Lebanon Special School District

HISTORY

The Lebanon Special School District of Wilson County, Tennessee was created by a special act  of the Tennessee General Assembly in 1901.  Originally, the school district corresponded with the Tenth Civil District.

The Act of 1901 created a school board composed of three members to govern the school District.  The board members are elected at large by the voters of the district, and serve for a term of six years.  One member is elected each two years at the time of the local general elections.  These board members receive no pay for their services.  The school board is responsible for the appointment of the Director of Schools.

There are no requirements in the law creating the district concerning school board meetings, but for many years the board has held regular monthly meetings.  The board meets in the office of the Superintendent at 701 Coles Ferry Pike on the second Monday night of each month.  This is always an open meeting.  Visitors are welcome to attend.

MISSION STATEMENT

Mission:  Committed to a community of excellence.

Vision:  The commitment to excellence in teaching and learning inspires and empowers all children, equipping them with the tools they will need to be successful in a globally changing world.

Beliefs:  The Beliefs of the Lebanon Special School District are…

  • Our concept of “community “ is defined as any collective group working toward a common purpose (examples:  the classroom as a community; the school or system as communities; the communities of Lebanon, Tennessee, the nation, and/or the world).
  • Our concept of “learner” includes students, parents, teachers, administrators, and other stakeholders in the educational process.
  • When making decisions, we will keep our focus on what is best for children-all children.
  • We must provide continuous systematic assessment of students that guides the instructional decision-making process.
  • It is imperative that we ensure a seamless and successful transition for students as they cross grades, schools, and systems.
  • Each community must create and sustain an atmosphere of high expectations with a commitment to continuous growth and development for all learners.
  • We must foster an excellent teaching and learning culture where successes are celebrated and teamwork is emphasized.
  • Each stakeholder in the educational process is respected and valued.
  • It is our responsibility to explore and implement “best practices” which are supported by educational research when they meet our data driven identified student needs.
  • It is the community’s responsibility to develop citizens of high character that will be invested participants in the ever-changing world.
  • Students and community members should be effective users of current and emerging technology.
  • Students should be challenged in the academics, fine arts, language, and physical education.
  • The organization of the school and system should be flexible in supporting the diversity of learners and in challenging them in all areas.
  • Learners must have opportunities which actively engage them and inspire them to take ownership of their education so that individual success will become habitual.
  • Family and Community partnerships extend the opportunities for learning.
  • Each child belongs to all of us.
  • We must nurture critical thinking that will empower the community to solve current and future problems.