M.S.A.D. #67 is a community that works together to accomplish a common mission: To provide a safe, caring, supportive environment which challenges individuals to fulfill their potential as lifelong learners and responsible, contributing citizens. In doing so, stakeholders are concerned with the value and dignity of each individual, as well as the strengthening of society.

M.S.A.D. #67 recognizes its obligation to respond to differing student backgrounds, aptitudes, interests, attitudes, and aspirations in an ever-changing society. It offers, therefore, varied curricula and programs; provides adequate and appropriate facilities, resources and services; and uses instructional and assessment strategies that address all the learning styles and research-based practices. To ensure that all students learn to the best of their abilities and at appropriate developmental levels, the district strives to recruit, hire, and retain staff members who help students achieve and who respond sensitively to students’ needs. The district also promotes and supports a climate that encourages innovation, professional growth, and the acquisition of technological skills necessary to meet those needs.

In order to create a climate of trust and respect, M.S.A.D. #67 strives to be a shared decision-making organization that communicates effectively with all stakeholders. Stakeholders, therefore, are encouraged to share in the learning process; to visit classrooms; and to engage in creative, constructive conversation regarding school programs. Such collaboration—coupled with periodic, consistent, system-wide assessment of individual students and curricula—is a vital part of maintaining quality educational opportunities for all.




The natural learning process that begins at home and in pre-school continues in the early-kindergarten program through Grade 4. In a safe, educationally challenging environment, students continue to explore and interact with their surroundings in order to expand and enhance appropriate knowledge, skills, and attitudes. This process is developmental; proceeds at an individual pace; and includes learning to take responsibility for the consequences of one's decisions. As students work individually and collaboratively, they are taught to respect themselves, other students, adults, and the environments in which they work and play. They are also taught to be sensitive to differences among people.

Believing that all students can learn, educators provide a curriculum solidly based in language arts and mathematics, extended to and integrated with the sciences and humanities. This integrated curriculum provides the necessary foundation for subsequent learning, supports the students’ search for meaning, broadens their understanding of the world, promotes problem-solving, and creates an awareness of current technologies. As facilitators of learning, educators provide stimulating and safe learning environments and employ varied instructional methods that encompass curricular expectations and student interests. Educators also provide students the freedom to express and discuss their ideas creatively and opportunities to develop thinking skills. To do so, educators and students need timely access to adequate, appropriate, and equitable resources; current information and technology; and the skills to utilize resources, information, and technology effectively.

Each learning day includes time for students to grow intellectually, emotionally, physically, and socially. This whole-person, student-centered approach continues as students are flexibly grouped for various learning activities. When appropriate, students are asked to demonstrate what they know and can do by completing meaningful tasks, reflecting on and taking pride in the results of their work, and applying new learning to subsequent experiences. Student accomplishments are recognized whenever and wherever they occur.

Educators, EK-4, consider close communication between the home and the school a critical part of a child’s first years in education. Educators and parents endeavor to set high expectations for students and hold students accountable for their work. All stakeholders are encouraged to share learning; to visit classrooms; and to engage in creative, constructive conversation regarding school programs. Such collaboration—coupled with periodic, consistent, system-wide assessment of individual students and curricula—is a vital part of maintaining quality educational opportunities for all.



Middle-level students are in a period of transition from childhood to adolescence. Educators, therefore, need to be knowledgeable about this transition and about the most effective and current methods of teaching this age group. By working in close partnership with students and their parents, educators endeavor to accept students as individuals and to help them reach their potential—physically, intellectually, emotionally, and socially.

All students can learn and must be prepared to meet the demands and opportunities of the future. This preparation crosses all subject areas and is balanced with opportunities to participate in appropriate co-curricular activities. In and out of the classroom, students are encouraged to accept themselves, to be sensitive to differences between themselves and others, to develop positive attitudes and appropriate standards of behavior, and to acknowledge responsibility for the consequences of their actions.

Students learn best when they work within educational settings and time frames that allow them to make choices, interact with one another, and accomplish assigned tasks. As facilitators of learning, educators strive to maintain safe, stimulating, and supportive classrooms conducive to such learning. Both educators and students, therefore, need timely access to adequate, appropriate, and equitable resources; current information and technology; and the skills to utilize resources, information, and technology effectively. Students are asked to demonstrate their knowledge and skills by completing meaningful tasks, reflecting on and taking pride in the results of their work, and applying new learning to subsequent experiences. Student accomplishments are recognized and celebrated regularly.

Educators, 5-8, consider close communication between the home and the school a critical part of a student’s educational success. Educators and parents endeavor to set high expectations for students and hold students accountable for their work. All stakeholders are encouraged to share learning; to visit classrooms; and to engage in creative, constructive conversation regarding school programs. Such collaboration— coupled with periodic, consistent, system-wide assessment of individual students and curricula—is a vital part of maintaining quality educational opportunities for all.



Mattanawcook Academy has a unique heritage and environment which it seeks to share, preserve, and transcend as it strives to fulfill the district's mission: To provide a safe, caring, supportive environment which challenges individuals to fulfill their potential as lifelong learners and responsible, contributing citizens. To this end, the school strives to meet the educational needs of all students by recognizing and responding to diverse student aptitudes, interests, skills, and values; by offering a varied curriculum; and by using instructional and assessment strategies that address educational learning styles. The school maintains high expectations of all students and encourages them to become life-long, self-directed, self-assessing learners. Raising the aspirations of students is an essential part of helping them realize their full potentials and must be done within the context of changes that will undoubtedly occur in all areas of their lives as they enter and help shape the twenty-first century.

Educators act as facilitators of learning; use varied instructional methods and settings designed to engage students in relevant, active learning; and strive to maintain safe and productive classroom atmospheres conducive to such learning. To do so, educators and students need timely access to adequate, appropriate, and equitable resources; current information and technology; and the skills to utilize resources, information, and technology effectively. Because students must be prepared to assume responsibility as able decision-makers, wise consumers, and environmentally and politically conscious citizens, educators devote much time to preparing students to be informed, creative, and practical problem solvers. Class participation and collaboration are critical parts of this process.

Although academic achievement in and across diverse content areas is the primary focus of the overall high-school curriculum, the whole student is important. The school, therefore, seeks to balance and to integrate curricular and co-curricular activities as much as possible and helps students develop positive self-images and self-reliance, as well as concern for the needs and well being of others. Part of that development includes students learning to take responsibility for the consequences of their decisions, as well as learning to respect differences among people. The school recognizes and rewards positive behavior and high academic and co-curricular achievement in appropriate and varied ways.

Educators consider close communication between the home and the school an important part of a student’s educational success. Educators and parents endeavor to set high expectations for students and hold students accountable for their work. All stakeholders are encouraged to share in the learning process; to visit classrooms; and to engage in creative, constructive conversation regarding school programs. Such collaboration—coupled with periodic, consistent, system-wide assessment of individual students and curricula—is a vital part of maintaining quality educational opportunities for all.


Adopted March 15, 2000
These philosophy statements are currently being reviewed and updated. 9/2006