Mission, Vision, Belief Statements & Key Purposes
It is not new to public education or private industry that the more clearly you can align people around a common goal, a common set of beliefs and priorities, and a shared vision of what is to be achieved, the more successful you will become. The Board of Education studied the elements of the community’s vision for its public school system. This information was obtained during the Board’s Future Search process, entitled Framework for the Future. In this three-day conference, a large, broadly representative group of citizens and educators laid out the foundation of the Vision for the school district. The Board utilized that input to design the district’s Mission, Vision and Belief Statements, as well as the key purposes of our work. Developing structures, policies, and practices that sustain these fundamental priorities for our District constitutes the basis of most for what is happening in our school system today.
The mission of the DeForest Area School District is to provide an excellent education and engage, challenge, and inspire all students to pursue their full potential.
The DeForest Area School District is committed to a culture that honors knowledge, respects individuals, demands excellence, fosters life-long learning, and supports relationships that strengthen individuals, families and community.
- We believe that all children are naturally inclined to learn.
- We believe every person is unique and brings individual talents, experiences, abilities, interests, and learning styles to the District.
- We believe every person deserves to be respected.
- We believe the learning process is enhanced by caring relationships built on mutual respect, self-discipline, initiative, and persistence.
- We believe a commitment to continuous improvement and personal and organizational accountability are essential to the educational process.
- We believe a culture for learning is nurtured and sustained by cooperation among students, parents, staff, faculty, taxpayers, and other stakeholders.
- We believe knowledge enhances our lives because it gives us greater understanding of ourselves and the world around us.
- We believe a sense of perspective and humor is important to the learning process.
- We believe schools must establish supportive and engaging learning environments that nurture every child’s natural inclination to learn.
- We believe a healthy, safe, and secure school environment provides the best opportunity for learning.
- We believe collaboration between family, school, and community is necessary to sustain a successful learning environment.
- We believe successful learning experiences require positive relationships based on trust, collegiality, and open and honest communication throughout the community.
- We believe setting high expectations, modeling principled behavior, accepting personal responsibility, and displaying professional and personal integrity are essential to establishing a successful learning environment.
End in Mind: Student Learning
End in Mind: Community Building
The DASD culture is a belief and value system that defines the public’s perception of us, as well as our perceptions of each other. It influences how we work, how we treat students and each other, and it is something we all have an important role in defining and implementing regardless of the job description we hold.
- Keeps students as our central focus.
- Expects hard work, risk taking and continuous growth.
- Creates an environment for students and staff that promotes understanding, respect, and celebration of individuality and diversity.
- Engages community in achieving our common vision.
- Builds relationships that support a positive, caring school community.
- Promotes teamwork throughout the district to achieve a common vision.
- Incorporates joy, fun, and humor in what we do.
- Develops leadership skills at all levels.
- Includes stakeholders in decision-making processes.
- Fosters effective communication throughout the district.
- Encourages innovation.
- Values the efficient and effective use of resources.