harper johnson academy of languages and global studies n.
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our philosophy
  • We believethat children need to be educated to succeed in the world of tomorrow. To be successful, children must be global thinkers, multi-lingual, self-disciplined, responsible individuals who are able to work with others from all backgrounds and areas of the world. We further believe that students should be educated as leaders, not followers.

Our mission is to maintain an environment where students from all races, classes and religious backgrounds can, through academic risk taking, expand their minds and develop creativity and problem solving ability. Further, we aspire to develop individuals who are acutely aware of issues of their city, state, nation, and world. With this awareness, we are developing individuals who will be able to solve and/or prevent many of these issuesin the future.

our vision
  • The vision of Harper Johnson Academy is to create an environment where individuals can learn and cooperate with one another. We embrace and celebrate diversity. We envision a campus where all students speak, read and write threelanguages, are accomplished in technology skills, and are supported by the faculty staff and parents.
  • In today’s world, speaking more than one’s native language is an absolute necessity; therefore, each student will be required to learn Spanish and one additional language. (If a native Spanish speaker, English will be required).
  • These additional languages include: French, German, Japanese, Chinese, Latin and Italian.
  • Today, knowing about local issues is not enough. Students must be aware of important issues from across the world.

Beginning in Grade one, students will begin studying Spanish. From grades one through five, they will learn to speak, read, and write Spanish.

In grade 6, they will be introduced to another language of their choice. They will study this language through grade twelve. In addition, they will weekly do exercises in Spanish as well as communicate with students who are native speakers of Spanish in order to maintain and continue to improve their Spanish.

  • Beginning in grade one, students will use technology to enhance their learning experience. Technology will not be the only mode of instruction because best practices sees technology as only part of the instruction mode. “Using computers for their own sake adds nothing to the learning environment. But weaving technology into the culture of your classroom ensures that the technology does not become a distraction” (Dappolone, 69).
method of delivery
  • Instruction will be delivered through the use of selected textbooks, technology, projects, collaborative learning, global discussions and experimentation.
the school year
  • The school year will consist of 120 days for students in grades one through nine.
  • The school year for students in grades ten through twelve will consist of 140 day as twenty days each summer will be spent traveling abroad.
  • We will provide the rigor of the core curriculum combined with interdisciplinary topics. Issues from around the world will be studied and discussed in the classroom, and our teachers have the freedom to try new educational ideas and borrow from different types of curriculum to help students develop problem-solving abilities and critical thinking.
  • The SAT 10 will be utilized to test students from grades one though ten. The ACT will be utilized to test students in grades eleven and twelve. In addition, all students will be given a pre-test and a mid-year test anchored in state standards.
  • Teachers will use various modes of assessment throughout the school year.
  • Technology will be used to prepare both our students and our teachers for the next century. Dappolone tells us. “We should see technology as an opportunity to make our best practices better”(69).
teachers and technology

Technology will be used to help strengthen our teachers as well as our students. “Technology allows teachers to access professional development resources when and how they want to, expanding the reach of summer workshops and professional learning days”

( Phillips and Olson, 37).

  • Teachers will use technology to prepare, share and exchange lesson plans and ideas with colleagues. Teachers will use these exchanges to focus on the academic needs of the students.
  • “When working together, teachers draw on their shared trust, expertise and experiences to improve instruction. And when this collaboration focuses on student work, it builds educator’s capacity to address students’ academic needs immediately” (Phillips and Olson, 36).
technology connecting the world

Harper Johnson Academy students will use technology to interact and communicate with students in schools around the globe.

(Specifically, The American School in Ecuador, The American School in Colombia, and schools in France and China. We are currently working to connect with schools in other parts of the world).

evidence based practices
  • Our program will be infused with evidence based practices. We will have smaller class sizes; technology will be used by both students and teacher; lessons will be taught in a way that will make them real to the students, and students will be actively involved in their learning.
our teachers
  • Our teachers will be college graduates who show expertise in their fields and expertise in their ability to deliver lessons to our students.
  • Our teachers must show a love for teaching and have a very caring attitude towards our students.
  • Our teachers must continue to learn by continuing their education, professional development, working together with colleagues, and consulting experts.
our students
  • Harper Johnson Academy is open to all students because we believe that all students regardless of race, class or socio-economic status deserve a great education. We only require that a student be self-disciplined and willing to do all assignments and homework and maintain satisfactory academic performance.
  • Students will be subject to dismissal if they are not willing or able to meet our scholastic requirements; however, before dismissal, they will be placed on academic probation for one semester and provided one-on-one tutoring to help them meet these requirements.
parents and the community
  • Harper Johnson Academy views parents and the community as partners.
  • A committee of parents will be involved in all major decisions concerning the education of our students.
  • Parents and community leaders will be surveyed each year to help identify areasthat are exceptional as well as address those that need improvement.
community service
  • Students are keenly aware of the needs in the community and will work aggressively to help meet those needs.
  • Working with Social Services, each class will adopt a family in need. Each class will then design a way to raise money and provide food for a Thanksgiving and Christmas dinner for its family. In addition, the class will provide Christmas presents for each member of its family. (If the family celebrates a different holiday, giving will be adjusted to fit that holiday).
the classroom of the future
  • Of course, we don’t know what the classroom of the future will look like, but we believe that students will be more mobile in future classroom settings, and classes must be wired for technology. “Flexible seating arrangements that allow for easy transitions will serve students today and in the future” (Thompson 19).
school organization
  • Head Mistress – Oversees the running of the school
  • Academic Administrator – Assures that students are learning and teachers are teaching.
  • Administrative Assistant – Works with Head Mistress and Academic Administrator
  • Lead Teachers – Helps, mentors, and oversee teachers.
  • Teachers
  • Para-Professionals, Secretary, Clerk
extra curricular activities
Extra Curricular Activities

Harper Johnson Academy students will compete in the following activities:

Soccer Basketball Lacrosse

Baseball Swimming Track and Field

Cheerleading Band Football

Tennis Rugby

  • Dappolone, M. (2013). Making Best Practices Better. Educational Leadership, 70(6), 69-72.
  • Hirsh, S. (2013). Create learning that unlocks the potential of Common Core standards. Journal of Staff Development, 34(4), 72.
  • Phillips,V., & Olson, L. (2013). TEACHERS CONNECT with TECHNOLOGY. Journal of Staff Development, 34(4), 34-37.
  • Stringfield, S., Reynolds, D., & Schaffer E. (2012). Making Best Practice Standard—And Lasting. Phi Delta Kappan, 94(1), 45-50.
  • Thompson, G. (2014). 4 Keys to Designing the Classroom of the Future. T H E Journal, 41(9), 18-22.