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Sir Ken Robinson defines creativity as “the process of having original ideas
that create value”. He reiterates that it is a process and not a
random act of inspiration, and that it needs to prove its worth. He points out that creativity is not the opposite to formality – instead a
mixture of discipline and space to innovate are required. Robinson contends that
“creativity is as important as literacy and should be treated as
such.” Our schools are currently designed, like he said, in a
hierarchy, in which specific skills, namely math and languages, are
valued over others.
Sir Robinson mentioned a couple reasons why
having this hierarchy is ridiculous:
The purpose of education shouldn't be to get into college.
Believe in high standards does not mean education has to be standardized.
We don't need to reform education -- we need to transform it.
Creativity is a part of not apart from intelligence.
We don't grow in to creativity, we get educated out of it. One of the reasons why an academic hierarchy is ultimately futile is because people cannot accurately assign value to skills that may or may not be valuable in 30, 20, or even 10 years. If we cannot accurately assess what skills children will need for the future- how can we place a value or emphasis on any particular skill now? Sir Robinson further ridiculed the stress we place on children to be right and not make mistakes. Children, and people in general, need to be willing to make mistakes in order to create an innovation. In fact, some of the most well-known products (penicillin, coca-cola, etc) are the results of what was initially a 'mistake.' This all-out rejection of mistakes stifles creativity, perhaps, more than any one factor in our schools and in society.
By finding new ways to praise children’s efforts and ideas, and less ways to assess them on their mistakes, we will embrace the initiative to rethink the fundamental ways we educate children in the context of their endlessly, vast capabilities.
There are several points in Arne's Duncan's speech of which I dissent, however the overarching purpose: a plead to realize the urgency through which educational reformation must take place, is immediately and timelessly relevant.
“By almost any standard,” Duncan told a Columbia University audience of students, teachers, and faculty, “many if not most of the nation’s 1,450 schools, colleges and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st century classroom.” While this statement is unequivocally true, Duncan's failure to state what specific component is 'mediocre' renders the potential effectiveness of the statement itself-at best mediocre. The abstractness of this earlier, 'mediocrity' claim is indicative of the circumlocutory speech that merely calls for, rather than offers a solution. Duncan does, however, reference what he considers 'pristine' models of schools of education. The shared characteristic that contributes to each of these programs' effectiveness is the central emphasis of a practicum or field experience.
To this end, I consider myself blessed to be a part of an equally propitious program- Mississippi Teacher Corps. Being able to immediately introduce the practical components of 'Advanced Methods in English' to my seventh grade class only two days after receiving instruction, both actualizes coursework and prevents instruction from becoming at all theoretical. Taking this course in preparation, rather than in conjunction with teaching would not have rendered the same lucrative advantage.
In especially the 21st century, teacher roles and responsibilities are ever-more demanding. At a time when teachers are required to not only instruct, but moreover be TST coordinators, committee coordinators, parent-teacher coordinators, behavior incentive activity coordinators, academic and behavior interventionists, as well as psychologists and/or (at times) social workers, not to mention literacy and exceptional education specialists - preparation today needs to require students to teach while receiving training. Preparation should include training in how to differentiate instruction and how to provide advisory services to students. The best training in this type of individualized education is not conceptual, but rather requires the teacher to regularly implement and actualize differentiated instructional practices with each of their students.
Critics of teacher preparation programs say that current teacher-training programs are too heavily steeped in theory and not useful in the classroom. They say that those who teach in schools of education are clueless about how to reach children with dyslexia, attention deficit disorder, Asperger’s syndrome or other learning challenges. To this end, Duncan understands that the only way to evaluate a teacher-training program is to look at how the teachers perform once in the classroom; the only way to do that is to measure how the students are doing.
With so much scrutiny aimed at measuring student performance from kindergarten to high school, many education schools never get around to asking the high-stakes questions about how well teachers are doing in their profession, where they received their training, how much they learned, and what can be improved. Until we start scrutinizing this part of the process, and look at who is teaching the teachers, we’ll never empower students to reach their academic potential and create a workforce that is globally competitive.
"The idea is that students will rise to whatever your expectations are, no matter how high they are."
This sentiment, ruminated by TFA alumni, Gary Rubinstein and endlessly quoted as an 'one-size fits all' amelioration of student failure- is just that- an 'idea.' This in itself, speaks to its overt fallibility.
Gary Rubinstein argues “....when you make things too complicated, students don't rise to your 'high expectations,' they lose confidence in themselves and, more importantly, they lose confidence in the ability of their teacher. Once they decide that their teacher is not competent enough to make 'appropriate level' lessons, they stop listening, start talking, and make it impossible to teach."
The preceding statement simultaneously identifies the cause as being a teacher 's poor pedagogical awareness and the effect as being poor student performance. Here, the cliché, “it takes one to no one,” shamefully holds true for me. I have been that teacher.
As such, however, I have come to distinguish between “mak[ing] things too complicated” and raising your expectations - they are not one in the same. Neither are 'expectations' synonymous with 'standards.' The incisive directive with which Ben Guest so purposefully equipped us, “Release yourself of all expectations,” is timeless and true.
While expectations are tailored to the individual and often perpetuated into lofty ideals, standards should have uniformity and are (intended to be) aligned with a state, national, or otherwise accountability factor.
To this end, 'Freedom Writers,' the very movie that Rubinstein (incorrectly) cites as promoting an 'unrealistic expectations sentiment,' actually evidences the case for realistic standards, not high expectations.
Although unrealistic in the movie's 'feel good' ending, the teacher, Ms. Erin Gruwell (Hilary Swank) in no way, blithely upholds expectations (that are invalidated even as she attempts to teach internal rhyme using Tupak Shakur.) Rather, she actively reflects and re-evaluates until she achieves a psycho-social, pedagogical, and otherwise awareness of her students.
It is only now, in the context of an acquired awareness of our students' reality, may we, like Ms. Gruwell, allow this awareness to inform what must be consistently realistic expectations and relevant standards.
As a case study, Ruby Payne’s “A Framework for Understanding Poverty, is well-researched and topically comprehensive. As a sociological handbook with ‘practical yet compassionate strategies for addressing impact on people’s lives’ it is more prescriptive than any such resource should claim to be.
While the observation-based generalizations in which Payne made regarding the characteristics of generational vs. situational poverty seem to be accurate or at least representative of my own observations many generalizations are misappropriated as facts. Specifically, the ‘Deposits, Withdrawals’ chart on pg.111 can be easily reciprocated from lower to middle class. While I agree that mannerisms for living (such as importance of matriarchal structure, identity tied to lover/fighter role for men) can be positively influenced through mentoring from someone who has made the transition to the higher economic class- the references that intend to define specific mannerisms (‘mating dance,’ ‘negative orientation’) were more theoretical than factual.
While “A Framework for Understanding Poverty” does not in and of itself equip me with the understanding I need to both emphasize and educate my students it does provide a register to interpret the results from the anonymous student survey and a language to articulate the responses that they so candidly put forth.
Perhaps, the greatest shortcoming of Ruby Payne’s book is that she juxtaposes credible researches with sources that are commercial rather than academic.
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Student-Centered vs. Teacher Centered
Now that I’ve had two full weeks to observe the personality dynamic of my classrooms, I’ve been able to strategically pick students helpers that will both self-regulate their individual sense ownership for the classroom and their learning as well as provoke other student’s sense of self.
- This implementation alone has helped to:
- Maximize the organizational structure of my classroom
- Channel the influence (both positive and negative) into necessarily positive, leadership roles.
Other management practices that prove to be timelessly true and effective:
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Parent Phone Calls
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Documentation
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Calm Discipline
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CONSISTENCY!
Still, however, I have a long way to go before I may consider myself even proficiently effective:
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Organization (Personal & Student)
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Higher Expectations (More Homework Every Night)
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Grading / Giving Back Papers Immediately
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Consistency!
It has been said time and time again that the second year of teaching is infinitely better. For whatever reason, I never did believe that this generalization would apply to me. Three weeks into teaching at the same alternative middle school, I may personally affirm this to be true.
Although, I cannot yet, pinpoint exactly why it is better-the most initial factor that comes to mind is a newfound mental calmness that allows me to more effectively address rather than react to situations. Specifically, I have learned to exhibit a type of 'calm discipline' that allows me to give consequences, address behavior, and follow through with this- all while maintaing an expression that I couldn't care less.
As far as what I need to improve-most immediately, I need to improve my classroom organization which will help create a more preventive rather than punitive classroom management system.
In no way would I consider my first year of teaching a success. It was trying, strengthening, humbling, and at best inspiring, but a success is something that it was not. For this reason, I look for the measurable gains in my individual students reading and writing ability in order to glimpse even the smallest semblance of success.
In the interest of privacy, I'll call my student Jade. I received Jade as a 16 year old 8th grade student who been absent for over a month of school the previous year during which time she was reported as a 'missing child' for having allegedly ran off with an older man. While, I am always of the belief that it is best to dismiss a student's past behavior history and receive them with new hope and new expectations it is more often than not that the student isn't far removed from their past which moreover informs the present, the student standing right there in front of you today. When Jade would verbally and physically ( attempt to grab my hair) without any reservation or thought as to what might be the consequences, I realized that she had been shoved face to face with the crudeness of life and in comparsion, I was of no consequence whatsoever.
Although I consistently documented her behavior, administered her consequences, contacted her mother, and followed every other established protocol for following this behavior- I will not pretend to be at all responsible for her eventual turn-around. Rarely, does a student wake up one day, have an epiphany, and commit to changing their ways. This , however, is exactly how it seemed to happen to Jade. It was the week of her birthday that I remember this sudden change in disposition, work habits, social interaction, ect. Perhaps, the sobering anticipation of her turning 16 inspired this change, but whatever it was, the moment that I noticed even her most subtle effort to comply and respect, I acknowledged it, thank her, and indirectly prompted her to reflect on the difference between her current and former behavior. The day of Jade's birthday, I handed her a birthday/ thank you card that specifically acknowledged what I had noticed, what I had always believed she was capable of, and my conviction of how she would continue to succeed in the future. Jade received this not with the timid embarrassment of most students who are acknowledged for doing the 'right thing', but with glowing pride. From that day forward, she continued to be a model student and channel her aggression, defensiveness, and hurt into the stimulus for emotion-filled, poignant free-writing. It gets even better...
Jade loved to write, and she loved being complimented on her writing even more. This was not mere flattery, however, as I reserved my praise for those pieces that were truly exemplary. There was one poem, in particular, that was truly captivating and I truly believed that if entered in a contest or literary magazine, would be published. Jade was ecstatic at even the possibility of entering the contest and agreed to continue working with me to get it ready for publishing. The next few afternoons that we spent together, exchanging both verbal and written words, serve as one of the highlights of this past year, and moreover my lifetime. This in and of itself would have been a success, but it gets better... I mailed in her poem that Friday and three weeks later we were informed that Jade received an honorble mention and a spot in the next issue! It didn't matter that she didn't 'win,' receive any monetary award, or even place. The mere mention of her name and presentation of her poem in a magazine was enought to leave Jade with an unabated glow that painted her face for the next three weeks. This in and of itself was infinitely rewarding so that when Jade's mother came to personally thank me- it was no longer conceivable as to how I should be thanked, becuase truly, this was my privilege for which I have the utmost gratitude.
Once, I had a self-satisfyingly blithe perception of failure as a constructive and inevitable part of life. It was through failure, that I was prompted to rise up and overcome, forbidden to become complacent, and strengthened in the areas that I would otherwise be weak. When I became accountable for the academic success (or lack of) sixty individuals, failure took on a whole new meaning. Failure is no longer limited to the personal, but moreover, has public and enduring implications. If I fail as a student, at most it means that I re-visit the content and pass the next exam. Failing as a teacher, however, has overarching and enduring implications for many more lives other than my own.
It is with the deepest regret and shame that I recall how I failed my third period class.
This past year, I was very blessed to receive the teaching assignment of reading teacher.
Although I taught both 7th and 8th grade, Reading was only required for students who demonstrated the need for remediation-therefore, granting me extremely small class sizes. My classes averaged at about 10 students, the largest class being 12, the smallest being 4! While this may seem to be every teacher’s dream with endless opportunities for engagement and innovation – I subtly yet steadily undermined any all of these opportunities by failing to manage this classroom effectively. Classroom management with 4 students?! How does it make any sense that was I able to lead a class of 12 students with relative ease and effectiveness, while letting four strong-willed 14-year old girls run all over me? Essentially, I let my guard down. In an attempt to establish a more intimate, perhaps expression conducive environment- I suspended the formerly established rule, ‘raise your hand to speak or to stand,’ and everything pretty much deteriorated from thereon in.
I am ashamed to say that a typical day would consist of the girls standing in the doorway, observing the ‘action’ of the hallway before coming in, and blatantly glaring at me as I told them to please come in and sit down. In the first few seconds of the first few days, I failed to establish my authority, trading my command as a teacher for my students (wrongly perceived) favorable respect, and therefore establishing a precarious teaching environment from the start.
It became commonplace for my introduction of the class be reciprocated with, “I ‘fin’ not gonna do nothing, Ms. Albanese, real talk, why do we have to have class with only 4 students?
While the very thought of my management and consequential failure is nauseating and painful to write-I can receive some consolation in the fact that it did not continue this way throughout the year. Through parental contact, a complete turn “against” my students favor, from ‘advocate’ to authoritarian, and many other interventions that I never should have had to resort to, ultimately, we were back on track by March. Too late, far too late- I know, but at the expense of four student’s reading instruction, I learned my lesson.
Among the several aspects of my teaching practice that need to be improved the three foremost are:
1) Differentiated Instruction
2) Assertiveness and consistency
3) More accurate and innovative assessments
What I currently do well:
The single aspect that I, without reservation, can say that I do well, is provide extensive and immediate evaluations of my students work. One of my favorite things to do, strangely(& pathetically enough) is grade papers, provide commentary, and witness the immediate reception through which my students read, receive, and strive to meet the standards presented to them in this individualized feedback.
While I don't believe my school district project is particulary radical or truly innovative, it is innovative in its ideals and perhaps overly idealized as it is appropriately named "Pleasant Valley." Everything that is funded, planned, and initiated within this district is prompted and revolves around the district's ultimate goal to actively engage and empower all studetns in a lifelong learning process to achieve the fullest potential as socially productive citizens. In order to create accountable and competent lifelong learners, the PVS district works symbiotically with the community it strives to serve.
Among the stipulations proposed to ensure that academic/vocational growth and opportunities are maximized, studetns will attend school-year round with one week breaks following each four week block rather than a consecutive 2 month break. After completing this cycle three times, there will be a 12 day recess. During this 12-day "recess," students will have the option to attend enrichment programs including ACT/SAT prep, remediation, job shadowing, and educational field trips.
Welcome to Pleasant Valley School District
By,
Allison Albanese
“At Pleasant Valley We are Preparing, Aiming, and Working for Success.
Every Day We Will Treat Others with Kindness and Respect.”
Vision Statement
The Pleasant Valley School District actively engages and empowers all students in a lifelong learning process that inspires them to achieve their fullest potential as competent, competitive, respectful, and socially productive citizens.
Mission Statement
•In partnership with the Pleasant Valley community, the mission of PVS District is is to provide a complete and compassionate educational experience which creates responsible, and accountable lifelong learners.
Governance
Local Board
•There will be four on-site, elected Board Members-( 3 local and 1 out-of-district):
• Lines of Authority
•School district superintendent and assistant superintendent will both be appointed by the local board of education.
•Candidates should come from a diverse pool of both local and out of state geographic sectors.
•Board meetings will be held on the second Tuesday of every month as a public forum, in which staff, community members, local business leaders, and students can express concerns and commendations regarding district policies, practices and other affairs.
•Lines of authority will be traditionally hierarchical at both the building and district level with each position fulfilling a definitive role so that order and regularity is maintained as best practice.
Lines of Authority Defined
-Administration and Governance within Buildings
I. Superintendent:
•Educational leader for the school system, and provides administrative leadership for all school staff in operational matters and in proposing and implementing policy changes.
• Manage a system of established educational goals and policies for the schools in the district consistent with the statewide goals and standards established by the Board of Education.
II. Principals
•Instructional leaders and managers of their schools.
•Supervise the operation and management of their schools and school property which is subject to the supervision and direction of the superintendent.
• Each principal works with a school council to define educational goals for the school, identify the educational needs of the students, and formulate a school improvement plan, consistent with state and local educational goals and policies.
•Principal oversees and promotes the continuous improvement of teaching and learning within the school building., in
•Collaborates with the school council, teachers, school staff, and parents to establish that school should is an innovative, safe and supportive environment for teaching and learning.
Lines of Authority Defined (Continued)
•School board
•Legal agent of the state- must fulfill both state and federal mandates.
•A legislative body that develops, evaluates, and oversees education policies
•Must be responsive to the community it serves by establishing and maintaining a harmonious, two-way communication between district and school committees.
IV. School Committee
•Effective school committee solicits information and recommendations from the superintendent before establishing policy.
-Similarly, an effective superintendent keeps the school committee informed about major administrative decisions and procedures, enabling the committee to assess whether those administrative actions conform to school committee policy.
•Establishes the school year schedules for the schools in the district, consistent with the state standards and guided by the student learning time plan recommended by the school council at each school.
•Responsible for adopting general disciplinary policies for students in the district, in consultation with the superintendent.
•Should not decide operational issues (at what grade level teachers are to start teaching students cursive writing.) This should be left to the professional educators. Selection and purchase of textbooks and other educational materials are also responsibility of school principals, within the budget set by the school committee.
•Whenever the line between policy and operations is not clear, matter is best resolved locally, through open communication and collaboration between the school committee and the superintendent.
Pleasant Valley District Middle School Layout
*Students from the two northern middle schools will attend Pleasant Valley High School
*Students from the two southern middle schools attend Kalamazoo Central High School
•There are five total buildings: ( Four traditional buildings, one vocational building.)
• All buildings are within a few block of each other to facilitate transportation to and from schools.
Academic Year
•Students will attend school year-round, there will be no consecutive two month break.
•Instead, students will attend classes for four consecutive weeks, followed by a one week break after each four week block. After completing this cycle three times-there will be a 12 day mini-vacation.
•During the 12-day “recess,” there will be teacher- and community member-led enrichment programs including ACT/SAT prep, remediation, job shadowing, and educational field trips.
•There will be no cost to the students and participation is voluntary.
• All teachers are required to serve as a counselor for at least one session and will be financially compensated.
•
Daily Schedule
•School will meet regularly, Monday –Friday from 9:00 am to 4:00 pm, starting an hour later than traditional school to accommodate the additional hours of sleep that brain-based research evidences that developing children need.
•The day will consist of five 75-minute class periods, five 5-minute passing periods, and a 50-minute lunch period where they may seek remediation/enrichment, physical activity, arts and crafts, or socialize.
•Unlike the traditional middle and high schools, the one vocational school will emphasize vocational training and job skill development.
Curriculum Layout
*All Pleasant Valley District graduating classes must pass the four subject area tests in order to earn a regular high school diploma.
•The subject area tests include: Algebra I, Biology I, English II and US History from 1877 to the Present and are aligned with the Mississippi Curriculum Frameworks developed by the Office of Instructional Development at the Mississippi Department of Education.
•The frameworks are posted on their website at www.mde.k12.ms.us
College Preparatory Curriculum
4 CreditsàEnglish I, II, III, IV or Accelerated English
3 Creditsà Algebra I, Geometry, Algebra II
3 Creditsà Biology I & (2) additional sciences (Physical Science, Biology II, Chemistry, Anatomy and Physiology, Physics)
3 Creditsà World History, US History, US Govt. (.5), Economics (.5), or Geography (.5)
2 Creditsà Advanced Electives (Spanish and 1 upper level math or science course (Does not include astronomy/geology).
½ Credità Mississippi Studies
1 Credità Computer Applications or Computer Discovery
1 Credità Fine Arts Elective
½ Credità Health Elective
6 Creditsà Electives to bring credit to 24
Curriculum (Continued)- Regular High School Diploma Curriculum (12th, 11th, and 10th graders)
•4 Creditsà English I, II, III, IV
•3 Creditsà Algebra I, Geometry and (1) additional math (Pre-Algebra, Algebra II, or Transition to Algebra)
•3 Creditsà Biology I & (2) additional sciences (Physical Science, Astronomy/Geology, Biology II, Chemistry, Anatomy & Physiology, Concepts of Agri-science Technology, Environmental Science, Plant Science)
•3 Creditsà Mississippi Studies, World Geography, World History, US History, US Government/Economics
•1 Credità Computer Applications or Computer Discovery
•1 Credità Fine arts elective
•½ Credità Health elective
•8 ½ Creditsà Electives to bring the total credits to 24
•* In addition to the above requirements students must pass the following subject area tests:
•4 Creditsà Algebra I, Geometry and (1) additional math (Pre-Algebra, Algebra II, or Transition to Algebra)
•Algebra I, Biology I, and US History.
•English II (writing and language conventions)
Regular High School Diploma Curriculum (Entering 9th Graders)
•4 Creditsà English I, II, III, IV
•3 Creditsà Biology I & (2) additional sciences (Physical Science, Astronomy/Geology, Biology II, Chemistry, Anatomy & Physiology, Concepts of Agri-science Technology, Environmental Science, Plant Science)
•3 Creditsà Mississippi Studies, World Geography, World History, US History, US Government/Economics
•1 Credità Computer Applications or Computer Discovery
•1 Credità Fine arts elective
•½ Credità Health elective
•7 ½ Creditsà Electives to bring the total credits to 24
•* In addition to the above requirements students must pass the following subject area tests:
•English II (writing and language conventions)
•Algebra I, Biology I, and US History
•Passing scores are equal to a 70 or above average in the course
•Assignment weightings are up to the individual teachers’ discretions.
Reading/Technology Initiatives
•Literacy Programs:
• Reading Buddies
•Radical Readers
•Book Buttons (Community Rewards/Incentive Program)
Technology:
•Each building will be connected to a wireless internet network.
•Each classroom will be equipped with at least one computer for the teacher, an LCD projector, and a Smartboard
•Teachers and administrators must complete an online tutorial to become familiar with hardware and software available in the district.
Community Objectives
•Pleasant Valley School District will strengthen its partnership with parents and the community.
• Time Frame: Ongoing
•Expenses: Cost to produce monthly newsletters, cost of running mass media ads, cost of rewards, and cost of postages.
•Players: Central office personnel, all building level administrators, teachers, parents, students, community members
•Ultimate Product: Stronger P.T.S.A, recognition of parents and business leaders, and dinner for parents and community members
•Evaluation: Surveys (mailed) parental/community attendance
•Communication: Mass media Ads, Advertise on school transportation vehicles
Community Highlights
•Small, safe community in a rural setting
•Proximity to bike trails, wildlife, outdoor recreation, and other natural areas
•Quality, affordable housing; housing developments, mobile home parks, retirement/assisted living
•Scenic parks with pavilions, lakes, hiking
•Medical Clinics, Pharmacy
•Community Sports Programs for Children and Adults
•Community library/local historical museum
•Community Luncheons
•Churches
•City Hall, Police, Fire Stations
•Annual Fall Festival, Spring Arts/Crafts Show
Teachers: (Ratio, Schedule, Compensation)
•Total of 100 teachers in the proposed school district.
•Grades K-3, the teacher: student ratio will be 1: 12,
•Grades 4-10, the teacher: student ratio will be 1:15,
•Grades 11-12, the teacher: student ratio will be 1: 18
• Teachers will each have two planning periods each day:
a) One uninterrupted planning period
b) The second planning period will be used for mentoring, tutoring, duty, ect.
•Interdepartmental planning will be implemented to facilitate interdisciplinary lesson planning.
•Although teachers will not receive additional financial compensation if they hold advanced degrees, they will receive merit pay for substantial student growth. This is supported by the logic that teaching methods and best practices, rather than a teacher’s individual education are indicative of student achievement.
•In order to keep maintain a current knowledge of best practices, teachers will be required to attend seminars, workshop and conferences of their selection.
Teachers: (Contracts, New Hires, Evaluations)
•Contracts will be signed for one-year increments. Teachers who breach their contracts and leave in the middle of the school year for any reason other than medical or family leave will be fined 125 percent of the remaining pay in the contract.
• Mentor teachers will make recommendations to the building chairs regarding the re-hiring of teachers with three or fewer years of experience and the chairs will vote among themselves to agree with the mentors’ recommendations or not.
• Applicants to the school district will be required to complete and submit an application with references. For reasons of accountability, the hiring committee should consist of fellow teachers who will be working with the candidate and therefore personally invested in their credibility.
•The individuals who work with the teachers on a daily basis and see what occurs in the teachers’ classrooms should have the authority to decide whether or not that teacher may return.
• Teacher contract renewal will be based upon observations from mentor chairs, written letters from mentor teachers, and student course evaluations.
Staff Development
•Professional development centering on the importance of high academic and social expectations based on a mutual respect between students and professionals.
• Teachers will be able to enroll in online symposiums and continuing education courses that address their specific needs at the times that are most convenient for them.
•Regular walk-throughs by district staff to monitor high quality lesson plans, daily schedules, behavioral plans, and other aspects of the school environment to ensure high expectations for all employees.
Discipline
•Discipline ladder is established by discipline chair and published in student handbook and code of conduct.
•Rules enforced by classroom teacher and building administrators.
•Loss of privileges will be primary means of discipline:
•In-school detention : Student will serve the school by completing menial but necessary tasks such as washing dishes, cleaning the bathroom, and changing the garbage.
• Zero tolerance policy for tardiness
•Suspension will be avoided, if possible, in order to keep students in the classroom.
•Silent lunch: There will be a silent lunch table at which students must remain silent for the entire duration of the lunch hour.
Behavior Programs/Initiatives
•Character Counts (Elementary)
•Teaching Tolerance (Secondary)
•Conflict, Peer-Resolution (Middle/High School)
Budget
Payroll
•Board Members (4 elected, on-site > 3 local, 1 out-of-district): $25,000 salary + $200 if school meets yearly performance goals
•(2-year renewable contract)
•Superintendent: $175,000 salary + $10,000 travel expenses (meals, lodging, etc.) + $2,500 car allowance + $500 if school meets yearly performance goals
•(3-year renewable contract)
•Asst. Superintendent: $125,000 salary + $5,000 travel expenses (meals, lodging, etc.) + $1,250 car allowance + $300 if school meets yearly performance goals
•(3-year renewable contract)
•Principals: $65,000 salary + $3,000 Signing Bonus with $2,000 annual raise, + $300 if school meets yearly performance goals
•(2-year renewable contract)
•Asst. Principals: $55,000 salary + 3,000 Signing Bonus with $1,000 annual raise, + $300 if school meets yearly performance goals
•(2-year renewable contract)
• Teachers (100) (- $50,000 starting salary (+ $2,000 Signing Bonus & merit-based pay of $1,500 annually + $300 if school meets yearly performance goals
•(2-year renewable contract)
Budget (Continued)
•Academic Counselor: $50,000 salary + $1,000 Signing Bonus + $200 if school meets yearly performance goals
•(1-year renewable)
•Student Counselor: $55,000 salary + $1,000 Signing Bonus + $300 if school meets yearly performance goals
•(2-year renewable)
•Secretaries- $25,500 salary + $500 Signing Bonus + $500 if school meets yearly performance goals
•(1-year renewable)
•Custodians- head custodian/maintenance (1): $28,000 salary; custodians (8): up to $15,500 wages + $200 if school meets yearly performance goals
•(1-year renewable)
•Coach (all sports): $2,000 in addition to salary benefits
•(1-year renewable)
•2 Mentor teachers- $2,000 in addition to salary benefits
Teacher Recruitment
•Teacher Induction Program
•Teacher Mentoring Program
•Incentives for Continuing Education
•Merit Pay
•Paid Moving Expenses
•Teacher Signing Bonus
Show Your Panda Cub Pride!
By
C ulturally
&
U niquely
B uilding
S tudents
District Highlights
•Small Class Sizes
•Highly Qualified Faculty & Staff
•Culturally Diverse Student Body
•Accelerated Classes
•Well Maintained Facilities
•On-line Access for Student Progress, Attendance, Scheduling, & School Communication
