Darnell-Cookman Middle is a college prep magnet school located in
a low-income urban neighborhood. Teachers at Darnell-Cookman approach
the advanced academic standards with a rigorous academic pace. They
agree the bar should always remain high and students should be supported
in reaching it in a "Kid Warm & Child Friendly" environment.
Students are offered multiple "safety nets" such as an
extra period with an additional teacher and supplemental academic
instruction to help ensure they can reach academic goals and an
Academic Advisor period. A wide range of extra-curricular activities
are provided for students to help balance academic demands. Students
are recognized and rewarded for their hard work through the help
of local partnerships with area businesses. Teachers believe that
successful teaching includes being passionate and respecting kids
and their hard work.
Results: School Grade: 2000 - 2003 A.
Practices that Promote High Performance:
- Passionate teachers who respect students and the hard work needed
to achieve
- Maintaining a supportive, warm environment and including a wide
range of activities for students
- Creating "safety nets" to be sure each student can
keep up with a rigorous academic pace and high expectations
- Recognizing and rewarding student accomplishments
The three teaching teams at each grade level are at the heart of
the educational process. Teachers plan and act as one in delivery
of the academic curriculum, made possible by common team planning.
Vertical progression is also a key topic during planning. Teachers
visit other teams and feeder schools to support what the principal
refers to as "Big Picture" that drives the academic program.
New teachers are welcomed by their team members and are quickly
exposed to Darnell-Cookman's philosophy for success. Many teachers
refer to their school team as their second family; they are proud
of what has been accomplished.
Results: High teacher morale; Low teacher
turnover.
Practices that Promote High
Performance:
- A team approach to curriculum delivery
- Common team planning time built into the schedule
- Alignment of curriculum across teams and grade levels to include
feeder schools
The
principal works closely with staff to analyze data and fine tune
the schools program for optimal learning. Student achievement is
reviewed at monthly team meetings with the principal. Data is analyzed
on an individual student basis as well as on a school level. Item
analysis is used to drive the curriculum, making changes as needed
to best meet the needs of students. The principal believes the school's
goals and plans are "living documents" and employs an
assertive proactive approach to meeting them. There is good communication
between teachers and administration and teachers report feeling
empowered and supported. The bar for students is set above district
and state standards and teachers take pride in the outstanding achievement
of their students.
Results: FCAT: Writing assessment
average of 4.5; high percent of students scoring at level 3 or higher
(8th grade reading, 83% and 8th grade math, 94%).
Practices that Promote High Performance:
- Data analyzed at school and individual student levels to drive
decision making
- Teachers empowered and supported to make decisions that best
serve the needs of students
- School goals and plan kept visible and used as "living
documents"
< Back to Case Studies
|
