The GLOBE Academy will serve 396 students in K-3 year 1 and will add a grade each year through 8th grade. Classroom sizes are 22 students with 1 lead teacher and an assistant teacher. To apply please send a resume and a cover letter explaining your prior experience, your philosophy of teaching and learning, and describing what Constructivism looks like from a Media Specialist’s lens to: talent@theglobeacademy.org. In the subject line please state your name and the position you are applying for (i.e. “Amber Smith – Media Specialist”). To learn more visit: http://www.theglobeacademy.org/home/join-globe/

The GLOBE Academy will serve 396 students in K-3 year 1 and will add a grade each year through 8th grade. Classroom sizes are 22 students with 1 lead teacher and an assistant teacher. To apply please send a resume and a cover letter explaining your prior experience, your philosophy of teaching and learning, and describing what Constructivist teaching looks like in special education practice to: talent@theglobeacademy.org. In the subject line please state your name and the position you are applying for (i.e. “Amber Smith – Special Education Instructional Support Teacher” To learn more visit: http://www.theglobeacademy.org/home/join-globe/

The GLOBE Academy will serve 396 students in K-3 year 1 and will add a grade each year through 8th grade. Classroom sizes are 22 students with 1 lead teacher and an assistant teacher. To apply please send a resume and a cover letter explaining your prior experience, your philosophy of teaching and learning, and describing what Constructivist teaching looks like in practice to: talent@theglobeacademy.org. In the subject line please state your name and the position you are applying for (i.e. “Amber Smith – 1st Grade English Speaking Lead Teacher” OR “Susan Miller – Kindergarten Spanish speaking Assistant Teacher”).To learn more visit: http://www.theglobeacademy.org/home/join-globe/

Yes, we’ve seen Superintendents being hired from outside of the educational establishment, but it has become commonplace and is no longer an innovation. Most significantly, Superintendents with non-traditional backgrounds perform similarly to Superintendents that come from within the educational establishment. 

Could it be that the structure of what is managed and governed by Superintendents and Boards is the heart of the problem?

Neerav Kingsland, chief strategy officer for New Schools for New Orleans, recently published a letter on this very issue in EdWeek. Mr. Kingsland argues that we need superintendents who are the “Great Relinquishers.” Under “No Child Left Behind” and other accountability measures, the knee-jerk reaction of administrators has been to strengthen their grip on districts and schools.  It’s an understandable response to the demands of accountability, but it’s the opposite of what will produce results for children and taxpayers.  Tight administrative grip stifles and chokes out real progress and innovation.  When central authority imposes what it determines to be a successful strategy on all schools, uniformity and regimented reporting become the management tools. 

While this approach seems rational from the outside, it lacks the agility to address the unique issues that occur within each school and classroom.  It entangles the school level and classroom level professionals and is an obstacle to doing what works best for their communities. 

Modern district administration has clung to almost every management fad that business schools have spewed over the last decade.  The truth is these management techniques, so carefully codified in management literature, are often themselves unreproducible and yield poor results for businesses who implement them. Click here for a brief review of failed business fads, some of which we still see being tried in school districts today.  If these management fads weren’t successful at producing results for businesses why do Superintendents and their training courses rely so heavily on them? 

What we do know from the time of Adam Smith until today, is that the invisible hand works.  No Superintendent or central office bureaucrat can engineer an outcome as optimal as allowing the producers and consumers in the marketplace of education to simply operate as they see fit.  If command and control systems worked to produce the best possible outcomes for society, we would all be speaking Russian today!  Sadly, the educational establishment is trying to make us all speak edu-babble and the business jargon du jour.  When will they learn? 

Mr. Kingsland is spot on.  We need The Great Relinquishers.  We need more independent charter schools.  The last 100 years has been the era of The Great Consolidators.  We have gone from more than 100,000 school districts nationwide to less than 15,000 today.  An ever growing percentage of school funding is paid to administrators.  The reformation of education in our state and nation will occur when we move in the opposite direction. 

We must free schools and communities from the iron grip of bureaucracies.  No matter how well intentioned, a centrally directed policy, method or program, will fail to maximize educational outcomes for our children.  We need to look for Relinquishers to lead school districts now.  They need to be aggressive in seeking to divest districts of their centrally coordinated practices.  I look forward to the day when philanthropic money rewards the Relinquisher and foundations incentivize leaders to see themselves as the purveyors of educational freedom. 

Nancy Jester, a former DeKalb County School Board member, is an advocate for public school reform.

On a recent trip to Valdosta, I witnessed a community torn apart over the educational system, no differently than so many other communities big and small across our nation.  While there are numerous reasons why communities like Valdosta and Lowndes County struggle with their schools, the common theme is that far too many children are falling through the cracks. I see this not as a community failure, but as a societal one — a failure that requires many solutions.

Last week, as part of an effort to introduce charter public schools to any interested citizen in Lowndes County, my colleague and I had the unique opportunity to present to numerous educational leaders from Valdosta City Schools, Lowndes County Schools and the general public.  While many of the professional educators in the room voiced individual concerns, their questions were sincere.  But so were the answers.

The discussion highlighted the how community-led charter public schools, when done right, can be one additional tool in the educational tool belt.

A small few of the professional educators used the informational session to attempt to discredit charter public schools as a true reform model, resorting to mischaracterization of the movement and our intentions to provide a meaningful dialog. 

These individuals questioned the possibility of your community starting and leading a successful charter public school.  Their view appeared to be based on the idea that public K-12 education is the responsibility of the school district alone.

Others in the room obviously felt differently.

Where you find successful, community-led charter public schools, you find strong governing boards that understand the responsibility of school governance. You find engaged community members who passionately believe that parents deserve quality options in public K-12 education.

I know that there are those in your community — teachers, professors, doctors, lawyers, and clergy — who have the necessary skills to govern an incredibly successful public charter school.  I know that there are parents who not only want a quality option in K-12 education — they believe their children deserve it.

It is my hope that we can come back to your community to explore the possibilities.  This discussion is too important to ignore.

Andrew Lewis is Executive Vice President of the Georgia Charter Schools Association and a former DeKalb County public school teacher

Representatives from more than a dozen area charter schools will be on hand to discuss their programs.

Atlanta Classical Academy • Atlanta Heights Charter School • Brighten Academy • Chattahoochee Hills Charter School • DeKalb PATH Academy • Drew Charter School • Gateway to College Academy • Georgia Cyber Academy • Georgia Connections Academy • Globe Academy • Provost Academy Georgia • The Intown Academy • KIPP Metro Atlanta • The Museum School •  Westside Atlanta Charter School 

There will also be performances by talented students from local charter schools, games for children, and several speakers on charter school advocacy.

Connect with parents who are passionate about school choice and education reform. Meet staff from the Georgia Charter Schools Association and other exhibitors who can provide information about public school choice options in our state.

For further information contact RaShaun Holliman. 

Located in suburban Atlanta, GA, Amana Academy is a K-8 public charter school established in Fall 2004 that currently has approximately 650 students.  Chartered by Fulton County Schools, Amana Academy is designed to provide a strong Expeditionary Learning (EL) instructional framework and a solid Fulton County curriculum enhanced by community-wide partnerships and Arabic language instruction to all students, from kindergarten through 8^th grade.  Amana’s mission, focusing on high academic achievement through strong communication skills, foreign language learning, community service, environmental awareness, and character building through project-based learning expeditions, promises to be a school that attracts especially dedicated and talented professionals. 

An Amana Academy 8^th Grade Mathematics Educator will not only impact the lives of our students, but the lives of students outside our community as well. An 8^th Grade Mathematics Educator actively instructs students, creates engaging, student-centered lesson plans, and manages students in the classroom while establishing a positive community of learners.

Duties of this position include, but are not limited to:

• Designing curriculum and instructional practices that reflect Expeditionary Learning core practices, and meet Common Core Standards
• Assessing student learning regularly, and then using the data collected to refine and differentiate instruction
• Monitoring the performance and progress of students and communicating this information with parents to enhance family partnerships
• Advocating for and supporting a crew (advisory) of twenty-four 8th grade students
• Planning and participating in multi-day and overnight fieldwork with middle school students and staff
• Commitment to and active participation in professional development and coaching cycle
• Adhere to Fulton County Schools and Amana Academy rules, regulations, and procedures.
• Perform any duties and responsibilities that are within the scope of employment, as assigned by their Administration and not otherwise prohibited by law or regulation

Verified Middle School Math experience with strong knowledge of mathematics content, teaching methods, learning styles, and educational research related to middle school learners

Demonstrated knowledge and/or incorporation of instructional technology, technology integration, and innovative projects.

Ability to establish a positive classroom culture with consistent and clear expectations

Strong communication and interpersonal skills with students, parents, and colleagues

Ability to differentiate instruction to meet the needs of diverse learners

Preferred: Familiarity with Expeditionary Learning or similar teaching and learning model; experience with Connected Mathematics (CMP)

Bachelor’s degree required, Master’s degree preferred, degree in Math preferred

Georgia certification in Middle Grades Math required or transferrable out-of-state certification

Minimum 2 years teaching experience required

Evidence of experience in and philosophical alignment with Amana’s charter and Expeditionary Learning School principles

All candidates must send your resume to Dr. Christina Arpante, Middle School Director, at jobs@amanaacademy.org. Be sure to put your LAST NAME and [POSITION APPLYING FOR] in the subject line; eg, “Smith 8Math Position”.  If contacted, applicants will be asked to complete the Amana Academy Application. If hired, applicants will be required to, and responsible for, a criminal history background and fingerprinting check as directed at the time of employment.

5% less than Fulton County Scale (see http://portal.fultonschools.org/departments/Human_Resources/Pages/Salary_Schedules_12_13.aspx) 

EQUAL OPPORTUNITY EMPLOYER AND SERVICE PROVIDER

Located in suburban Atlanta, GA, Amana Academy is a K-8 public charter school established in Fall 2004 has currently has approximately 650 students.  Charted by Fulton County Schools, Amana Academy is designed to provide a strong Expeditionary Learning (EL) instructional framework and a solid Fulton County curriculum enhanced by community-wide partnerships and Arabic language instruction to all students, from kindergarten through 8^th grade.  Amana’s mission, focusing on high academic achievement through strong communication skills, foreign language learning, community service, environmental awareness, and character building through project-based learning expeditions, promises to be a school that attracts especially dedicated and talented professionals. 

Duties of this position include, but are not limited to:

• Designing curriculum and instructional practices that reflect Expeditionary Learning core practices, and meet Common Core Standards
• Assessing student learning regularly, and then using the data collected to refine and differentiate instruction
• Monitoring the performance and progress of students and communicating this information with parents to enhance family partnerships
• Advocating for and supporting a crew (advisory) of twenty-four 8th grade students
• Planning and participating in multi-day and overnight fieldwork with middle school students and staff
• Commitment to and active participation in professional development and coaching cycle
• Adhere to Fulton County Schools and Amana Academy rules, regulations, and procedures.
• Perform any duties and responsibilities that are within the scope of employment, as assigned by their Administration and not otherwise prohibited by law or regulation 

• Verified Middle School Science experience with strong knowledge of Science content (including laws of physical science: conservation of matter, conservation of energy, motion and forces, and energy transformation, etc.), teaching methods, learning styles, and educational research related to middle school learners
• Demonstrated knowledge and/or incorporation of instructional technology, technology integration, and innovative projects
• Ability to establish a positive classroom culture with consistent and clear expectations
• Strong communication and interpersonal skills with students, parents, and colleagues
• Ability to differentiate instruction to meet the needs of diverse learners
• Preferred: Familiarity with Expeditionary Learning or similar teaching and learning model
• Bachelor’s degree required, Master’s degree preferred, degree in Science preferred
• Georgia certification in Middle Grades Science required or transferrable out-of-state certification
• Minimum 2 years teaching experience required
• Evidence of experience in and philosophical alignment with Amana’s charter and Expeditionary Learning School principles 

All candidates must send your resume to Dr. Christina Arpante, Middle School Director, at jobs@amanaacademy.org. Be sure to put your LAST NAME and [POSITION APPLYING FOR] in the subject line; eg, “Smith 8Science Position”.  If contacted, applicants will be asked to complete the Amana Academy Application. If hired, applicants will be required to, and responsible for, a criminal history background and fingerprinting check as directed at the time of employment.

5% less than Fulton County Scale (see http://portal.fultonschools.org/departments/Human_Resources/Pages/Salary_Schedules_12_13.aspx)

EQUAL OPPORTUNITY EMPLOYER AND SERVICE PROVIDER

In the six months since the passage of the Georgia Charter School Amendment, a single-purpose authorizer of charter public schools, the State Charter Schools Commission, has been re-established, new independent charter schools will open their doors, and a public charter high school ranked #3 in U.S. News & World Report’s “Best U.S. High Schools.”

“There were predictions of doomsday for public education from all over the state if the Charter Amendment passed, but six months later, I have not seen any signs of the sky falling for district-operated schools,” says Tony Roberts, President and CEO of the Georgia Charter Schools Association. “Instead, the people of Georgia have spoken: they want — no, they demand — high-quality charter schools throughout the state. ”

Not Just a Metro Atlanta Movement
Though the highest concentration of charter public schools is in Metro Atlanta, there’s been a surge of interest in rural communities and secondary cities. The Georgia Charter Schools Association is training community groups on the petitioning process and assisting with proposals for new charter schools in Albany, Valdosta, Macon, Augusta and Peach County.

This fall In the City of Savannah, Savannah Classical Academy opens, offering a rigorous classical, liberal arts education with a strong emphasis on civics. Nearby, on Tybee Island, Tybee Island Maritime Academy will offer a K-8 career focused, project-based curriculum centered on the natural history of the island and coastal wetlands. Both schools were authorized by their local school district, Chatham County.

APS Grows its Charter Portfolio
Despite the continued turmoil over cheating, Atlanta Public Schools continues to be a thoughtful authorizer of mission-driven public charter schools. It has green-lighted Westside Atlanta Charter School, a school emphasizing language arts, and KIPP Vision Primary School, both opening in August 2013.

Virtual Charter Education Booming
Demand for virtual charter education is booming. The state’s first online charter high school program, Provost Academy Georgia, launched this fall. Provost is a flexible program serving students who want to finish high school early, those who have not been successful in traditional schools, or who want to accelerate their studies. It uses a blend of online and face-to-face instruction with an individualized approach to learning.  Provost Principal Dr. Monica Henson reports that enrollment went from zero to more than 1,200 students in just 8 months of operation.

Provost Academy has also launched several Magic Johnson Bridgescape Learning Centers in high-need communities in Atlanta, Macon and Augusta. Hailed by Governor Nathan Deal, Bridgescape Center provide students who have dropped out of school, or are at risk of dropping out, with a free alternative path to earn a their diploma. Flexible scheduling makes it possible for students to attend school and also work.

Parent Power Surging
Another positive outcome of the Amendment is that parents are channeling their energies into initiatives for change. In DeKalb County a group of parents is petitioning for a “charter school cluster,” aligning and improving instruction in the elementary and middle schools that feed in to Druid Hills High School. The Globe Academy, featuring an immersive multiple language approach, is also opening in DeKalb.

In North Atlanta, a parent petitioner group is moving ahead with plans for Atlanta Classical Academy. The proposed K-12 charter school aims to “develop students in mind and character through a classical, content-rich curriculum that emphasizes the principles of virtuous living, traditional learning and civic responsibility.”

Celebrating Charters at Atlantic Station
On Saturday, May 18^th, the charter school movement will hold its own celebration at an event called Charter Schools Rock, 2-5 pm at Atlantic Station. Representatives from more than a dozen area charter schools will be on hand to discuss their programs. The event features jubilant performances by talented students from local public charter schools.