CONTENTS BIOGRAPHY
EDUCATION PHILOSOPHY
DISCIPLINE PHILOSOPHY
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--------------------------------C U R R IC U LUM V I TA My name is R o chel le Anders on I am a L angu age Ar ts te acher at...
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ACADEMIC QUALIFICATIONS Gradu ate d f rom Eig ht Mi le R o ck Hig h S cho ol...
--------------------------------JACK HAYWARD SENIOR HIGH SCHOOL
LESSON PLANS, STRATEGIES/METHODS a
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CERTIFICATIONS AND AWARDS Inst a l l at ion as President, SOWC (Grand B a hama Dist r ic t) D ate: March 22nd, 2015. Minist r y of...
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PROFESSIONAL DEVELOPMENT ..attende d numerous Minist r y of E duc at ion Workshops, including ...
STUDENT ACHIEVEMENT My name is R o chel le Anders on I am a L angu age Ar ts te acher at...
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In 1997, t he Pr ime Minister and ot her gover nment of f ici a ls rename d t he s cho ol Jack Hay ward...
--------------------------------MEMORABLE PHOTOS
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TOKEN OF APPRECIATION I would like to extend a special thank you to all the persons that made this nomination possible and the
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GGYA PROGRAM
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13
Teaching
Excellence ROCHELLE ANDERSON
TEACHER OF THE YEAR | 2019 NOMINEE
CURRICULUM VITAE GRADES / DISCIPLINE: Presently Teaching: Previously Taught: Years of Teaching:
PERSONAL INFORMATION 2018/2019
Name: Rochelle Anderson Date of Birth: October 8th, 1972 Gender: Female Marital Status: Single Address: P.O. Box, F-42595 Telephone: 477-8091(Cell) 373-8750 (Work) Email: roshayshaun2000@live.com Employment: Jack Hayward Sr. High School Department: Language Arts Home-Room: 11J3
Grades 10-12: Language Arts & Literature Grades 7-12: Language Arts & Literature 22 Years (1996)-Present
SCHOOLS TAUGHT At: 2015 - PRESENT DAY Jack Hayward Senior High School Freeport, Grand Bahama.
2009 - 2013 North Long Island High School Long Island, Bahamas
2014 - 2015 Jack Hayward Junior High School Freeport, Grand Bahama.
2002 – 2009 L. N. Coakley High School Exuma, Bahamas
2013 - 2014 Jack Hayward Senior High School Freeport, Grand Bahama.
1996 - 2002 Eight Mile Rock High School Eight Mile Rock, Bahamas
W I G’s To increase External Exam passes (A_C GRADES) By 5% & to improve the National High School Diploma readiness of the students in my home room. Language Arts Department BJC English: from 29 to 30% BGCSE English: from 25 to 30% 11J3 Home-Room Deploma readiness from 83% to 90% by August 2019
Being
dark skinned and motherless growing up became a challenge for me. But my focus, thanks to my mother, kept me strong...
I
“about
was born on the island of New Providence, on October 8th, 1972. I am the second of four children (Susan, John, Vanessa and me) born to my mother, Mavis Anderson. During the short time she was in my life, my mother endeavored to instill the morals, values and principles passed on to her from her parents. She was the product of a Cat Island mother and an Eleutheran father. As a result, the emphasis that was placed on education by her parents was a major emphasis in the training of her four children. In fact, despite her untimely death at the age of 33, by the time of her departure from life, she had already blessed us with a wealth of knowledge, a passion for learning and a high value on education. My early education was gained through my attendance at Columbus Primary, T. Gibson Primary and Gambier primary Schools respectively. I then went on to the T. G. Glover Junior High School. It was at this school that my love for Language Arts was inspired due to my introduction to a dynamic language educator: Avis Lightbourne. Ms. Lightbourne was one of the many teachers at that institution that positively enhanced my passion for learning. Other educators included Mrs. Jewel Dean and Mrs. Seretha Clarke. After graduating from T.G. Glover in 1987, I went on
to spend one term at A.F. Adderley Senior High School, before transferring to Eight Mile Rock High School in Grand Bahama, after my elder sister was able to take on the responsibility of raising my younger brother and I. It was here that I completed my high school education, and here that I met Mrs. Sandra Edgecombe who became another mother figure and mentor to me. Mrs. Edgecombe and Mrs. Iris Pinder (former Director of Education, and my high school principal) were two key educators who influenced my decision to become an educator. When I am asked if teaching is what I always wanted to do, I can honestly say ‘No’. I wanted to be a lawyer. More particularly, I wanted to be ‘that prosecutor’ whose main objective was to prosecute and punish deadbeat fathers (you can probably infer why). Unfortunately the reality of my life did not lend to me being able to afford law school, while having to assist with the financial needs of my siblings. It was Mrs. Edgecombe, the educator who mothered and mentored who called me into her office and pointed out traits in me that would make me an exemplary educator. It was based on the mentoring
from Mrs. Sandra Edgecombe that Over the past twenty-two years, God I applied and eventually enrolled has blessed me with hundreds, if not in the education program at the thousands Vstudents/opportunities College of The Bahamas, pursuing to be the teacher to others as my a degree in English (Major) and teachers were to me. I have strived Literature (Minor). In 1996 I began to give my best, give my all without my teaching career at the same boundaries or bias. I know that my high school I graduated from. My children, like my students depended experience over the past 22 years on me to be that bridge or facilitator has highs and lows, but it is the in their lives. As such I determined moments when I witness success each day to be just that; to cater to in my students’ lives as a result of the human needs of my children any input from me, that stand out and extended children. and keep me passionate about my calling to the I can vividly remember IT TAKES A BIG field of education. both of my children, my HEART TO SHAPE daughter in particular, In 1994, my role as becoming annoyed and LITTLE MINDS a personal educator even angry with me begun, with the birth of when I referred to my my daughter Roshae. Six years later, students as my babies. They did not in 2000 my son Kirshaun was born. understand that Jehovah was using Both of my children are academically me to be that crutch, that shoulder, driven. Ironically, the both aspire to that source of nurturing and love be lawyers, and my daughter has that so many of my students needed. already attained her first degree in In 2009, when I found myself having Law and Criminal Justice from the to shelter/ protect a student from a college of The Bahamas. At the age of personal situation, 13, Kirshaun was given a scholarship my son, age nine at and was accepted into pilot program the time became for academic students that was bitter with me introduced at Terreve College in and the student. Freeport, under the directorship of He thought that I Mr. Archer. He enrolled where he was in trouble pursued an Associate’s Degree in b e c a u s e the Law and Criminal Justice. In I had 2016, after completing high school, he was afforded the opportunity to pursue a degree in Manufacturing Engineering at Central state University, in Ohio. This was made possible through the Public School Scholarship Program which he was accepted into. I am proud of my children. I am encouraged when I reflect on the fact that in the same manner that I worked to positively influence my students passion for learning, I did the same with my children.
helped her. It was only later on, years later that he now understands that not only was it my legal duty to help that student, but my heart required it. I had to help the student the same way many of my teachers had to help me and my siblings. My son is now tutoring English at his university. He sometimes calls and shares experiences he has with his ‘students’. I simply smile because I can hear myself, in his words and through his actions. My children are two of the reasons that I keep a smile on my face every day. I remind myself daily that they feed off of my energy. I love being a mother and I am grateful that Jehovah chose me to be their mother.
EDUCATION PHILOSOPHY
What Molds the Mind of a Teacher
EDUCATION PHILOSOPHY
The humanism philosophy of education as modeled by philosopher john dewey is the student centered philosophical approach i have taken. By Rochelle Anderson
At the age of five I lost my mother,
who died in childbirth. This single event led to a multiplicity of negative circumstances throughout my childhood and even into my adolescence, the major issue being an ‘inconsistent’ standard of living. As a dark-skinned girl growing up in the ‘Over the Hill’ areas of New Providence, and then later on in the Eight Mile Rock community, my dark complexion was not recognized as a beauty trait. It was looked down on, and I was often mocked because of it. I am proud to note, however, that even though my mother was no longer in my life, and I was faced with negative circumstances, such as ethnic self-hate, the lessons I always vividly remember about her, were centered on the importance of education. In her words, ‘that was my power; not the color of my skin’. To my mother, the late Mavis Anderson of Deep Creek Eleuthera, my learning is what would empower me and take me to places she could only dream about. My education was my only focus. In fact, it was the memory of my mother’s focus on the importance of education that remained a driving force in my pursuit of academic excellence,
and later on my need to empower to recognize my worth, and to reach my students, particularly the 21st levels that I did not realize I could. Century Rochelle Anderson’s. Ms. Lightbourne cultivated a passion in me to want to learn, and to see The philosophy of Essentialism my struggles as not simply a means was not only a fundamental to an end, but as a motivating force education system of my 1980’s to want to help others faced with school life, but also at home. I was similar situations. She influenced taught by the ‘village’ (literally- my decision to become not only a teacher, but a strong combination of student-centered philosophies, the most influential being the humanistic approach. I did not understand then, but in later years I have come to realize that my lessons, beliefs and personal philosophy of education was heavily influenced Gambier Village),the members of by Ms. Lightbourne, an educator which stepped in to fill the void left who only taught me for three years, by my deceased parent. I was taught but has left a lifetimes worth of what I needed in order to survive knowledge and empowerment in and have a future career. That was my life. until I reached junior high school, and was influenced by a teacher Over the years I have realized that who went beyond just the essentials as an educator my philosophy is of education. Ms. Avis Lightbourne more student-centered. As such was the teacher who impressed the Humanism Philosophy of the philosophy of Humanism on educational Philosopher John my educational life. She educated Dewey, is the student-centered me and forced me to see that there philosphical approach that I have was more to success than the taken. I have chosen to adopt simplicity of the Reading, Writing Deweys educational philosophy and Arithmetic ideal. She forced me as it complements my personal to acknowledge and strive to have beliefs and principles: Life is an more than a career. She forced me individual journey , thus all
EDUCATION PHILOSOPHY
continued...
as a class have served to not only build a bond but also help with fulfilling my personal philosophy of teaching to the humanistic needs of my students, and helping them to cultivate behaivors beneficial to society. experiences should be developed to cater to the individuality of us all. The educational experience is no different. My students come to me from a variety of backgrounds and circumstances. They are all different. I realize that, like my teachers did, I must not only make changes to lessons and activities, but also adapt to meet the learning styles and needs of my students. It is my job as an educator to not only facilitate the students entrusted to me, but to find ways to help the struggling students to realize some level of success; the average students to become above average; and the high achievers to remain focused, motivated and challenged in an an effort to excel even beyond their expectations. Education to me is more than just a career/profession. It is my life’s mission. I chose to be an educator because I realized that it would give me the opportunity to positively impact another’s life, and hopefully inspire them to gain a love and interest for the Language Arts. I endeavor to make my classes tailored to meet the needsof my students. I use social media/sources to keep current with new trends and use these in the creation of lessons that are student centered and aimed at engaging my students. I also encourage them to be active participants in their learing process by allowing them
The learning process is ongoing. In fact the educational system continues to evolve. It is important therefore, that as an effective educator, I continue to review my philosophy and adjust and adapt when and where necessay. I am grateful for this opportunity. It is my I strive daily to provide an educational mission to be an inspiration to my experience for my students which students, and to help in the future will serve as a springboard for development of the educational lifelong succeess. My ultimate goal system in our country. is to witness my students experience success, whether in academics, or In retrospect my personal philosophy extra-curricular activities. If I am to of education is influenced by my help, I must also be able to overcome personal experiences as a young the hurdles in my student’s lives that student faced with issues that were may hinder them from reaching not curriculum centered. It is a their full potential. My personal combination of ideals that all good experiences have taught me that teachers should possess. I aspire this is necesssary if I truly want to be like the great teachers that to fully educate an empower each inspired me to do my best, and not individual. It is my belief that allow circumstances to overwhelm as suggested by John Dwey, in or break me. They not only taught order to educate, I must teach the the essentials of the curriculum, but individualmin entirety. I endeavor they addressed the issues that would to not simply teach to a curriculum, have been a deterrent to my future but to try to engage and inspire each educational success. They taught to student to reach their full potential. the human side of me. As such, I have pledged to teach and positively It is my belief that it still takes a affect the heart and minds of all my village to properly educate our students. students, hence, in addition to direct educational instruction, I endeavor to involve the parents in the classroom. In addition, fostering a bond with my students plays an important role. Social events such as movie nights, and outings to assist with selecting activities for lessons. i ensure that the classroom environment is creative, tactile, learning centred and lends to current resources and applicable material.
DISCIPLINE PHILOSOPHY
C L AS S RO O M MA NAGE ME NT THE ORY
My philosophy on maintaining order in the classroom, while gaining respect of students
-Lou Holtz Without Self
success is impossible, period...
M aintaining a well - disciplined classroom starts with me . In addition to teaching, I promise to model the type of attitude that I expect from each student. That means I will be patient, respectful, firm and consistent in the performance of my duties. In return, the students will do the following 1. 2. 3. 4. 5.
Treat each other kindly Refrain from using physical force or calling each other names Raise their hands to indicate that they have a question Respect others opinions Obey the teachers rules at all times
Discipline issues related to level one infractions such as tardiness and other forms of minor infractions will be dealt-with internally by the teacher. When these rules are broken for the first time, students will be subject to punishment as outlined in the safe school manual, which may range from Demerits to in school detention. A child will only be sent to the office for very serious infractions such as fighting or disrespect to authority.
Parents should only be contacted if there is a major concern with the students behavior or insubordination. In addition, any concerns related to homework not being submitted or completed will warrant Parental Conferences. On the other hand good behavior will always be rewarded. Incentives ranging from merits to go certificates or even lunch will be given as an award to help motivate the students.
PERSON AL DE VE LOP ME N T AC TIVITI E S
IMPROVEMENT FOR OTHERS BEGINS WITH IMPROVEMENTS IN ME...
Conferences, Workshops, Seminars RR
Maximizing the Quality of Instructional Leadership in Pursuit of Excellence in Education Seminar, Grand Bahama
RR
Advanced Placement English & Literature Training
RR
District Workshops & Development Seminars
RR
In-School Workshops and Development Seminars
RR
MOE Workshops and Seminars
PERSONAL GOALS
“A dream is just to dream,A goal is a dream with the plan and a deadline� ll Enhance and improve lessons through the integration of technology, use of relevant and current resources, and interactive activities ll Brush up on my pedagogy by: researching, employing and varying new teaching strategies ll Improve classroom management skills so as to -create and adhere to established rules and consequences -record infractions and use as a reference/guideline to determin when administration should be formally involved ll Participate in National and International professional development seminars and workshops ll Research and prepare adequately for each lesson ll Inspire students to find a love and appreciation for reading ll Incorporate effective reading and writing strategies ll Help my students improve their writing skills ll Create an organized classroom ll To create an ideal learning environment in my classroom To be available to my students so as to be able to address their concerns when the need arises (within a reasonable time and setting)
oal g y M
al n r jou
PROFESSIONAL DEVELOPMENT
Over the years I’ve taken every opportunity to improve on my skills as an educator. The list below
reflect the efforts that teachers make in their daily lives to make the best impression on the lives of the students Icome into contact with. Educational: Ministry of Education Exuma District Workshop: “Overcoming Barriers to Life-long Learning.” Venue: Exuma Resource Center Date: 26-29th August, 2004 Ministry of Education Exuma District Workshop: “Transforming Bahamian Education For The 21st Century.” Venue: Exuma Resource Center Date: 29-30th August, 2005 Ministry of Education Annual Professional Day Workshop: “Improving Overall Performance in Content Area.” Date: February 23, 2006 Ministry of Education Annual Professional Day Workshop: “Achieving Your Dreams Through Education.” Venue: Exuma Resource Center Date: February 23, 2006 Ministry of Education Youth Sports and Culture Exuma District Workshop: “Rules and Procedures for Creating and Maintaining Safe Schools.” Venue: Exuma Resource Center Date: February 23, 2006 Ministry of Education Youth Sports and Culture Exuma District Workshop: “Achieving Our Dreams Through Excellence in Literacy- 10 Years Plan.” Venue: Exuma Resource Center Date: August 25, 2009 Ministry of Education Youth Sports And Culture Professional Workshop: Date: August, 2013 Ministry of Education Youth Sports And Culture Professional Workshop: Date: August, 2014 Ministry of Education Youth Sports And Culture Professional Workshop: Date: August 23, 2015 Jack Hayward Senior High School Professional Workshop: “Building Relationships: A Shared Vision.” Venue: JHSHS Date: August24-25th, 2015 Ministry of Education Youth Sports And Culture Professional Workshop: Date: August, 2016 Ministry of Education Youth Sports And Culture Professional Workshop:
Date: August, 2017 Ministry of Education Professional Workshop: “It’s Play Time.” Venue: JHSHS Date: October 26th, 2017 Ministry of Education Professional Workshop: “Educator’s, Let’s Get Practical.” Venue: Jack Hayward Senior High School Date: February 21st -22nd, 2018 Ministry of Education Youth Sports And Culture Professional Workshop: Date: August, 2018 Ministry of Education Professional Workshop: “Reaching the Boiling Point in Academics and Customer Service.” Venue: JHSHS Date: October 23rd -24th, 2018 Ministry of Education Youth Sports And Culture Professional Workshop: “ Language Arts Development. ” Venue: St. Georges High School Date: February 20, 2019 Professional Workshop: “BJC and BGCES Exams (Mrs. Pamela Moultrie). Venue: Tabernacle Baptist School Date: February 21st, 2019 GGYA Training: * Annual Training completed during April of each year. Leadership Award Training: Date: February 22, 2019 Status of Women Leadership Training: Leadership and Empowerment Professional Seminars Venue: St Maarten Date: March 21-25, 2017 ‘Certificate of Achievement’ Installation as President, SOWC (Grand Bahama District) Date: March 22nd, 2015
Training: Ministry of Education, Science and Technology, Professional Development OPENSIS Training Date: April-May, 2017 Venue: JHSHS
U CERTIFICATES AND AWARDS U
NO REWARD WITHOUT A LABOR
My students; My purpose
PRIDE FROM OUR HISTORY
THE HISTORY OF JACK HAYWARD SENIOR HIGH SCHOOL With the growth of the nation the demand for more schools close the doors of the largest school Grand Bahama whatever see, and opens opportunities for more teachers and students in the Freeport area.
P
ioneer’s loop Secondary School (as it was called then) is located on the beautiful island of Grand Bahama in the Commonwealth of the Bahamas. Pioneer’s loop Secondary School and its sister school located at Goombayland {now St Geor9es Hi9h School) were built with a seven-million-dollar contribution toward their construction from the Grand Bahama, Port Authority. The school was built in 1995 by F.E.S. Construction. The building at the time consisted of 54 rooms; 5 science labs, 1 computer room, 2 typing
labs {later converted to a 2nd computer lab}, 1 reading lab, 2 Art rooms, 1 T/D lab, 1 Construction lab, 2 Home Economics labs, 1 library (upstairs and downstairs), 4 student bathrooms (2 males and 2 females), 1 Administrative block consisting of a foyer, security booth, 2 file rooms (guidance}, a nurses’ quarter, 1 principal and 2 vice-principals’ offices, and 1 staffroom {upstairs and downstairs). Pioneer’s loop Secondary School opened its doors to students on Monday 4th September, 1995
with a student population of 1313 and a staff of 83. The student body of Hawksbil1 High had been divided between the two new schools, each with Junior / Senior High school status. The first principal was Mr. Hezekiah Dean, and his administrative team consisted of Mr. Kevin Morley, Viceprincipal; Mrs. Garnell Powell, Vice-principal; Mr. Marvin Rolle, Senior Master, Ms. Princess Fawkes, Senior Mistress and Mrs. Sandra la Fleur, Senior Mistress. Despite the school’s historic
summer-long exodus from Hawksbill High school’s campus, students had to be bussed back to the old campus to use the Technical and Vocational workshops. Both senior schools made a collaborative effort to assign whole days for courses from grades 10 - 12 respectively, allowing time for transportation to and from and adequate teaching time. The schools agreed to share the use of the old workshops because the new camp uses had no facilities to accommodate the courses.
areas of study were then named: Arts, Integrated In addition, the workshops, liberal Business, Academic Science, designed for the Technical environmental Science, and Vocational programs, were erected in 1997. With Business Studies, Commercial this addition, the campus was Arts, Cosmetology Hospitality then equipped to accommodate and Tourism Studies, Family approximately 17 major Technical and Consumer Science, PreHealth, Electronics, and Vocational programs. The Allied Electrical Studies, Welding, Auto Mechanics, Construction and Joinery, and Fashion Design, Computer Drafting and Plumbing were later added to the series of courses.
t h e Prime Minister and other government officials renamed the school Jack Hayward High School in honor of local businessman Sir Jack Hayward. The highest success rate ever for graduation (in terms of students meeting the graduation requirements) was achieved at the end of the 1996-1997 school year. The first School Board was formed in 1998. This year also brought with it the exploration of the practicality of integrating physically challenged students into our school’s curriculum. We enrolled three (3) students from the Center for the Deaf, who were accompanied by their teacher, Ms. Delores Kellman. A The year 1996 year later, a few students from - 1998 was a the Blind Center were added to memorable year! the enrollment. They also came The school won its with their teacher Mrs. Williams. first basketball Vita Malt championship 2001 -2010 in 1996 as the In 2001 the school had a Pioneer’s Loop stellar year! It won 13 athletic “Hawks “; it was championships (including the Campbell Basketball later decided that Hugh the mascot would Championship and the Vita Malt be changed to a Tip Off Classic) and obtained “wildcat”. In 1997, the best B.J.C. and B.G.C.S.E results on the island. Thus, the
PRIDE FROM OUR HISTORY
THE HISTORY OF JACK HAYWARD SENIOR HIGH SCHOOL With the growth of the nation the demand for more schools close the doors of the largest school Grand Bahama whatever see, and opens opportunities for more teachers and students in the Freeport area.
road leading ta the school was named “Wildcat Avenue “ after the school’s mascot.
Over the years, there have been many other persons serving as 2010 -2011 administrators: The academic school year 2010 -2011 brought new changes The first principal to succeed • Mrs. Euleusa Beneby to Jack Hayward Senior High Mr. Hezekiah Dean, whose Vice-principal School. The school was tenure was until 2002, was Mr. • Mrs. Angelc Burrows divided creating Jack Hayward Hubert Marshall. He served Vice-principal Senior High School and Jack from 2002 to 2004, the school’s • Mr. Neville Brennen Hayward Junior High School gymnasium was constructed Vice principal with each school having its own and officially opened during • Mrs. Yvonne Ward Administration Team and a full this time. Mr. Benjamin Stubbs Vice-principal complement of teachers. The served as the Acting Principal • Mr. Clifton Gaitor Senior School had a teaching of the school from 2004 to 2008. Senior Master staff of 52 and a student Dr. Paula Mortimer served as • Mr. Keith Barr population of approximately Acting Principal from 2008- Senior Master 650. The Junior School had a 2010. • Ms. Delor Kellman teaching staff of 31 and a student Senior Mistress population of 580. • Mr. Zane Lightbourne Senior Mistress • Mr. Christopher Rolle Asst S. Master • Mrs. Hilda Farquharson Asst Senior Master • Mrs. Shannon Rolle Senior Mistress • Mrs. Sandra Lafleur Senior Mis tress • Bishop N. Campbell Asst Senior Master
Mr. Ivan Butler, Principal; Mrs. Cheryl Marshall Campbell, Vice Principal; Mrs. Dominique Russell, Vice Principal; Mrs. Shennan Rolle, Senior Mistress; Mrs. Janice Pinder, Senior Mistress and Mr. Zane Lightbourne, Senior Master were all a part of the administrative team for Jack Hayward Senior High School. Mr. Foster Rose, Principal; Ms. Maxine Forbes and Desiree
Rolle-Forbes, Vice-Principals; Mrs.Beryl Allen, Senior Mistress; Mrs. Chakita Thompson, Senior Mistress; Mr. Jason Thompson, Senior Master were all a part of the administrative team for the Jack Hayward Junior HighmSchool. Despite the separation, both schools were determined to operate in harmony. They continued to share one physical building, a common bell schedule and Computer and Home Economics labs. 2011-2012 The New Year, 2011-2012 brought changes yet again with the return of a former “Wildcat, Mrs. Yvonne I. Ward as Principal. Jack Hayward Senior High School continued to experience challenges in its technical and vocational areas. However, this was yet another opportunity for us to raise our standards and restore our “Wildcat Pride. Mrs. Ward united her 5 administrators, 64 staff members, 9 Job Readiness Program workers, and 580 students as a “Wildcat Family”. 2012 - 2013 The year brought yet another shuffle; Jack Hayward junior High School was dissolved and the two schools were rejoined as one! The dividing “Gate” came tumbling down and the students were once again able to move freely throughout the campus to classes. JHSHS recorded a combined staff of ninety -nine {99) members, including seven (7) security officers, eleven (11}Jan/tresses and thee (3) office staff. Mrs. Dominique
Russell, VP was replaced by Mr. Albert Jones, and joining the administration from the Junior School was Ms. Eva Kay Arthur, Acting Senior Mistress and Mrs. Chakita Thompson, Senior Mistress. The year was quite productive in terms of Beautification of the entire campus and Reorganization of the main office, Home Rooms and Grade levels, with National Awards for BJC and BGCSE With the support and sanction of the Minister of Education, The Honorable Jerome Fitzgerald and The Director of Education, Mr. Lionel Sands, along with the overwhelming majority vote of the Administration and Staff, the year ended on a significantly historic note, when the Graduation Ceremony for the Class of 2013 was canceled. 2013-2014 The school year began with the message of NO TOLERANCE for defiant behavior resounding throughout the school immediately by the returning students. The Class of 2014 proved that: they were determined to change the image that their predecessors had left, with a concerted effort. We said goodbye to our longstanding Senior Master, Mr. Zane Lightbourne, who was replaced by Mr. Emmit Higgins, Coordinator of the Physical Education Department. Senior Mistresses Mrs. Beryl Allen and Ms. Eva Kay Arthur were transferred and Mrs. Tamina Anderson joined the administration team. The focus was on Character Building, literacy & Numeracy Programmes, Parental
Involvement and Enhancement of Supplies and Equipment in the Courses/Programmes offered for overall student improvement Staff Professional Development was highly supported to encourage the building of a High-Performing Professional Learning Community. JHSHS was declared the ‘Sports School of the Year’ by the GBSSM and the Junior Junkanoo Champions in the High School Division. 2014 - 2015 Once again, the MOE decided to divide the student population and staff of Jack Hayward Secondary School into Junior (Grades 7-9) and Senior (Grades 10-12). However, this time the Junior School was relocated to the former Catholic High School Campus. Mrs. Delores Kellman returned to Jack Hayward Senior, and she and Mrs. Chakita Thompson served as Acting Vice Principals, as Mr. Albert Jones and Mrs. Janice Pinder were transferred as the Acting Principal and Acting Vice Principal of the Junior School respectively. Mrs. Tamina Anderson was replaced by Mrs Latoya Smith Rolle, former Religious Studies Coordinator. In January 2015 Ms. Schvonne Wilmore and Mrs. Afrika Karamo-Miller joined us and they all served as Acting Senior Mistresses. Five (5) teachers joined the staff and six (6) retired, one being veteran educator Mr. Neville Brennen, Vice Principal. We operated with a staff of approximately seventy-five (75), inclusive of administrators, teachers, office and custodic1/ staff and a student population of approximately four hundred and
Vinson Rolle, Senior Mistress Afrika Koromo-Miller, Vice Principal Elva Davis, Vice Principal M. Janice Pinder (Curriculum) and Principal Bronwen Smith. As a result of deliberative brainstorming and collaboration, our theme for the year “Collectively Raising the Standard” was devised. Our goal was to ensure that all stakeholders at the Jack Hayward Senior High School would strive to raise the standard individually and collectively.
High School Scholar Athlete of the Year Angelo Dames has committed to attend Monroe College, New York on a full scholarship. The year began with an By: Bahamas Weekley (Dave Mackey)
fifty (450). JHSHS saw significant improvements in academics, conduct, punctuality and attendance, with the launching of the MOE’s National High School Diploma (NHSD). We dominated in Art, Debate and Speech Competitions, sharing the Notional High School Debate Championship for Eastern G. B. Our ‘Teacher of The Year 20152017,” Mrs. Stephanie Higgins, Cosmetology Instructor, won the title of “Eastern District Teacher of the Year” for G. B. Angelo Dames became the first “Male Athlete of the Year” for Grand Bahama Senior Schools and Quinton Rolle, who played a major part in our Senior Boys Softball Championship, was able to honour his contract with the Cincinnati Reds and returned to training camp immediately following graduation. The year ended on a sad note with the passing of Deputy Director of Education, Mrs. Sandra Edgecombe, our
patron, Sir Jack Hayward, former Religious Studies teacher, Rt. Reverend Cornell Jerome Moss and Brittany Burrows, who was a member of the Class of 2015. In 2016, Jack Hayward has once again performed at an outstanding level of 91 % graduation rate superseding the goal of 90% rate this year. According to the data, this is the highest Graduation rate in the twenty -year history of the school! In 2017, the historic combined graduation occurred as the first students of the BHSD programme graduated in Grand Bahama in one ceremony. The ceremony was held at the Our Lucaya Resort. 2017-2018 The Jack Hayward Senior High School began this year with a new administration team to continue to build the legacy that this institution has established. The team consisted of Latoya Smith-Rolle {Administrative Assistant), Senior Master
exciting Ministry of Education sponsored Professional Day and In-house Professional Days. The guest speaker for the former was Dr. Ian Strachan of the University of the Bahamas. After listening to his thought -provoking presentation, it was clear that he would be a speaker worthy of the school’s next graduation ceremony. Indeed, on June 11, 2018 he was our esteemed speaker at the Commencement Exercise under the theme, “Accepting the Challenge; Striving for Success.” With the aim to enhance personal development and standards, JHSHS Teacher Orientation days focused on spiritual, intellectual, professional, and physical aspects. Collectively we discussed our purpose, revised the school improvement plan, refreshed on Record-keeping (Mrs. Alexandria Bowe), Students and Teachers’ rights (Mr. Garth Russell), Healthy Living (Mr. Tarantee Laing) and Stress Relief (Mr. Alex Ferguson). We established
a relationship with Grand Cay all-age school, hosting them for Professional Day sessions as well as assisting their students with coursework for History, Geography and Science. The Jack Hayward Senior High School family is not merely interested in raising its own standards. It is believed that we must also extend ourselves to help others, as ultimately, we are building a nation.   Improvements were evident in the Bahamas General Certificate of Secondary Education (BGCSE) passes in 2017 in the following areas: Art and Design, Clothing Construction, Graphical Communications, Religious Studies, Spanish and Electrical Installation, maintaining their high standards of achievement. At the BJC level, improvement in passes were seen in Mathematics; Art and Family and Consumer Science maintained a high standard. The pace was set by the Senior Boys volleyball team when the wildcats won the Grand Bahama volleyball championship in October 2017. The U17 Boys won the Grand Bahama Basketball Championship in April 2018! JHSHS continued to excel in Art competitions, Essay competitions, Speech and Debate competitions. The robotics team came 2nd place at the Science, Engineering, Communication, Mathematics, and Enrichment Science or SECME competition which was held at JHSHS gym on March 22, 2018 and finally the inauguration of the Concert Hand! The head girl Shandera Haley, won the most outstanding student and Alpha Kappa Alpha scholarship. Salasha McBride
of grade 11 won a scholarship to attend Kettering University during the summer of 2018. The Golden Knights visited Physical Education classes in the gymnasium on April 24, 2018 and inspired our students to set goals and pursue them. The fate of McKell Bethell (class of 2018) is optimistic as he awaits being drafted for professional baseball. Despite the challenge of not having all the scope of work completed we pressed on with the aid of the community, Ministry of Works, Parent Teacher Association (PTA) and School Board. It should be noted that some of the outstanding work from last year was completed recently. It is anticipated that much needed repairs will occur this summer to facilitate the teaching ¡ learning process. On a sad note, the Wildcats lost Mr. Neville C a m p b e l l (Religious Studies teacher) this year. May his soul rest in peace. Mrs. A. Heslop ( M o d e r n Language)
after many stellar years of service retired in June. Mrs. C Neely (Science) and Mrs. J. Floreus {librarian) transferred to Nassau. Their service to this institution is much appreciated. This year as a wildcat family our mantra was to work together to be more, do more and impact more.
LANGUAGE ARTS DEPARTMENT END OF YEAR REPORT 2017 / 2018
Subject Coordinator:
Rochelle Anderson
Other Members of Department: öö öö öö öö öö öö
1. 2. 3. 4. 5. 6.
Nadine Cooper Otiska Tarpley Francesca Forbes Tori Lewis Cornetta Adderley Nicola Knowles
4. Improve reading proficiency and appreciation. Thus, students will be encouraged to read more. Initiative: make it mandatory for our students to join the school and public library. (Strong readers are strong writers and communicators)
Department Meetings Held During the Year: 1. 2. 3. 4. 5. 6. 7.
August 31, 2017 September 24, 2017 October 3, 2017 October 17, 2017 November 7, 2017 November 21, 2017 December 4, 2017
3. Have students publish their work in the school’s newspaper (encourage sale of published work as an incentive to encourage participation)
8. 9. 10. 11. 12. 13. 14.
January 9, 2017 February 6, 2018 March 6, 2018 April 9th, 2018 April 23, 2018 May 8, 2018 May 15. 2018
Department Goals:
In keeping with the established school theme for the academic school year 2017/2018, the members of the Language Arts Department decided to work towards achieving the following goals in an effort to ‘Collectively Raise the Standard’ of our chosen discipline: 1. Take all students ‘back to the basics’ (basic language components) of English Language to ensure that all students have the foundation before beginning the syllabus. 2. Expand the vocabulary of all students by employing strategies such as Word of the Week, Word Wall, or Word Bank.
Goals Achieved: At the end of the academic year, the department was able to note the following, relative to the set goals: •
Goal number 1:
It has been noted that many of our students seem to either not realize that skills learnt at the primary and Junior High level, are needed either for high school studies; or they simply neglect to apply their knowledge of learnt skills to the higher level Language Arts. Teachers thus used the Back to Basics program for the first two weeks (approximately) of classes. This was used to help re-introduce our students to language components that are foundational and necessary for all language skills and concepts such as Word Parts, Sentences (Kinds, Structures, etc), Synonyms, Antonyms, Homonyms, Parts of Speech and Commonly Confused and Misspelled Words, are basic Language Skills that were incorporated in all of our Language Arts lessons at the start of the academic year. As such, goal number 1 was successfully achieved.
•
Goal Number 2:
Teachers chose their preferred method / activity to get students to enhance their word knowledge. One successful method was through the Word Bank, which students built from the read comprehension passages, poems, novels and plays used during the year. Students were challenged to select/identify words they encountered and make a list of them. They were also encouraged to highlight these words through use in their speech and writing. The department was able to meet this goal with an average level of success. Proficient readers took on the challenge of creating word banks and using these words as suggested. However this was not the case across the board. New strategies will have to be used in order to get our students to not only read more, but to actively read so as to empower themselves and engage in the learning process. •
Goal Number 3:
We were not able to start the newspaper this year. This is a goal that will be a priority for the 2018/2019 academic school year.
•
Goal Number 4:
The Language Arts Department worked along with the Library department in an effort to have all of our students registered with the Library. We were able to realize some level of success with this initiative in that more than 90% of our students registered, and used the services provided by the school library. As it relates to the Public Library, we were not as successful with meeting this goal during this academic year, thus it will be a priority for the 2018/2019 academic year.
Department Highlights
Literacy Testing: In order for the members of the department to best be able to assist our students, a proper assessment of each student’s literacy level must first be determined. Thus, under the supervision of Mrs. J. Pinder (Vice Principal and Curriculum Administrator), the Language Arts Department conducted literacy testing of all students in grades 10-12. The analysis and data amassed was made available to Administration, and was deemed a useful tool in assisting the Administrator in charge of Curriculum and Planning (Mrs. J. Pinder), as well as the Student Success Coach (Ms. Gordon).
BELOW IS A COPY OF THE TEST REPORT AND ISSUES RELATED TO THE ANALYSIS:
GRADES 10 - 12 READING LEVELS • The test brought to the forefront the challenges that some of our students are facing respective to their reading levels. • The results were also used to help with properly streaming students that needed special assistance, and who were, as a result, placed in a smaller group geared towards addressing their specific literacy needs. • Mrs. Nicola Knowles assisted with the students whose results were extremely below average. A total of twenty (20) tenth grade students were placed in this program. At the end of the year, after careful analysis, an in-depth discussion with department members, and a review of the students’ performance, a general concern was noted: How do we bridge the gap between the reality
of the students actual abilities relative to language arts study, and the expectation for these students to be able to pass BJC after being placed in a remedial setting?
(NB)
A RECONSIDERATION OF THIS METHOD HAS TO BE UNDERTAKEN. 1. Students must be exposed to the BJC syllabus if they are to be successful in the National Exam. 2. Further, it is our collective stand, as Language Arts teachers that it is imperative that more measures be taken at the Junior High level relative to preparing students for the required English exam. 3. Students should not be shuffled on to high school with the belief that it is the next opportunity to continue the BJC syllabus. The onus for BJC preparation should lie at the junior school level. 4. It is our stand that we (Language Arts teachers) should be allowed to focus on preparing our students for BGCSE. 5. In the incidence where it is deemed necessary, tenth grade should be the final level for BJC focus, at the high school level. Our argument is that our students have three years to prepare for the national exit exam (BGCSE) which is needed for jobs, tertiary enrolment and scholarships. If we continue to use time scheduled for BGCSE study to focus on BJC, then we will continue to see little to no improvement in the National average. This concept of socially promoting the student regardless if they have demonstrated success at the junior level or not, robs the students of the time needed to prepare for BGCSE.
EXTRA CLASSES In an effort to assist students with examination preparation, after-school classes were held by the following teachers: MS. ANDERSON: BGCSE and SAT classes for English began October 7th, 2017. The classes were held on Saturdays (10-12 & 122PM) free of charge to all interested students. BJC classes were held on Wednesdays, 3:15-4:15PM (started January, 2018) Ms. Lewis: BJC classes were held on Wednesdays, 3:154:15PM, (started January 2018) Mrs. Adderley: BGCSE classes were held on Wednesdays, 3:15-4:15PM, (started January 2018) NB. The students did not fully embrace the opportunity to gain extra exam preparation/ instruction. The participation by students was very poor and led to many classes being amalgamated, and in some cases, cancelled. COMPETITIONS: During the course of the academic year 2017-2018, the Language Department received an overwhelming number of invitations to participate in external competitions both nationally and internationally. In an attempt to engage our students in healthy competition, we made every effort to prepare our potential participants to be able to compete with their peers. The following is a list of events and competitions that our students, via the Language Department, entered/participated in: 1. National Debate Competition: Sarah Bethel represented the school at the Grand Bahama Eastern District Speech Competition. At the end of the competition, she was selected as an alternate to represent the Grand Bahama team at the 2017/2018 National Speech Competition in New Providence. 2.
National Women’s Week Essay Competition
3. Customer First Associates Ninth Annual Essay Competition: Sarah Bethel (12J1), represented the school as a Finalist at this competition. (NB. This particular competition is only open to 12th grade students)
4. Templeton Foundation’s Tenth Annual Laws of Life Essay Competition: Seven 12th grade students participated in this competition. They were recognized and honoured for their participation on this international event via an official ceremony hosted by the Ministry of Education, on June 8th, 2018. All of the participants were awarded certificates. Felicity Rolle was one of the three finalists from Grand Bahama, and received a cash prize for placing. The participants were:
• • • • • • •
Felicity Rolle (Finalist) Rostin Forbes Perez Brown Shandera Haley Richelle Rolle Matthew Martinborough Elijah Darville
5. Autism Awareness Competition: Charisma Prince (10H1) 6. Martin Luther King Jr. Essay Competition: Joseph Townsend (JHSHS Finalist and Competition Entrant) 7. 2018 Bahamas Poetry Competition: JHSHS Finalist and Competition Entrant- Terron Bain 8. TedX Seminar: Mrs. Nicola Knowles and Ms. Otiska Tarpley along with Jayshan Lundy (11J3) and Sarah Bethell (12J1) participated in the 2018 TedX Seminar
Professional Development Seminars/ Workshops/Training Members Participated In: TEACHER
R. Anderson
O. Tarpley
N. Cooper; T. Lewis; F. Forbes; C. Adderley; N. Knowles
Name Of Program/Workshop/ Seminar Attended Professional Development
Aug. 28, 2017
Grand Bahama
Professional Development
Aug. 29, 2017
*Nassau & Eleuthera
Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development GGYA Leader Training* Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development TedX Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development Professional Development
Aug. 30,2017 Aug. 31, 2017 Sept. 1, 2017 Oct. 25, 2017 Oct. 26, 2017 Feb. 20, 2018 Feb. 21, 2018 April20-22, ‘18 Aug. 28, 2017 Aug. 29, 2017 Aug. 30,2017 Aug. 31, 2017 Sept. 1, 2017 Grand Bahama Oct. 25, 2017 Oct. 26, 2017 Feb. 20, 2018 Feb. 21, 2018 Mar-18 Aug. 28, 2017 Aug. 29, 2017 Aug. 30,2017 Aug. 31, 2017 Sept. 1, 2017 ww Oct. 25, 2017 Oct. 26, 2017 Feb. 20, 2018 Feb. 21, 2018
Date
Location
Improvements Made 2017/2018: Over the years, the Language Arts Department has faced challenges as it relates to the effective use of technology in the classroom. Having access to the electronic components (eg, smart board, projectors, DVD players etc.) was not an issue as all teachers in the department had access to aforementioned devices. However obstacles were presented as it relates to internet access, which is a necessary component for the effective use of items such as the smart board. The department made a decision to raise the funds needed to provide internet access to classes in the Language Block. We engaged Mr. Develon Ellis (Technician) who was able to provide the internet services for our block, as of April, 2018.
unable to be used as a classroom this year due to the fact that it is been used as a storage room. This created a challenge for the department as we were short of a class. 6. No Supplies/resources/ textbooks have been sent from the Ministry within the last four years (my tenure).
7. There has to be a ‘cut-off ’ date for competitions. During the academic year there are so many competitions, many of which we would love for our students to participate in. Unfortunately the dynamics of our school do not lend to us being able to participate in all. We have a small student population, and in most cases it’s the same students that can participate in academically geared competitions; and in almost all cases its seniors/exam students. In fact, the competitions that have scholarships Concerns: attached limit participation to senior students only. Hence, the competitions that comes out around During the course of this academic year, the Lanexam time (internal and national) put a burden on guage Arts Department experienced much success. both the department and students who are already Our students, for the most part, continue to do well overwhelmed and focused on exams. in internal and external events. More students Suggestion: Have the Ministry of Education provide are sitting and passing the BGCSE exams in grades 10 and 11, and also SAT and ACT exams. The depart- a list of all competitions early in the school year. This will give teachers an idea of what to expect and come ment has finally been equipped with teachers to replace the ones who transferred or retired over the last up with strategies five years. For these points we are thankful. However so as not to overwhelm the same students. (This year I witnessed a dedicated student break down in tears there still exist some major concerns which must be from the pressures of competition. It was not lack of addressed: preparation, but having to prepare for numerous competitions in the same 1. Insufficient furniture term. ) 2. Water leaking from electrical fixtures (lights) in room 3 3. Roof and wall damaged by water in rooms 3-5 when it rains. Bulletin boards on the left side of these rooms are destroyed once there is heavy rain, 4. Rooms need to be checked for mold as the heavy water damage during the course of the year has not been addressed professionally. As a result, the rooms (particularly room 1), has a musty/moldy scent. There is evidence of what may be mold on the ceiling of room 3, where the roof has been leaking. 5. Room 11, a Language Arts room, was
Challenges: The National High School Diploma Program is a welcomed component to the curriculum. We have noticed some improvement in the attitude of many ofour students as it relates their overall performance. Unfortunately one aspect of the program that presented a challenge was the fact that too many students are entering high school without a pass in the BJC English exam. This year (2017-2018) more than a third (1/3) of the tenth grade students that enrolled did not have BJC English. Consequently, we ended up having two (2) groups of BJC students in the J and H blocks. This was the first time this had to be done, as the program requires that the students stay on the BJC syllabus until they are able to pass the exam. With more than fifty students in each block deficient in this area, we were forced to use man power to fulfill this need. This meant that we were not able to offer Literature in all of the Social Science Blocks, which was a disadvantage to students who were interested in the subject/exam. As noted earlier under concerns, this exam deficiency must be analyzed and addressed before the students come to high school.
Financial Report: All funds in the Language Arts department account were gained through the sale of books (note: Refer to the Schools Financial Report). This year we were not allowed to hold any departmental fund-raising activity at the annual Inter-House Sports Day, as the P.E. Department was given the opportunity as they needed to further raise funds to assist with the basket-ball team travelling to the Hugh Campbell Tournament in New Providence. It is this department’s hope, however, that we will once again be allowed to resume the small fund-raising activity beginning 2018/2019 school year.
Assistance: The members of the Language Arts Department wish to formally thank our Principal, Mrs. Smith, and her Administrative Team for the assistance given to the department this year. In particular, we extend heartfelt thanks to Vice Principal, Mrs. Elva Davis, our Supervisor for ensuring that we were able to function effectively with the necessary resources; for mentoring and advising us; and for simply being our sounding board and listening ear.
Report By:
Roshelle Anderson
EXTRA CURRICULAR ACTIVITIES
GGYA PROGRAM
THE GOVERNOR GENERAL YOUTH AWARD The GGYA is a program that enables young people to demonstrate self-development within an internationally recognized framework
THE GOVERNOR GENERAL YOUTH AWARD (GGYA)
advisor to the Governor General Youth Award (GGYA), one of the youth programs at the school. Ms. McPhee’s passion and dedication n 2013, after joining the staff at to the program was infectious, and Jack Hayward Senior High school, very soon, I found myself assistI became close friends with Ms. ing her on over-night expeditions. Patrice McPhee, a colleague and In 2014, I was transferred to Jack
I
Hayward Junior High School, as was Ms. Mcphee. My interest and participation in the program was strengthened there, and I eventually became an official advisor to the program. Over the past five years, my love and passion for the Award Program has grown tremendously.
In fact, after being transferred back to Jack Hayward Senior High School in 2015, I took on the challenge of being the advisor for the program there, as there had not been an advisor since Ms. Mcphee and I had left. Being an advisor to the GGYA program is a decision that have never regretted. I love working with young people, and my interaction with them in the program affords me the opportunity to help to mold our future leaders, professionals, activists, and environmentalists. My involve-
My involvement in the GGYA program has afforded me the opportunity to gain training in leadership skills that I am able to use not only in my role as advisor to the program, but in my career and everyday life ment in the program is time-con- either preparing for a hike/exsuming. In fact, I spend most of pedition, or on over-night hikes. my days, weekends in particular, However I see my involvement as a labour of love, and something I would not change.
EXTRA CURRICULAR ACTIVITIES
GGYA PROGRAM
THE GOVERNOR GENERAL YOUTH AWARD The GGYA is a program that enables young people to demonstrate self-development within an internationally recognized framework
but in my career and everyday life. During the programs AGM, all advisors and leaders travel to a New Providence, and/one of the Family Islands to engage in workshops, training. It is this time that we are able to witness our participants being presented their Gold Award by the Governor General (in 2015, the Duke of Edinburgh).
I am often asked what sparked my interest in the program, and how am I able to balance home, work and other activities, along with my participation in GGYA. My honest answer, “I really don’t know!” I am a ‘girly girl’ at heart, and my love for make-up and weave would make me, as an out-door explorer, seem like a walking contradiction. However my love for my students, and being able to see them develop into leaders, is an experience that I live for. I enjoy the electronics-free, cares-of-the world free
expeditions with the participants. To see students/participants, who may be deemed as misfits, or problems at school (or even in the wider community), blossom into positive leaders, with international awards as supporting evidence, is a major factor in my continued love and support for the GGYA program. My involvement in the GGYA program has afforded me the opportunity to gain training in leadership skills that I am able to use not only in my role as advisor to the program,
Presently, there are ninety active participants from Jack Hayward Senior High School. These range from bronze to gold participants. Among my participants, still enrolled are Franklyn Cooper and Perez Hepburn, the two 12th grade students who died tragically in a car accident the day before the opening of the 2018/2019 academic school year. These young men were dedicated participants, whose journey in the program began at the junior high level. They were preparing for their Gold Award, which they will receive posthumously during the 2019 Awards ceremony.
A SYNOPSIS OF THE GGYA PROGRAM (BAHAMAS) (adapted from The Nassau Guardian, February 4, 2016) An exceptional program in The Bahamas leading the way in experiential, outdoor and adventure learning is the Governor General’s Youth Award (GGYA), managed by National Executive Director Denise Mortimer. The GGYA is a program that enables young people to demonstrate self-development within an internationally recognized framework. It is comprised of three levels: bronze, silver and gold – each progressively more challenging. It focuses on four sections: service, skills, physical recreation and adventurous journey, and includes a Residential project at gold level.”
mas Duke of Edinburgh’s Award’. Our first participants at that time hailed from the Boys Scouts, Girl Guides and Police Cadets, though the program’s reach today extends far beyond these beloved roots. In 1996, the program was re-branded as The Governor General’s Youth Award (GGYA) in The Bahamas to reflect our own national identity, civic pride, and focus on our youth. Despite this re-branding, strict adherence to the principles and structure set by the International Award Association has always been maintained over the past two decades.
The awards are from The Duke of The Governor General’s Youth Edinburgh’s International Award. Award was re-established in 1987 The award is open to all young peounder the banner of ‘The Baha- ple aged 14-24, regardless of their
background and circumstances. It focuses on personal development: it is a non-competitive, enjoyable, voluntary and balanced program, which requires sustained effort over time. In addition, it is a non-format educational framework which can complement formal education or offer a substitute where formal opportunities are not available. Over two decades many young Bahamians throughout the archipelago, from a variety of socio-economic backgrounds and from government-operated and private schools have grown and matured through the discipline of the highly experiential program. They have discovered new friendships and, deepened their awareness and love of The Bahamas as they explored other islands and the culture and geography of the country. The GGYA has expanded the worldviews and imaginations of many young people, providing many with opportunities they may have otherwise not had. These opportunities include making friends from a broad cross-section of society and discovering more in depth the wonder, beauty, folk-
EXTRA CURRICULAR ACTIVITIES lore and history of The Bahamas that few of their contemporaries may experience. Participants find exhilarating and thrilling the discovery of other islands and the discovery of things they never knew or fully appreciated about The Bahamas and its diversity.
many of whom are now older and who are contributing to national life having had the benefit of the rich experiences offered by the program. A good number of past participants note how the program influenced their post-high school studies and their professional lives. Through structured adventures Others speak of new skills learned, the program challenges the limits talents discovered and honed, and of participants in a safe learning of acquiring and practicing greatenvironment that invites them to er discipline, resilience and fortigrow and to work as a team. The tude, especially amidst setbacks GGYA website notes: “More than and failures. 8,000 young Bahamians have engaged in community service, phys- The formation of thousands of ical young people by GGYA is a great recreation, the apprenticeship of success story. The Award proa new skill or hobby, and attended gramme helps participants develadventurous journeys to achieve op: A positive self image (accepting their bronze, silver and gold their own strengths and weaknessawards.� es, and becoming aware of their potential); An independent and The GGYA has achieved enormous self-motivating attitude; A sense success in the formation and de- of responsibility to others; A convelopment of young Bahamians, nection to a broader society; New
or i m proved interests, skills and abilities; A willingness to try new things; New friendships and relationships; The ability to make a plan and then act on it; Lifelong interests; Team skills; Self confidence; Life skills including negotiation, research, communication, problem solving and presentation skills. More youth programs and administrators, teachers and schools might learn from the GGYA’s learning model and experience. To better develop young people generally, and to help combat juvenile violence and crime, we might wish to draw on the personal and social development process and model of the GGYA.
GGYA HIGHLIGHTS
CONTRIBUTIONS TO EDUCATION/ EXTRA CURRICULAR ACTIVITIEAS
Outstanding Accomplishments / Contributions to Education: •
SCHOOL BASED
1. National Debate Coach L. N. Coakley High School (2002-2009) North Long Island High (2009-2013) Jack Hayward Senior High (2015-Present) 2. Spelling Bee Coach: L. N. Coakley High (2002-2009) North Long Island High (2009-2013) 3.
National Arts Coach
*All Schools taught at
4.
Year Head
Jack Hayward Junior High (2014-2015)
5. Subject Coordinator 6.
7. •
L. N. Coakley High( 2003-2009) Jack Hayward Senior High (2016-Present)
Coach- International Elks Oratorical Speech Competition (Regional Winner/ International Finalist 2008)
L. N. Coakley High School (*Alexa Smith)
Model United Nations Simulated (MUNS) Meeting Ministry of Foreign Affairs
Jack Hayward Senior High School(2016)
Extra-Curricular Activities- School/Community:
Voluntary: Advisor- Governor General Youth Award Program (GGYA) Advisor- Anti-Bullying Club JHSHS (2017-2018) Chairperson- U. N’s Status of Women’s Committee (BUT Grand Bah. District)
Tutor-
BJC & BGCSE Classes (Saturdays)
Junior Junkanoo EMRHS (1996-2002) L. N. Coakley (2005-2008) JHSHS (2016)
CONTRIBUTIONS TO EDUCATION/ EXTRA CURRICULAR ACTIVITIEAS
Paid: Extended Learning Program- 2014-2017 (English Teacher) Summer School (English/Reading) 2014-2017 Community:
Volunteer- Salvation Army (Freeport) Volunteer- Super Star Rockers Junkanoo Group
2014-2018 2018-Pres
PROFESIONAL DEVELOPMENT ACTIVITIES • AP English and Literature Training 2015 • AP English and Literature Training 2016 •
Women’s Leadership Conference (SOWC- St. Maarten)
2017
•
GGYA Training ( Water Safety, Map Reading/Navigating, CPR, Survival Skills, Leadership)
2015
•
GGYA Training ( Water Safety, Map Reading/Navigating, CPR, Survival Skills, Leadership)
2016
•
GGYA Training ( Water Safety, Map Reading/Navigating, CPR, Survival Skills, Leadership)
2017
•
GGYA Training ( Water Safety, Map Reading/Navigating, WCPR, Survival Skills, Leadership)
2018
MINISTRY OF EDUCATION, SCIENCE & TECHNOLOGY
JACK HAYWARD SENIOR HIGH SCHOOL P. O. Box F-41314 Freeport, Grand Bahama, The Bahamas Phone (242) 373-8750/1/2 * Fax (242) 373-8713
MARCH 2, 2019 TO WHOM IT MAY CONCERN RE: ROCHELLE ANDERSON Dear Sir/Madam, It is my pleasure to be acquainted with this striving Bahamian educator for many years. I have watched her mature and bloom into a woman with passion for young people. Her exposure is varied as she has worked at several schools in both urban and rural areas. Presently, she is a member of the Jack Hayward Senior High School teaching staff where she serves in the leadership role as Subject Coordinator of the Language Arts Department. She is diligent, energetic, willing to work on any project assigned to her and exuberates a warm personality. She views her employment as more than a job, finding fulfillment in it. Ms. Anderson is passionate about touching the lives of her students. As a result of the positive influence of an educator on her life, she has undertaken the mission to impact young people in her jurisdiction, ensuring that they value themselves and education. Ms. Anderson believes that a child must be developed holistically. Not only is she concerned with teaching and developing the literacy and language arts skills of her students, she also mentors them and facilitates their molding into productive citizens. Her leadership role in extracurricular activities include Advisor of the Governor General Youth Award (GGYA) Program, the Debate Club, The Essay Writing Club, the teaching of BGCSE classes, SAT classes and Advanced Placement classes. Mrs. Anderson’s teaching style is one that strives to relate everyday occurrences with lesson objectives. The aim is to encourage students to comprehend, apply and evaluate. The need for students to develop higher level cognitive thinking skills is essential. This educator exercises effective classroom management skills and her students recognize that although discipline is expected it is intertwined with her love and concern. Ms. Anderson works harmoniously with other teachers, administrators, parents and adults in the community. She is an educator that works well past the assigned hours and does so willingly. It is without hesitation that I support Ms. Anderson as she vies for the National Teacher of the Year Award. Her high expectations of education, students, formation of a collaborative supportive classroom environment, passion for communication and community building skills are all indicative of a great teacher. Yours sincerely, Bronwen A. Smith
Principal
Bronwen Smith T.C., B.Sc., M.A., C.E.L., J.P.
MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY JACK HAYWARD SENIOR HIGH SCHOOL FREEPORT, GRAND BAHAMA LESSON PLAN Topic: Literary Appreciation Ms. R. Anderson
Subject: Literature No. of Students: 10 Grade: 10H-SS PRIOR KNOWLEDGE/ASSIGNMENT •
•
Date: January 24th, 2019 Ability Range: Mixed Lesson #: 4
Students were introduced to the topic of the Civil Rights era during open discussion in previous lessons. The teacher gave background information relevant to the setting of the play (inclusive of the dynamics of issues related to race and basic human rights) Students were also given writing prompts(journal) which called for at home research
RECOGNITION OF EXCEPTIONAL LEARNER This is a class of mixed-ability students. However, based on the reading test done, all students are reading at or above grade 12 level. . OBJECTIVES: To be able to
1. Provide a definition for the term ‘Civil Rights’ 2. * Comment on the validity of each character’s dream based on information gathered through a viewed docu-drama 3. *Explain the affects of the social and historical climate of 1920-1960’s America, and its role in the plot and setting of the play *(to be carried to next lesson)
Rationale: Rationale Questions: What do you know about Civil Rights Movement in America during the 1920’s through 1930’s? How did the reality of the movement affect the ambitions and goals of black Americans?
THANK YOU