Georgia Charter Schools Association Plant a Charter. Grow a Kid. Fri, 03 Jul 2015 13:31:20 +0000 en-US hourly 1 Odyssey School – English Language Arts (grades 7-8) Fri, 03 Jul 2015 13:31:20 +0000 Odyssey School is seeking a full-time Middle School Teacher to teach ELA and Reading to students in grades 7th and 8th.


Education: Bachelor’s Degree in Education with valid GA Teacher’s Certificate in Middle grades ELA and Reading (or in process of obtaining certification through GATapp and/or successful passing of GACE exam in content areas).

Experience: Prefer min. 3 years successful ELA & Reading teaching experience in middle grades.

Skills Required: Proficiency required in oral and written communication; sound judgment; effective classroom management skills.

General Responsibilities:

  • Prepare lesson plans and curriculum utilizing GA standards of excellence to establish course goals
  • Observe and evaluate pupils’ work to determine student progress or to make suggestions for improvement
  • Communicate effectively with parents, students, colleagues and school leadership
  • Support and implement school and procedures
  • Willingness to lead and participate in fundraising activities
  • Other duties as assigned

Qualified applicants please send resume and cover letter along with 3 references and/or letters of recommendations to our job application is located on the school web site, (click on the Staff tab then Employment Opportunities

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Georgia PTO’s Parent Summit to feature stars of Bravo TV’s “Mother Funders” Thu, 02 Jul 2015 16:59:50 +0000 GeorgiaPTOGeorgia PTO Presents: Georgia Parent Leadership Summit
Saturday, July 11, 2015 | KIPP Strive Academy
1444 Lucille Avenue, SW | Atlanta GA 30310
9:30 AM to 1:00 PM

Register online: 

Georgia PTO announces its first Parent Leadership Summit — the inaugural statewide gathering of its members. The Summit connects local PTO leaders so that they can collaborate on ways to build urgency and action around the role of parents in education. The goal is to actualize strategies that will engage more parents in preparing their children for success in college, career and life.

Robin Dyke and Amber Bryant From Bravo’s hit TV reality show “Mother Funders,” in a candid conversation about PTO communication, collaboration and fundraising.

The Parent Leadership Summit promotes the “I Am That Parent!” action plan, fueled by grassroots parent engagement in public charter schools across Georgia. The Summit seeks representation from the entire public education community including: parents, grandparents, teachers, school leaders, policymakers and civic leaders.

About Georgia PTO: Georgia PTO is a nonprofit advocacy organization dedicated to supporting effective educational options that prepare every child for success in college, career and life. Georgia PTO has assembled a strategic alliance network of public charter schools, traditional public schools, virtual schools, private schools and homeschoolers focused entirely on parent and teacher advocacy for Georgia schoolchildren.

To register online: 

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International Community School – International Baccalaureate (PYP) Coordinator Thu, 02 Jul 2015 15:35:22 +0000 International Community School (ICS) is seeking an experienced pedagogical leader to work collaboratively with all ICS teachers to guide, direct and facilitate the development of the PYP. The PYP coordinator has key responsibility for curriculum development, organization and administration.

About our School:
International Community School is a DeKalb County, Georgia K-5 IBPYP charter school with the special mission of educating recently-arrived refugee children alongside American-born children. DeKalb has one of the highest ratios of resettled refugees of any county in the United States.

Position Begins:

Position Description:
The PYP coordinator is involved in the whole-school implementation and organization of the PYP program for kindergarten through fifth grade. Besides maintaining contact with school adminstrators, the PYP coordinator communicates directly with all members of teaching and is involved in whole-school planning, as well as in-school and out-of-school professional development.

The coordinator should have proven teaching ability and be able to act as a pedagogical leader of the PYP in the school. Minimum three to five years experience as a PYP teacher at an IB school or equivalent experience as a PYP coordinator. Bachelor’s degree required; Masters’ degree preferred.

Essential Duties and Responsibilities:


  • Ensures that copies of IBO publications pertaining to the PYP section of the school are available to all staff members.
  • Establishes and maintains a record of completed planners.
  • Leads the process of developing or reviewing the school’s scope and sequence documents.
  • Ensures that essentials agreements are formulated for assessment and for teaching and learning language.
  • Participates in the formation of the school’s strategic development plan as it relates to PYP curriculum.


  • Sets up systems for communication and collaboration among all staff members involved in implementing the PYP.
  • Conducts parent information sessions.
  • Publishes and circulates information pertaining to the PYP.
  • Prepares and submits any documentation required for evaluation.
  • Ensures that all requirements of the IBO concerning the implementation o fthe PYP are followed.
  • Responds to requests for information from the IBO.
  • Liason between the school and IBO.
  • Provides outreach to the wider PYP community.

Professional Development

  • Assists teams or individuals in developing units of inquiry.
  • Develop and implement a comprehensive and differentiated induction plan for teachers new to ICS (who may/may not have PYP training).
  • Assist teams or individuals in developing significant, relevant, engaging and challenging units of inquiry and documenting student inquiries and actions on the PYP Planner.
  • Assist teams or individuals with unit of inquiry reflections.
  • Model effective instructional practices in the classroom.
  • Keep a record of workshop attendance and school visits to ensure equality of opportunity and to identify ongoing needs.
  • Organize and facilitate professional development workshops throughout the year.
  • Support the teachers responsible for, and the students involved in, the PYP Exhibition.



  • 3-5 years current teaching experience specifically utilizing the Primary Years Programme in an IB school.
  • Bachelor’s degree in Education, Early Years or Elementary Years is required.
  • Master’s degree in Education preferred.
  • Teaching experience including collaborative leadership with other teachers is desired.
  • Organized, pro-active and comfortable communicating with all levels of personnel.

Please send a cover letter and resume to:


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Read GCSA’s charter school Impact Papers Thu, 02 Jul 2015 15:24:35 +0000 The Georgia Charter Schools Association (GCSA) has released four Impact Papers that explore some of the ways charter schools have changed educational outcomes, policies and attitudes in the state of Georgia. As the state’s leading charter school advocacy and support organization, GCSA commissioned these Impact Papers to illuminate the ways that charters are changing the educational landscape in Georgia:

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Trends in voter attitudes towards charter schools Wed, 01 Jul 2015 17:23:26 +0000 By Jamie Self


Increasingly, Georgia voters express support for public charter schools. The more voters learn about what charter schools are and how they operate, the greater the support, regardless of the voters’ political party affiliation, race, gender, or age.

In less than three years, public support for charter schools has increased almost ten percentage points, from 57% support in early 2012 to 66% in late 2014.

This rapid growth in support can be attributed, in part, to an unanticipated, highly visible campaign public charter schools were forced into in 2012. This resulted in a voting public much more aware and educated about public charter schools, ultimately increasing the number of voters expressing support for charter schools across all key demographics.

Read the complete Impact Paper here:  PDF_TrendsinAttitudes


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Single gender education: A strategy to help boys in urban charter schools achieve Wed, 01 Jul 2015 17:09:01 +0000 By Aileen Dodd 


Nearly 2,000 Georgia public school students – most of whom are minorities – are learning in single-gender classrooms that use research on the emotional, physical and intellectual development of children to create a culture and curriculum that inspires students to achieve. These creative same-sex classrooms are housed in urban public charter schools in metro Atlanta.

Supporters of single-gender education maintain that offering an all- male or all-female environment allows students to learn in schools free of distractions. With boys out of the picture, girls can feel free to ask questions without embarrassment and emerge as leaders. With girls out of the classroom, teachers can tailor lessons that focus on the competitive nature and curiosity of boys.

National data exploring whether single-gender education leads to increased student achievement, however, is mixed with most formal studies concluding that there is no real scientific evidence to prove that children in single-gender public schools perform better than their coeducational counterparts. A 2014 report by the American Psychological Association (APA) found that separating genders resulted in little to no difference in student achievement besides providing only modest advantages in math. The APA report “The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis” analyzed 184 studies testing nearly 2 million K-12 students from more than 20 nations. The report echoed the findings of a 2005 U.S. Department of Education comparison of same-sex and coeducational schools, which also found that separating genders doesn’t guarantee student success.

Nevertheless, scientific evidence does reveal that the brains of girls and boys develop at different rates. According to the National Institute of Mental Health, the occipital lobe — the region of the brain most associated with visual processing — develops faster in girls between the ages of 6 to 10, while boys show the largest growth in this region after age 14.

Using research on the brain to enhance teaching, some charter schools are having success moving the needle on achievement when genders are separated. Anecdotal evidence and school data from select charter school campuses across the country suggest that a single-gender education can be a tool to help improve the academic progress of students, particularly for African-American and Hispanics, who as subgroups lag behind their white counterparts in achievement.

Nationally, only about 50 percent of black males on average graduate in four years. Blacks and Latinos also face higher rates of suspension and expulsion, which can cause them to fall behind in their studies and drop out of school.

Pedro Noguera, an author and professor of education at New York University who has conducted extensive research on urban schools (Theories of Change among Single-Sex Schools for Black and Latino Boys: An Intervention in Search of Theory), documented the approach of several single-gender schools serving low-income neighborhoods that are narrowing the achievement gap among minorities. Their success at achieving higher graduation rates than some of their coeducational counterparts, Noguera has said, is fueled by their approach to education more than their single-gender classrooms. Single-gender schools for boys often focus on grooming students to be future leaders, building brotherhood, improving a student’s self-confidence and providing role models for kids.

Bryant Marks, executive director of Morehouse Research Institute, agrees. His single-gender college boasts a six-year graduation rate of 60 percent for black males that is one of the highest in the country and is 25 percentage points higher than the national average for black males graduating from co-educational colleges. “There is an added benefit of role-modeling and relationship-building,” Marks said of single-gender education. “When you have a critical mass of black boys and they have a limited perception of what’s possible — they don’t believe they can go to college or graduate school and be a doctor — they are going to perform to that minimal perception if they don’t have someone to change their attitude about education.”

Marks said, however, that students of color don’t have to attend a single-gender school to get the same kind of positive reinforcement. “The key to running a successful single-gender school with sustained achievement is basically the same as the operating co-educational public schools: Offer extended hours and days. Provide breakfast and after school homework support. Hire highly qualified teachers who care about the population of students they serve. Provide a challenging curriculum with high expectations of all students.”

Successful single-gender schools can be found in urban centers including Chicago’s Urban Prep Academies, a group of college prep charter high schools in Chicago and Eagle Academy in New York. At these schools:

  • The four-year graduation rate in 2012 for the Bronx Eagle Academy was higher than the city and state average. Eagle seniors graduated at a rate of 67.5 percent compared to the citywide average that year of 64.7 percent. Eagle also out- paced the state average for boys, which was 59.9 percent.
  • For five consecutive years, 100 percent of high school seniors in Chicago graduated from Urban Prep’s Englewood and West campuses and were accepted to four- year colleges. The state average graduation rate for that same year was about 70 percent.

Single-gender education has vocal critics. Many say that the approach rolls back the clock on progress made to desegregate schools, and that it is by definition a violation of the Title IX educational amendment requiring gender equity for programs receiving federal funds. Single-gender schools began to spread across the country under the freedoms of The No Child Left Behind Act of 2001, which encouraged using same-sex education as a strategy to help students learn, among other reform methods. In Georgia, public charter schools serving single-gender populations of males are also making some tangible gains in student achievement and improving attitudes about education. One of those schools had the state’s highest ranking on the Georgia College and Career Readiness Performance Index in 2013.

Read the full Impact Paper here: SingleGenderEducation_Impact2015


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The option of charter school admissions preferences for Georgia’s educationally disadvantaged students Wed, 01 Jul 2015 16:20:46 +0000 By Chris Adams


One of the great education stories in Georgia has been the success of a distinguished group of charter schools dedicated to serving low and mixed-income students. This includes schools focused on closing the achievement gap for low-income students, like KIPP. It also includes schools with missions to educate diverse, mixed-income populations, such as Drew Charter School, Kindezi, and Atlanta Neighborhood Charter School. These and other high-performing charter schools have provided a path to success for thousands of low-income students in Georgia.  

But there is a risk that fewer low-income students will have this opportunity in the future. Due to the popularity of quality charter schools, demographic changes, and challenges facing low-income families in the enrollment process, several charter schools are finding it harder to enroll a substantial percentage of low-income students.

Georgia can address this challenge by amending Georgia law to give charter schools the option to give admissions priority to educationally disadvantaged children. This approach is used several other states. It has support from charter school leaders, education policy experts, and the U.S. Department of Education. And it has allowed some of the most respected charter schools in the country to boost academic achievement, while ensuring that they reflect the communities they serve.

This white paper addresses the challenges facing Georgia’s low-income students, the opportunity for high-performing Georgia charter schools to address these challenges, and the need for legislation to empower these schools to fulfill their missions.

Read the full Impact Report here: Why Georgia Charter Schools Should Have the Option to Use an Admissions Preference for Educationally Disadvantaged Students copy

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Inside a Rural Charter School District Wed, 01 Jul 2015 16:11:35 +0000 Georgia Is a National Leader

By Terry Ryan


One of the most innovative developments in American education during the last decade has been the reconceptualization of school districts and how they should be organized and managed. Neerav Kingsland, former CEO of New Schools for New Orleans, described this as a movement of “relinquishers.”[i] Relinquishers, according to Kingsland, are superintendents who use their authority to transfer power away from the central office to individual schools – and, most important, to their principals and teachers.

For more than a decade education researchers like Paul Hill, Christine Campbell and Bethany Gross at Seattle’s Center on Reinventing Public Education have written about “portfolio school districts.”[ii] Like Kingsland’s relinquishers, portfolio school district leaders see their role not as running the schools, but rather as creating the conditions for a “tight-loose” system of school management – “tight” as to results, but “loose” with regards to operations. Superintendents are no longer owner-operators of schools, but rather “quality control agents” for portfolios of different types of schools in their districts.

Big-city school districts have led the way in the movement towards “portfolio management.” Some of the best-known examples are New York City, New Orleans, Washington, DC, Cleveland, and Denver. According to Hill, Campbell and Gross there are now more than 30 school districts across the country that they have identified as pursuing the portfolio strategy to varying degrees.

None of the districts identified are rural. In fact, when it comes to rural school districts and chartering there are many who argue the two simply aren’t compatible. “Charter schools just don’t work for us,” South Dakota State Senator Sandy Jerstad said in 2009.[iii] Such opinions are common in much of rural America and this helps to explain why the charter revolution has largely bypassed large swaths of the country and its students. Of the eight states lacking charter school laws, all are rural.[iv]

Read the full Impact Paper here: PDF_InsideRuralCharterDistrict


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The Main Street Academy – 5th Grade Mathematics & Science Teacher Tue, 30 Jun 2015 14:20:23 +0000 Requirements:

  • Demonstrated Elementary experience with a passion for teaching mathematics and science is a must.
  • Demonstrated knowledge and/or incorporation of instructional technology, technology integration, and innovative projects.
  • Georgia certification in Early Childhood Education is preferred, but TAPP-eligible candidates will also be considered.
  • Special consideration will be given to candidates with a Gifted Endorsement.

To apply, please email with your LAST NAME and TEACHER VACANCY in the Subject line. Please attach a cover letter, current resume, and a copy of your GA teacher certification.

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Utopian Academy for the Arts – Paraprofessional (NEW DEADLINE) Mon, 29 Jun 2015 18:19:35 +0000 JOB TITLE: Paraprofessional

About Utopian Academy for the Arts:

Utopian Academy for the Arts is an independent public charter school serving middle school children and families throughout Clayton County, GA. Utopian Academy will enroll 275 students in the 2015-16 school year. Utopian Academy was approved by the State Charter Schools Commission of Georgia and operates as a Local Education Agency (LEA). The rationale for the enrollment plan for Utopian Academy for the Arts is to provide a significant educational benefit of having a gender-based classroom environment, longer school day, longer school year, Saturday school, and classes in the dramatic, media, and culinary arts for students in Clayton County, GA.


  • Assist teaching in planning engaging lessons and projects and acts as a facilitator;
  • Assist in managing the learning environment;
  • Support students;
  • Handle non-instructional tasks efficiently;
  • Assist in maintaining an effective physical setting for instruction;
  • Assist in maintaining and encouraging appropriate student behavior in the classroom;
  • Monitor behavior and intervenes when necessary;
  • Follow professional practices consistent with school policies in working with students, students’ records, parents, and colleagues;
  • Is available to students and parents for conferences according to school policy in a supportive role;
  • In case of teacher absence, provides information and support to substitute teacher;
  • Attend and participate in faculty meetings, collaborative meetings with colleagues, and other assigned meetings and activities in according to school policy;
  • Perform other duties assigned by the teachers.
  • Perform other duties, as deemed appropriate, by the Principal.


  • BA or BS Degree or higher
  • BA or BS Degree
  • Experience in a school setting desired
  • Demonstrated ability to engage the interest of middle school-age children;
  • Demonstrated ability to work effectively as a team member
  • Demonstrated communication skills- Model correct use of language, oral and written;
  • Demonstrated ability and experience to engage the interest of middle school-age children;
  • Demonstrated ability to work with diverse children, including those with special needs;
  • Demonstrated ability to work well with parents;
  • Demonstrated ability to work effectively as a team member;
  • Demonstrated ability to evaluate tests and measurements of achievement;
  • Demonstrated willingness to be held accountable for student’s results.



Application and materials must be submitted electronically by July 17, 2015 (NEW DEADLINE) to PLEASE STATE POSITION APPLIED FOR IN THE SUBJECT LINE OF ELECTRONIC SUBMISSION.

  • Completed Application for Employment including:
  • Cover letter / letter of interest defining your strengths in your subject matter, including your experience with supporting a charter school, or arts integrated school. Please cite specific and measurable examples from your practice that make you a fit for our Paraprofessional position.
  • Resume
  • Valid Copy of your teaching certificate or steps that you will obtain to secure a valid certificate for the position applied for.
  • 3 Current Letters of Recommendation with contact information





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