Staff and students intentionally participate in activities that help advance the school's Vision, Mission, and Core Values in order to strengthen the community.
Staff and students actively work to create spaces that are inclusive and emotionally and physically safe.
Staff and students actively seek to build healthy relationships with each other based on respect.
Staff and students build partnership with outside community members to help provide exposure to alternative perspectives and their place in the broader community.
Administrators are thoughtful and strategic about facilitating spaces for staff and students that build trust.
Staff and students are thoughtful and strategic in their follow-through towards a commitment or outcome.
Staff and students take ownership over their actions and seek to repair or restore when appropriate.
Staff and students help each other remain aligned to the school's Vision, Mission, and Core Values in a way that shows regard and uplifts them.
Staff and students are honest about their strengths and areas of growth and model integrity in all their behavior.
Administrators regularly ask for input from staff and students to improve the academic, cultural, and operation life at Simon Tech.
Community Academic Excellence; College & Career Ready
Staff and students engage in academically challenging work and help each other persevere to grow and develop skills and knowledge.
Simon Tech will provide numerous opportunities for scholars to develop their interests and skills that reach beyond traditional academic content areas to help scholars develop into well-rounded citizens who are ready for college, careers, and beyond.
Staff and students engage in conversations and take actions based on data that focus on leveraging strengths and setting ambitious but attainable goals.
Administrators ensure that staff and students have the tools to actively engage in academically challenging work.
Staff and students see their actions as affecting the social emotional state of others and seek to help improve it.
Staff and students consider the possibility that others may have experienced trauma before seeking to judge or correct it.
Staff and students acknowledge and advocate for the mental, social, emotional, and physical wellness of others and themselves.
Staff and students participate in training and use available resources to remain current with trauma informed practices.
Staff take an active role in modeling vulnerability and creating spaces for social emotional learning and support.
Staff and administrators consider the needs of others before asking them for deliverables.
Staff and students actively work to create spaces that are equitable and inclusive of all school members, staff, and student body.
Staff and students actively work to be anti-racist in their behavior, practices, and beliefs.
Staff and students are reflective and self examine their own biases on a regular and consistent basis.
Staff and students seek to understand and remain cognizant about the lived experiences of others before making judgements.
Staff and administrators seek training and resources to support the school community, each other, students, and themselves towards bein an equitable and anti-racist community.
Administrators engage in reflective exercises to ensure school structures and systems remain equitable to all.