MINIMUM QUALIFICATIONS: 

1.      Bachelor degree with valid Georgia teaching certificate for high school mathematics

3.      Ability to relate well to students, parents, and co-workers.

DESCRIPTION OF DUTIES:

1.      Instructs students using the Georgia Performance Standards and/or Common Core Standards AND appropriate and effective research-based instructional strategies

2.      Supports students in while using instructional technology

3.      Is present at work every day, on time, and performs all duties as assigned effectively and efficiently

4.      Is neat and professional in appearance befitting the job they provide the school system.

5.  Contributes to an atmosphere of harmony and good will in the work place.

6.      Exhibits a professional attitude and demeanor at all times in dealing with the board, school administration, fellow employees, parents, students, and the public

7      Willingness to teach Math 1,  Math II, Math III, and Math IV, and  serve as the school’s only high school math teacher to approximately 70 students.

8.      In the spirit of continuous improvement, faithfully participates in system and local efforts of professional learning; utilizes and implements skills and best practices obtained in professional learning in the classroom to raise the achievement of students

9.      Continually assesses student abilities as it relates to desired educational goals, objectives, and outcomes.

10.  Effectively manages the behavior of learners to ensure the environment is conducive to the learning process and assist in the management of student behavior in other parts of the school and school grounds

11.  Works in a self-contained, team, departmental, or itinerant capacity as assigned; works cooperatively in horizontal and vertical teams on a frequent basis to review assessment data and modify instruction to improve student achievement.

12.  Maintains up-to-date and accurate student grade records and attendance records.

13.  Ensures continuous communication with parents, both written and oral, to keep them informed of student progress and behavior.

14.  Effectively supervises teacher assistant performance, if applicable.

15.  Participates in facility and professional meetings, professional learning, and other trainings working through the Principal and Assistant Superintendent of Curriculum and Instruction.

16.  Meets the performance and behavioral expectations of the principal.

17.  Performs other duties as assigned.

TO APPLY:

Please send cover letter and resume to Ernetta Dailey-Worthy, worthy.ernetta@newton.k12.ga.us, Fax:  770-784-9345

Teachers; Grades K-5

About Us:                                                                                                              

Wesley International Academy (WIA) is an independent public charter school of choice, (K-8) serving children and families in the East Atlanta area of metropolitan Atlanta, Georgia.  Although our enrollment is open to both males and females, our students receive instruction in a single-gender learning environment.

At Wesley, each child is treated as a unique individual and encouraged to reach his or her true potential. 

Our students participate in a curriculum that follows the guidelines set by the International Baccalaureate Organization’s (IBO) Primary Years Program (PYP) and Middle Years Program (MYP). 

Furthermore, our parents/guardians, students and educators work together to create a positive, warm and loving environment in which the student can develop their whole selves. We work to diligently celebrate cultural differences in an academically challenging, nurturing, and intentionally multi-ethnic environment.

Position Summary:

A teaching candidate at Wesley International Academy (WIA) must be accomplished in the area of instructional delivery and serve as the standard bearer for all things germane to results-driven teaching practices.

WIA teachers will collaborate fellow colleagues and the Assistant Principal of Curriculum and Teacher Development to provide superlative instruction using best practices pursuant to the International Baccalaureate program – along with other necessary practices that ensure student achievement at all levels.  Furthermore, these persons must collaborate on individual and group professional development that will expand and refine the understanding about research-based instructional techniques.

Prerequisites:

• Alignment and unqualified belief in the school’s mission
• Belief that all children can achieve academic excellence
• A Bachelor’s degree from a 4-year, accredited college or university
• Pass a criminal background check
• Be nice!

Qualifications:

• Strong record of helping students achieve academic success
• Strong desire to teach an academically intense curriculum
• Demonstrate a commitment to the philosophy that every minute of every day is learning time by preparing and executing engaging lessons
• Willing to continue to develop and hone pedagogical strategies and classroom management techniques in order to create enriching learning atmospheres
• Demonstrate a commitment to continue their professional development individually, as well as to
  continuously strive to enhance the level of instruction at the school in general 
• Implement classroom management practices that are consistent with the culture of the school
• Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help our students reach a level of academic excellence
• Possess an entrepreneurial spirit, be flexible, willing and able to play different roles at the school, and to go above and beyond to meet the varied and constant needs of the students of WIA
• Excellent organizational, communication, and facilitation skills
• Unquestioned integrity and personal character

Though not required, the following will substantially enhance a candidate’s application:

• Expert knowledge of the International Baccalaureate program
• Advanced Degree in Education or Certification in the International Baccalaureate Program
• Prior formal teaching experience

Teacher Duties and Responsibilities: (including but not limited to)

• Design and deliver engaging lessons that meet the learning needs of all students; Exemplify and uphold the school’s mission, vision, and core values
• Collaborate with the Assistant Principal of Curriculum and Teacher Development to develop and refine grade-level curriculum
• Perform supervisory duties as necessary, including but not limited to lunch, bus, etc.
• Set clear short-term and long-term goals to drive instruction
• Maintain a productive, safe, neat and focused learning environment
• Create and provide meaningful and frequent assessments in a timely manner, utilizing daily conference time to do soProvide necessary accommodations and modifications for growth and success of all students
• Effectively teach the adopted curriculum, developed curriculum, and the individual components of the daily lesson
• Go above and beyond to ensure all students are meeting appropriate standards
• Keep parents well-informed about students’ progress by providing daily feedback, weekly assessments, and quarterly report cards
• Maintain an open-door policy
• Uphold all school policies within the classroom

Responsible To:

Assistant Principal; Curriculum and Teacher Development

Compensation: 

For this position, WIA offers a competitive compensation package including salary and comprehensive benefits.  Our benefits package includes health, dental, vision, 401(k), retirement, and life insurance.

To Apply:

Submit resume and letter of interest to duke.bradley@wesleyacademy.org

For more about Wesley International Academy, please visit

www.wesleyacademy.org

[DISCLAIMER]

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification.  They are not intended to be construed as an exhaustive list of responsibilities, duties and skills required of personnel so classified.

About Us:                                                                                                               

Wesley International Academy (WIA) is an independent public charter school of choice, (K-8) serving children and families in the East Atlanta area of metropolitan Atlanta, Georgia.  Although our enrollment is open to both males and females, our students receive instruction in a single-gender learning environment.

At Wesley, each child is treated as a unique individual and encouraged to reach his or her true potential. 

Our students participate in a curriculum that follows the guidelines set by the International Baccalaureate Organization’s (IBO) Primary Years Program (PYP) and Middle Years Program (MYP). 

Furthermore, our parents/guardians, students and educators work together to create a positive, warm and loving environment in which the student can develop their whole selves. We work to diligently celebrate cultural differences in an academically challenging, nurturing, and intentionally multi-ethnic environment.

Position Summary:

The Assistant Principal will be regarded as the school’s authority on the International Baccalaureate (IB) program and will be held accountable for its execution consistent with IB tenets and expectations.  This person must also be accomplished in the area of instructional delivery and serve as the standard bearer for all things germane to results-driven teaching practices according to our school-wide philosophy of teaching and learning.                                                                                       

Though not a classroom teacher, the Assistant Principal must be prepared to fully implement the WIA academic model.  This person will also collaborate with the Principal to supervise, coach, and mentor teachers.  Furthermore, the chosen candidate will assist in the design and delivery of professional development that will expand and refine the knowledge base of the school’s instructional staff regarding relevant research-based instructional techniques. In order to fulfill this purpose, the Assistant Principal will provide personalized support based on the goals, needs, and growth areas of individual teachers.

Prerequisites:

• Alignment with an unqualified belief in the WIA mission and academic philosophy
• Belief that all children can achieve academic excellence
• A Bachelor’s degree from a 4-year, accredited college or university
• Be nice!
  

Qualifications:

• Expert familiarity with the International Baccalaureate program
• Demonstrate a commitment to continue your professional development individually, as well as to inspire others to do so as well
• Implement classroom management practices that are consistent with the culture and academic expectations of the school
• Be willing to do whatever it takes to help our students reach a level of academic excellence
• Possess an entrepreneurial spirit; Be flexible, and be willing to play different roles at the school; Be willing to go above and beyond to meet the varied and constant needs of WIA students and staff
• Possess excellent organizational, communication, and facilitation skills

Standard Duties and Responsibilities: (including but not limited to)

• Support teachers in the design and implementation of engaging lessons that meet the learning needs of all students; Exemplify and uphold the school’s mission and values
• Collaborate with the Principal and key stakeholders as necessary to ensure purposeful and accurate implementation of the school’s academic model
• Set clear short-term and long-term goals to drive instruction
• Collaborate with the Special Education team and staff to ensure that students receive necessary accommodations
• Go above and beyond to ensure all students are meeting appropriate standards

Leadership Duties and Responsibilities: (including but not limited to)

• Demonstrate knowledge of researched-based instructional strategies that engage all students
• Provide organized, individual, and/or group learning opportunities for teachers as needed
• Demonstrate knowledge using a variety of assessment tools
• Demonstrate a thorough knowledge of curriculum and subject matter
• Provide teachers with support in analyzing student assessment data
• Assist teachers with designing instructional decisions based on assessment data
• Assist teachers with the development of specific classroom activities
• Provide support for classroom motivation and management strategies
• Assist teachers in creating materials that are in alignment with curriculum
• Monitor intervention programs by observing and meeting with teachers
• Instruct and support teachers with curriculum software products, and classroom/curriculum related technologies
• Set the example for other teachers with regard to superlative lesson planning, organization, professionalism, parental outreach, and adherence to school-wide policies
• Provide encouragement and emotional support to teachers
• Encourage ongoing professional growth for all teachers
• Manage time and schedule flexibility that maximizes teacher schedules and learning
• Assist with the development of district curriculum, instruction and assessments
• Develop and maintain a confidential and collegial relationship with teachers

Responsible To:

Principal

Compensation:

For this position, WIA offers a competitive compensation package including salary and comprehensive benefits.  Our benefits package includes health, dental, vision, 401(k), retirement, and life insurance.

To Apply:
Submit resume and letter of interest to duke.bradley@wesleyacademy.org

For more about Wesley International Academy, please visit

www.wesleyacademy.org

[DISCLAIMER]

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification.  They are not intended to be construed as an exhaustive list of responsibilities, duties and skills required of personnel so classified.

The Museum School of Avondale Estates seeks a qualified, dynamic, and passionate educator to become a part-time Gifted Teacher (30 hours/week). The gifted teacher will develop and implement lessons for 1^st – 5^th grade students that are hands-on, interactive, and aligned with the National Association for Gifted Children standards.  The gifted program will combine pullout services and consultative services. 

The mission of The Museum School of Avondale Estates is to inspire students, teachers, and the community to collaborate to develop strong critical thinking, interpersonal, and academic skills in our students, which will prepare them for real-world success. The Museum School offers the accessibility of a public school with the organizational and curricular innovation of a museum school model. Beginning at the neighborhood level, students develop a strong sense of community, independence, responsibility, and respect for the impact of their decisions and actions on others. These skills will inspire them with the confidence to identify and manage problems at the local and global level.

Qualifications

• Minimum Bachelors Degree; Degree in field of education preferred
• Georgia Gifted certification
• Knowledge of and experience implementing various instructional and teaching methodologies
• Experience working with a diverse student population preferred
• Experience integrating curriculum, NAGC Standards, and effective instructional practices
• Experience in creating standards-based lessons, units, and assessments
• Experience with data analysis and tailoring instruction based on data
• Excellent organizational, planning, and implementation skills

• Effective written and oral communication skills

Responsibilities

• Creating unit plans for students using the Understanding by Design framework and incorporating students’ interests
• Teaching and facilitating gifted units that are rigorous and relevant to students
• Incorporating talent development for those students that continue to exceed expectations across subject lines and settings
• Providing gifted students opportunities for critical, creative, and complex problem-solving
• Executing a gifted program that encompasses learning outside of the gifted classroom, including school-wide and community projects
• Supporting general education teachers in working with gifted learners in the general ed class
• Providing instruction based on the museum school model, guidelines for differentiating curriculum, and best practices
• Analyzing data to determine individual students areas of strength and areas in need of improvement
• Monitoring student progress through formal and informal assessments
• Monitoring personal progress through reflection and creation of Professional Growth Plan
• Implementing a pro-active, consistent classroom management system
• Participating in Professional Development workshops and opportunities

How to Apply

The position will be for the 2012-2013 school year. Qualified candidates should send resume, a detailed cover letter and 3 references to:

 The Museum School of Avondale Estates
Attn: Katherine Kelbaugh
3191 Covington Hwy
Avondale Estates, GA  30002

 Visit: http://www.themuseumschool.org/

Gov. Nathan Deal today signed into law legislation that will provide additional educational opportunities for Georgia students through state charter schools. The bill, HB 797, was signed at Cherokee Charter Academy in Canton.

“By observing high-performing charter schools throughout Georgia, it’s clear these institutions promote competition, innovation and creativity while encouraging strong parental involvement,” said Deal. “We must empower citizens with public school options and true local flexibility if we want to improve student achievement.”

HB 797 creates a state level approval mechanism for charter schools when communities request them. Under current law, charter schools approved by the state are forced to operate on approximately half of the funds of other public schools. HB 797 sets forth a new funding mechanism for these schools and establishes a State Charter Schools Commission to conduct the review process for charter school petitions and ensure that charter schools are consistent with state educational goals. Moreover, the bill spells out how HR 1162 would be implemented if Georgia voters approve the constitutional amendment in November, an amendment that has the governor’s full support.

“Georgia’s parents want more options, and it is my duty as governor to see that they have them. These schools help students trapped in underperforming schools and aid communities that want to invest in new and imaginative ways of learning for their children.
 
“Approving this amendment will restore the process for creating state-charted schools that existed before the state Supreme Court struck down the state’s system for granting charters. I am confident Georgia voters will take advantage of the opportunity this fall to support charter schools in our state.”

At the bill signing ceremony, the National Alliance for Public Charter Schools presented Deal with the Champion for Charters Award for supporting high-quality public charter schools. Annually, the Champions for Charters awards recognize public officials for leading a major public charter issue or initiative, serving as a highly visible public charter school advocate, and consistently supporting charters as a high-quality public school choice option.

The full text of HB 797 can be found here.

Job Description

This position will report to the Executive Director.  He or she must have a broad knowledge of current academic practices and know how to incorporate these trends into the Georgia Common Core State Standards; be able to establish relationships with potential partners in education to support the mission of the school; manage the staff through effective assessments, coaching, and evaluations to assure that quality education is taking place and students are being prepared successfully to demonstrate proficiency in all subject areas; have a broad knowledge based on how to incorporate charter petition standards in the day-to-day operations of the school; be able to demonstrate steps toward sustainability of mission, vision and other measureable objectives.  Establish measurable team goals and objectives that address the goals of the charter.                                               

Job Requirements:Minimum Qualifications

SKILLS are required to Specific skill-based competencies required to satisfactorily perform the functions of the job include: planning and managing projects; using pertinent software applications; preparing and maintaining accurate records; and administering personnel policies.

KNOWLEDGE is required. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: pertinent codes, policies, regulations and/or laws; conflict resolution; and concepts of management and supervision.

ABILITY is required to schedule a number of activities, meetings, and/or events; Flexibility is required to Specific ability-based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; setting priorities; working as part of a team; working with frequent interruptions; creating a positive school climate for students, staff and community; and adapting to changing work priorities.

Working Environment

The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; and some fine finger dexterity. Generally the job requires 70% sitting, 15% walking, and 15% standing. This job is performed in a generally clean and healthy environment.

Experience

Education

The minimum requirements include a Master’s degree, valid Georgia Professional Standards Commission approved certificate in educational leadership at level L-5, NL-5, PL-6 or above required. If a level L-5, NL-5, PL-6 or above certificate is not held, the individual must be eligible for the NPL certificate in educational leadership

.Equivalency

A minimum of seven (7) years of experience in education, including experience as a classroom teacher is required. Prior supervisory/administrative experience is preferred.

Required Testing Certificates & Licenses

None Specified Administrative Certification

Continuing Educ. / Training Clearances

Maintain Licensure Criminal Justice Fingerprint/Background Clearance

Submit Resume to:
Ben_C_Jakes@fc.dekalb.k12.ga.us
or mail to: Destiny Achievers Academy of Excellence
3595 Linecrest Rd                 
Ellenwood, GA  30294

The Provost Academy Georgia, Georgia’s newest virtual school serving grades 9-12, is now accepting applications for all instructional positions for the 2012-2013 school year. We are looking for highly qualified, energetic, and dedicated individuals who want to lead and motivate our students.

For more information on available positions and for consideration, please apply online at www.edisonlearning.com/join-our-team.

Available positions are as follows: 

• Executive Director
• Director of Instruction
• Special Education Advisor
• Special Education Instructor
• Instructor
• Advisor

Position Summary:

The Main Street Academy (TMSA), a Fulton County charter school entering its third year of operations, is searching for a principal.The principal of TMSA is responsible for providing the instructional, operational and administrative leadership necessary to ensure the success of the partnership school. He or she organizes, administers, supervises and evaluates all aspects of the school, along with our educational partners at EdisonLearning. TMSA’s principal will be held accountable for the continuous improvement of the school and its staff and for increased student achievement.

TMSA’s principal is responsible for planning improvements that directly address Edison’s Five Points of Accountability: student performance, the Edison school design, financial management, customer satisfaction, and Edison system growth. Achievement outcomes in these five areas of accountability require strong leadership. Edison views leadership in terms of three distinct roles: instructional leader, site-based manager, and builder of school culture. Accordingly, our performance standards for principals, represented in this job description, are listed in three categories below.

Location:  College Park, GA

THE PRINCIPAL AS INSTRUCTIONAL LEADER WILL:

– set standards for student achievement;

– provide leadership, direction and support to the implementation of the school’s instructional and program plans;

– provide instructional leadership in advancing proven teaching and learning practices;

– provide leadership in the formulation and annual adjustment of the school’s instructional program plans;

– observe – and ensure that teachers observe – instruction regularly;

– monitor – and ensure that teachers monitor – student growth and achievement;

– support the development of a network of student support systems;

– supervise and evaluate staff to ensure quality instruction and student achievement;

– support and monitor the professional development plans of lead teachers, house teams, and curriculum coordinators to continuously improve instruction;

– ensure that continuous improvement is guided by student academic standards, school performance standards and concrete data from Edison, state and local assessments.

THE PRINCIPAL AS SITE-BASED MANAGER WILL:

– develop and manage the school budget;

– supervise all operations involving the management of the school, including school funds, district funds, payroll, purchases, inventories and office operations;

– maintain complete and accurate records of the entire school program;

– manage student recruitment and enrollment process;

– recruit, select and hire school staff, including teachers and school-based support staff;

– continually monitor progress on all measures of school and staff performance;

– work with lead teachers and professional development specialists to address team needs;

– ensure a safe and orderly environment;

– ensure compliance with federal, state and local regulations and policies (unless otherwise waived);

– establish and maintain close working relationship with the local Board of education/trustees and;

– complete and publicly present the annual partnership school progress report to the Edison Project and school community.

THE PRINCIPAL AS BUILDER OF SCHOOL CULTURE WILL:

– communicate the vision that supports the partnership school’s goals and articulate the school’s values and model those values;

– develop a plan for achieving the school’s vision; achieve a common understanding with the community;

– seek feedback on the progress of the school;

– serve as a spokesperson for the partnership school in the community and elsewhere;

– create an effective team of people jointly responsible for attainment of school goals and committed to achieving excellence;

– engage parents and community in planning and implementing programs, including community use of the school site;

– manage and facilitate group planning and program-solving sessions;

– build on the strengths of staff; recognize improvement;

– support and monitor the development of all staff and implementation of program improvements;

–provide leadership to the Board of Friends and the school leadership team

Qualifications:

– Master’s degree in educational leadership, preferred

– Eight (8) years of appropriate teaching and administrative experience

– Certified (or certifiable) as a school principal in the home state of the partnership school.

For more information and for consideration, please apply online at www.edisonlearning.com/join-our-team 

Named 2011 Georgia Charter School of the Year by the Coca-Cola Foundation, Amana Academy is a well-established K-8 public charter school in its 7th year serving 600+ students (by August, 2010) in Alpharetta, Georgia – a northern suburb of metro Atlanta. Amana Academy is part of the Fulton County Schools system, and is accredited by SACS-CASI.

Amana Academy utilizes the project-based Expeditionary Learning instructional framework aligned to the Georgia Performance Standards. Our intent is to “push down the 4 walls of the school” by taking students out into the community to BE authors, scientists, researchers, mathematicians, and world citizens. Our established partners—local, state, and national—benefit our Crew of students, parents, teachers, and community.

Amana’s mission, focusing on high academic achievement through project-based learning expeditions, strong communication skills, world language learning—we teach Arabic, one of the 6 official languages of the United Nations, to all students grades K-8—community service, citizenship, environmental awareness, and character-building, is a school that attracts especially dedicated and talented professionals.

Our teaching faculty is comprised of professionals who are committed to education as a force for improving the world one student at a time. If you are a dedicated life-long learner who wishes to expand his/her skills and teaching portfolio, you may be a great fit for Amana Academy.

Job Qualifications/Experience/Education

*Plan and implement instruction to ensure that all students meet and exceed the State Core Curriculum Content Standards in the five broad categories of the visual and performing arts:

Developing aesthetic awareness, Creating visual art, Demonstrating critical, analytical, judgmental, and evaluative skills, Understanding the historical, social, and cultural context of artistic accomplishments; and Using skills to design space, sound and events.

*Emphasize an understanding the processes and cultural context of the arts as well as on the traditional emphasis of creating visual products.

*Provide a variety of learning experiences so that students demonstrate skills and concepts learned through displays, portfolios, and a variety of communication mediums, including electronic media presentations.

*Incorporate each of the Core Curriculum Content Standards into the visual arts instruction, when appropriate, to reinforce the school’s responsibility to ensure that all students meet and exceed all of the Standards.

*Coordinate instruction with other classroom teachers of the school, communicating and assisting regularly with integrating the visual arts into the EL instructional program.

*Integrates the study of art history, art criticism, aesthetics, and art production, allowing students to look, talk, and make art.

*Provides major opportunities to nourish high level thinking, through well taught skills associated with artistic thinking, including, but not limited to the ability to see clearly, analyze, reflect, make judgments, forge connections among ideas and information, and generate new ideas from diverse sources.

*Engage the learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom, managing, when appropriate, multiple instructional activities simultaneously.

*Selects materials for the art room and its program which support the goals and curriculum of the school and ensures materials are accessible to students during appropriate times.

*Provides instruction in the use of information, communication, and technology skills using print and non-print resources for whole classes, small groups, individual students, and teachers

*Develops and maintains a collection of quality instructional materials and educational resources in all content areas that are relevant to and supportive of Expeditionary Learning

*Instruct, advise, coach, and supervise extracurricular activities, defined by the administration

*Performs other duties as assigned by the appropriate administrator

*Valid Georgia Art Education (P-12) certification or out of state certificate equivalent in Art Education or provisional certification

*Demonstrate a comprehensive knowledge of the visual arts and have excellent experience in teaching and working with students in the class, as well as outside awareness.

*Provide a portfolio of personal artistic accomplishments, creations, representations of capabilities.

*Have excellent integrity and demonstrate good moral character and initiative.

*Ability to relate to a wide variety of people and cultures

*Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning.

*Exhibit a personality that demonstrates enthusiasm and interpersonal skills to relate well with students, staff, administration, parents, and the community.

*Demonstrate the ability to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary.

*Demonstrate the ability to use electronic equipment for word processing, data management, information retrieval,visual and audio presentations, and telecommunications.

*Provide proof of U. S. citizenship or legal resident alien status by completing Federal Form I-9 in compliance with the Immigration Reform and Control Act of 1986.

*Provide proof of U. S. citizenship or legal resident for a criminal record history check

How to Apply:

IMPORTANT: Please follow this format for efficient consideration.

1. Email jobs@amanaacademy.org Be sure to put your LAST NAME and TEACHING POSITION you are applying for in the Subject line; eg, “Smith Middle School Math and Science”

2. In the cover letter, indicate how your past experiences connect with Expeditionary Learning principles (www.elschools.org) and the Amana philosophy (http://www.amanaacademy.org/philosophy.htm).

3. Attach your current resume.

After initial screening of resumes, the hiring committee will conduct phone interviews immediately, and follow with collection of documentation and live interviews. (For internal Amana applicants we will review the completion of their current file and go directly to the face-to-face interview.) For more information, please visit our web site at www.amanaacademy.org.

School Contact Info

jobs@amanaacademy.org
Amana Academy
285 South Main Street
Alpharetta, GA 30009

Dr. Michael Moore, Professor of Reading at Georgia Southern University, may need to reread HR1162 and reconsider his judgment that it is bad for teachers.  First and foremost, this bill is not even about teachers. It is clearly about giving parents and students more opportunities to choose public charter schools to meet their needs.

However, from Dr. Moore’s viewpoint, the passage of HR1162 “authorizing a constitutional amendment giving the state the authority to create charter schools” is the “most contentious action” for teachers of the legislative session just ended.

Contrary to Dr. Moore’s contentions, HR1162 is not about teachers and will not harm teachers.  Public charter schools, like traditional public schools, all depend upon dedicated and well-prepared teachers for their success.

1)      The passage of HR1162 lets the voters decide.  Dr. Moore gives the impression that the amendment is already passed —that the Georgia Constitution has already been amended by their action.  What the passage of the bill actually does is place the question on the November 4, 2012 ballot for the voters of Georgia to decide. What is the harm to teachers by letting the voters (including parents and teachers) decide this issue at the ballot box?

2)      The passage of HR1162 is about an approval process for charter schools when parents want that option.  Let’s be clear that charter schools in Georgia are public schools.  And, more pertinently, these public charter schools all employ teachers.  There are now approximately 12,000 public school teachers fulfilling their mission to teach our children in Georgia’s public charter schools. Does Dr. Moore not support teachers unless they teach in traditional public schools? If voters vote to approve this amendment to our Constitution, how could this possibly harm teachers? 

3)      The passage of HR1162 does not take local funds to pay for state-approved charter schools.  Just the opposite is true.  In a bipartisan move by the Legislature, the language of HR1162 states explicitly that no local funds will be used to support these public schools. Not a single Georgia teacher has lost his or her job because of charter schools.  In fact, many have found teaching in one of the States 200+ charter schools to be a desirable and fruitful work environment. Do we not all believe that every student in all Georgia public schools (charter or not) should be funded adequately so that teachers can teach and students can learn? Again, how does this issue hurt Georgia teachers?

4)      The passage of HR1162 addresses a very real concern of Georgians.  The citizens of Georgia overwhelming support having more high-quality charter schools. A few local school districts in Georgia have done a good job adding charter schools to the portfolio of options available to their students (notably Atlanta Public Schools and DeKalb School District in metro Atlanta).  Closer to home, Savannah/Chatham County Schools did a great service to the community with its approval and ongoing support of Oglethorpe Charter Middle School, as but one example.  But most, including Bulloch County, have a permanent roadblock up for any and all charter schools.  HR1162 is a remedy for that problem.  Again, are teachers harmed by this?

Bulloch County is the home for the successful Charter Conservatory for Liberal Arts and Technology (CCAT) that just celebrated its 10^th anniversary.  Dr. Kathy Harwood, former Professor of Reading and English composition at Georgia Southern, founded the school.  Who better to found and operate a public charter school than an esteemed professor in the community with a Ph.D. in Educational Leadership?   But, the local school district repeatedly denied the petition for this charter school, which forced the State to step in with its approval upon the request of local citizens.

If the public does not approve HR1162 in the November election, CCAT and 15 other charter schools serving thousands of students will be in jeopardy of closing.  Equally disastrous will be the continuing refusal of the majority of local school districts to approve charter schools even when their parents are begging for and demanding them.  Any would-be charter founder like Dr. Kathy Harwood will be at the mercy of many school districts that are adamantly opposed to charter schools.

No one should question that public school teachers in both public charter and traditional schools need and deserve our support.   This bill is about providing children and parents with the option of public charter schools.