Profile and Mission Statement
The Paul Revere School community believes in life-long learning. We are connected by a vision that highlights the abilities of all children and strives for a learning environment that brings out the best in all of us. The Paul Revere School is a place of joy and learning where there is a concern for the school experience in its own right as well as "next level" preparation. Moral and aesthetic education are taught in conjunction with our basic academic program. Our students are guided through their educational experience via excellent teaching practices, supported with an evaluation protocol designed to focus on continuous instructional improvement. Teachers are encouraged to promote an atmosphere of discovery-oriented learning for all students in their classrooms.
Our community has placed a major emphasis on curriculum service delivery, aligned with the Massachusetts Curriculum Frameworks and integrated into every facet of school life. The diversified curriculum, enhanced by our Sheltered English Immersion program (SEI), combines the best of our educational reform theory with the practical know-how of our professional staff.
The Paul Revere School Council, comprised of parents, a community member, teachers, and the Principal, invites the perspectives of all concerned with the education of our children. The student population here at the Paul Revere School consists of multi-ethnic elementary age public school children in the City of Revere, neighborhood children as well as those choosing to attend from other school districts within Revere (whenever possible).We celebrate diversity in many ways including students requiring support services. Integrated therapies are provided when appropriate and grade level team members along with special education and Title I personnel work in harmony to provide the least restrictive and most beneficial educational environment possible.
The Paul Revere School educational program focuses on the Massachusetts Curriculum Frameworks and embraces the theories of leading educators such as William Daggert, Douglas Reeves, Jon Saphier, Irene Fountas, and Howard Gardner. These leaders, among others, will continue to assist us in formulating our curriculum development work. Just as our varied teaching styles embrace the thoughts of educational leaders, we as professionals will continue to recognize, respect, and respond to the individual learning styles, skills, special interests, talents and gifts of every child in our community.
Through the unique and pertinent professional development opportunities provided by the Revere Public Schools, our staff has been allowed to work and grow as a team ready to serve the best interests of our students. Grade level, Title I, special education, fine arts, and physical education teams have had the opportunity to diagnose, plan, and prescribe a host of integrated learning activities. We are confident that this type of learning model will allow our students to grow socially, emotionally, and academically. Our goal is to assure continued student growth reflected by MCAS scores as well as other standard assessment tools.
The mentoring program at Paul Revere School is firmly in place. It has allowed for positive and high quality experiences for students as well as teachers. Our mentoring program is designed to provide instructional support and assistance to all teachers in our educational community. We believe that the key to a successful mentoring program is found in the positive relationships between a successful, experienced professional and a teacher in need of support. It is the quality of the relationship, which determines the effectiveness of the experience. Other high quality programs now in place or being considered for the near future include Lexia, John Collins Writing, Rose Bradley Phonics, Writer's Workshop, Reading Recovery, Guided Reading, and Band. These programs are currently woven through the educational fabric that is the Paul Revere School. We are continuously restructuring and re-culturing, with a constant focus on instructional improvement and best practices.