Rancho Solano Private School ( Rsps )

After the decision of integrating the schools was final, principal Jones used his leadership skills for the process of communication. He used a multiplicity of methods to inform, the students and their parents, about the process and options that they had to enrolled in a new learning community. Furthermore, he created task forces to

Sherman Institute opened its doors in 1902, a century and a half before the birth of Lorene Sisquoc. An off-reservation government boarding school for Indian children, Sherman Institute aimed to rid young American Indians of their languages and cultures. Following the lead of Bureau of Indian Affairs (BIA) Supervisor of Indian Schools Estelle Reel, founding Sherman Superintendent Harwood Hall and his staff crafted a curriculum rooted in low expectations for Indian students. Industrial, agricultural, and vocational classes prepared students for lives of domestic service and menial labor. The daily rhythms of non-reservation boarding schools proved to be a shock for many young Indians. Students lived according to a tightly regimented, military-like

“Windowless and nasty classrooms, retarded courses, no air conditioning and can we talk bathrooms?” As citizens, the conflicts and the issues that our society deals with every day should bring awareness and a call to take action. For instance, Jonathan Kozol came up with a plan to bring consciousness to his readers by writing an article about the struggles of the Fremont High School students, in which problems such as overcrowded classrooms, teacher shortage, lack of bathroom supplies, unsanitary kitchen, basic academic courses and inequality. In order to write and put together his article, he took a tour in person and found his way to successfully achieve his goal by documenting students, teachers, and other staff members’ testimonies in which one of his main focuses was Mireya. Furthermore, Kozol’s real facts on the matter successfully make a statement on social and racial inequalities, in which the main purpose of his article was to capture the attention of his audience to resolve on the matters that affects a child’s future.

San Bernardino City Unified School District houses one of the largest populations for students with moderate to severe disabilities within the Inland Empire. Over the past decade San Bernardino City Unified School District (SBCUSD) has sustained an influx of students who qualify for a moderate to severe special day classroom (SDC) setting and special education services. Effectively educating youth with moderate to severe disabilities is not a simplex task, as it requires multifaceted skillsets involving various special education professionals. Developing and executing a service delivery model that targets student’s individual needs, while simultaneously supporting students in strides towards life long goals is crucial. Carmack Elementary is one of fifty-two elementary schools within SBCUSD that only provides educational services to students with moderate to severe disabilities grades kindergarten through sixth. The community surrounding Carmack Elementary has been deemed high-poverty, indicating a vast majority of students who attend Carmack are presumed as low-income status. Lastly, a vast majority of students who attend Carmack Elementary qualify for the free and reduced meal program offered through the district.

In being promoted to State Street Elementary Head Building Principal in 2016, Mr. Jacob Sholtis, a white male, has already demonstrated his ability to successfully lead a large suburban school building. At the age of 35, he is the youngest head building principal in the school district by around ten years. Moreover, he is a graduate of the neighboring school district Hanover Area. For this reason, he is a native of the Wyoming Valley community with an extensive background of the area.

Prior to coming to Hoke County, Dr. Williamson had already served in a plethora of diverse roles in his educational career (e.g., teacher, assistant principal, vocational-educational director, principal, director of secondary and middle school education, director of personnel, associate superintendent, and a boys and girls basketball coach), therefore becoming a superintendent was inevitable; the school board knew he could advance the Hoke County’s School System, however the “key” was: he was a willing vessel.

Lake Wales Charter Schools system (LWCS) opened its doors to the first students in August of 2004. LWCS faces several challenges, including educating a large migrant population and high poverty rates. Serving over 4,000 students in Lake Wales, Florida, superintendent of schools Jesse L. Jackson and his administration have worked to foster an internal culture of collaboration and communication to innovatively engage their students and families.

On September 30th, 2016, I observed a class at Ramirez Charter School in Lubbock, Texas. I had the opportunity to observe a third grade class led by Mrs. Yu Kim Johnson. She was assisted by a student teacher from Texas Tech, Abby Crutcher. The main focus of this observation was to observe all areas of the school and analyze how each contributes to or distracts from a positive, productive learning environment. Throughout this experience, I was able to get an idea of what could make a classroom negative or positive.

The course of MAS in the Tucson Unified School District was created on July 1998 (Romero 1). The struggles of MAS and it’s creations go back to some cases such as Mendez v. Westminster (1947) , Independent Schools District v. Salvatierra (1931), Alvarez v. Lemon Grove (1931) (Romero 1). In Arizona the Tucson Unified School District is the only district that has Ethnic Studies. This program was created to reduce grade retention, to improve special education, expand courses and to have equity for hispanics (Magallon 6). The course gives their students identity, hope, purpose and interest. When the students are interested in a topic they are more focused and motivated to try harder. This has been seen in the Mexican American Studies course. Research on the article At war with the state in order to save the lives of our children: the battle to save ethnic studies in Arizona by Augustine F. Romero have stated that “Our students are three times more likely to pass the Reading section, four times more likely to pass the Writing section, and two-and-a-half times more likely to pass the Math section than their peers not in our program.” Furthermore, the graduation rate when up to a 97.5 percent and more than 67 percent of the students who rated from high school enrolled to a higher education (Romero 1). The equity MAS provides to their students increases the their success in

I have been the principal at Valley View Elementary since 2005. During my tenure as principal, Valley View Elementary earned a TEA Exemplary rating each year; earned Gold Performance Acknowledgements in all tested areas each year, including the area of attendance; met AYP each year; was consistently recognized by the Texas Business Education Coalition (TBEC), the National Center for Education Achievement “Just for the Kids,” Texas Monthly, etc. . . . Under the new system, our campus has Met Standard and has earned every distinction it qualifies for. I state this not to brag about myself, but to brag about the great people who work and have worked with me at Valley View Elementary—the people who worked hard and made those accolades possible. During my tenure, I have sought and have hired individuals who exhibit certain qualities I feel are essential to student success. Qualities that Adriana Cerda exhibits.

As the course of weeks of planning have interpose realizing a campus improvement plan is an essential item for any growth of a learning environment. Modifying our processes, teaching practices and student learning is vital to notice in order to make our action plan become successful. We must not forget the fact that our action plan is intertwined with the vision and mission set up by the administration team for the campus. Following this will be a chart as a draft of a school improvement plan based on the data acquired from Del Castillo Elementary. It includes a summary of the feedback and goals set by my principal mentor and

Tornillo Independent School District would benefit by hiring me because I am a game changer. By adding me to your faculty, you are not only getting a highly motivated, enthusiastic, and student-centered social studies teacher. You will also be getting a future head coach in either baseball or football that will establish a winning tradition. I will establish a positive ideology that will affect students and faculty all over campus.

All students deserve a quality education regardless of race, gender, socio-economic status, or zip code. At Aurum Preparatory Academy Charter School (“Aurum Prep”), each of our students will receive a quality education that will prepare them for success in college and career. We know from numerous examples of high achieving schools in the communities of Oakland and around the country that all students can achieve at high levels when provided with the proper structure, strong instruction, and clear guidance. We will provide our students with a rigorous and seamless secondary education rooted in expanding their literacy and mathematics skills, and in full alignment with rigorous national standards as adopted by the State of California. At Aurum Prep, we foster character development through our FIRST values: Focus, Integrity, Respect, Self-Determination, and Team. For students to determine their own life’s trajectory, they must have a foundation that prepares them to (a) excel in college and life and (b) become responsible leaders in their communities and in our world. We must have high expectations and clear structures, all provided within a culture of joy for learning, working hard, and honoring our students’ fullest self-determined potential.

On New Year’s Eve, as I surfed the Internet, I found a charter school in Sedona, Arizona that emphasized creativity, community and mastery of basic skills. I had visited Sedona as a teenager and found the area beautiful with its looming red rock landscape, canyons and pine forests, the meandering Oak Creek, a mild climate and friendly people. Sedona had a “soul-nourishing” feel to it; I felt drawn to the area. Even though I felt a positive sense of adventure about Sedona, I wondered if I should stay in my beloved

According to the authors of this article (Donaldson, Marnik, Mackenzie, & Ackerman, 2009), principals need to concentrate on the development of skills and behaviors in order to be successful in motivating, leading, and changing the direction of a school. The successful principal understands that there exists a fine balance of caring for others and the need to accomplish specific tasks (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).