The Community School For Eight Years As The Assistant Principal, Director Of Instruction, Technology, And Curriculum Essay

When I started my middle school years, I met a man who told me that middle school will be the fastest two years of my life. That man was the same one I came to admire, Mr.Cathy, the principal. I look up to Mr. Cathy for the positive impact he has had on River Bend Middle School. I shadowed my former principal in the interest of transferring from a student's perspective to that of an administrator’s. When this opportunity arose, I was glad to take it. I felt fortunate to spend time with Mr. Cathy in order to gain a better understanding of what he does.

I am Hayley Romero. I attend Anna L. Klein school. I am 13 years old, and have big dreams. I was born in North Bergen, New Jersey. I am Ecuadorian, and I am proud. I am the only child, but I have a dog named Snoopy. I believe that I am an excellent student for County Prep High School. It would be a great opportunity for me and it is something that I am very excited to be a part of. I am a very sterling student and work very hard in school. I care a lot about my grades and continuously find areas where I can improve. I feel that being a part of County Prep High School would be a great jump-start to my future. I love to learn and always strive to improve myself. I always take pride in my schoolwork and work hard.

Michigan’s students perform near the bottom in national rankings and are on a downward trajectory (Higgins). This is partially a result of curricula throughout the state of Michigan failing to put students in a position to succeed. Many school districts and teachers struggle with developing curricula and lesson plans given time and budget constraints; this is especially prevalent in low-income and minority school districts where teachers are younger and less experienced (French). A prime example of curricula hurting student achievement is a story told at a Michigan ISD assessment and improvement representative meeting of schools “teaching” by having students copy words out of the dictionary as the teacher did not have the skills/capacity/time to create a better lesson. Alarmingly, this type of experience is common as “there’s no support, you’re woefully unprepared, and you’re totally isolated. You’re trying to put these lesson plans together at 10 o’clock at night, and you have to be up at 5 getting prepped. You’re making this curriculum up as you’re going it alone.” (French). All of this in the face of ever changing state standards forcing teachers to constantly change their curricula.

Union Hill Elementary School is embedded in an area of rich history in the City of Worcester. Their school building was built following the Civil War and has withstood the changes of time from its early years of a primarily Jewish Immigrant and merchant town to today’s urban neighborhood, rich in diversity but plagued with instability, crime and poverty. In March of 2010, Union Hill was identified as a Level IV School; it was a school that lacked structure with a chaotic environment with many deficits. There was a lack of supervision, schedule, standard-based curriculum, effective instruction and leadership. Most importantly, there was a lack of trust among the parents. They did not have the faith that Union Hill was going to give their children the best education possible. Under the supervision of new Principal Marie Morse, changes were made. There was a new level of commitment and passion among the school staff that drove them toward creating five areas of focus for the year:

In today’s standardized public education, pacing guides are becoming the backbone of teachers’ professional lives. According to Bauml (2015), “the notion that schools should provide teachers with curriculum materials to inform instruction has been around for centuries”. In this curriculum leadership platform I will discuss how these circumstances limit teachers’ autonomy and how do I, as a curriculum leader, “enable faculty and staff to work as a system focused on student learning”.

Jean Anyon discusses the “hidden curriculum” that is distributed in various schools throughout this article. The hidden curriculum is the certain things in schools that are not “a part of the curriculum” per say, such as teamwork and collaborative skills, social engagement skills, manners, or rules. When thinking back to past articles I was able to note that Dewey was typically more concerned with the “hidden curriculum” instead of the actual content. Anyon’s article also helped the readers understand that we view the world by others who influence us. Jean Anyon researched five different schools that were

In recent years, the Arizona education department has been under fire after the Arizona legislature passed a law banning Mexican-American studies in schools (Planas, 2015, p. 1). Not only have the schools in Arizona suffered from this discriminatory law, but also the advancement of Mexican-American students. This essay will briefly go over the Tucson Unified School District, the district in the midst of the controversy, and will mainly focus on Pueblo Magnet High School, one of the schools in the Tucson Unified School District that was greatly affected by the ethnic studies law.

"You know, 20 years ago when I started in this business, I never had to have discussions with the computer folks. My, how have times changed! Today, about 90% of my equipment located within the facility can be managed via my laptop and Web browser. Whenever I plug my laptop into the telephone looking jack in the wall, my operating system says that I'm now operating at 10 megabits. Then, whenever I browse to my equipment, I cannot retrieve any data. After going back and forth with the HVAC support techs, they determined that my connection needed to be 100 megabits. They said it must be my network

Are you overwhelmed and stressed with homework assignments? Are you becoming a hermit because all your focus is on your problems, social media, sleeping, or playing video games? Or maybe you’re constantly scrolling through your Instagram feed looking at others being active and having nice bodies, wishing that was you? Well, you can put all of your worries behind you. Hey Kihei Charter School students! Get off the couch and join the cross country team to reduce stress, become more social, and increase your fitness, all while having fun.

Located in the heart of North Philadelphia, Khepera Charter School is a public charter school currently serve about four-hundred students. Now, Khepera Charter School has limited technological resources. There are only five projectors in the school. Due to budget cuts, the school had to eliminated computer classes. The special education classes are only equipped with two desktop computers, used for supplementary support for the students. Unfortunately, the computers are out of date and technology is frequently not working. In the general education classes, teachers sign out the projectors to use for the day. Projectors used are only used for literacy and math lessons; Khepera Charter School only has online software for the math and

Ohanian begins with the statement that encompasses her outlook on the curriculum and standards teachers are expected to teach which states "Teachers and curriculum being flexible enough to meet the needs of each students, not shoving every kid through some distant committee's phantasmic pipe dream of a necessary curriculum for tomorrow's workforce" (Ohanian, 1999, p.2). In this quote Ohanian says what school should be about and stresses the need for "oddball plans for oddball students". Throughout the book this point is supported with personal recounts and stories of interactions with students and the outcomes. The most key point of this book is that standards are unfair to children who do not learn the traditional way. Curriculums and standards are created by individuals who are not even in a classroom day to day whom Ohanian refers to as "standardistos". Therefore the importance of a nurturing, personal relationship suffers

Georgetown is located on the coast between the cities of Myrtle Beach and Charleston, South Carolina in the Lowcountry. Georgetown has a total population of 60,235, where 51% of the population is female and 49% is male. The median income of all family households is $54,047, however the nonfamily households only bring in a median of $21,986 per year. Approximately 14% of families live below the poverty level, and 42% of single mother households live below the poverty level. Georgetown High School is a public school and is located at 2500 Anthuan Maybank Drive in Georgetown, South Carolina. Georgetown High School includes grades 9 through 12 and has a total of 1,062 students. The majority of students are African American (47.3%), followed by White (45.5%), Hispanic (6.1%), Asian (0.9%) and American Indian (0.2%).

According to Healthy People 2020 a goal of theirs is to “increase immunization rates and reduce preventable infections.” The influenza virus is one of these preventable infections, which can cause serious harm to patients. The influenza virus is known as the “flu.” Everyone in his or her life has had some experience with the flu, whether that is himself or herself or a family member. What if there was a way to ensure people from contracting a strain of the influenza virus? Well, thanks to technology and medical research there is.

This paper is a detailed description and assessment of the author’s community teaching experience. The author had demonstrated to a group of people aged from 16 to 55 at Lourdes Matha Catholic Church at Apex, North Carolina. The author got a warm welcome from the parish priest and from the community. The subject of the presentation was “Environmental issues”, and the parish priest was pretty happy with the subject. The author had prepared a PowerPoint presentation and walk it through the audience. The presentation mainly covered about what are the different types of environmental issues as a community which we are facing now.

The CFNC Interest Profiler defined me as a “helper” and as a “thinker,” which coincides perfectly with my chosen career as a secondary school English teacher. Teachers need a substantial amount of critical thinking skills and interpersonal skills; an excellent teacher comprehends material well, is capable of analysis, is articulate, is compassionate, listens effectively and has an innate goal to assist anyone they have the means to. CFNC also emphasizes the importance of a teacher knowing learning strategies, having good judgment, utilizing strong time-management skills and being sufficiently prepared (“CFNC”). My strive to help and my love for learning has provided me with fuel to obtain my college degree, furthering me along the pathway towards teaching English, particularly literature, to high school students.