The Ida B. Wells Community Academy
1180 Slosson Street
Akron, Ohio 44320-2370
Ida B. Wells-Barnett
(1862-1931)
COUNTY: Summit
IRN: 133553
Part II:
Annual Report for 2002-2003
September 30, 2003
Prepared by
Ms. Angela M. Anderson, MBA
Chief Administrative Officer and Treasurer
and
Dr. Edward W. Crosby, PhD
Founder and Program Management Consultant
Areas of
Improvement (cont'd)
The
Board's chairperson
went on to list five areas the Board of Governors wanted the faculty
and staff to respond positively to, the most important of which was the
need to "have all faculty and support staff study and appreciate the
significance of the ... document [titled] 'Building Young Scholars for
Their Future,' which is based on the Academy's chartering contract with
the State Department of Education and which contains the Academy's
operational imperatives such as mission, educational philosophy,
curricular focus, accountability, governance, etc." The Board Chair's
letter stressed the faculty's need to continue to have students meet
rigorous quality standards based on ODE's competency based curriculum.
The "Building Young Scholars" document listed not only the ODE
standards for each grade level and the fourth and sixth grade
proficiency outcomes but also the Academy's requirement that there be
infused into the curriculum African and African American history and
culture. It was obvious to the Board of Governors and the Academy's
administrative team that most, if not all of our teachers were
ill-prepared to teach African and African American culture and history
(see Attachment VIII: "An Infusion Model for African and American
Cultural Content"). Teacher preparation programs throughout the nation
have not incorporated this subject area into their teacher preparation
matrices. The Board also stressed the need for all of its employees to
prepare themselves professionally to teach a student population that
they were also not taught anything about or had limited experience
teaching and relating to their learning styles.
In 2001 the Academy drafted a
proposal to SchoolNet which was
funded and allowed for the placing of personal computers in all of its
classrooms; SchoolNet also provided professional development funds for
all classroom teachers and interested staff to be trained at Channel 25
- WVIZ (Cleveland) not only in various aspects of computer usage but
also on selected software, e.g., WordPerfect, PowerPoint, Excel, Word,
FrontPage, etc. Each year as faculty and/or staff members leave our
employ, their replacements also participate in a similar training
process at WVIZ. We have also received through e-Rate computers, a
master server and technical assistance in networking all personal
computers in the classrooms and administrative offices so that every
instructor, administrator and student, where allowable, can access
applications stored on the master server and the Internet. It is
recognized, however, that the provision of computer hardware and
software does not in and of itself make for a well organized
technology-based instructional program. Indeed, much of this program is
dependent on how well trained each faculty member is, how intent
faculty are in developing their own computer-based lessons much less
use those commercially available. The stabilization of our teaching and
administrative cadres makes this a reliable portent.
The Academy's administration, especially its Program Management
Consultant, Dr. Crosby, in 2000 posted on the Academy's Web site a
comprehensive bibliography of books and articles related to African
American and World studies. This bibliography also contains a lengthy
listing of relevant links to online curricular resources to support the
Academy's emphasis on infusing African and African American history and
culture into the curriculum. From 1999 onwards there has been, as
mentioned earlier on, some difficulty experienced getting faculty to
infuse African American history and culture into the curriculum. Of
course, some faculty were able to retool, others were not even though
the former Principal prodded and cajoled his faculty to do this until
he was simply burned out. It was not until his successor relieved him
that appreciable gains were made in diversifying the curriculum.
Originally, the founders saw the curriculum also emphasizing World
Culture Studies. The Academy has now decided to de-emphasize this
curricular element.
5.
The Academy’s Administrative Structure
Dr. Crosby, as indicated at the
top of this report, could no
longer function as the Board's Chair and the Academy’s Superintendent.
The Academy also experienced problems replacing active Governors
with
the professional qualities of those we lost over the years;
nevertheless, the management of the Academy did not suffer overly much.
Over the years, the Academy’s current Board of Governors have had to
accept multiple committee assignments or we have had to farm out to
individuals who didn't believe they were able to be Board members and
devote the time required, but did agree to offer service, e.g., Mr.
Edward Gilbert, Esq., agreed to offer legal services and has
represented the Academy on some vexing and critical legal issues.
Board of Governors and Administrative Staff
Roster
(The Governors'
resumes are posted on the Academy's Web site.)
Dr. Edward W. Crosby, PhD,
Founder, Chair of the Personnel and Benefits Committee, member of the
Finance and Planning Committee, Member of the Curriculum Committee, and
Program Management Consultant. He is the Founder, Chair and Professor
Emeritus, Department of Pan-African Studies and Department of Modern
and Classical Languages – German, Kent State University. (Board member
since May 4, 1999)
Dr. Crosby is
a Co-Founder of the
Academy and has served without remuneration as its Superintendent from
its inception until 2002 when he resigned the position for health
reasons. Dr. Crosby, as a member of the Board of Governors, chairs the
Personnel and Benefits Committee which is in charge of all matters
pertaining to personnel and recommends to the Board the hiring and
termination of staff once he receives requests for such action from the
Chief Administrative Officer in collaboration with the Principal. When
Dr. Crosby resigned as the Academy's Superintendent and Chair of the
Board of Governors in 2002, it was decided by the Board that he should
maintain an advisory relationship with the Interim Chief Administrative
Officer who was appointed by the Board to assume Dr. Crosby's
superintendent responsibilities. To effect this advisory role he holds
regular weekly program continuity meetings with the CAO and the
Principal to discuss program initiatives, curriculum, faculty and
student recruitment issues, space and/or facility needs, student
discipline, program obstructions, etc. Each officer comes with his/her
list of discussion items. Dr. Crosby has amassed since 1958 45
continuous years of administrative and teaching experience albeit on
the university and college level. (See Attachment I: Board Resolution
dated May 20, 2002.)
Dr. Marlene R. Dorsey,
MEd, PhD, Chair of the Board, Chair of the Curriculum and
Accountability Committee, Member of the Finance and Planning Committee,
Member of the Personnel and Benefits Committee, and Dean, College of
Continuing Studies, Kent State University (Board member since May 4,
1999)
Dr. Dorsey is
in charge of the
general supervision, direction and control of the operation of all
aspects of the Academy. Dr. Dorsey has from the Academy's inception
chaired the Board's Curriculum and Accountability Committee where she
and her committee are charged with overseeing the curriculum in all of
its aspects. She also chairs the Finance and Planning Committee and is
a member of the Personnel and Benefits Committee. These
responsibilities call for her regular communication with the Board's
Treasurer, the Chair of the PBC, and the Principal. Dr. Dorsey has had
25 or more years of teaching and administrative experience on both the
public school and university levels.
Mrs. Geraldine Hayes Chavez,
MEd, Vice Chair, Assistant Dean, Undergraduate Studies and Director,
Upward Bound, Kent State University (Board member since December 19,
2000)
Mrs. Hayes
Chavez helps in
conjunction with the Chair to oversee the overall operation of the
Academy. She presides at all meetings of the Board of Governors when
the Chair is not present. Mrs. Chavez also serves as an administrative
and planning advisor to the Board of Governors. Before joining the
Board she was instrumental in the Academy's acquisition of programming
space in a Salvation Army Post. As a former public school educator she
is relied on to study the Academy's academic program structure and
curricular strategies and make critical suggestions for improvement.
(Board member since December 18, 2000)
Mrs. Lisa Ann Wheeler Cooper,
Community Relations and Publications Committee, Community Relations Coordinator,
American Heart Association, Akron and Canton (Board member since
February 20, 2000)
Mrs. Cooper
helps with the
Academy's press releases, brochures, and organizes other community
relations projects such as award ceremonies, essay contests, open
houses and cookouts.
Mr. Rick L. Owens,
Community Relations and Publications Committee, Discipline and
Grievance Committee, President, Board of Deacons, Mt. Olive
Baptist Church, Akron (Board member since April 2003)
Mr. Owens is
a recently installed
member of the Board of Governors. His primary function on the Board to
date is the establishment and maintenance of viable community relations
projects in collaboration with Mrs. Cooper. Mr. Owens will also serve
on the Discipline and Grievance Committee.
Rev. Dr. J. Wayman Butts,
Chair of the Discipline and Grievance Committee, Pastor, Antioch
Baptist Church, Akron (Board member since December 18, 2000)
Rev. Butts is
in charge of
adjudicating grievances that brought by faculty and staff, students,
parents or members of the Academy's faculty and staff against the
Academy or other stakeholders.
Dr. Janice D. Taylor Heard,
PhD, Director, Outreach and Retention, The University of Akron (Board
member since May 2003)
Dr. Heard
joined the Board of
Governors in May 2003. She has not yet selected a committee assignment.
In all likelihood she will function on the Academy's Curriculum and
Accountability Committee and be assigned the the responsibility for
data collection in the areas of student academic progress, parental
involvement, student and community relations..
Ms. Angela M. Anderson,
MBA, Treasurer to the Board, Member of the Financial Affairs and
Planning Committee, and Chief Administrative Officer and
Fiscal Officer.
Ms. Anderson
is responsible for
reporting on a monthly basis the financial status of the Academy to
Board members. As a member of the Board's finance and Planning
Committee, she is also responsible for reporting to the Board that
cover progress made on planning objectives set at the monthly Financial
Afairs and Planning Committee meetings. As the Board's Treasurer and
the Academy's Chief Administrative and Fiscal Officer, Ms. Anderson
also oversees the planning initiatives and the educational and
financial operations of the Academy. Prior to Dr. Crosby's resignation
as Superintendent, Ms. Anderson functioned as the Academy's State
Licensed Business Manager. She is currently completing the last
requirement for State licensure as a School Treasurer/Fiscal Officer.
Mrs. Michele Rumrill, MEd,
Principal
Mrs Rumrill
plans, organizes and
administrates the instructional programs delivered at the Academy. She
is also in charge of interviewing potential teachers, monitoring and
evaluating the faculty as well as the planning and implementation of
the educational program delivered. As principal she is also responsible
for the establishment and maintenance of the Academy's discipline
process. Mrs. Rumrill is no longer affiliated with the Academy; she
resigned on August 15, 2003.
Kelly Pack Crosby, BA in
Human Resources, Assistant to the Business Manager
Mrs. Crosby
has a BA in Business
Administration (Human Resources) and is responsible for the majority of
the Academy's human resources tasks: payroll, personnel records,
health, life and disability insurance, and property and indemnity
insurance policies. She also manages the input of budget activity
detail into NeoNet's computers and the State's financial computer
system, and maintains the equipment inventory. She is also responsible
for maintaining the financial data reported periodically as a standard
part of EMIS.
Mrs. Synia Rodgers,
Secretary to the Board, EMIS Data and Student Records Coordinator
Mrs. Rodgers
takes the minutes of
all meetings of the Board of Governors and maintains the Official
Record Book of Board documents, including resolutions, committee
reports and other related attachments. She also prepares the daily
business correspondence, maintains the student records and other files,
drafts in collaboration with the Principal the Academy's academic year
calendar and most importantly maintains the EMIS system.
Faculty & Teaching Assistants
Over the years the Academy has employed a number of teachers.
Eighty-six percent of the full complement of teaching faculty has been
State certified; presently, faculty are 100 percent certified. One of
our problems from the beginning was not recruiting certified teachers,
it was rather finding teachers who were committed to instituting
educational reform, holistic curriculum development, innovative student
discipline strategies, willingness to and preparation in the infusion
of African and African American history and culture into the
curriculum. These problems were exacerbated by some faculty not wanting
to do what is necessary to build an educational institution from the
ground up. Faculty hired since 2000 in conjunction with those holdovers
from earlier years, although not well trained in the infusion of
African American history and culture, were willing to put their minds
to the task, however difficult the adjustments may be. The faculty
listed below under "Current Faculty and Assistant Teachers 2001-2003"
represent for the years indicated a cadre of teachers committed to the
creation of a community of learners and teachers. This is not to say
that all of their and the Academy's institutional and curricular
ethno-social academic difficulties and dilemmas have been overcome. To
the contrary, it says we have come to a point in our development where
we can devote more concerted efforts to resolving these and other
persistent issues. Under "Former Faculty and Staff 1999-2003," we have
listed those faculty and staff members who are no longer employed.
Current
Faculty and Assistant Teachers 2001-2003
Doni M. Brooks, Assistant
Teacher, Community
Relations
Mary Petric,
Certified Teacher, Title I - Reading &
Math Instructor
Stephanie Wood,
Certified Teacher, Title I - Reading
& Math Instructor
Nikita M. Tidwell,
Certified Kindergarten Teacher
Melanie R. Fuller,
Certified First Grade Teacher
Christine M. Madrigal,
Certified Second Grade
Teacher
Andrea K. Hirst,
Certified Third Grade Teacher
Kathy Starkey,
Certified Fourth Grade Teacher
Angela R. Berry,
Certified Fifth Grade Teacher
Cynthia D. Colbert,
Certified Sixth Grade Teacher
Berrenda Love-Lewis,
Certified Assistant Teacher
Margaret R. Romesberg,
Certified Special Education
Specialist
Former Faculty and Staff 1999-2003*
Perkins P. Pringle,
Principal (resigned and became a
Certified Fifth Grade Teacher)
Linda Owens,
Assistant Teacher
Damon Reed, Non-Certified Kindergartern |
John Saxe, Certified Kindergarten
Gwen Poole,
Non-Certified Kindergarten
Beverly Hoopes,
Certified First and Second Grade
Molly McCrea,
Certified First Grade
Ida Symonette, First
Grade (dismissed for presenting
an unverified credential)
Judith Denson,
Certified First Grade
Amy Martin,
Certified First Grade
Jodi Grawunder,
Certified First Grade
Joshua Walters,
Certified First Grade
Taliba Afi,
Certified Second Grade
Janeanne Huber,
Certified Second Grade
Shirley,B. Brown,
Certified Retired Special Education
Specialist
Kenya McKinnie,
Non-Certified Second Grade
Erlene Haslam,
Assistant Teacher
Doris Doughty,
Certified Third Grade
Tricia Law, Title I
- Certified Reading and Math Tutor
Patricia Crawford,
Non-Certified Third Grade
William Chambers,
Non-Certified Third Grade
Vincent Taylor,
Assistant to Principal, Disciplinarian
Felicia Casper,
Certified Special Education Specialist
Wilma Woods,
Certified Special Education Specialist
SheRel Pringle,
Certified Special Education Specialist
(temporary) |
*More detailed
information on the Academy's former faculty, including
substitutes and volunteers, is found in the Annual Reports
or
1999-2000, 2000-2001, and 2001-2002. The 2002-2003
group of faculty were for the most part qualified on the one hand by
virtue of their certification and dedication to the education of at
risk youngsters; however, on the other, some of them were not
adequate to the task they were hired to accomplish and were relieved of
that responsibility.
6.
Faculty Qualifications and Preparation
The teachers employed at the
Academy are qualified to fulfill the
school's mission for many reasons. First, all teachers, as pointed out
earlier on, hold credentials from accredited universities. Each teacher
holds a valid teaching certificate in his/her degree area. Several of
the teachers hold a Bachelor's degree plus additional hours in their
field, and the Principal has 10 plus years of teaching experience and a
master's degree in educational technology (focus: using technology to
enhance teaching). One of our Title I - Reading and Math instructors
has 20 years of experience. Our Chief Administrative Officer holds an
MBA, is a State licensed Business Manager, expects to complete this
fall at Kent State University the last requirement for becoming a State
licensed School Treasurer (or Fiscal Officer). We have recently hired a
fifth grade teacher who is State certified and also holds an MBA. The
fourth grade teacher has earned 36 graduate credits towards an MEd
degree. Another faculty member who teaches the sixth grade has an MEd
and is currently enrolled in a PhD in educational administration.
Second, in addition to having
the state requirements in place that
allow the faculty to teach, the faculty have also been trained in how
to deliver the Academy's curriculum to our current student population.
They have participated in several workshops this year pertaining to
African American history and cultural awareness topics. This year we
retained the services of Mr. Kofi Khemet of Sacramento, California, to
conduct three workshops on the number and types of resource materials
available in libraries and on the Internet, the strategies that can be
used to conduct research on the Web, infusing African and African
American history and culture into the Academy's curriculum. Mr. Khemet
holds an MEd in Student Personnel Services from Kent State University.
One of his daughters attends the John Morse Waldorf School
(http://www.scusd.edu/ourschools/showSchoolDetail.asp?SchoolID=129) – a
public charter school -- in Sacramento; the other two are being
home-schooled primarily by himself. Another consultant retained was
Mrs. Gail Dudley of Highly Recommended (Oberlin, Ohio). She conducted
cultural awareness interviews with faculty, staff and Board members to
ascertain their perspectives on cultural and curriculum diversity
workshops. Mrs. Dudley will return and hold classroom management
workshops with faculty. With these activities we have, as a team of
educators, continued to work to expand our knowledge base regarding the
infusion of African American culture into the daily curriculum and by
doing so be better prepared to meet our students where they are
culturally and socially. Additional monies were set aside this year for
expanding our teacher resource materials at the Academy in the several
curricular areas and especially in African American history and culture.
The teaching staff at the Academy has demonstrated a strong
commitment to professional development in a wide variety of areas. This
can best be exemplified by reviewing the diverse workshops teachers
have attended this past year alone; and by calculating the total number
of hours staff spent in seminars and/or workshops – over 186 hours! The
teachers believe, as we preach to our students, that one is never too
old to learn something new. The Board of Governors, as has already been
demonstrated, has from the Academy's inception been composed of
individuals who are not only experienced educators, but the Board, as
demonstrated above, is also composed of persons committed to the
delivery of a quality education to its enrollees.
The Academy communicates information to its students, parents,
staff, Governors and the community as a whole through a variety of
methods.
- The Academy's school
calendar is passed out to all the parents, and Board members, and
distributed throughout the community. Board meeting notices are
published in the Academy's Calendar and in Akron's leading newspaper --
the Beacon Journal;
- One of the most common forms of communication used by
the teachers is their classroom's newsletter which informs their
students' parents at least once a month about what is going on at the
Academy, and about any upcoming events;
- The primary form of communication utilized by the
Academy's administration to inform the families is a personally
addressed letter as well as a second copy of the letter to carry home;
- Any information that needs to be communicated to the
families regarding any new policies, changes in the calendar, or
special events goes out to the families via the U.S. mail;
- Other information that needs to be communicated
community wide is done through newspaper ads, flyers, billboards, and
bulletins and the Internet;
- Another form of communication used to inform our
parents, the community and ODE and LOEO is our Annual Report. The
Annual Reports provide a wealth of information that can be utilized as
a tracking tool for the Academy's progress from year to year, for they
recap the entire year's progress, failures and successes, struggles,
and accomplishments over the years. These reports are summarized and
sent to the parents of registered students and other stakeholders
usually in October or November of the following academic year; and
- The general community is comprehensively informed
about the Academy through its Web site that was first posted on June
23, 2000 -- http://.hierographics.orq/Academylndex.shtml.
As of this writing, our site has received more than 3,150 visitors. The
number of visitors is recorded either by those who enter the site
through its home page (2,636) or those who sign the Academy's Guestbook
which has received 514 visitors. It should be noted that our Web site
can be found on the Google search engine and has, therefore, reached an
even broader array of visitors, some of whom were interested in
establishing or working at charter schools in Memphis, Minneapolis,
Chicago, Miami, Cleveland, or Little Rock. Many others have been
students writing research papers on alternative education programs and
on working to reform the schooling process in the United States.
The above referenced Web site lays out a complete picture -- both
literally and figuratively of the Academy's Board of Governors and
their resumes, its faculty, its administrators, its curriculum, its
mission, its founding namesake -- Ida B. Wells Barnett, all three of
its Annual Reports, and many other items that define the Ida B. Wells
Community Academy. The Academy has communicated not only with its
primary stakeholders in the Greater Akron community but also with the
general public in Ohio and throughout the nation. Hence, the number of
visitors tallied is perhaps higher because some computer literates or
those using search engines such as Google may be allowed visitors to by
pass the Academy's home page and access individual Web pages by typing
in the URL for that specific page.
When communicating information to the Board, faculty and staff,
from the administration, it is usually done
through . . .
• e-Mails, letters or
memoranda. E-mails are also used to communicate to the Board things
that come up between meetings that need to be addressed or to announce
special Board meetings. This information is reinforced with faculty and
staff through discussions during their weekly meetings.
• Each month standing
committee reports and reports from
the Chair, the Principal, the CAO, and the Treasurer are the most
direct way of communicating information to the Board of Governors.
• These reports are augmented
by reports or discussion on
any policy changes that must be made, any current events, new policy
recommendations, the financial status of the Academy, and any other
pertinent situation that needs to be communicated to the Board, to the
community, to our parents, and to other Academy stakeholders.
6.
The Academy and Accountability
The Academy's faculty and staff
and individual members of the
Board of Governors, are aware of and fully understand what their
obligations are to their students, their students' parents, and to the
Academy's stakeholders in general. To assure this awareness and
understanding, we have sent to everyone a Board Resolution which
establishes the Academy's "Standards for Academic Governance and
Leadership" as stipulated in ORC 3301-35-04 -- Student and Other
Stakeholder Focus (see Attachment IX). The opening sentence in this
document reads as follows:
Leaders,
i.e., Governors, Superintendent, Principal, Faculty and Staff, set and
communicate direction throughout the Academy . . . consistent with the
Academy's Bylaws, the Academy's educational philosophy and mission, the
needs and expectations of all stakeholders, and local, state, and
federal mandates to improve classroom instruction and higher academic
achievement for all students.
As indicated in the Academy's accountability plan, we center our
attention on student assessment and related academic services. These
include regular teacher driven testing regimes, in-house student
achievement conferences, student portfolios, presentations,
demonstrations, and the related provision of extra-classroom
educational services to our students. Three outside service agencies
used are Psychological Services Institute (PSI) (Speech, Hearing,
Language and Psychological Therapy), MEO/SERRC (which provides the
Academy with technical support, workshops, and presentations) and
Neonet which provides electronic access to Ohio’s financial and EMIS
data resources and also other computer-based services. We are
currently served by the American Red Cross and the Portage and Summit
County Educational Service Centers. We have recently signed a contract
with PCESC to provide the Academy with general special education and
related special needs services.
Each Fall, continuing students
are required to re-register. New
students have file folders made for their medical records, emergency
contact phone numbers, IEP records, attendance records, free or reduced
price meal applications, etc. During the first week of classes, we
administer the Terra Nova -- a diagnostic achievement tool to assess
the current level of performance for students in grades K-6. The Terra
Nova also provides a baseline indication of where each
student is starting academically so that with this data and other
information provided by his/her medical or school records a
determination of the best educational course of action can be taken
with regards to planning the students' learning path. For
instance, it is determined if the students should be referred to the
Title I reading and math instructors or to the Special Education
Specialist. The Terra Nova is administered again in the
Spring or earlier to determine if there has been any measurable
improvement over the course of time or if the learning path
needs to be revised upward or downward. Our former Special Education
teacher used the WIAT, an instrument designed to highlight
specific areas of disability. The Title I instructors have been using
the CAT-5, which has been particularly helpful for quick
analysis of approximate grade level functioning. All teachers at
the Academy keep portfolios for each child.
The portfolios include a wide variety of items intended to provide
a detailed account of the child's academic progress. There may be
written assignments placed within tests, stories the child has written,
reports, art work, audio and/or video tapes, report cards, midterm
progress reports, and other documentation. Teachers also have students
make graded presentations during Kwanzaa, Black History Month, or
during the Malcolm X Memorial or on Ida B. Wells' Birthday or
participate in essay contests held during Black History Month and the
June 'Teenth Celebration. Each month individual students are
highlighted as "Student of the Month" in the corridor. Teachers include
a short summary of the child's current goals and objectives and areas
needing improvement.
The support of the agencies mentioned earlier (MEO/SERCC, PCESC,
PSI ) afford us the unique opportunity to provide our students with
assistance, curriculum modifications, and/or additions easily and
quickly. Our approach is to meet the students where they are
(culturally, socially, and academically) and then move them on to a
higher achievement level. The instructional system in place is helping
us to achieve the goals we outlined in our contract, namely, having our
students show competence in the five learning proficiency areas --
Citizenship (Social Studies), Mathematics, Reading, Writing, and
Science. Currently faculty are preparing themselves to administer the
new diagnostic testing regime mandated by NCLB and the State Department
of Education.
8.
Maintaining Quality in Teaching and Administrative Cadres
The quality of teaching is evaluated by the Academy's Principal on
a regular basis. Teachers are observed three times per year
formally, and informally weekly. All new hires -- Principal, teachers
and staff -- must serve a 90-day probationary
period, after which they are evaluated using a standard Academy devised
evaluation form to determine whether they should be
retained in their current positions or transferred to another position
or terminated. This form is completed by the Principal and
is then gone over with the teacher. The teacher is allowed to make comments
or provide feedback on said form, sign and return it to the principal.
This form is then filed in the teacher's personnel file.
Secondly, a more formal observation is then planned, where the
Principal can observe a lesson being taught, and provide
feedback to the teacher on components of the lesson. Teacher and
Principal meet again after the lesson has been observed to
go over the findings, and make some suggestions for teaching improvement.
The teacher is again provided with a copy of this for his/her records,
and the original goes in the teacher's personnel file. At
the end of this probation evaluation, the Principal reports the results
of the evaluation and sends a retention recommendation to
the CAO who informs the chair of the Personnel and Benefits Committee.
A letter is
then sent to the faculty or staff member notifying him or her of the
results of the evaluation (see Attachment X for copies of the Academy's
“Teaching Methods and Classroom Management Evaluation Report” and the
"End-of-Probation Notice” letters).
Teachers are also required to develop a professional development
plan. This plan is created with the Academy's Mission Statement and the
personal goals and objectives of the teacher in mind. These goals may
include specific areas that the teacher would like to improve, e.g.,
classroom management or, they may be related to a specific content
area, say, African American history. The chairperson of the LPDC then
uses the plan to help the teacher find and participate in related
workshops or seminars or university course(s). The informal
observations of teachers may involve the Principal simply sitting in or
walking through the classrooms on a regular, but unannounced basis.
Much information can be gleaned in a few minutes by simply walking in
and observing, for example, what is the teacher doing? What are the
students doing? Are the students writing, listening, working in small
groups, or are they unruly? Is technology being used? How is it being
used? How does the teacher respond to students? What is the overall
climate in the room at the time? Is it quiet? Is it relaxed? Is it
tense? In what manner is information being presented to the learners?
The Academy's Teaching Methods and Classroom Management Evaluation
Report and its statement on "Faculty and Staff Employment and
Performance Expectations" (see Attachment XI). Not only is the quality
of teaching evaluated on a regular basis, so, too, is the Principal's
performance.
The Board of Governors evaluates the Chief Administrative Officer
through its Chair of the Personnel and Benefits Committee who reports
his recommendations to the Board and receives their advice and consent
which is communicated to the CAO. Furthermore, the Board's By Laws
stipulate that its Chair and Vice Chair as well as the chairs of its
Standing Committees must each stand for reelection when their terms
expire. They may decline to be reconsidered and/or new candidates can
be proposed to stand for election. The Board of Governor’s Bylaws can
be read in Attachment XII. An older version is found in the Academy's Bylaws
and Governance Handbook.
End of
Part II
Navigational
Links
For More Information and
Feedback, send e-Mail
to
Ms. Angela M. Anderson
or Dr. Edward W.
Crosby
The
Academy's Web site is
located at
http://hierographics.org/AcademyIndex.shtml
The
Academy's Address is
Ida B. Wells
Community Academy
1180 Slosson Street
Akron, Ohio 44320-2730
Phone: 330.867.1085
FAX:
330.867.1074
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