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My School
My School
Pictured above is the southern entrance located near the school baseball field.
Clarksdale High School
Clarksdale High School
Since Fall 2019, I have supported the growth of Clarksdale High School’s teenage minds. Clarksdale High School is a traditional public school belonging to the Clarksdale Municipal School District (CMSD) in Clarksdale, Mississippi. The high school serves approximately 461 students spread across tenth through twelfth grade. Clarksdale High is one of three high schools in the county and the only one included in the CMSD network.
Clarksdale High School operates as the city's primary high school facility, which promotes greater community and school partnerships. In an effort to meet the school's mission of providing "innovative and quality educational programs'' for all students, Clarksdale Municipal sets forth four educational goals to improve student readiness and strengthen family and community partnerships. These goals are fundamental to directing productivity, initiating culture-building, and providing quality instruction. For example, ambitions to increase student achievement require specific teaching structures and standards that support students in every subject. These include an emphasis on school-wide reading standards, regular use of technology, and backward design lesson planning to ensure students acquire the skills and knowledge necessary to be college and career ready.
Student Profiles
Student Profiles
Student Demographics
Student Demographics
The next section introduces Clarksdale High student profiles. This section includes information regarding race, gender, and government support services by students in the 2018-2019 school year. Links below to the school website, school report card, and DOE reports provide further information regarding demographics and school achievement.
Clarksdale High School student racial demographic profiles compared to state averages (2019).
Clarksdale High School student gender demographic profiles (2019).
Students Receiving Special Services
Students Receiving Special Services
Clarksdale High School
100% eligible for free lunch
Title I School-Wide Program
For further information, please access the links below.
My Classroom
My Classroom
The photo depicts the classroom motto of "We are revolutionaries" using historical "revolutionists" or change makers as the bridge to understanding the present impact on the world. The motto represents our classes decision to study history through an all-inclusive lens that prepares students to be agents of change.
My Classroom
My Classroom
During the 2020-2021 school year, I am teaching eight different hour-long class periods across an array of social studies content areas including world history, government, and economics. This year my standard class size fluctuates from 10 to 18 students with an overall average size of 13. Out of nearly 110 students, I work with, there are 7 inclusion students with individualized education plans and 3 first generation, English language learning students who require additional support. With support from my school interventionist and ELL coordinator, I work to employ a broad use of instructional strategies to support all students' needs, including one-on-one instruction, graphic organizers, and step-by-step web-quests. Through intentional effort and consistent practice, we are taking the necessary steps every day to improve our skills and understand the characteristics of modern-day change agents.
Instructional courses of World History, Government, and Economics require three distinct curriculum needs aligning to school and district guidelines. Although these subjects are not state-tested and do not fall under the report card point system, each course is necessary to satisfy graduation requirements. Each course adheres to a set pacing guide that includes the latest state course standards. In addition, weekly lesson plans monitor pacing and implementation of school mandated technology and reading standard requirements. All components ensure teacher consistency and accountability needed to support student growth and content mastery.
Photo carousel includes: (a) in-depth explanation of classroom motto (b) select posters representing historical figures/quotes (c) world map and flags inclusive of world history (d) decorative entryway setting the tone for learning.
Summarized Student Profiles
Summarized Student Profiles
110 total students
Average classroom size is 13 with a range of 10-18
7 students with designated IEP's
3 ELL students with Language Service Plans
4 students identify as Middle Eastern
1 student identifies as Hispanic
105 students identify as Black or African-American
Teaching Philosophy
Teaching Philosophy
Beginning of the year student S.M.A.R.T goals hung on the classroom entryway. SMART goals align to my vision for continuous growth and investment in student outcomes as depicted in my teaching philosophy.
My Teaching Philosophy
My Teaching Philosophy
Visions of my future classrooms show academic and personal growth using a combination of instructional strategies and socio-emotional learning opportunities needed to impact my students in areas of accessibility and personal reflection. The importance of behavioral skills and contextual understanding supports my vision for developing student’s socio-emotional habits and providing student-centered accountability measures (i.e. behavior contract or anecdotal reflective pieces). Connecting the relatable scenarios to potential action plans aligned in my daily practice helps cement my understanding of how to make the consistency more tangible. More importantly, inspiring fresh ways to ensure my students feel supported, yet held to appropriate expectations.
Fostering greater student investment and joy in their education finds roots in cultivating healthy student-teacher relationships. Student engagement requires constant teacher initiative to develop the skills and creative lessons needed for student investment. Beginning of the year conversations about student-led progress tracking help invests students in the educational process and the reflective opportunities that support student self-advocacy for academic and personal growth. Therefore, intuitively finding appropriate strategies to impose student-led reflection as a consistent and regular part of one’s unit plan and daily lessons.
Constantly, I reflect upon my practice and creatively explore how to implement the reflective process in my lessons. At the end of the day, teachers can learn a lot from their students. Providing regular student surveys that ask for input about class structure and content may help push my practice to the next level. Student input combined with a willingness to improve often leads to greater student outcomes. In addition, this requires a commitment to attend regular professional developments that address content, instruction, and notable weaknesses. Today, accessing opportunities is easy and occurs with a quick google search or email message. Therefore, my responsibility as a teacher requires regularly taking advantage of professional development opportunities that align with student needs or potentially improve student outcomes.
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