Teaching and Learning

Allison Moran
Assistant Superintendent of Teaching and Learning
amoran@branfordschools.org

The Branford Public Schools Office of Teaching and Learning is led by Assistant Superintendent Allison Moran and a team of dedicated district leaders: Kathleen Wagner, Ed.D., Director of Secondary Education; Lisa Hernandez-Corcoran, Director of Elementary Education; and Lauren Skultety, Director of Early Childhood. Our office embodies the District’s Core Values: Growth Mindset, Continuous Improvement, and Reflective Practice. Through our focus on growth mindset, we nurture perseverance and resilience. By committing to continuous improvement, we strive for excellence in teaching and learning. As reflective practitioners, we regularly evaluate and refine our practices to meet the evolving needs of our students. We are charged with ensuring equal opportunity for growth and development of all Branford students. We achieve this through high quality curriculum, assessment, and instruction. This

Dr. Katie Wagner
Director of Secondary Education
kwagner@branfordschools.org

Lisa Hernandez-Corcoran
Director of Elementary Education
lhernandezcorcoran@branfordschools.org

Lauren Skultety
Director of Early Childhood Education
lskultety@branfordschools.org

Understanding by Design (UbD), is the District's curriculum planning framework. By beginning with the end in mind, our units of study ensure purposeful and engaging curriculum across content areas. Our curriculum writing process begins with identifying the essential knowledge and skills students need, then designing lessons and activities to help them achieve those goals.

We set clear learning objectives, create meaningful assessments to track progress, and use effective teaching strategies to support all learners. We recognize true understanding when students can independently transfer their learning to novel and complex situations, demonstrating mastery and adaptability. Through this approach, we ensure that students not only meet academic standards but also develop Global Learning Competencies that prepare them for future success.

Global Learning Competencies

Branford’s Global Learning Competencies are the desired attributes, skills, and qualities that all students should possess upon graduation from the Branford Public Schools. These competencies serve as a guiding framework for our community in order to design curriculum and learning experiences that aim to cultivate well-rounded individuals who are equipped to succeed in their personal, academic, and professional lives. Branford’s Global Learning Competencies reflect the educational values and goals of the district while shaping the path of the educational journey of students.

The 2025-2026 school year marks a shift in our Global Learning Competencies as we move to reflect the 7 Habits of Highly Effective People in our guiding framework. These habits, widely recognized for fostering personal and collective growth, will help shape the culture of our schools and community. These habits will not only support our students in their academic pursuits but also prepare them to thrive as compassionate, effective members of society.

The Global Learning Competencies (7 Habits) are as follows:

1. Be Proactive – Take responsibility for your choices and actions.
2. Begin with the End in Mind – Define your vision and set meaningful goals.
3. Put First Things First – Prioritize what matters most and manage your time effectively.
4. Think Win-Win – Seek solutions that benefit everyone involved.
5. Seek First to Understand, Then to Be Understood – Listen deeply before responding.
6. Synergize – Work together to achieve far more than you could alone.
7. Sharpen the Saw – Take care of yourself through balance and renewal.

Definition of Deep Learning

At Branford Public Schools, our Definition of Deep Learning is the foundation for our instructional framework, providing a clear and consistent vision for high-quality teaching and learning. Grounded in Marzano’s New Art and Science of Teaching model, this research-based framework ensures that all students engage in meaningful, rigorous learning experiences that enhance achievement and long-term success. By aligning our instructional practices with this framework, we create an environment where all students are challenged, supported, and inspired to excel and thrive.

Our Definition of Deep Learning is built on four key principles: Feedback, Content, Context, and Community:

Feedback: Providing continuous skills development, recognizing progress at each stage, while incorporating mentoring, feedback, and support throughout the learning process.

Content: Ensuring students progress from initial understanding to application of content by continuously reviewing and upgrading their knowledge and skills, using high-quality resources, and engaging in hands-on experiences.

Context: Promoting intrinsic motivation and student engagement in the pursuit of learning by communicating high expectations within an environment of clear rules and procedures and nurturing relationships.

Community: Cultivating a safe, supportive, and collaborative culture with colleagues, students, and families to optimize learning for educators and students.

Harboring Civility

Harboring Civility
Embracing Differences Through Discourse

Educators play a vital role in shaping informed, engaged citizens. This document provides guidance for teachers to navigate the complexities of sensitive discussions while fostering an inclusive and respectful atmosphere. As we address difficult topics in the classroom, it is important to recognize that establishing a safe learning environment is crucial for facilitating civil discourse. By integrating Branford Public Schools’ Global Learning Competencies into these conversations, we can empower students to become responsible citizens and active participants in their communities.

THEORY OF ACTION (TOA)

If we commit to fostering an inclusive environment where diverse perspectives are valued and critical thinking is encouraged, we will cultivate environments that are rich with fact- based dialogue and professional neutrality in order to support students in developing informed opinions for civic engagement in a democracy.

VALUES

Respect & Inclusivity

We value and welcome diverse perspectives, ensuring that all voices are treated with dignity and encouraged to contribute.

Objectivity & Accuracy

We promote fact-based, unbiased dialogue, ensuring that discussions are grounded in reliable information and balanced perspectives.

Empowerment & Engagement

We encourage independent, critical thinking while fostering active participation, where individuals feel confident expressing ideas and collaborating in meaningful discussions.

“Education is not the learning of facts, but the training of the mind to think.”

— Albert Einstein

STEPS TO ENGAGE IN CIVIL DISCOURSE

Present Topic: Provide background information and context for the topic to ensure students understand its relevance and complexities.
Model Openness and Curiosity: Encourage students to share their thoughts and feelings with open-ended questions and demonstrate active listening by acknowledging their responses and inviting further exploration.
Use Structured Dialogue Techniques: Provide students with resources to engage in discourse respectfully with their peers.
Encourage Diverse Perspectives: Assign roles or perspectives for students to represent, ensuring a range of views are explored during discussions.
Debrief and Reflect: After the discussion, provide time for students to reflect on their feelings and what they learned from the exchange.

“Harboring Civility” was created through the collaborative efforts and valuable feedback of students, teachers, and administrators, reflecting Branford Public Schools’ shared commitment to fostering informed, engaged citizens.