January 8, 2009 Regular Meeting
Regular Meeting of the Board of Trustees
January 8, 2009
Minutes
In attendance:
Emil Ronchi, Cathy Vaucher, Dr. John Sullivan, John McEnaney, Kay O’Dwyer, Cynthia Canavan, Matt Cronin, Nina Cullen Hamzeh. Not Present: Bob Sousa, Chris Fauci.
Also Present: Dr. Albert Argenziano, Interim Managing Director.
Location: Eighth Grade Science Classroom at the Marblehead Community Charter Public School, 17 Lime St, Marblehead MA 01945
The Board of Trustee Chair, Mr. Emil Ronchi opened the meeting at 7:10 P.M.
He went on to call for public comment, and noted that there were no individuals wanting to address the Board for public comment at this time. He did acknowledge several members of the public audience, and reminded Trustees that they received emails today from those individuals.
Mr. Ronchi recognized Dr. Argenziano to provide the Interim Managing Director’s report which is attached.
Mr. Ronchi recognized Dr. Sullivan to provide the Treasurer’s report. Dr. Sullivan began by ensuring that each Trustee had seen a copy of the Auditor’s Report.
Decision: Dr Sullivan moved and Mr. McEnaney seconded a motion that the Board of Trustees accept and approve the Report of the School’s Auditors for the fiscal year ending June 30, 2008.
Yeas: 8 Nays: 0 Abstain 0 Motion Passes
Dr. Sullivan went on to provide a cautious but positive outlook for the School’s finances for the balance of the year. He shared that the Finance Committee would be working with the Administration to run several scenarios and projected budgets, considering the potential for cuts in State funding. He shared that the School could sustain a reduction of up to 5% and still be in a position to break even for the year, although we would contribute less to cash reserves, and may have minor impacts on the School operations. He continued that any cut deeper that 5% would provide a greater challenge to the School’s finances, and we would begin to have to consider deeper reductions in operational activities.
Mr. Ronchi moved to a discussion about the MCCPS Strategic Plan. He provided drafts of the plan, which the Trustees discussed at length. There were a number of suggested edits to the Strategic Plan, attached, and Mr. Ronchi asked that Trustees be prepared to vote in February on a final version of the document.
Mr. Ronchi acknowledged that Mr. Sousa, Chair of the Personnel Committee was not present, but that his committee had completed their drafts of position descriptions for the Academic Director and Managing Director. He recognized Ms Molly Wright, representing the Personnel Committee to provide the Trustees an overview of how the Personnel Committee completed their draft position descriptions. Trustees discussed both position descriptions and suggested several changes.
The Chair called a recess at 8:25
The Chair called Trustees back to order at 8:40
Decision: Ms O’Dwyer moved and Mr. McEnaney seconded a motion that the Board of Trustees accept and implement the position description of the Academic Director as attached.
Yeas: 7 Nays: 1 Abstain 0 Motion Passes
Decision: Ms Canavan moved and Mr. Cronin seconded a motion that the Board of Trustees accept and implement the position description of the Managing Director as attached.
Yeas: 7 Nays: 1 Abstain 0 Motion Passes
Mr. Ronchi then opened a discussion about moving forward and hiring leaders to fill our new model quickly. He noted that Ms Cullen Hamzeh had performed strongly as the Interim for several years, and that the market for qualified candidate was difficult.
Decision: Ms Canavan moved and Ms O’Dwyer seconded a motion that the Board of Trustees extend an offer to Ms Nina Cullen Hamzeh to serve as Academic Director for the 2009 – 2010, and 2010 – 2011 academic years.
Discussion: There was an active discussion among Trustees about the process of selecting an Academic Director, the need to extend an offer at this point, and the need to make an offer for two years.
Yeas: 3 Nays: 2 Abstain 3 Mr. Cronin, Mr. McEnaney, and Ms Cullen Hamzeh abstained. Motion Passes
Mr. Ronchi recognized Ms Vaucher, Chair of the Governance Committee. Ms Vaucher noted that three Trustees terms were expiring at the close of this evening meeting – Ms O’Dwyer, Mr. Fauci, and her own. She noted that Ms O’Dwyer was not eligible under the term limits imposed in the By Laws for reappointment, but that Mr. Fauci and Ms Vaucher were.
Decision: Ms. Canavan moved and Mr. McEnaney seconded that the Board reappoint Ms. Cathy Vaucher as a Class B trustee, to fill a three year term commencing at the close of the January 2009 Regular Meeting of the Board of Trustees, and expiring at the close of the January 2012 Regular Meeting of the Board of Trustees.
Yeas: 7 Nays: 0 Abstain 1 Motion Passes
Decision: Ms. Vaucher moved and Mr. McEnaney seconded that the Board appoint Mr. Chris Fauci as a Class A trustee, to complete the unexpired term of former trustee Pamela Shorr, commencing at the close of the January 2009 Regular Meeting of the Board of Trustees, and expiring at the close of the January 2011 Regular Meeting of the Board of Trustees.
Yeas: 8 Nays: 0 Abstain 0 Motion Passes
Mr. Ronchi then led an exercise among Trustees to establish budget priorities to be considered by the Finance Committee and Administration when considering the FY 2010 Budget, given the possibility of State funding reductions. After some discussion, there was general consensus that the following priorities be considered in relative order:
- Fund operating surplus consistent with existing policy
- Fund operations at level service
- Fund full-time Managing Director position
Mr. Ronchi provided Trustees with a Board Interim Self Evaluation form, attached. He asked that Trustees complete the form and be prepared to discuss it at the February meeting.
Mr. Ronchi noted that the Board minutes have not been being posted as timely as they should be and suggested that the Board consider hiring a Clerk’s Assistant to take notes at each meeting and assist in completing the minutes. Dr. Argenziano suggested that such a role would cost $50 per meeting. There was consensus among Trustee this amount was too much. The Chair asked the Clerk if he could make a greater effort to complete minutes in a timely fashion.
Mr. Ronchi then noted that this was the last meeting for long time Trustee Ms Kay O’Dwyer. He thanked Ms O’Dwyer for her service to the Board, particularly as Chair during the very challenging 2007 – 2008 year. He then recognized Ms O’Dwyer to offer comments, where she offered several observations and advice for the Board moving forward.
Decision: Ms Vaucher moved and Ms Cullen Hamzeh seconded a motion to adjourn.
Yeas: 8 Nays: 0 Abstain 0 Motion Passes
The Chair adjourned the meeting at 10:00 PM
Respectfully Submitted
John T. McEnaney
Clerk
Report of the Interim Managing Director, January 8, 2009
To: Board Of Trustees
From: Dr. Albert F. Argenziano
Re: December Monthly Report
The month of December is usually quite busy and quite productive. The December meeting finalized the first performance evaluation of the Interim Academic Director for the 2008-09 school year and established parameters to follow for January and February 2209.
The month began with a professional Development day for staff and the welcoming of a new staff member to replace a recent resignation.
I distributed a letter to our Foundation from the Eastern Bank Charitable Foundation. This letter introduced their new grant application process that will be completely online. The process of getting involved with more foundations provides us with more opportunity for exposure and assistance.
As we approach the new year, we will be preparing our FY2010 budget. This should be a level service budget with proper safeguards to prepare for a statewide reduction in Chapter 70 Education Funds. The state will be monitoring these funds quite closely and we will follow suit.
I have been assisting the former head of school in his job search. We have applied for positions in Revere, Pembroke, Sudbury, Bellingham, Sutton, and Norwell. The search for gainful employment will continue. It benefits both sides if we are able to secure a position.
The Leadership Academy has completed the process of licensing Nina and Molly as principals. This licensing is for a five year period and each five years is contingent upon completing course work or professional development offerings.
Lastly, the 2008 year was a good one for our school. We have become whole again and look forward to a prosperous 2009.
MCCPS FY 08 Audit Documentation
Acceptance of the Board of Trustees
Management's Response to Management Letter comments
Comment re: capital asset activity
Management response: The School will reclassify FY05 as appropriate. Reclassification details will be forwarded to Powers & Sullivan upon completion.
Comment re: P&I payments on long term debt
Management response: The School will establish an appropriate interest expense account in QuickBooks and reclassify prior entries.
Comment re: timeliness of payment of vendor invoices
Management response: as noted in the Management Discussion and Analysis, the School experienced a significant (but temporary) decrease in state funding during FY2008. As a result of this situation there were instances when the School was late making payments to vendors. It is the goal of the School to make vendor payments in a timely manner.
Comment re: Personnel authorized…bank accounts
Management response: It is necessary for the School Business Manager to be a signatory on the school's main checking account in order to have access to account information through the bank and to conduct normal bank business. The School Business Manager is not authorized to sign checks from this bank account; however it will be requested that the Board of Trustees pass a motion to that effect.
Transfers from the School's account at Boston Private Bank & Trust, while initiated by the Business Manager, require approval by the School's Interim Academic Director prior to execution (the bank speaks directly to the IAD).
ACCEPTANCE OF THE BOARD OF TRUSTEES
Board Acceptance Letter
We, the Board of Trustees of Marblehead Community Charter Public School, have voted to accept the representations of management and the expression of the opinions made by Powers & Sullivan, CPA’s as embodied in the financial statements, supplemental schedules and independent auditors’ report for the year ended
We also certify that the representations made by management and the disclosures in the financial statements are accurate and have been correctly and completely disclosed as required by accounting principles generally accepted in the United States of America and the Commonwealth of Massachusetts Charter School Recommended Audit Guide for the period ended
//Signed// Emil Ronchi, Chair MCCPS Board of Trustees
Board President or Treasurer or Other Designated Person
January 8, 2009
Date
<!--[endif]-->
1/09
A shared commitment of the
MCCPS Board of Trustees, Faculty & Staff, Parents, and Students
The Basic Tenets of the MCCPS Charter
- Curriculum
- Integrated and organized around global themes
- Engaging and challenging
- Interactive and experimental
- Addresses intellectual, social, emotional, and physical needs of early adolescents
- Rigorous
- Encourages students to be active learners
- Students
<!--[if !supportLists]-->· <!--[endif]-->Recognition of students’ unique learning styles
<!--[if !supportLists]-->· <!--[endif]-->Emphasis on students’ self-directed learning
<!--[if !supportLists]-->· <!--[endif]-->Community involvement/Community Service Learning
<!--[if !supportLists]-->· <!--[endif]-->High level of competency in the basic skills
<!--[if !supportLists]-->· <!--[endif]-->Proficiency in critical thinking and problem solving skills
<!--[if !supportLists]-->· <!--[endif]-->Productive attitudes toward work
<!--[if !supportLists]-->· <!--[endif]-->Competence as a self-directed learner; ease with working in groups
<!--[if !supportLists]-->· <!--[endif]-->Ability to carry the school experience into the real world, through further education, work, family, and community and civic affairs.
- Faculty & Staff
<!--[if !supportLists]-->· <!--[endif]-->Commitment to continuous improvement, innovation, and growth
<!--[if !supportLists]-->· <!--[endif]-->School climate and community relations
<!--[if !supportLists]-->· <!--[endif]-->Family involvement and participation
<!--[if !supportLists]-->· <!--[endif]-->Individual learning plan for each student
<!--[if !supportLists]-->· <!--[endif]-->Meaningful and/or Performance tasks
<!--[if !supportLists]-->· <!--[endif]-->Emphasis on home/school communication
<!--[if !supportLists]-->· <!--[endif]-->Adults as role models
- All
<!--[if !supportLists]-->· <!--[endif]-->Students, families, volunteers and staff will work together to design, implement, and embrace a variety of ways to contribute to the school
<!--[if !supportLists]-->· <!--[endif]-->Teachers as leaders, leaders as teachers, students as learners
<!--[if !supportLists]-->· <!--[endif]-->Skill in the use of technology
<!--[if !supportLists]-->· <!--[endif]-->Ongoing evaluation of all components of the school
MCCPS Core Values & Beliefs
1. All children possess an inherent curiosity and love of learning.
2. Each child has his/her own unique learning style, intelligence, and level of capabilities.
3. If a child is challenged and expected to reach his/her highest level of capability in a manner that addresses his/her individual learning style, he/she will maintain a life-long love of learning.
4. It is the school's responsibility to construct an educational program that will engage and motivate students to invest their talents, energy, and enthusiasm in doing schoolwork in ways that satisfy themselves while producing results that satisfy the community.
5. It is the school's responsibility to teach and provide curriculum that ensures that students experience success and learn those things of most value to them including mastery of basic skills.
6. Students learn best when they feel safe, cared for, supported, challenged, and valued.
7. The method of delivery of instruction is of equal importance to students as is the content.
8. In order to develop appropriate and challenging curricula and expectations, it must be recognized that each student has his/her own unique gifts, talents, and learning, behavioral and communication styles that affect his/her ability to profit from the teaching/learning process.
9. All facets of the school are to be organized in a way that ensures that students will be successfully engaged in the work necessary for acquiring knowledge.
10. The imaginary and creative experiences of youth represent humanity's primary source of personal and cultural evolutionary potential.
11. The most important tool the school has in educating the early adolescent student is in acknowledging and acting upon the need for continual intellectual stimulation, positive social connections, and a sense of belonging and acceptance.
12. Connections with the past, present, and future make learning dynamic and relevant and provide adolescents with the sense of belonging and history that is so vital to healthy development.
13. It is expected that all students will be provided schoolwork at which they experience success and from which the students gain knowledge and skills that are socially and culturally valued.
14. The development of healthy attitudes and values are integral to a student's success in the classroom and in the community; this is accomplished most effectively through adult role models.
15. Students flourish in an environment of diversity and inclusiveness.
16. The entire community benefits from a school that perceives itself as a resource to all.
17. Every person in the school building is accountable for school climate and community relations; an atmosphere of civility and mutual respect must prevail at all times.
18. Students benefit from a partnership role in all school activities, from academic to custodial.
19. It is the responsibility of the Board of Trustees to provide the school with the support that will ensure optimal conditions for the achievement and continuing growth and development of the students.
20. It is the responsibility of the Board of Trustees to ensure working conditions that confirm the professional status of educators and convey the importance of the tasks assigned to all who work in and around the school.
21. Continuous improvement, persistent innovation, positive response to change, and a commitment to continuous growth will be expected of all people and programs at MCCPS.
22. The Board of Trustees is obligated to examine and evaluate the Marblehead Community Charter Public School in achieving its goals and objectives so that it may contribute to the improvement of all public schools.
23. It is the responsibility of the Board of Trustees to ensure compliance with all state and federal regulations concerning public charter schools.
MCCPS Mission
MCCPS fosters a community that empowers children to become capable, self-determining, fully engaged individuals who are critical and creative thinkers committed to achieving their highest intellectual, artistic, social, emotional, and physical potential. We are dedicated to involving, learning from, participating in, and serving our school community and the community at large.
MCCPS Vision
1. At MCCPS, all students will achieve.
2. The community will embrace the Mission of the School.
3. All functions and responsibilities will be organized to meet the needs of the students.
4. The MCCPS facilities will enable the students to achieve academically, artistically, technologically, and physically.
5. The School’s financial resources will be strong and diversified.
MCCPS Action Plan
Over the course of the next 3-5 years, MCCPS will accomplish the following:
1. At MCCPS, all students will achieve.
- Address the individual needs of all students
<!--[if !supportLists]-->o <!--[endif]-->Continue to:
<!--[if !supportLists]-->§ <!--[endif]-->Nurture a small learning community where students and teachers can form strong, trusting relationships, and teachers can understand and respond to the needs of all students
<!--[if !supportLists]-->§ <!--[endif]-->Employ a variety of teaching methodologies & assessment tools to enable students to learn
<!--[if !supportLists]-->§ <!--[endif]-->Assist students to create, achieve, and reflect upon their individual goals via an individual learning plan
<!--[if !supportLists]-->· <!--[endif]-->Teachers, parents, and students meet at least bi-annually to create, review, and reflect upon student goals and progress
<!--[if !supportLists]-->§ <!--[endif]-->Address students’ special education needs via a full inclusion model
<!--[if !supportLists]-->· <!--[endif]-->Full time director; 1 full time inclusion specialist at each grade level
<!--[if !supportLists]-->§ <!--[endif]-->Maintain a student to teacher ratio of at most 10:1
<!--[if !supportLists]-->§ <!--[endif]-->Schedule time for common planning, special education consults, & professional development
<!--[if !supportLists]-->o <!--[endif]-->Within 1-3 years:
<!--[if !supportLists]-->§ <!--[endif]-->Employ a full-time nurse
<!--[if !supportLists]-->§ <!--[endif]-->Expand the athletics staff
<!--[if !supportLists]-->o <!--[endif]-->Within 3-5 years:
<!--[if !supportLists]-->§ <!--[endif]-->Reduce class size to 22 students per advisory
- Offer an exceptional educational experience to all students
<!--[if !supportLists]-->o <!--[endif]-->Continue to:
<!--[if !supportLists]-->§ <!--[endif]-->Employ innovative methods of instruction in order to engage students in their learning
<!--[if !supportLists]-->· <!--[endif]-->Provide comprehensive, integrated, project-based learning experiences that include the arts, technology, & community service learning
<!--[if !supportLists]-->· <!--[endif]-->Empower students to demonstrate their understanding during tri-annual public Exhibitions of Student Work
<!--[if !supportLists]-->· <!--[endif]-->Connect student learning within & across grade levels via global themes
<!--[if !supportLists]-->· <!--[endif]-->Connect student learning to real-life learning experiences
<!--[if !supportLists]-->o <!--[endif]-->Including: field trips, Exhibitions, simulations, classroom presentations by experts, community service learning projects, enrichment activities
<!--[if !supportLists]-->§ <!--[endif]-->Create opportunities for students to work together, learn from each other, and lead
<!--[if !supportLists]-->· <!--[endif]-->60+ Enrichment activities offered per term
<!--[if !supportLists]-->§ <!--[endif]-->Challenge all students to reach their individual potential
<!--[if !supportLists]-->§ <!--[endif]-->Offer advanced math instruction for grades 7 & 8
<!--[if !supportLists]-->§ <!--[endif]-->Align the MCCPS curriculum with the state standards
<!--[if !supportLists]-->§ <!--[endif]-->Enable students to excel on standardized testing
<!--[if !supportLists]-->§ <!--[endif]-->Regularly assess and improve the MCCPS program
<!--[if !supportLists]-->o <!--[endif]-->Within 1-3 years:
<!--[if !supportLists]-->§ <!--[endif]-->Achieve AYP (annual yearly progress) consistently
<!--[if !supportLists]-->§ <!--[endif]-->All students will pass the MCAS
<!--[if !supportLists]-->§ <!--[endif]-->At least 80% of students will earn proficient or above on MCAS tests
<!--[if !supportLists]-->§ <!--[endif]-->Increase opportunities for the students to work in the kitchen and cafe to prepare and sell meals and snacks
<!--[if !supportLists]-->§ <!--[endif]-->Offer advanced math instruction for all grades
<!--[if !supportLists]-->§ <!--[endif]-->Expand the foreign language choices
<!--[if !supportLists]-->· <!--[endif]-->Option for intensive language study
<!--[if !supportLists]-->o <!--[endif]-->Within 3-5 years:
<!--[if !supportLists]-->§ <!--[endif]-->Expand the arts programming
<!--[if !supportLists]-->· <!--[endif]-->Add a strings program
<!--[if !supportLists]-->· <!--[endif]-->Establish a chorus
<!--[if !supportLists]-->§ <!--[endif]-->Increase the sports & fitness options
<!--[if !supportLists]-->§ <!--[endif]-->Enhance the Enrichment offerings
<!--[if !supportLists]-->· <!--[endif]-->Establish academically competitive teams (debate, math)
<!--[if !supportLists]-->· <!--[endif]-->Involve more students as Enrichment leaders/instructors
- Involve parents/guardians and community members in the education of the children
<!--[if !supportLists]-->o <!--[endif]-->Continue to:
<!--[if !supportLists]-->§ <!--[endif]-->Offer a wide variety of Enrichment activities organized and delivered by parents/ guardians, students, and community members
<!--[if !supportLists]-->§ <!--[endif]-->Dedicate the resources necessary to recruit Enrichment instructors and support Enrichment activities
<!--[if !supportLists]-->§ <!--[endif]-->Include community service learning experiences at all grade levels
<!--[if !supportLists]-->o <!--[endif]-->Within 1-3 years:
<!--[if !supportLists]-->§ <!--[endif]-->Re-establish regular buffets in order to expose the students to a wide range of food choices
<!--[if !supportLists]-->§ <!--[endif]-->Enhance the community service learning options to include more opportunities and cross grade projects
<!--[if !supportLists]-->§ <!--[endif]-->Create “career options” presentations for students
<!--[if !supportLists]-->o <!--[endif]-->Within 3-5 years:
<!--[if !supportLists]-->§ <!--[endif]-->Expand the School’s recycling program
<!--[if !supportLists]-->§ <!--[endif]-->Re-establish a composting program
<!--[if !supportLists]-->§ <!--[endif]-->Expand the hydroponics program and organic garden to enable contributions to our food service program and a local soup kitchen
- Maintain high academic and behavioral expectations for all students
<!--[if !supportLists]-->o <!--[endif]-->Continue to:
<!--[if !supportLists]-->§ <!--[endif]-->Nurture the students’ talents and address their needs
<!--[if !supportLists]-->§ <!--[endif]-->Communicate student progress in a manner that will facilitate parent/guardian and student understanding
<!--[if !supportLists]-->· <!--[endif]-->Update web-based grading system weekly
<!--[if !supportLists]-->· <!--[endif]-->Tri-annual update of web-based report card
<!--[if !supportLists]-->· <!--[endif]-->Ensure that parents & students understand the MCCPS grading system
<!--[if !supportLists]-->· <!--[endif]-->Meet with parents and students at least twice per year to create, assess, and reflect upon students’ individual learning plan goals
<!--[if !supportLists]-->§ <!--[endif]-->Clearly articulate expectations to parents and students
<!--[if !supportLists]-->· <!--[endif]-->Update the Student/Parent Handbook annually
<!--[if !supportLists]-->· <!--[endif]-->Enable meetings between teachers, parents, and students as needed
<!--[if !supportLists]-->§ <!--[endif]-->Have supports in place to help all students
<!--[if !supportLists]-->· <!--[endif]-->Counselor, Student Services Coordinator, Nurse
<!--[if !supportLists]-->§ <!--[endif]-->Demonstrate compliance with all state and federal civil rights, regular ed, and special ed regulations
<!--[if !supportLists]-->o <!--[endif]-->Within 1-3 years:
<!--[if !supportLists]-->§ <!--[endif]-->Adopt procedures for acknowledging academic achievement and positive demonstration of work & interpersonal habits
<!--[if !supportLists]-->· <!--[endif]-->Establish Junior National Honor Society
<!--[if !supportLists]-->o <!--[endif]-->Within 3-5 years:
<!--[if !supportLists]-->§ <!--[endif]-->Achieve state/national recognition for student achievement
<!--[if !supportLists]-->· <!--[endif]-->Become a Blue Ribbon School
2. The community will embrace the Mission of the School.
- Nurture strong relationships between and among the students, their parents, the faculty/staff, and the community
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Welcome visitors, family, and friends to Community Meeting, lunch, Exhibition, and other public events
<!--[if !supportLists]--> § <!--[endif]-->Encourage parent and community member participation at the Board level and on committees
<!--[if !supportLists]--> § <!--[endif]-->Expect that all members of the school community will demonstrate respect for each other.
<!--[if !supportLists]-->- <!--[endif]-->Instill in students the values of individual, social, and civic responsibility.
<!--[if !supportLists]-->- <!--[endif]-->Assist students in becoming conscientious community members
<!--[if !supportLists]--> § <!--[endif]-->Involve parents in the education of their children
<!--[if !supportLists]-->- <!--[endif]-->Promote participation in the PTO
<!--[if !supportLists]-->· <!--[endif]-->All families will be involved to the extent that they are able and/or willing
<!--[if !supportLists]-->- <!--[endif]-->Encourage participation in the Board of Trustees & Board Committees
<!--[if !supportLists]-->- <!--[endif]-->Encourage participation in the Special Ed Parents’ Advisory Council (PAC)
<!--[if !supportLists]--> § <!--[endif]-->Create volunteer opportunities via Enrichment, the kitchen, classrooms, and the sports & fitness programs
<!--[if !supportLists]--> § <!--[endif]-->Meet regularly with town officials
<!--[if !supportLists]--> § <!--[endif]-->Publish the School’s newsletter, the Magna Charter
<!--[if !supportLists]--> § <!--[endif]-->Update the School’s website at least monthly
<!--[if !supportLists]-->- <!--[endif]-->Include events information, PTO updates, Alumnae news, etc.
<!--[if !supportLists]--> § <!--[endif]-->Invite all members of the community to attend and participate in an annual meeting (formerly called a “Stakeholders’ Meeting”)
<!--[if !supportLists]--> § <!--[endif]-->Compile an annual report that catalogues the School’s accomplishments and challenges
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Establish a School Advisory Council to meet regularly with the Director(s)
<!--[if !supportLists]--> § <!--[endif]-->Establish a minimum number of volunteer hours to be committed to the School per year and achieve commitment from the majority of families
<!--[if !supportLists]--> § <!--[endif]-->Generate a group of potential Board Members
- Within 3-5 years:
<!--[if !supportLists]--> § <!--[endif]-->Achieve harmonious relations with the town
<!--[if !supportLists]--> § <!--[endif]-->Engage area residents, other schools, local colleges, and businesses in the MCCPS educational program.
- Shape globally conscious graduates
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Ensure that school policies, professional development activities, and curriculum materials are sensitive to diversity of race, culture, philosophy, religion, socio-economic status, and physical or mental capacity.
<!--[if !supportLists]--> § <!--[endif]-->Engage students and faculty in learning experiences beyond the classroom via community service learning opportunities
<!--[if !supportLists]--> § <!--[endif]-->Host international interns
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Establish ‘sister school’ relationships - locally and abroad
- Within 3-5 years:
<!--[if !supportLists]--> § <!--[endif]-->Establish an opportunity for students to visit schools/families in other countries
3. The School’s facilities will enable the students to achieve academically, artistically, technologically, and physically.
- The space and resources needed for an excellent learning experience will be made available to all.
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Keep the School’s interior and grounds attractive, welcoming, safe, and secure
<!--[if !supportLists]--> § <!--[endif]-->Support infrastructure to enable wireless access to computer network
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Establish policies & procedures and assign full-time personnel to accomplish regular maintenance, repair, and improvement of the exterior building, the grounds, and interior spaces
<!--[if !supportLists]-->- <!--[endif]-->Refurbish bathrooms
<!--[if !supportLists]-->- <!--[endif]-->Enhance storage facilities
<!--[if !supportLists]--> § <!--[endif]-->Create ‘Outdoor Classroom’ in space beside 6th grade
<!--[if !supportLists]--> § <!--[endif]-->Enable campus-wide wireless network access
<!--[if !supportLists]--> § <!--[endif]-->Employ a web-development company to address the technological needs of the School’s databases and communication systems
<!--[if !supportLists]--> § <!--[endif]-->Obtain a mobile computer lab
<!--[if !supportLists]--> § <!--[endif]-->Repair/replace the kitchen floor and equipment to meet health codes
<!--[if !supportLists]--> § <!--[endif]-->Install a scoreboard for gym
<!--[if !supportLists]--> § <!--[endif]-->Make a kiln available for art classes
- Within 3-5 years:
<!--[if !supportLists]--> § <!--[endif]-->All rooms will be fully furnished and appropriately equipped technologically
<!--[if !supportLists]-->- <!--[endif]-->LCD projectors in all classrooms
<!--[if !supportLists]-->- <!--[endif]-->Computers in all classrooms
<!--[if !supportLists]--> § <!--[endif]-->Provide laptops for teacher use
<!--[if !supportLists]--> § <!--[endif]-->Additional space will be acquired to enable:
<!--[if !supportLists]-->- <!--[endif]-->science lab
<!--[if !supportLists]-->- <!--[endif]-->refurbished technology lab
<!--[if !supportLists]-->o <!--[endif]-->see technology plan for details
<!--[if !supportLists]-->- <!--[endif]-->a library w/ comfortable spaces & work chorals
<!--[if !supportLists]-->- <!--[endif]-->media center
<!--[if !supportLists]-->- <!--[endif]-->foreign language lab
<!--[if !supportLists]-->- <!--[endif]-->larger music and art rooms
<!--[if !supportLists]-->- <!--[endif]-->a larger Community Room
<!--[if !supportLists]-->- <!--[endif]-->a conference/meeting room
<!--[if !supportLists]-->- <!--[endif]-->teachers’ workroom
<!--[if !supportLists]-->- <!--[endif]-->a performance venue
<!--[if !supportLists]-->- <!--[endif]-->video production & editing
<!--[if !supportLists]--> § <!--[endif]-->Soundproof rooms where needed
<!--[if !supportLists]-->- <!--[endif]-->Music room
<!--[if !supportLists]-->- <!--[endif]-->Gym/6th grade wall
<!--[if !supportLists]--> § <!--[endif]-->Upgrade the existing HVAC units including a central air purification system
- Provide a safe and healthy school experience for all.
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Operate a full service kitchen
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Install an intercom system that can be heard throughout the entire building
<!--[if !supportLists]--> § <!--[endif]-->Improve exterior lighting
<!--[if !supportLists]--> § <!--[endif]-->Expand parking & pick-up areas
<!--[if !supportLists]--> § <!--[endif]-->Repair the entryway to Charter Hall by eliminating the drainage issue and beautifying the area
<!--[if !supportLists]--> § <!--[endif]-->Adopt a Swipe card protocol for food service
<!--[if !supportLists]--> § <!--[endif]-->Enable a “Man-trap’ to secure the front entrance
<!--[if !supportLists]--> § <!--[endif]-->Adopt a phone messaging system that enables communication with parents in their home language
- Within 3-5 years:
<!--[if !supportLists]--> § <!--[endif]-->Create a full size gym & expand sports programs
4. All functions and responsibilities will be driven by the needs of the students.
- Employ a diverse, innovative, and expert faculty and staff who embrace the ideals of the School’s Charter and Mission
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Empower faculty and staff to participate in the enhancement, assessment, and leadership of the School
<!--[if !supportLists]--> § <!--[endif]-->Expect teachers to serve as consultants to others and role models to students and colleagues
<!--[if !supportLists]-->- <!--[endif]-->Teachers to present workshop/learning experiences for colleagues
<!--[if !supportLists]--> § <!--[endif]-->Share best practices regularly
<!--[if !supportLists]-->- <!--[endif]-->within <!--[if supportFields]> CONTACT
_Con-3F9C32FB1 \c \s \l <![endif]-->MCCPS<!--[if supportFields]>
<!--[if !supportLists]-->- <!--[endif]-->teachers as mentors to Salem Academy Charter School and Pioneer Charter School
<!--[if !supportLists]--> § <!--[endif]-->Investigate innovative practices
<!--[if !supportLists]--> § <!--[endif]-->Craft professional development experiences to address the needs of the students
<!--[if !supportLists]--> § <!--[endif]-->Maintain partnership with Endicott College
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Attract, reward, & retain superior, highly motivated educators
<!--[if !supportLists]--> § <!--[endif]-->All teachers will be licensed and “highly qualified”
<!--[if !supportLists]--> § <!--[endif]-->Ensure that all teachers can competently use the technology that is available to them
<!--[if !supportLists]--> § <!--[endif]-->Present at conferences to other educators
- Within 3-5 years:
<!--[if !supportLists]--> § <!--[endif]-->Offer equitable, competitive salaries, high quality, relevant professional development
<!--[if !supportLists]--> § <!--[endif]-->Employ a full time teaching assistant at each grade level
- Lead the School in embracing the promises of the School’s Charter and Mission
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Inspire open communication
<!--[if !supportLists]--> § <!--[endif]-->Model reflective evaluation of job performance
<!--[if !supportLists]--> § <!--[endif]-->Maintain a leadership structure that supports the needs of the students.
<!--[if !supportLists]--> § <!--[endif]-->Nurture aspiring leaders/administrators
<!--[if !supportLists]--> § <!--[endif]-->Create leadership opportunities for the students
<!--[if !supportLists]-->- <!--[endif]-->Student council
<!--[if !supportLists]-->- <!--[endif]-->Tutoring
<!--[if !supportLists]-->- <!--[endif]-->Mixed grade activities
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Attract, reward, & retain superior, highly qualified School leaders
<!--[if !supportLists]--> § <!--[endif]-->Adopt a bifurcated leadership model comprised of 2 full-time employees who will report to the Board with separate & shared responsibilities
<!--[if !supportLists]-->· <!--[endif]-->Academic Director responsible for curriculum, assessment, and instruction, and
<!--[if !supportLists]-->· <!--[endif]-->Managing Director responsible for finance, facilities, and fundraising
<!--[if !supportLists]-->§ <!--[endif]-->Expand relationships with other charter schools
<!--[if !supportLists]-->§ <!--[endif]-->Increase the visibility of <!--[if supportFields]>
<!--[if !supportLists]-->· <!--[endif]-->Increase the editions of the School newsletter
<!--[if !supportLists]-->· <!--[endif]-->Publish articles about MCCPS faculty, students, practices, and accomplishments
<!--[if !supportLists]-->· <!--[endif]-->Create promotional materials, instructional videos
<!--[if !supportLists]-->· <!--[endif]-->Host a “Best Practice Convention” that will include teachers from area schools.
<!--[if !supportLists]-->o <!--[endif]-->Within 3-5 years:
<!--[if !supportLists]-->§ <!--[endif]-->Gain state/national recognition
<!--[if !supportLists]-->· <!--[endif]-->Bring news of the School’s success to the general public via newspaper articles, educational publications, local/national awards
<!--[if !supportLists]-->§ <!--[endif]-->The School will be a highly functioning model for other charter schools
- Govern the School efficiently and effectively.
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Ensure the School’s compliance with the state’s expectations
<!--[if !supportLists]--> § <!--[endif]-->Provide annual training for all members of the Board
<!--[if !supportLists]--> § <!--[endif]-->Establish and maintain Board committees and task forces as needed
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Develop Board membership to full capacity
<!--[if !supportLists]-->- <!--[endif]-->membership will represent parents, teachers, non-school community members
<!--[if !supportLists]-->- <!--[endif]-->members will be from diverse backgrounds, with varied talents, and necessary expertise
<!--[if !supportLists]-->- <!--[endif]-->roles and responsibilities are communicated clearly and understood by all
- Within 3-5 years:
<!--[if !supportLists]--> § <!--[endif]-->Board will be a highly functioning model for other charter schools
5. The School’s financial resources will be strong and diversified.
- Implement a strong financial plan to support the School’s goals
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Budget conservatively
<!--[if !supportLists]--> § <!--[endif]-->Regularly review finances (budget vs. actual)
<!--[if !supportLists]--> § <!--[endif]-->Maintain accrued surplus
<!--[if !supportLists]--> § <!--[endif]-->Maintain full enrollment
<!--[if !supportLists]--> § <!--[endif]-->Fundraise
<!--[if !supportLists]--> § <!--[endif]-->Build volunteerism
<!--[if !supportLists]--> § <!--[endif]-->Establish partnerships with local business
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Increase Enrichment budget in order to expand offerings
<!--[if !supportLists]--> § <!--[endif]-->Establish a Development Office
<!--[if !supportLists]-->- <!--[endif]-->Enhance community outreach
<!--[if !supportLists]-->· <!--[endif]-->Activities organized at least 6 times per year
<!--[if !supportLists]-->- <!--[endif]-->Increase support from the community, donors, alumnae and their families
<!--[if !supportLists]--> § <!--[endif]-->Establish operating budgets for athletics and events
<!--[if !supportLists]--> § <!--[endif]-->Generate an annual operating surplus of at least $100,000
- Within 3-5 years:
<!--[if !supportLists]--> § <!--[endif]-->Develop relationships with donors and corporate sponsors
<!--[if !supportLists]-->- <!--[endif]-->Attract investments and corporate giving
<!--[if !supportLists]-->- <!--[endif]-->Increase funding from non PPE (per pupil expenditure) sources
<!--[if !supportLists]--> § <!--[endif]-->Achieve financial freedom & flexibility
<!--[if !supportLists]-->- <!--[endif]-->Establish a reserve of at least 1 million
- Provide support to the School via a highly functioning MCCPS Education Foundation whose mission and members are firmly aligned with the School’s goals
- Continue to:
<!--[if !supportLists]--> § <!--[endif]-->Make regular financial contributions to the School
<!--[if !supportLists]--> § <!--[endif]-->Make annual appeal
- Within 1-3 years:
<!--[if !supportLists]--> § <!--[endif]-->Develop community partnerships
<!--[if !supportLists]--> § <!--[endif]-->Establish a capital campaign
- Within 3-5 years:
<!--[if !supportLists]--> § <!--[endif]-->Secure the School’s financial foundation
<!--[if !supportLists]--> § <!--[endif]-->Establish an endowment of at least 5 million
Also need to:
- define community
- include an executive summary & pictures
Glossary
Advisory – homeroom group
AYP – annual yearly progress
Exhibition
PPE – per pupil expenditure
Global Themes
Individual Learning Plans
MCAS
Stakeholder Meeting
Marblehead Community Charter Public School (MCCPS), the Commonwealth’s oldest charter school, recently held its 38th Exhibition-- the third of the 2006-07 school year. Each trimester at MCCPS culminates in a public exposition of student work that integrates important skills and content from the academic disciplines while addressing a relevant global theme. The theme of this recent exhibition was Conflict and Harmony. Students examined how to recognize different types of conflict and that conflict often leads to change. They sought instances where harmony exists in the world and how it can be achieved and sustained. Ultimately, students came to understand how to resolve conflicts and recognize the importance of mutual respect and sensitivity in creating harmony.
An exhibition is a presentation that students make to family, peers, and community members to demonstrate what they know and what they have learned. It is an authentic assessment and an alternative to a traditional final exam. While students will acquire knowledge through lessons, exams, and reports, exhibitions provide a means for a “real world” application of that knowledge – and will, hopefully, point the students towards more sophisticated use of the skills or knowledge. And, while standardized tests endeavor to measure how well a school is serving its students--showing a “slice” of what students have learned--exhibitions offer up the whole pie, providing a 360º look at what students know and what they can do with that knowledge. Exhibitions require students to develop and use a wide range of analytical, communication, and critical thinking skills. Ted Sizer, an educator and arguably the leading educational reformer in the United States, believes, “The real goal is for kids to use resourcefully what they know, which requires a different kind of teaching - a teaching that puts the student on center stage.” Exhibition does just that.
Interim Head of School, Nina Cullen-Hamzeh, comments that, “When a student assumes a role – say of Benjamin Franklin, Albert Einstein, or Abigail Adams—they actually live history. There is a concrete application of skills and a real retention of content. Hence, exhibitions are not only hands-on but ‘minds-on’.” And, when they are required to ‘defend’ their projects, community members are often shocked at the depth of knowledge, interest, and content embodied by the students. Exhibitions are truly authentic assessments and provide a unique opportunity for both the most challenged and the most gifted students to shine. The rubrics we use to measure performance are designed so that everyone is challenged, supported, and nurtured.
As part of their third trimester studies, MCCPS grade four students became biologists and filmmakers as they studied the life cycle of plants, butterflies, and frogs. As part of their study of Ancient China, they became playwrights, producers, directors, and actors as they presented a play based on the Chinese folktale, A Grain of Rice. Fifth grade students learned about simple machines, electricity, magnetism, light, material properties, and the building of prototypes. Students also created Call It Courage Booklets, which responded in beautiful watercolors to an amazing Polynesian legend while highlighting figures of speech and crafting paragraphs that describe the elements of plot: conflict, rising action, climax, resolution, and conclusion. Students also created Westward Expansion Scrapbooks to illustrate research on the events that transpired during America's expansion to the West. The scrapbooks include pictures and explanations of various aspects of each event, and the conflicting historical perspectives of those involved.
Sixth grade students examined several different adaptations of Shakespeare's Romeo and Juliet and performed selected scenes, in original verse, with their own dramatic interpretations. Students also studied the music of the Medieval and Renaissance times and composed keyboard compositions in this style. Additionally, teams of sixth grade students researched the how/why, when/where, preparations and case studies of 12 earthly phenomena. As research scientists, students explored these global events and in conjunction with their Community Service Learning class, students conducted a yearlong experiment on decomposition. Seventh graders performed various acts and scenes from Shakespeare's Macbeth in a puppet theater. This project was an interdisciplinary collaboration with Art where puppet heads were constructed with a base of plaster and an overlay of acrylic paint. The bodies were made out of fabric and were painted and embellished to create Shakespearian style clothing, and backdrops were created to provide settings for their scenes. Students also created a game of chance, calculating the theoretical and experimental probability of winning and or losing. In connection with their French studies, students created models of their ideal room – which they described to the community in French. Together, Sixth and seventh graders participated in THE AMAZING RACE -- a solar car project. Eighth grade students presented The Interactive Museum of the History of the English Language. This project encompassed a year long study of the evolution of English and incorporated Global Studies, Language Arts, and Visual Art. Exhibits included Old English characters and shields created like those of the Knights of the Round Table. Students determined how trade in the Middle Ages spread both the English Language and the Black Plague, and how advancements in weaponry helped the English Language evolve.
Marblehead Community Charter Public School has been operational since 1995 and services students in grades 4-8 from Marblehead and surrounding towns. Charter schools are public schools of choice that are open to all students regardless of income, gender, race, religion, or academic ability. They are independently designed and operated and committed to improving the academic achievement of every student. Today, over a million children in 40 states and Washington, D.C. attend one of more than 3,600 charter schools. Throughout their 15 year history, charter schools have stood at the center of our nation's growing effort to reform and improve public education and provide greater educational options to all families. MCCPS believes that students experience success in their education through a challenging program of core academic studies, the reinforcement of productive attitudes toward work, community, school friends, and self, a focus on the individual strengths and weaknesses of each student, an integrated program of community service learning. Each day begins with a whole-school Community Meeting where visitors are welcomed, announcements are made, successes are shared, and challenges are faced together. Each day ends with a 45-minute enrichment period where students participate in classes and activities of choice such as woodworking, kayaking, government, jewelry-making and 60+ other options that creates opportunities that connect the school with local community members. In addition to the learning gained from working on projects and participating in activities, students learn about themselves, enhance their skills and talents, and meet and work cooperatively with other members of their community.
The Marblehead Community Charter Public School is committed to creating an alternative public (free) school that actively meets the needs of each student within the context of a dynamic nurturing environment. There is a rolling admissions process and the school, located at 17 Lime St., Marblehead, is currently accepting applications for the 2007/2008 school year. There are immediate openings in selected grades. Please visit the website at www.marbleheadcharter.com or call 781-631-0777 for more information.
Life at MCCPS
DAILY SCHEDULE
Hours of Operation 7:00 am – 4:30 pm
7:30 Building Opens to Students
7:30 - 7:45 Breakfast
7:30 - 8:15 Band Practice (Tuesdays & Thursdays)
7:45 - 8:00 Community Meeting
8:00 - 8:30 Advisory
8:30 - 10:00 1st Academic Block (A-block)
10:00 - 10:25 Recess / Fitness – Café Open
10:30 - 12:00 2nd Academic Block (B-block)
12:00 - 12:30 Lunch – Café Open
12:30 - 12:55 Recess/Fitness
1:00 - 2:30 3rd Academic Block (C-block)
2:30 - 3:15 Enrichment
2:30 - 4:30 Team Practices
3:15 Dismissal
3:15 – 3:45 School Store (Tuesdays Only)
3:15 - 3:30 Café Open
3:30 - 4:30 After-school Homework Club
3:30 – 4:30 Counseling & Parental Support – available by appointment
Myths and Realities About Massachusetts?Charter Public Schools
MYTH: Charter public schools are private schools.?REALITY: Charter schools are public schools open to any child, free of charge; they offer public school choice to poor and working class families who cannot afford private school. Choice is a powerful tool for parents seeking educational equity and equal access to quality education for their children.
MYTH: Charter public schools accept only the "cream of the crop" and reject under performing students.?REALITY: Unlike exclusive private schools, charter public schools do not recruit and select "the best" students. When enrollment requests exceed the number of seats, charter schools hold a public lottery to determine who will attend. Because they are free and open to all, charter public schools do not engage in selective admissions policies.
MYTH: Charter public schools do not provide special education services.?REALITY: Charter public schools are under the same state and federal obligation to provide in-school special education services as other public schools.
MYTH: Charter public school enrollment does not reflect the diversity of the communities they serve.?REALITY: Overall, charter public school parents report lower income and education levels than district public school parents. Charter public school students are more racially and economically diverse than their counterparts in district public schools. Charter public schools have a higher percentage of students of color than district public schools (44%-23%). Charter public schools also have a higher percentage of students on free or reduced lunch (36%-17%).
MYTH: Charter public schools "drain money" from district public schools.?REALITY: When charter public schools are funded, there is no loss of public school money because charter schools are public schools. The total amount of spending on public education in communities with charter public schools is unchanged.
MYTH: Charter public schools receive more state money than district public schools.?REALITY: Charter public schools receive exactly what the districts spend to educate their students. A new funding formula ensures that the amount of money that charter public schools receive reflects the demographics, grade levels, and special education needs of the students who enroll.
MYTH: Charter public schools cost more.?REALITY: When you factor in both operating expenses and facility costs, charter public schools cost less than district public schools. Charter public schools are not eligible to receive state subsidies from the School Building Assistance Bureau (SBAB), which grants districts large subsidies (60% to 90% of the total cost) to finance new construction or major renovations. Just this year, charters started receiving a per pupil grant of $742, which covers a portion of our construction costs.
MYTH: The state should not be expanding any programs during tight fiscal times.?REALITY: Charter public schools require no new state funds, so this "expansion" comes without a price tag. Charter public schools receive the same amount of money that district public schools would receive if they were still educating that student. The money is just being moved from one public school to another public school.
MYTH: District public schools do not save $1 for every $1 that's transferred to charter public schools when a student enrolls in a charter public school.?REALITY: Legislation provides that district public schools are reimbursed for the money that is transferred to charter public schools: 100% the first year; 60% the second; 40% the third. This gives district schools four years to adjust their budgets for the loss of students. Districts have to constantly adjust their budgets to account for changes in enrollment, whether students leave for charters or private schools, or when families move out of town. The only time they are reimbursed for such changes is for charter school transfers.
MYTH: Charter public schools are not held accountable for performance.?REALITY: The charter application process is rigorous. Only strong, viable applications are approved. The charter public school renewal process is equally stringent. Charter public schools must reapply for certification every five years and are subject to annual inspections by the state. Charter public schools that don't succeed don't survive. The Washington-based Thomas B. Fordham Institute ranked Massachusetts' application, performance, and oversight practices the toughest in the nation.
MYTH: Charter public schools are an unproven experiment.?REALITY: Charter public school students are outscoring their district counterparts on MCAS, and the longer students are enrolled in charter public schools, the better they do. In addition, charter public schools are held to extremely high standards; charters are renewed every five years; if they fail, they are closed by the state.
MYTH: Charter public schools are a fad.?REALITY: There is continued demand for charter public schools. There are over 20,000 students currently enrolled in charter public schools that are already operating or have been approved by the state, with over 14,000 students on charter public school waiting lists.
MARBLEHEAD COMMUNITY CHARTER PUBLIC SCHOOL
FUNCTIONAL JOB DESCRIPTION
Job Classification: MCCPS Academic Director Reports to: MCCPS Board of Trustees
Job Summary:
The Academic Director (AD) is responsible for the overall planning, design, and implementation of all regular and special education services. The AD ensures academics, classroom activities, professional development and other educational requirements are in compliance with legal and school policies . The AD will ensure the school upholds and complies with the terms of the current Charter granted to MCCPS as approved and shall adhere to any and all applicable laws.
Essential Functions:
<!--[if !supportLists]-->1. <!--[endif]-->Provide educational administrative services to the school as required
<!--[if !supportLists]-->2. <!--[endif]-->Supervise all elements of curriculum development and enhancement
<!--[if !supportLists]-->3. <!--[endif]-->Provide leadership and guidance to the faculty and staff; evaluate all faculty and academic staff, at least annually, using objective performance based criteria
<!--[if !supportLists]-->4. <!--[endif]-->Manage, direct and oversee short and long term academic programs, including the hiring of all necessary personnel to ensure there is sufficient staffing for academic programs
<!--[if !supportLists]-->5. <!--[endif]-->Oversee student services including student discipline and reporting to appropriate government agencies
<!--[if !supportLists]-->6. <!--[endif]-->Lead the professional development team; support and provide training and professional development for academic staff
<!--[if !supportLists]-->7. <!--[endif]-->Provide formal monthly communication to the MCCPS community.
<!--[if !supportLists]-->8. <!--[endif]-->Work with the Managing Director (MD) to improve community relations, develop maintain and foster a sense of trust and credibility
<!--[if !supportLists]-->9. <!--[endif]-->Work with MD to maintain full enrollment and provide a safe environment
<!--[if !supportLists]-->10. <!--[endif]-->Develop and implement personnel policies in conjunction with the MD
<!--[if !supportLists]-->11. <!--[endif]-->Understand the MCCPS budget and work within its guidelines
<!--[if !supportLists]-->12. <!--[endif]-->With the MD, set compensation package for each employee
<!--[if !supportLists]-->13. <!--[endif]-->Attend regular and/or special meetings of the Board of Trustees, provide monthly reports and be prepared to answer questions
<!--[if !supportLists]-->14. <!--[endif]-->Understand and follow DESE regulations, state and federal laws, and any other applicable legal or regulatory laws; recommend appropriate corrective actions and strategies for compliance
<!--[if !supportLists]-->15. <!--[endif]-->Attend and participate in educational committees and organizations as appropriate.
16. Promote the MCCPS mission and nurture the culture of innovation
Qualification/Education/Experience:
<!--[if !supportLists]-->1. <!--[endif]-->Must be able to perform each essential duty satisfactorily
<!--[if !supportLists]-->2. <!--[endif]-->Substantial coursework towards Master’s degree (M.Ed.) in Education or Special Education and two or more years of experience in education administration. Must have demonstrated experience with personnel supervision
<!--[if !supportLists]-->3. <!--[endif]-->Must hold a school administrator Certificate or a State Approved Equivalent
<!--[if !supportLists]-->4. <!--[endif]-->High energy level, superior interpersonal skills and ability to function in a team atmosphere
<!--[if !supportLists]-->5. <!--[endif]-->Ability to communicate clearly and effectively in oral and written form.
<!--[if !supportLists]-->6. <!--[endif]-->Knowledge of modern principles, methods, and techniques of administration and program planning.
<!--[if !supportLists]-->7. <!--[endif]-->Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems.
RECEIPT AND REVIEW OF FUNCTIONAL JOB REQUIREMENTS
I, ______________________________, have read, understand and agree to the above functional job description. I understand the essential functions, qualifications, education, experience, and physical demands of the position and acknowledge that I am capable of performing all of the essential functions of this position without reasonable accommodation or I have informed you of my need for an accommodation. The MCCPS Board of Trustees reserves the right to change any part of this job description, as circumstances require.
It is intended that the terms of the executed employment contract, including any approved amendments to that contract, are incorporated within the job description for the duration of that contract and there by become part of the job description.
Employee’s Signature Date
MARBLEHEAD COMMUNITY CHARTER PUBLIC SCHOOL
FUNCTIONAL JOB DESCRIPTION
Job Classification: Managing Director Reports to: MCCPS Board of Trustees
Job Summary:
The Managing Director (MD) serves as chief operations officer for the MCCPS Board of Trustees and is charged with ensuring that all funds, physical assets, and the property of MCCPS is appropriately safeguarded and administered. The MD will uphold the Charter granted to MCCPS, specifically with reference to the details of the charter application upon which it was granted, and the laws of the Commonwealth of Massachusetts as they apply to Charter Schools.
Essential Functions:
<!--[if !supportLists]-->1. <!--[endif]-->Ensures that the Board of Trustees is kept fully informed on the conditions and operations of the school
<!--[if !supportLists]-->2. <!--[endif]-->Plans, formulates and recommends for the approval of the Board of Trustees basic policies and programs that will further the objectives of the school community
<!--[if !supportLists]-->3. <!--[endif]-->Establishes a sound organizational structure for MCCPS. Obtains maximum utilization of the management support staff by clearly defining duties, establishing performance standards, conducting performance reviews
<!--[if !supportLists]-->4. <!--[endif]-->With the AD, set compensation package for each employee
<!--[if !supportLists]-->5. <!--[endif]-->Develops, recommends, and upon approval of the Board of Trustees, operates within an annual budget. Ensures that all MCCPS funds, physical assets, and property are appropriately safeguarded, administered and maintained. Oversees the day to day financial affairs of MCCPS within approved guidelines. Seeks outside funding in the form of grants and contracts from public and private sources.
<!--[if !supportLists]-->6. <!--[endif]-->Serves as the school’s development officer by fostering relationships within various resource communities both locally and beyond
<!--[if !supportLists]-->7. <!--[endif]-->Maintain relationships with other community organizations, government, and others as are desirable or necessary in the best interest of MCCPS
<!--[if !supportLists]-->8. <!--[endif]-->With AD, provide leadership for staff regarding MCCPS’s mission.
<!--[if !supportLists]-->9. <!--[endif]-->Develop plans and strategies necessary to fulfill the MCCPS mission and secure resources necessary to carry them out including the hiring of necessary personnel as related to the functions of MD
<!--[if !supportLists]-->10. <!--[endif]-->Attend regular and/or special meetings of the Board of Trustees, provide monthly reports and be prepared to answer questions.
<!--[if !supportLists]-->11. <!--[endif]-->Develop and implement personnel policies in conjunction with the AD
Qualification/Education/Experience:
<!--[if !supportLists]-->1. <!--[endif]-->Must be able to perform each essential duty satisfactorily.
<!--[if !supportLists]-->2. <!--[endif]-->Master’s degree (M.A.) / (M.B.A.) or equivalent and two years related experience; or five years related experience
<!--[if !supportLists]-->3. <!--[endif]-->Strong persuasive and presentation skills required.
<!--[if !supportLists]-->4. <!--[endif]-->Ability to obtain and manage external grants and contracts.
<!--[if !supportLists]-->5. <!--[endif]-->Ability to establish and maintain effective working relationships with, state, regional, and local agencies, community leaders, and the general public.
<!--[if !supportLists]-->6. <!--[endif]-->Ability to communicate clearly and effectively in oral and written form.
<!--[if !supportLists]-->7. <!--[endif]-->Knowledge of modern principles, methods, and techniques of administration and program planning.
<!--[if !supportLists]-->8. <!--[endif]-->Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems.
RECEIPT AND REVIEW OF FUNCTIONAL JOB REQUIREMENTS
I, ______________________________, have read, understand and agree to the above functional job description. I understand the essential functions, qualifications, education, experience, and physical demands of the position and acknowledge that I am capable of performing all of the essential functions of this position without reasonable accommodation or I have informed you of my need for an accommodation. The MCCPS Board of Trustees reserves the right to change any part of this job description, as circumstances require.
It is intended that the terms of the executed employment contract, including any approved amendments to that contract, are incorporated within the job description for the duration of that contract and there by become part of the job description.
Employee’s Signature Date
Board Interim Self- Evaluation
Jan 2009
Name: _____________________________
What is the Board doing especially well this year?
Are we making good progress with respect to our goals?
Ref: Board Goals
1) Identify the permanent leadership model and hire leader(s) accordingly.
2) Create Strategic Plan
3) Maintain financial stability/Rebuild surplus
4) Increase non-tuition funding to 10% of revenues
5) Maintain sound governance/enhance trustee training
What is one suggestion for improvement with respect to our performance as a Board?
What is one suggestion for improvement with respect to the Board Chair?
- Login to post comments
