Our District
Pickerington Schools is in the process of developing a Plan for Progress that will provide a roadmap for the future of the district, ensuring that we are attaining greater levels of efficiency, reaching a higher level of community trust, and graduating students that are prepared for today’s world.
Pickerington's Plan for Progress
Plan For Progress Update
About the Plan for Progress
What is the Plan for Progress?
The Plan for Progress is a connection between schools and community that reflects resident and staff input, values, and priorities. The plan is a contract with our community to ensure Pickerington Schools offers a high-quality education while operating in an efficient manner.
The Plan for Progress will provide a roadmap for the future that ensures we are attaining greater levels of efficiency, reaching a higher level of community trust, and graduating students that are prepared for today’s world.
Our Three Primary Goals
In developing our Plan for Progress, we have identified three primary goals:
Academic Excellence
What must we do to engage all of our students in relevant and rich learning experiences that will prepare them for career, college and life?
Efficient Operations
What can we do now to maximize resources and ensure the school district is operating efficiently?
Modern Facilities
Do our facilities reflect the environment needed to be successful in today’s world? If not, name some ways we can improve?
How Is the Plan Being Developed?
There are three phases to developing this plan.
Research and stakeholder engagement (wrapped up in October 2018)
Phase One of the Plan for Progress began in spring 2018 and wrapped up in October. Via a Community Survey and a survey of district employees, we gathered data and collected feedback and ideas from our internal and external stakeholders.
Developing and defining initiatives (November 2018-February 2019)
The district currently is wrapping up Phase Two of the Plan for Progress. The initial plan was presented to the Board of Education at its February 25, 2019, meeting. You may view the video of the initial plan presentation at the Board meeting, along with the PowerPoint slides and an update video from Dr. Briggs under the “Plan for Progress Update” section on this webpage.
Implementation and actions (beginning March 2019)
Public Forums Report
As part of the Phase One of the development of Pickerington Schools’ Plan for Progress, Superintendent Chris Briggs and other members of the district’s administration hosted two community meetings in Sept. 2018.
The events gave Dr. Briggs and his team a chance to explain the status of Plan for Progress, while also soliciting opinions and questions from those in attendance.
“We’ve made it a goal to go out and reach as many people as we can in the community,” the superintendent said. “We’re excited to be here.”
Implementation of the plan will begin in March.
“The Plan for Progress will be a roadmap for the district’s future,” Dr. Briggs said. “It will be developed using input from the community – including staff, parents, community members without students in the schools, civic groups, local governments, and businesses. The Plan for Progress will provide a clear vision of where we are going, ensuring our students are ready for the challenges of today in college, the workforce, and life.”
“First and foremost, the safety of our kids is our first priority,” Dr. Briggs explained. “But academics is very important to us. We also know that outstanding academic opportunities and a well-rounded student experiences can’t occur without great facilities and solid finances. All three of these areas play an important part in educating kids, which is why they are the three pillars of the Plan for Progress.”
Kati Mullett is an intervention specialist at Toll Gate Elementary, but she also has a child in kindergarten and another who will be going to Pickerington Schools in a few years. Having spent 13 years teaching at Pickerington, she sees Plan for Progress as a positive step for the district. She is glad to have the opportunity to give the district input.
“Having our input can help because the superintendent can’t be where we are every day,” said Mullett. “He doesn’t have young kids the same age as mine and he’s not teaching in an elementary school like I am. So, just hearing our feedback from what we’re seeing and experiencing will help.”
