Mr. Spring's Home Page
Hello, and welcome to Thermopolis Middle School. My name is Matt Spring; I am the principal at TMS. I hope you find our school, students, and staff to be friendly and willing to help you with any questions you may have about TMS or our great community.
I was born in Lawrence, Kansas and raised in Eudora, a small town east of Lawrence. During the summer of 2008 I married Sarah, my wife, who teaches kindergarten at Ralph Witters Elementary. We have one son Brayzdn and are expecting our second child in March.
I graduated from Eudora High School, then attend Baker University on a football scholarship, and began my major in education. After completing my BS, I started on my Master's in Educational Leadership. I found out quickly that education was the right career choice for me. I taught for five and half years and loved every second I got to spend helping kids learn. I taught a half of a year in fifth grade, four years third grade, and one year in fourth grade. Also, while teaching I able to coach high school football another passion of mine.
After moving to Thermopolis, I was principal of Ralph Witters Elementary for one year, then I became principal of the middle school, my current position.
If I can be of any assistance, please do not hesitate to call, email, or stop in for a visit. Our purpose at TMS is to provide a positive and supportive student learning environment ensuring ALL students are successful.
To contact Mr. Spring, email him at:
or call Thermopolis Middle School 864-6551
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At Thermopolis Middle School,staff members take part in Professional Learning Communities to better help students.
Hot Springs County School District #1 Professional Learning Community by definition:
Hot Springs County School District #1 in partnership with students and community operates under the principles of a professional learning community. This process by definition involves all staff members working together in teams to reach common goals for which they are mutually accountable. The goals must be strategic, measurable, attainable, results-oriented, and time-bound (SMART goals). These goals are updated and revised using student achievement data at routinely planned intervals throughout the school year. Following review, the team researches best practices to improve student performance and adjust instruction. The district believes that the key to improved student learning is continuous, job embedded learning for teachers.
3 Big Ideas of a Professional Learning Community (PLC)
1. Focus on Learning
The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working collaboratively to address the following critical questions:
1) What do we want students to learn? What should each student know and be able to do as a result of each unit, grade level, and/or course?
2) How will we know if they have learned? Are we monitoring each studentâÂÂs learning on a timely basis?
3) What will we do if they donâÂÂt learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?
4) What will we do if they already know it?
2. Build a COLLABORATIVE CULTURE
- No school can help all students achieve at high levels if teachers work in isolation.
- Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.
3. Focus on Results
- PLCs measure their effectiveness on the basis of results rather than intentions.
- All programs, policies, and practices are continually assessed on the basis of their impact on student learning.
- All staff members receive relevant and timely information on their effectiveness in achieving intended results.
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