Cultural Advocacy and Action Plan (CAAP) 1.John Green 2.Sherra Welch 3.Tamiya Allen 4.Sonya Pierce Date: _4/01/2019_______ Members Present 5.Angela Lee-Easter 6. 7. 8. Meeting Norms: Please Attend all Meetigs Prompt Respectful Participation Informative SMART Goal for the year: The Implementation of the CAAP will be in full effect for the year 2019-2020 school year Action Items Empowerment (Principal, Media Specialist) 1. Determining the content of in-service professional development programs. 50% Who? Please leave your Responses Angela Lee-Easter John Green Sonya Pierce The team identified specific areas of need as those that results were under 60%. The areas of Empowerment such as professional development, student discipline, school budget, and the selecting new teachers fail in this category Angela Lee-Easter John Green Sonya Pierce Teacher Leadership also showed low agreement in some important areas. It was apparent in this section that teachers felt they did not play a big role in the problemsolving process, which included group decisions and the steps utilized in solving problems. Angela Lee-Easter Sherra Welch Tamiya Allen The findings also reveal some vital information concerning the Facilities and the Resources. The greatest concern with the Facilities focused on the classroom environment and the speed of the internet. It was agreed that these issues work hand in hand in promoting success in the classroom. Therefore it was an area of concern that the team would be addressing. 2. Establishing student discipline procedures. 50% 3. Providing input on how the school budget will be spent. 38% 4. The selection of teachers new to this school 58% Teacher Leadership (Principal and Media Specialist) 1. The faculty has an effective process for making group decisions to solve problems. 58% 2. In this school, we take steps to solve problems. 56% Faculties (The Math Teacher in collaboration with other Teachers and Counselor) 1. The physical environment of classrooms in this school supports teaching and learning. 53% 2. The reliability and speed of Internet connections in this school are sufficient to support instructional practices.43% 3. Student’s hunger in the school, not a problem. 45% Resources (The Math Teacher in collaboration with other Teachers and Counselor) 1. Teachers have access to reliable communication technology, including phones, faxes, and email. 59% Angela Lee-Easter Sherra Welch Tamiya Allen As related to the Resources, teacher’s access to office equipment was a focus, as well as teachers having professional support personnel. Angela Lee-Easter John Green Sonya Pierce Time presented quite a few areas of concern during the analysis. The findings revealed that there was an interruption during instructional times, paperwork is often a burden to teachers, and the teacher has duties that interrupt their essential role of educating students. The purpose of teaching is to educate, and it seems as though there are times that teachers are prevented from this task. In addition to time, the survey addressed average times the teachers can devote time to specific areas. 2. The teachers have sufficient access to office equipment and supplies such as copy machines, paper, pens, and other offices supplies. 56% 3. Teachers have sufficient access to a broad range of professional support personnel. 57% Time (Counselor, Media Specialist, Principal) 1. Teachers are allowed to focus on educating students with minimal interruptions. 22% 2. Efforts are made to minimize the amount of routine paperwork teachers are required to do. 48% 3. Teachers are protected from duties that interfere with their essential role of educating students. 56% Percentages that are 15% or Higher must be addressed. Time in an Average Week (during the school day) 1. Individual planning time (less than 1 or equal to one hour) 24% 2. Collaborative planning time (less than 1 or equal to one hour) 19% 3. Professional development (less than 1 or equal to one hour) 17% Angela Lee-Easter John Green Sonya Pierce Sherra Welch Tamiya Allen These areas ranged from less than one hour to more than ten hours. However, the candidate and team chose to identify 15% or higher as a concern. The areas that correlated with those percentages were Individual Planning, Collaborative Planning, and Professional Development. The three areas are very similar in promoting teacher effectiveness.
