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Internship Activity New Jersey City University

Department of Educational Leadership School Leader as Reflective Urban Practitioner EDLD 690/693 Internship for Urban School Personnel I & II

Internship Activity Documentation Report

Interns Name: Naiobe Sharrock Sponsors Name: Danielle West

School/District: The Queen City Academy/ The Queen City Academy

Date: 9/30/13_____

Activity A_1___ / Name of Activity: ___School Narrative & Opening of School Activity_________

ISLLC Standard(s) __I, IV, V, VI_______________________________________________________

Technology Standard(s) for School Administrators ______________________________________

Use the space below to complete the listed requirements for documenting this activity. Be sure to address and number EACH ITEM in the Activity Description. 1. Revised School Narrative2-4 2. Participation and Reflection for Back to School Night5-9 3. Reflection as related to aspects of the school highlighted in the school narrative.10 4. Board of Education meeting Report..11-13 5. Artifacts (attached in separate files Bd. Of Ed agenda, Teacher concerns, log, surveys)

School Report Card Narrative from NJ School Report Card N/A Revised School Narrative

Queen City Academy began its contribution to the education of the children of Plainfield, New Jersey in September 2000. Queen City Academy is a comprehensive K8 public charter school committed to providing a nurturing and cooperative learning community where each student can achieve his/her maximum potential. The administration and the teachers share the common objectives of nurturing the whole child; providing a curriculum that sparks imagination and motivates the child; and aiding our students in developing responsibility, self-respect, self-esteem and self-discipline. As a result we aim to continuously promote curriculum embedded learning experiences such as modeled beneficial behaviors, public recognition of positive behavior and collective establishment of class and school procedures. All subscribers to the education of students at Queen City Academy enthusiastically adopt the philosophy of Maria Montessori, in that Queen City Academy is a House for Children. And in accepting that, we believe that it is our responsibility to educate the whole child. Whole child teaching includes academics, emotional intelligence, social responsibility and community awareness/contribution. Our goal is to provide students with the tools to become advanced proficient in all core disciplines (Math, Language Arts, Science, and Social Studies) as well as the arts (Music, Dance, Art, Physical Education) and to be technologically adept. All students receive a scaffolded education that year by year aims to prepare them for admission to

private secondary schools. We partner with NJSEEDS and Rutgers Upward Bound program to assist us with these endeavors. The Special Services Department at Queen City Academy supports our policy of inclusion and diversity. This department secures that all learning challenged students are placed properly, receive supports and a Fair and Appropriate Education. External support services are coordinated for students as applicable. The department works closely with Middlesex Regional Educational Services Commission to service the student during their Queen City Academy enrollment. All stakeholders are invited to form collaborations in the educational growth of the students at Queen City Academy. The Administration, staff, parents and the Board of Education members know each other intimately. The Parent Advisory Council meets monthly to address school concerns, fundraise and create endeavors that link students, school and community. Queen City Academy is committed to a transparent relationship with our parents through our new Power Source system. This system allows parents and students access to the progression of their students assignments, attendance, behavior and assessment scores. At Queen City Academy we aim to keep everyone abreast of the students, the curriculum and our school culture/climate. We maintain this transparency because Failure is not an option.

My roles at Queen City Academy include Special Education Coordinator, Special Education teacher and Administrative Intern. As Special Education Coordinator I am the liaison between Queen City Academy and Middlesex Regional Educational Services Commission. Tasks include but are not limited to arranging and attending Child Study Team meetings; requesting services and evaluations. As Special Education teacher I am charged with providing quality inclusion and resource room instruction to students grades K-8. As Administrative intern I provide assistance to Principal West regarding administrative tasks.

Back to School Night Back to School Night occurred on September 18, 2013 at Queen City Academy. I was not able to participate in the creation or facilitation of the program, but was able to gather adequate data to create an informative evaluation and reflection. (ISLLC 6C) Through observation, board meetings and surveys it is clear that Queen City Academy put a significant effort into creating the program, though it was not a comprehensive as it could have been. (e.g. No agenda) The program was slated for 6:00 p.m. to 7:00 p.m., but began at approximately 6:15 p.m. Teachers were actually waiting to be called to the auditorium. They should have been given direction in advance as to whether they should be there or an announcement would be made. Once there, the program began with the Principal giving a five minute speech. The next part of the evening was a three minute Power point presentation. The Power point presentation included interviews with students, teachers, parents and the Principal. Its goal was to present the schools vision and mission in action. (ISLLC 1) It was professionally edited and engaging. This was followed by a student raffle, as presented by two teachers. The next part of the auditorium evening was four parent and/or community based presentations. Mr. Jahaad Martin from Youth Exposure, Mrs. Tiffany Overton from Eldridge Overton Educational Programs, a representative from the Plainfield Parks and Recreation Center and finally two parent representatives from the Queen City Academy Parental Advisory Council - PAC (though only one was introduced). (ISLLC 4D)

Due to the narrowness of the hallway it seemed a little overwhelming as the parents made their way to their childrens classrooms. After a few minutes traffic thinned out. There were ushers from the Junior Honor Society (great idea and classy touch) to help direct parents (though they were sometimes preoccupied with their friends). The evening concluded at 7:15 p.m. As I left the building, I sought the two community speakers in the book fair section (suppose to have a table station). I was unable to locate them. Possibly, they had left. The Assistant Principal was at the door bidding the parents farewell (professional touch) The turn-out for the evening was 60% (or 153 families). The schools parental involvement goal is 75%. Permission to survey parents was not obtained in time to determine their satisfaction rate or reason for absence. The teachers survey suggests that the teachers had a lower than expected turn out. The students that they really anticipated seeing were not present. The teachers expressed that the parents were understanding that the theme was an Open House and not a Parent-Teacher Night. Only four teachers reported participating in the planning and/or execution of the Back to School night. The rest of the teachers stated that they would have liked to have participated but did not receive an invitation or information on how to do so. Many teachers were disappointed at the full school day (7:45 4 p.m.) and then the event two hours later. In the past, they claimed to have had a half day of work. They claimed exhaustion the next day.

Areas of success: 1. The Power Point vision and mission articulated professionally ( ISLLC 1) 2. The participation of the community leaders (ISLLC 4D) 3. Book Fair (ISLLC 2B,C) 4. Refreshments 5. Student Ushers 6. Assistant Principal at the door Suggestions for Improvement: 1. Bi-lingual Flyer ( ISLLC 4B,C) 2. Bi-lingual Agenda (ISLLC 4B,C) 3. Start on Time (ISLLC 3) 4. Introduce the Assistant Principal 5. Closing convention with survey (ISLLC 4A) 6. Spanish interpreters ( ISLLC 4B,C)

Back to School Night Reflection

My involvement in reflecting on the Back to School Night has allowed me to value ISLLC Standard 4: An educational leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community services. Focusing on logistics it also allowed me to value ISLLC Standard 3: An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. A childs educational success is directly related to the strength of the Educational Trinity Parent, School and Community. Back to School Night is the opportunity to foster the bonds between parents and the school. Queen City Academy advanced it a step further by mobilizing and incorporating community resources. Promotion of these resources to the parents helps to educate the whole child. The vision was clearly articulated and shared through the Power Point as well as the Principals speech. Presenting it in such fashion allows for it to be shared and supported by the parents, key stakeholders. As an administrator, I will always keep the Educational Trinity (Parent, School, and Community) in my forefront. I will strive to have a minimum 95%

parental participation. This is pretty ambitious but the Back to School event sets the tone for the year. I will make sure to include community resources that reflect all of the social and cultural needs of the community, including interpreters if needed. And I shall definitely collect data before and after the event to aid in my reflections and revisions.

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Relationship to School Narrative My participation in evaluating Back to School Night allowed me to see the connections to the school narrative, which was previously created. The event adequately reflected the articulation and sharing of the vision. The community resources reflected the nurturing of the whole child. The raffle was public recognition of positive behavior (entrants were students who attended a previous voluntary event). PAC leaders were present and invited parents (stakeholders) to become involved (collaboration). PAC also sponsored the Book Fair that ran that same night, which simultaneously promotes reading, an instructional program conducive to learning and facilitates advanced proficiency in state test scores. The book fair also served to spark our students imagination and motivate them to read. The Special Services Department was visible and sought their students out, as to meet their parents. One parent, who was also the ex-social worker of a Kindergarten student stopped by the department to notify me of a student who was classified but not being serviced. Special Services was able to obtain the students name and send a verbal request for the parent to come forward with the appropriate documentation. This occurrence supports inclusion and diversity.

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Queen City Academy Board of Education Meeting 9/25/13 Report Queen City Academy is a K-8 public charter school located in Plainfield, New Jersey. As is common with charter schools, Queen City Academy is a selfcontained District. However following behind the pattern of public schools, the District holds a monthly Board of Education meeting, referred to as the Board of Trustees meeting. The first meeting of the 2013-2014 school year was scheduled for 9/25/13 at 6:30 p.m. at the school. The meeting ran behind schedule, starting at 6:43 a.m. The Board President and the Chief Academic Officer (Principal) came in together. The meeting began with the pledge of allegiance and a roll call. One member of the eleven member panel was absent. A call for presentations was left unfulfilled. The Directors report was given by first year Director D.W. Though she is a first year Director, she was previously the Assistant Director of Queen City Academy. Ms. W s report included data and summarization of the events and climate of the school since its present school year opening. Ms. W spoke of the Back to School Night and its attendance by 153 families. This was met by in terruption and question by Board member A.S.. A.S. pressed to know what percentage 153 represented (60%) and furthered into how that was low and unacceptable. D.W. admitted that it was lower than their target goal. But since the target goal for parental involvement is 75%, the turn-out was close to that goal. A.S. was not satisfied and lamented on the fact. D.W. offered up the fact that a Parent Outreach position had

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been created. A.S. asked about Class Parents. D.W. admitted that thus far, there are none. D.W. was also asked about the final tally of test scores from N.J. State Department of Education. She stated that they had not yet been received. Board member A,S, also challenged the $30/hour rate of pay for the after school disciplinarian position (2 hours a week). She demanded to know what activities, if any, were to be engaged during that time. She positioned that the amount was excessive. She was opposed by another Board member, who sided with administration and felt that the amount was justified. He countered that nobody would want to do it for less money. The meeting continued down the agenda with significant time spent on the boiler update. Education of the present boiler system and the forthcoming boiler system, was given at depth by the Business Administrator. The final peak of the meeting was the Teacher Concerns as presented by T.J. the teachers representative for 2013 2014. Five issues were discussed: 1. Rubicon atlas- curriculum writing 2. Violation of the Open Public Meetings Act NJSA 10:4-6 3. Back door restriction 4. Student handbook availability to staff 5. Photocopies (see attached)

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As T.J. presented the issues and D.W.s previous responses, he was almost always met with the question Has it been resolved? from the Board President. T.J. maintained focus and completed his reporting duties without waiver. In summary I must say that this Board of Education meeting was quite different from any other Board meeting I have attended. The meeting was very informal. One of the Board members was knitting during the meeting. Several Board members held extensive side conversations during the meeting. I also noted a teacher representative and an empty, but allotted space for a student representative as well. I have never seen these positions at any other Districts board meeting. This represents a nice breadth of invited opinions. Overall, the meeting was enlightening and informative. I look forward to future Board meetings.