Watertown Public Schools lays out Year 3 strategy to boost instruction, equity and staff development
Summary
At its May 5 meeting, Watertown School Committee heard the superintendent present the district's Year 3 initiatives focusing on professional learning, restorative practices, diversified hiring and implementation of Tier 1 social-emotional programs as part of a four-year Strategy for Success through 2027.
Watertown School Committee on May 5 received a presentation from district leaders on Year 3 of the Watertown Public Schools Strategy for Success, identifying initiatives meant to deepen equity, strengthen instruction and expand staff supports as the district moves toward its June 2027 goals.
District leaders said the Year 3 initiatives emphasize improved professional learning, a comprehensive restorative practices model, a more consistent hiring process to diversify staff, and articulation of Tier 1 social-emotional and behavioral supports across elementary and middle schools. The superintendent characterized the initiatives as building blocks toward the district’s mission: “when we ground all of our practices in equity and cultivate belonging and social emotional wellness…our students will become critical thinkers, problem solvers, and lifelong learners,” the superintendent told the committee.
Why it matters: the initiatives are intended to move districtwide practice from planning to implementation. Superintendent presenters said the district expects at least 80% staff engagement with a new professional learning initiative, training for 50% of school-based staff and 90% of central office staff on restorative practices, and a targeted effort in human resources to screen and recruit candidates who better reflect Watertown’s demographics.
Key initiatives discussed included: - A district-wide professional learning program that leadership aims to engage at least 80% of faculty and staff. - Implementing a comprehensive restorative practices model that the district said will “strengthen community, foster student leadership, and support educator development,” with training targets named for school and central-office staff. - Developing a consistent hiring process in Human Resources, including a first-level HR screening and anti-bias hiring training for hiring teams, and expanded university outreach and recruitment efforts. - Clarifying and implementing Tier 1 social-emotional and behavioral core programs at the elementary and middle levels as part of the district’s multi-tiered system of supports, coupled with work on identifying a universal screener.
The presentation also detailed Priority 2 work to challenge students with rigorous instruction while providing supports: the district plans to adopt a formative assessment system for grades 9–12 (to be administered at least three times per year), continue coaching special-education teachers to set rigorous, grade-level IEP goals, and expand co-teaching models for English learner and special-education inclusion.
Student representatives Eva Hamidi and Ishkan Ishkanian were cited in the meeting as active participants in leadership efforts; the presentation noted student involvement in curriculum and leadership work as part of Priority 3 (authentic, relevant learning opportunities).
Next steps noted by district staff include school-level implementation plans and continued collaboration with union and leadership teams; staff said the initiatives are overarching priorities and will be followed by specific action steps and school improvement planning.
