Matthew S. Saferite Bethel University. Education Experience: Principal – M.O. Ramay Junior High...

Competency Summary:MN Principal Licensure

Matthew S. SaferiteBethel University

Resume

Education Experience:

Principal – M.O. Ramay Junior High School, Fayetteville, ArkansasSupervisor: Dr. Bobby New, SuperintendentJuly 2006 - Present

Adjunct Professor - John Brown University, Rogers, ArkansasSupervisor: Dr. Gloria Gale, DirectorSpring 2008 - PresentEDC 4334 - "Math Structures"

Assistant Principal - Rogers High School, Rogers, ArkansasSupervisor: Mr. William Stringer, PrincipalJuly 2001 – June 2006

Director, Tech. Programs & MIS - Fayetteville Schools, Fayetteville, Arkansas

Supervisor: Dr. Bobby New, SuperintendentJune 2000 – June 2001

Resume

Education Experience (continued):

Assistant Principal - M.O. Ramay Junior High School, Fayetteville, Arkansas

Supervisor: Mr. Nick Tschepikow, PrincipalJune 1998 – June 2000

Teaching Assistant - University of Arkansas, Fayetteville, Arkansas

EDAD 6103 "School Finance"Professor: Dr. Mary HughesAugust 1999 - December 1999

Mathematics Instructor - Sam Walton Junior High School, Bentonville, Arkansas

Supervisor: Mr. Randy Mattingly, PrincipalJune 1997 – June 1998

Mathematics Instructor - Decatur High School, Decatur, Arkansas

Supervisor: Mr. Charles Waldrip, PrincipalAugust 1995 – June 1997

ArtifactsState of Minnesota Principal Competencies

Click on an artifact to move to a page with more specific information.

1. Leadership

Arkansas Comprehensive School Improvement Plan

Ramay Literacy Plan

2. Information Collection


Ramay Literacy Plan

Student Needs Assessment

Staff Satisfaction Survey

3. Problem Analysis


Ramay Literacy Plan


Department Chair Notes

Faculty Meeting Notes

4. Judgment

Ramay Literacy Plan

5. Organizational Oversight Arkansas Comprehensive School Improvement Pla

n

Ramay Literacy Plan

6. Implementation Skills


Ramay Literacy Plan

"Response to Intervention" plan


Release Time Request form

7. Delegation of Authority


Ramay Literacy Plan

Written comment

8. Instruction & Learning Environment


Academic Improvement Plans



Ramay Master Schedule


9. Curriculum Design

Ramay Literacy Plan


Knowledge Maps

CIA diagram

PTO agenda

Ed. Leadership article

ACT Quality Core

10. Student Guidance & Development


Career Action Plan(ing)

PTO agenda

Student Services Plan

WRIT agenda

Student Center

11. Staff Development






12. Measurement & Evaluation


Ramay Literacy Plan





13. Resource Allocation




Building Budgets (Instructional, QZAB and Title IIA)

14. Motivation

Ramay Literacy Plan




15. Sensitivity

Ramay Literacy Plan





PTO agenda

WRIT agenda

Bethel Coursework including:

Synthesis Paper (710 4.1) Reorganization Plan (745

1.1) Philosophy Paper (745

3.0) Leadership and Conflict

Management Paper (745 3.1)

16. Oral & Nonverbal Communication

Ramay Literacy Plan




Faculty Meeting Notes (“live” and/or “online”)

Knowledge Maps

"Open House" PowerPoint

Bethel Coursework including:

Henze Table/Paper (710 2.1)

Conflict in the House (710 2.4)

Gender Issues (710 3.2)

17. Written Expression


Ramay Literacy Plan





Knowledge Maps

Building Budgets

Ed. Leadership article

18. Philosophical & Cultural Values

Ramay Literacy Plan

ADE Ethical Standards

Bethel Coursework including: Role of Education Paper (700 2.1) Philosophy Notes/Paper (705 1.0) Marx #1 Paper (750 3.1)

19. Legal & Regulatory Applications



Knowledge Maps

CIA diagram

Building Budgets

District Handbook

ACT Quality Core

Student Center


ACTAAP Roster

AEA

Bethel Coursework including: Role of Education Paper (700 2.1) Curriculum Design Paper (740

3.3) Inclusion Notes/Paper (860 5.3) Liability Laws Paper (860 6.3) Student Supervision Paper (860

6.4) Parent Letter (FERPA)

Paper (860 7.4) Contract Review Paper (860 8.3)

20. Policy & Political Influences




Knowledge Maps

District Handbook

ACT Quality Core

Student Center


Bethel Coursework including: Role of Education

Paper (700 2.1) Political Analysis Paper

(860 1.2) School

Policy Analysis (Grading) Paper (860 3.5)

Discipline Policy Analysis Paper (860 4.3)

21. Media & Public Relations


Knowledge Maps

PTO agenda

"Open House" PowerPoint

Rotary Presentation

News Articles

Websites

Competency Summary:MN Principal Licensure

Matthew S. SaferiteBethel University

Artifact #1 - Arkansas Comprehensive School Improvement Plan (ACSIP)

The ACSIP sets the direction for all staff in the areas of math, literacy and health. These three areas have their priority established by the legislature as it determines public policy.

The ACSIP is required to be submitted annually by/to the ADE. (It is required to be submitted annually to the district office who submits it, along with the district plan, on behalf of all schools in the district.)

Resource allocation, time lines, and progress monitoring (including person primarily responsible) are required throughout.

Very specific diagnostic information for multiple years by multiple measures is required in every plan area.

Click to return to previous slide

Artifact #2 - Ramay Literacy Plan

The Literacy Improvement plan is an internal plan to address our "School Improvement - Year 1" status based on our previous 8th grade ACTAAP Literacy scores. It analyzes past performance data at multiple levels (building, strand, student), frames the multiple issues, identify causes, conjectures solutions and identifies measures of implementation and satisfactory performance.

It is monitored and, if necessary, adjusted several times each year for effective implementation.

It analyzes past performance data at multiple levels (building, strand, student), frames the multiple issues, identify causes, conjectures solutions and identifies measures of implementation and satisfactory performance.

Every teacher is responsible for regularly submitting components to the appropriate administrator.

The diagnostic information we looked at to develop our annual plans led to the conclusion that true reading instruction was needed for some of our students. We had up to 25% of incoming 8th grade students reading at 2nd/3rd grade levels. The reading class (using READ180) was the resultant revision.

A significant part of the original plan development was the generation of an equivalent measurement tool for use across the building (a dichotomous rubric is the tool used).

The Literacy plan is not implemented until a consensus of all faculty is achieved (tool used to measure consensus is a "consesogram").

The Literacy plan is evidence of guidance to a full faculty that maximizes consistency in implementation.

The stress our SI-1 status has caused my staff and the conflict it has created (do we prepare kids for the test or teach them to a higher level [particularly in writing]) is an ever present, almost tangible, facet of our school building.

Our literacy plan is a direct result of current federal education legislation (NCLB). The NCLB legislation is an attempt to remedy both social (disparity in earnings and opportunities between social classes) and economic issues (the loss of our economic status in the world) in our country.


Artifact #3 - Student Needs Assessment

The Student Needs Assessment is an internal needs assessment based on national counseling standards as well as principals' standards (NASSP’s “Breaking Ranks,” etc.). This survey is administered to all students to gather essential information. Used in conjunction with the staff satisfaction survey, it is an extremely valuable tool to assist in making building level decisions and monitoring key student information and which effect students' learning.

This survey is administered to all students to gather essential information based on national counseling standards. It provides very specific data on students, including some very sensitive information (i.e. - recent death of parent). This allows us to understand our students better and more quickly and effectively make plans to address their needs. It is one of the best tools we use to obtain meaningful feedback from our kids. The data is disaggregated by ethnicity and gender (among other descriptors) to help us identify and properly address differences.


Artifact #4 - Staff Satisfaction Survey

The “staff satisfaction survey” is an internal survey for all staff (classified and certified) based primarily on the Baldrige National Quality Program criteria as well as the National Study of School Evaluation (NSSE) and other organizations. This survey is administered at the end of each semester to all staff and students to gather data on 15 essential elements of an effective school. It is an extremely valuable tool to assist in making building level decisions and monitoring key information (including an assessment of the effectiveness of professional development activities).

The survey provides an accurate, anonymous method for any staff member to communicate a concern.

It is used, in a limited manner, to recognize effective performance (i.e. - improved building cleanliness satisfaction by all staff leads to recognition of the custodial department).

Collecting "satisfaction" information is one of the most important methods utilized to interact with my internal public (students and staff).


Artifact #5 - Career Action Plan(ing)

Career Action Planning is a time set aside every spring for two primary purposes. Those are the registration process for the subsequent school year and examining students post-high school goals and its relation to school.

The generation of a CAP booklet is a prerequisite to the CAP process. The CAP book is prepared by me every December with input from department chairs.

This is one of the few times throughout the year that a Ramay staff person sits down and discusses academics with parents. Parent teacher conferences are examples of other times.


Artifact #6 - Academic Improvement Plans An “academic improvement plan” is an individual remediation

plan for every student who was not proficient on the most recent ACTAAP exam (ACTAAP is the Arkansas Comprehensive Testing, Assessment and Accountability Program). The primary focus is on remediation of basic knowledge and skills.

AIPs are tied closely to the building "Literacy Plan.“ Significant interpretation is necessary to move from state reported data to the outcome (a working document specific to student need).

This process requires considerable tact on the part of me and my staff as we tell students and parents that they are not being successful and work with parents to develop an education plan for their child.

An individual plan condenses legislation, ADE regulations and district expectations down to one understandable page/process.


Artifact #7 - Department Chair Notes

Agendas and notes from building level department chair meetings which regularly include progress updates on building initiatives (ACSIP, RTI, Literacy/Math improvement plans, etc). All meetings utilize an agenda (sent to all staff prior to meeting) and notes (sent to all staff as soon as possible after conclusion of meeting). After each department chair meeting, I forward all staff (by email) the agenda from the meeting completed with the notes regarding the agenda items, including any decisions made and/or future considerations.

Department chairs provide essential input into adjusting the implementation of initiatives for maximum effectiveness of the overall building operations and to maximize a positive learning environment.

These meetings regularly include a focus on professional development activities (assessing past and developing future).

Department chairs are responsible for submitting an annual request and justification for a departmental allotment of the instructional budget. They are further responsible for supervising the budget throughout the school year. Department chairs also were charged with allocating the total QZAB allotment among themselves and managing their approved allotment.

Department chair meetings are a primary method for departments and administrators to get feedback from each other. These meetings are often utilized to anticipate potential conflict and proactively eliminate/minimize any conflict.


Artifact #8 – “Live” Faculty Meeting Notes Agendas and notes from building level "live" faculty

meetings. Live meetings are primarily focused on professional development (PD) type activities such as Literacy skills, questioning practices, Charlotte Danielson's Framework and others.

Agendas and notes from "live" faculty meetings which regularly include the development and refinement of building initiatives (ACSIP, RTI, Literacy/Math improvement plans, etc) in order to maximize a positive learning environment.


Artifact #9 - Ramay Master Schedule

The building’s master schedule of faculty and their teaching assignments. The building master schedule is evidence of improved teaching and learning

in several areas. For staff, each department has common planning time to work and learn together to improve teaching. For students, instructional programs such as our new reading class (Ms. Rogers) improve learning. For the first time in my career, I have developed a master schedule that

allows all departments to have a common planning time (some by period, some by lunch). This time with fellow department members and/or a departmental chairperson provides a high level of feedback and, when necessary, allows for remedial assistance by a peer (rather than evaluator).

The Literacy Improvement plan is an internal plan to address our "School Improvement - Year 1" status based on our previous 8th grade ACTAAP Literacy scores. The diagnostic information we looked at to develop our annual plans led to the conclusion that true reading instruction was needed for some of our students. We had up to 25% of incoming 8th grade students reading at 2nd/3rd grade levels. The reading class (using READ180) was the resultant revision.

The building master schedule is evidence of accommodating differences in cognition and achievement. Ramay's instructional programs include a spectrum of offerings from classes such as CBI to concurrent college credit classes and individualized study (i.e. - Swedish).


Artifact #10 - Release Time Request form

Internal (building level) form used by faculty to request coverage of a class period(s) for PD purposes, implementation of building initiative (RTI, ACSIP, Literacy/Math improvement, etc.) or other purposes related to the CIA structure (developing lessons, assessments, etc.).

Time is one of the most consistently needed resources for teachers. This time allows for feedback, coaching and guidance from administrators and teaching peers.

It is very important that Ramay have a culture of learning for staff, as well as students. This release time reinforces that idea. I believe teachers can give each other much more meaningful feedback on performance than I can (due more to my position rather than competence).

Stimulation and innovation are most fully developed when staff can work together (including across buildings).


Artifact #11 – “Online” Faculty Meeting Notes This is an example of an "online" faculty meeting presentation. This format

aids communication as it allows staff to view the meeting anytime from any internet connection.

This format has several advantages for staff including more efficient use of their time, consistency of message (including the ability to repeat information) and freeing time in “live” meetings for curricular work.


Artifact #12 – "Response to Intervention" (RTI) plan Plan required by district to address "achievement gap" issues (requirement

originates in state legislation). Specific steps of the plan are specific to Ramay.

Very intentional effort and significant time has been and will continue to be spent making this policy initiative a real, working process that truly benefits students (as opposed to completing a task [develop an RTI plan] to satisfy the central office and/or state department).


Artifact #13 – Knowledge Maps Knowledge maps are a list of the essential knowledge to be learned by

students in a particular course. These maps have many benefits but a very significant one is to assist students at all levels of development learn necessary knowledge and skills more effectively and efficiently.

There are many benefits to these maps. One benefit is that by more efficiently learning the knowledge required for a given course, more time is available for skill development.

These maps are all based on national standards then tied to state and local curriculum standards and assessments. These maps are adjusted annually which provides for appropriate balance between consistency in a given year and long term relevancy.

A primary benefit of these maps is to take content expectations out of "education-ese" language and make it understandable to students and parents. This helps parents to be directly involved with the contend expectations for their students' courses.

These maps incorporate multiple instructional designs into their development.

The local education cooperative and our district have both had an initiative in place to align district curriculum. Ramay has taken that initiative to the student (and parent) level by actually making curriculum readily accessible to students in a format that is meaningful.

A significant strength of the maps is that they allow parents to be very directly involved with the contend expectations for their students' courses. These maps are one of the most effect methods of tying our primary purpose (student learning) to two of our primary markets (students and parents).


Artifact #14 – CIA diagram The CIA diagram is a visual representation of the three components and 6

relationships of the teaching/learning act. It is the central focus of everything that is done pedagogically at Ramay. While the 9 components are static, their implementation require appropriate adjustments to be made, including in the area of content.


Artifact #15 – PTO agenda Included is a sample agenda from a meeting of Ramay's Parent Teacher

Organization. The Ramay PTO is a primary method for communicating with families, the public and our local business community. Included is a link to Ramay's Parent Teacher Organization web page. The Ramay PTO is a primary method for communicating with families, the public and our local business community and is very active in the operations of our school.

The Ramay PTO is very active in the operations of our school. PTO supports family needs in multiple ways (i.e. raising money for fees, Angel Tree, scholarship fund raising, etc.).

The PTO provides valuable feedback to me on various perceptions of the school (operations and effectiveness).

Ramay's PTO is one of the most active and formal ways parents are involved with the school. (links to respective websites can be found from the main Ramay page)

My primary, frequent external public interaction occurs with my PTO (and multiple booster clubs [athletic, band & choir]). Their are links to these clubs and our interactions through the main Ramay webpage.


Artifact #16 – Student Services Plan Written, building level plan to address student needs based on national

counseling standards and feedback from student needs assessment. It is the compliment to the ACSIP in terms of providing a comprehensive written plan to addressing all aspects of student needs (ACSIP-academic, Student services plan-social/emotional).


Artifact #17 – WRIT agenda WRIT (We aRe IT) team is a unification of many different building, district and

community resources to address students with multiple, often overlapping needs. The WRIT team meets as necessary but no less than twice per month.

Our WRIT meetings are one of the toughest aspects of my job. This is where staff work to come to solutions for kids who may not have another chance for success (due to influences such as abuse, medical factors, etc.). The work of the WRIT team is always stressful (by nature of the work) and can, at times, produce conflict both internally and externally. As the building leader, managing the people and process requires significant sensitivity.

The primary purpose of WRIT meetings is to advocate for families and their Ramay kids that aren't being successful and have extensive needs that require the involvement of multiple groups (school, external counseling agencies, health care, law enforcement, etc.).


Artifact #18 – Ramay Budgets Building Budget - Approximately $60,000 per year for

instructional items. This amount does not include any “activity” accounts.

QZAB Budget - Ramay was awarded approximately $650,000 in QZAB (Qualified Zone Academy Bonds [through US Dept of Ed]). The primary use of the funds was to improve educational technology on campus (including computer hardware, computer software, calculators, projectors, wood/metal shop equipment (lathes, saws, welders), PE equipment (i.e. – new archery program component), and more.

Title IIA Budget - This budget is the building allotment of the districts Title IIA budget (federal money designated for professional development of certified staff).


Artifact #19 – "Open House" powerpoint This is a PowerPoint presentation I used for an open house presentation to

parents (Sept 2008). It includes prompts to several significant issues which I addressed in

significant detail. It also prompts questions from parents in attendance.


Artifact #20 – District Handbook Student handbook provided by district. Includes all district policies and rules

as well as many state and federal laws and precedents. Includes all district policies and rules as well as information from many

political systems that affect schools. This handbook is the primary reference/guidance point for recognizing and

appropriately dealing with policy issues (i.e. - drug use, athletics, Constitutional issues [i.e. - free speech, distribution of literature, etc.]).

In my role as building principal, I consider it a high priority to review the policies constantly and work with my other administrators to affect policy change (as necessary).

Student misbehavior is an ethical issue that is primarily dealt with using this handbook as the objective reference point for acceptable behavior.


Artifact #21 – Written comments Comment #1 – In order to realize more effectiveness from my office staff, I

rearranged 4 different staff members physical workspace. For example, our attendance secretary was, for years, in an office separate from the front counter (where parents enter) and had no access to the intercom (to communicate attendance information to/from teachers). This summer, her desk was moved to the front office area and she is now the closest staff member to the intercom.

Comment #2 - My assistant principal and I try to recognize every staff member every semester for effective performance. This is done with a hand written note detailing specifics of recognizable performance. Recognition is also done in all staff evaluations at the end of the school year.

Comment #3 - In order for me to utilize subordinates as effectively as possible, I keep an electronic "to-do" list for individuals (assistant principal, bookkeeper, head custodian, etc. ) and groups (department chairs, PTO, counselors, office staff, etc.). No less than once per week, I review these items to verify that they have been completed or are being appropriately addressed.


Artifact #22 – ASCD Educational Leadership article This article explains how a school can increase achievement and

simultaneously, reduce variation among classes. This improvement is dependent on teamwork and innovative processes.


Artifact #23 – ACT Quality Core Ramay has begun to use increasingly more assessment data from ACT's EPAS

program. Consequently, we have also begun to use ACT's Quality Core materials to improve our instructional framework and align our curriculum to expected high school and early college outcomes.

The ACT organization is one of the best researchers of educational effectiveness. I serve on an advisory group to the executive leadership of the educational division of ACT. This role allows me to examine national, state and local policies as well as affect, to some degree, or implement changes. The Quality Core program ACT has developed is an outgrowth of data examination and policy review.


Artifact #24 – Ramay Student Center

The "student center" is a room designed to accommodate, among other things, small group counseling sessions. A primary objective of the room is to provide a safe, private place for counselors (primarily) to work with students, regularly on a long-term basis, on modifying inappropriate behavior.

One of the eight district goals is to "Provide a safe school environment that promotes positive emotional and physical well being and mutual respect for students and staff" (FPS Goal #7). Although we strive to accomplish this goal school-wide, the student center is a very specific response to this district initiative.


Artifact #25 – Staff Supervision List

This list shows the breakdown of supervision of certified staff between myself and my assistant principal. In addition to the faculty on my section of this list, I supervise the assistant principal, all classified staff and groups such as the PTO and Booster clubs.


Artifact #26 – Continuing education

There are three primary (and multiple secondary) methods by which I continue to initiate self-development to improve my leadership and educational knowledge and skills. The primary methods include my continued schooling (through Bethel's Ed.D. program), my involvement with the ACT organization (including serving in an advisory role to the organization), and my continued involvement with the Baldrige National Quality Program (and state program).


Artifact #27 – Bethel Coursework

EDU 700 – Historical, Cultural and Philosophical Issues Impacting School Administration I

Role of Education (700 2.1) - This paper examines the historical role of education in our nation as well as its influence on current practice.

EDU 705 – Historical, Cultural and Philosophical Issues Impacting School Administration II

Philosophy Notes (705 1.0 ) - These is a collection of notes on different philosophies. These philosophies have had and continue to have influence on current educational practice (albeit in differing degrees).

EDU 710 – Leading in a Complex and Pluralistic Society Henze Table (710 2.1) - This project was a self-assessment of my building on

multiple cultural and gender-based issues. Conflict in the House (710 2.4) - This paper is a response to an article about

cultural issues and a connection to my school. Gender Issues (710 3.2) - This paper is a response to multiple articles about

gender issues. Synthesis Paper (710 4.1) - This paper examines both my theoretical and

practical approach to multicultural performance differences at my previous school. Click to return to previous slide

Artifact #27 – Bethel Coursework (continued)

EDU 740 – Curriculum and Instructional Management Curriculum Design (740 3.3) - This paper discusses major instructional design

models, including constructivism (the model with which I most closely ascribe).

EDU 745 – Administrative Operations & Personnel Administration Reorganization Plan (745 1.1) - The following paper explains the process I

utilized to evidence to my staff (my first year as principal) that, as appropriate, I would actively seek their input. Treating my staff tactfully, especially during my initial transition, was essential in order to establish myself as an effective and trustworthy leader.

Philosophy (745 3.0 ) - This paper provides detail on my philosophy of working with people, including working in stressful situations and in conflict.

Leadership and conflict management paper (745 3.1)

EDU 750 – Administrator as an Agent of Change Marx #1 (750 3.1) - This paper examines some current issues related to

education including nanotechnology, dependency ratios, and continuous improvement.


Artifact #27 – Bethel Coursework (continued)

EDU 860 – Legal Issues in School Administration Political Analysis (860 1.2) - This is a discussion thread posting regarding the

federal NCLB policy. School Policy Analysis (Grading) (860 3.5) - This paper is an analysis of our (FPS)

grading policy. Student grade determination seems to be a consistent issue to be dealt with.

Discipline Policy Analysis (860 4.3) - This paper is an analysis of our district policy on student discipline. This policy is a primary reference point for addressing ethical issues of students' behavior.

Inclusion Notes (860 5.3) - These notes regarding inclusion type classes include specific information regarding special education legislation.

Liability Laws (860 6.3) - This paper is a set of notes to explain the applicability of liability legislation.

Student Supervision (860 6.4) - This paper is an explanation of standards of care. Specifically for the following areas: 1) Guidelines for the supervision of students, 2) Guidelines for the instruction of students 3) The school plant must be maintained in a safe manner

Parent Letter (FERPA) (860 7.4) - This letter outlines FERPA guidelines (particularly relevant with special education.).

Contract Review (860 8.3) - Attached is a contract review for my most recent contract. Although the state of Arkansas has no formal "labor" groups or "collective bargaining" agents, professional organizations (such as the AEA) and local committees (i.e. Personnel Policies Committee) are involved in contract negotiations (albeit informally [typically through recommendations]).


Artifact #28 – AR Dept. of Education Ethical Standards

This file is the current ethical standards for Arkansas educators (anyone required to hold a valid teaching license). An understanding of these standards is requisite to acting "in accordance with accepted ethical standards."

An understanding of these standards is requisite to acting in accordance with legislation and regulations.

An understanding of these standards is requisite of me, as building principal, to ensure all of my staff act in accordance with accepted ethical standards.


Artifact #30- ACTAAP Roster & Testing Instructions

This is the roster for students taking the EOC Algebra 1 exam (in April 2008). This information includes assessment accommodations in place for this test. These accommodations were also in place in students' classes throughout the school year.

The instructions were given by me to my testing coordinator. Significant emphasis was placed on students modifications and accommodations for testing.


Artifact #31 – Rotary Presentation

This picture is taken directly after a presentation made to one of the Fayetteville Rotary clubs. Key issues presented were the physical needs of our kids (lack of food and medical care). The Rotary donated $1000 to assist with weekend meals for our students.

I worked with our District Director of Communications to recognize the Rotary club for their gift as well as make the donation public through various media outlets.


Artifact #32 – News Articles

Article #1 - This is an article which announced my hire as principal of Ramay.

Article #2 - This an article in which I needed to respond to the press regarding Ramay's addition to the Arkansas Department of Education's list of schools that, based on NCLB criteria, are designated "School Improvement" schools.

Article #3 – This is an article detailing our kids participation in a technology challenge competition at the University of Arkansas. Our students were the only junior high students from Arkansas that placed in the competition.


Artifact #33 – Website information

Ramay Jr. High School - The Ramay homepage is a primary method to initiate and report news. The website includes a daily bulletin for students and parents as well as links to other information (calendars, upcoming events, school related organizations, etc.). The Ramay website (and district website) is a primary method of relating publicly with various markets. Many different groups use the site to access needed information and interact with desired staff and/or groups.

Rogers High School - This website (and corresponding articles) include:1. The announcement of my designation as "Assistant Principal of the Year" by

NASSP / AASSP2. Information about new course content we created3. A link to an assembly we had with students after achieving recognition by the

Governors Quality Award. The Chancellor of the University of Arkansas system, Dr. John White, presented the award to our student council officers.

4. A link is to recognition of RHS AP scholars and our recognition by Newsweek as one of the best (#700) high schools in America based on students' AP test performance.

Arkansas Education Association (AEA) - The state of Arkansas is a non-union state, including its school employees (all of which are considered employees of the state working through the local district). As such, there is no formal labor relations or collective bargaining in the state. The closest group we have (in terms of a "labor" party or bargaining agent) would be the state affiliate of the National Education Association.


Matthew S. Saferite Bethel University. Education Experience: Principal – M.O. Ramay Junior High...

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