The mission of CAPSS is to lead the continuous improvement of public education for all students by advocating public policy for children, and by developing and supporting executive school leaders.

As a professional organization we confirm our commitment to advocate for the children of Connecticut, and to provide support for our members.

In 2015, we believe that young people who graduate from our public schools will exhibit:

• Strong foundational skills including technological literacy and higher order thinking skills.

• The ability to be productive workers and citizens.

• The knowledge and ability to be ethical and morally compassionate.

• Multiple perspectives: global, national and local.

• Sufficient flexibility and resiliency to be able to manage change with a strong sense of efficacy.

• A value system that respects diversity.

• The willingness to serve others out of a sense of the common good.

In anticipation of what we believe economic, political, governmental and social conditions in Connecticut may be in 2015, and what our young people will need to know and be able to do, CAPSS believes that our public education system will need to address a myriad of issues, which we have divided into three (3) categories:

1. Elements of design that are internal to the system itself;

2. Systemic linkages to other systems;

3. The content of the curriculum.

• Provides for social and economic growth of the total person.

• Provides experiences that prepare students for their role in a democracy.

• Insures success for all students regardless of socio-economic circumstances.

• Requires that schools be designed and organized so as to foster strong personal connections for all students.

• Integrates the effective use of technology.

• Provides opportunities to develop leadership skills.

• Provides opportunities for public school choice.

• Focuses on the development of small learning communities.

• Extends the school year beyond present boundaries.

• Promotes continuous school improvement, particularly at the high school level.

• Allows for high degree of local flexibility in terms of methods and strategies for meeting state and national goals.

• Reduces present level of racial, ethnic and economic isolation.

• Increases present level of efficiency in use of human and financial resources.

• Provides for the equitable distribution of resources across school districts.

• Provides for a system of financing that is aligned with the goal of success for all students.

• Provides a staff compensation structure that is aligned with the goal of success for all students.

• Provides for an increase in the present level of parental engagement.

• Provides for the needs of our increasing non-English speaking population.

• Provides for flexible use of student time.

• Provides for flexible use of learning space.

• Provides a governance system that connects accountability and authority.

• Provides a comprehensive student assessment system that is aligned with the goal of success for all students.

• Fosters a culture and climate that promotes the goal of success for all students.

• Provides high-quality special education services as the result of reform initiatives.

• Identifies the common interests and needs of urban, suburban and rural school districts.

• Works cooperatively with business and industry, and other educational organizations.

• Systematically links with other social systems that serve young people.

• Provides students with learning opportunities beyond the school building.

• Continues to work with higher education system to improve the quality of teachers and administrators, and staff development programs.

• Works with colleges and community groups to recruit and retain an ethnically and racially diverse staff.

• Maintains an effective and strong relationship between local districts and the State Department of Education.

• Links with systems that provide research and development, and content experts.

• Maintains positive relationships with the media.

• Works with local, state, and federal governments in order to lead the continued improvement of public education.

• Emphasizes strong foundational skills.

• Understands the history and heritage of our nation.

• Emphasizes a global perspective by increasing the focus on world languages, global literacy, and international studies.

• Increases present level of emphasis on technological literacy.

• Focuses on the ability to solve problems.

• Sets high standards for all learning with particular emphasis on mathematics and science.

• Focuses on democratic principles, and ethical and moral issues.

• Prepares our students to live happy, healthy, and productive lives in the 21^st century.

• Focuses on the delivery of rigor in all areas of study.

In conclusion, we believe that if public education is to meet the needs of our students in 2015, it needs to be contextually and systematically different from our present enterprise.

Over the next five (5) years in order to achieve the vision as described above, CAPSS, as one of the key stakeholders in Connecticut's public education enterprise, will:

1. Develop a blueprint of what the system's changes should be in 2015 (enlist the help of the Testing Committee, Technology Committee, Assistant Superintendents' Committee; High School Reform Committee, etc.)

2. Share this blueprint with the CAPSS membership and other key stakeholders.

3. Work with the Commissioner of Education to establish a key stakeholders commission to develop a report with actions that can be implemented in our school districts.

GOAL 2: Continue to provide advocacy for children in Connecticut.

1. Continue to develop legislative agendas that provide for such advocacy.

2. Monitor legislation and lobby the legislature.

3. Provide CAPSS representation on statewide committees and commissions that effect public education.

4. Keep our membership informed of issues affecting public education.

5. Maintain monthly board of directors meetings with the Commissioner of Education to discuss items of mutual interest and concern.

6. Continue to provide advocacy for public education by working with the Education Coalition, the media, and other interested organizations.

GOAL 3: Continue to provide support for our members.

1. Provide mentors and executive coaches for new superintendents.

2. Provide contract negotiations support for superintendents.

3. Provide counseling and legal support to members when requested.

4. Provide networking opportunities for our members through area groups, committees, conferences, social gatherings, and e-mail.

5. Provide relevant and timely information to CAPSS members.

6. Be a strong voice for the need to recruit and develop strong educational leaders for our State.

GOAL 4: Continue to provide leadership development for our members.

1. Provide appropriate professional development activities for our members (note: focus on leadership and achieving vision of public education in 2015).

2. Provide perspectives from outside education on the challenges facing school district leaders in the 21^st century.

3. Engage members in planning processes that consider demographics, driving forces in economics, politics, society, education, and tangible and intangible forces.

4. Continue to encourage aspirant leaders to enter the field.

5. Explore the possibility of providing an annual journal publication of professional articles written by CAPSS members.

6. Secure suggestions from area group superintendents to assist in planning CAPSS professional development activities.