days when a
local bugler would play "Revile" and summon the students
from the neighborhood to rally around the flagpole for its raising
and the beginning of school. At the end of the day "Taps"
is played as the students leave. History of these traditions is
shared with students and has helped to retain close ties with the
community and alumni generating a family heritage of excellence
in education.
Results: Strong community ties; 70% of students'
parents involved in school activities, planning, and decision-making.
Practices that Promote High Performance:
- Embracing school tradition creating an ongoing link between
school and community
- Providing meaningful opportunities for parent and community
involvement
- Sharing school history and tradition with current students creating
a tie to the larger school community and history of excellence
in education
Academic
instruction is clearly the focus. The standards at the school level
are set above the state standards while accountability permeates
all levels. Further, staff at Woodrow Wilson Middle are able to
embed academic curriculum and higher order skills in an interesting
and creative curriculum. Wilson's instructional practices take on
many local issues affecting Floridians, drawn from current events
and local headlines. Another example is the outdoor iguana lab,
which is home to many local species. Nesting habits are documented
and offspring tracked as part of the science project rooted in Florida's
own environment. Tackle Math, a program sponsored by the Tampa Bay
Buccaneers professional football team, builds skills in another
area of interest to students and faculty.
Results: FCAT reading and math scores exceed
district and state levels with math in grades 6 through 8 across
the board. School grades: 2002, A; 2003, A.
Practices that Promote High
Performance:
- Academic accountability at all levels
- Setting individual and grade level standards high
- Maintaining student interest and motivation by embedding important
skills in a meaningful and interesting context
Teachers are treated
as professionals and receive respect from students, parents, and
community. They respond with energy for their charges with very
low teacher turnover. As new faculty are interviewed high expectations
are communicated. Once on staff a mentoring program is in place.
New staff are teamed within their grade level as a primary touchstone
resource with vertical teaming exposing them to expectations for
student outcomes at other grade levels. This brings teachers into
the framework of school wide excellence. Overseeing this process
from behind a continuously open door, is the readily accessible
principal.
Results: Teacher turnover is
historically <2%; High teacher morale; Teachers with advanced
degrees tops 42%.
Practices that Promote High Performance:
- High standards and high expectations modeled by veteran teachers
- Mentoring and in-service programs to make sure new teachers
have necessary skills and support
- Communication and vertical teaming between levels with principal
oversight
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