MASTERY CHARTER
SCHOOLS
The Design and
Implementation of an
Effective Social and
Emotional Learning Program
June 2007
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program
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Page 2
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INFORMATION ABOUT THIS TOOL
This case study was prepared by FSG Social Impact
Advisors. FSG is a nonprofit consulting firm that provides guidance to
foundations, corporations, nonprofits, and other public sector entities
on issues of strategy, evaluation, and operations. FSG was commissioned
by NewSchools Venture Fund to document “promising practices” of
portfolio ventures in a format that could be shared across the
NewSchools portfolio. To complete this case study, FSG conducted
background research on Mastery Charter Schools and interviewed Laura
Keane, Director of Social and Emotional Learning; Ali Caccavella,
Assistant Director of Social and Emotional Learning; and David
McDonough, Principal of Mastery’s first school, the Lenfest Campus.
Jordan Meranus of NewSchools Venture Fund provided additional context on
Mastery.
DISCUSSION QUESTIONS
We hope that reading this case study sparks
conversations about how the practices highlighted here relate to your
own organization. We have developed the questions below to help guide
these discussions. We encourage you to keep them in mind as you read
through the case study and to refer back to them as you reflect on the
case study’s implications for your own organization.
1.How does your organization address culture-building
within the academic context of your schools and classrooms? Do you feel
that your organization has successfully built a culture that cultivates
high performance? Does social and emotional learning play a part in
this culture-building?
2.Do you
feel that your students are gaining the interpersonal skills they need
to succeed beyond the classroom? If so, how are students developing
these skills? If not, would an integrated social and emotional learning
(SEL) program be effective in your organization?
3.What
makes an SEL program successful? How would you weigh the tradeoffs
inherent in implementing this type of integrated program?
4.Do you offer students internship opportunities to connect academics to a real-world context? What would be the benefits and drawbacks of such a program? What resources would such a program require?
© 2007 by NewSchools Venture Fund
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program
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INTRODUCTION AND OVERVIEW
Research shows that developing social and emotional
skills in young people leads to increased academic achievement,
decreased incidence of high-risk behaviors, and an improved ability to compete in a global economy.1 While
many schools agree with the importance of social and emotional
learning, they struggle to make it a priority given the academic demands
imposed by state and federal accountability requirements. Furthermore,
schools lack the resources or expertise needed to develop an effective
program or use such a program to create a respectful, safe school
community.
This case study explores how Mastery Charter Schools
(Mastery) created and implemented a Social and Emotional Learning
Program (SEL) that is integrated into its school curriculum and culture
and designed to develop students who possess the interpersonal skills
needed to thrive in today’s global economy. Two elements of Mastery’s
program, the freshman seminar and junior year internship, have been in
practice for five years, and have codified elements. The other
components of the SEL program discussed throughout this case study are
being implemented for the first time in the 2006-07 school
year. Although these components are new, they still offer valuable
lessons and tools that can help other schools think about how to
implement a school-wide social and emotional learning program.
Mastery Charter Schools Background
Realizing that his colleagues in business were
unable to find and hire an educated workforce in Philadelphia, Scott
Gordon and a coalition of business and civic leaders founded the first
Mastery high school in 2001 with the mission to “prepare all students for success in higher education and the global economy.”2
Mastery is a nonprofit charter management
organization (CMO) that seeks to create a network of exceptional schools
in Philadelphia. In 2005, Mastery partnered with the School District of
Philadelphia to open one Mastery school, partnered in 2006 to open the
second, and will open its third campus in the fall of 2007. Mastery
schools currently serve approximately 1,000 students in grades 7–12.
THE MASTERY MODEL
Development of the Program
Mastery’s Social and Emotional Learning program
(SEL) focuses on developing three sets of skills that it views as
critical to success in higher education and the workforce: self-awareness
and self management; social awareness and relationship building; and
critical thinking and decision making. In its first school’s third year,
Mastery
In the real world, it doesn’t only matter if you are
really brilliant in an area. What matters more is your attitude,
communication, and decision making skills. People don’t want to hire you
if you don’t have those skills. It takes SEL skills to have success in
the real world.
- Ali Caccavella, Assistant Director
of SEL, Mastery
1“Social and Emotional Learning at Mastery Charter Schools” PowerPoint Presentation January 2007
2Mastery Charter Schools Web site http://www.masterycharter.org/
©2007 by NewSchools Venture Fund
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program
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offered an internship program to its first group of
juniors to provide them an opportunity to learn and practice skills in a
real work environment. In this same year, staff created a SEL seminar
that was held four days a week for 9th graders.
This program was implemented after Mastery realized that some students
were not succeeding in school because of social and emotional issues.
Mastery staff saw this 9th grade orientation and the 11th grade preparation for the workforce as fundamental to developing youth who could succeed in school and career. In the 2006–07 school year, Mastery began to expand its SEL program into a six-year curriculum for grades 7–12, aligned with students’ age-appropriate developmental needs.
Laura Keane, the Director of SEL who helped build the program, originally tried to identify an off-the-shelf curriculum, but she could not find something that fit the needs and mission of Mastery. As she remarked, “If
you Googled social and emotional learning or character education, you
would find mountains of information, but it is not tailored to your
population, and it is not clear if it is effective. Off-the-shelf curricula tended to be more relevant for elementary-aged students than for high school students, and many provided these huge notebooks…you can’t just give a teacher a huge binder.”
Ultimately, Mastery decided to combine off-the-shelf elements with its own curriculum. The process of developing the program was “a combination of trial and error and good instincts after having been a teacher for 8 years.” According to Ali Caccavella, Assistant Director of SEL, “We
still have to pull out and do scope and sequence with clear objectives
each day. Some things, like financial literacy, are almost entirely off
the shelf. Other things, like time and stress management, were harder to
develop. We had to piece together what was relevant for our kids.”
Key Components
Mastery decided to focus on Social and Emotional
Learning rather than Character Education because it wanted to focus on
skills and decision-making rather than on morals and values. As SEL Assistant Director Ali Caccavella explains,
Character education is one small piece of SEL.
Character education can become values based, and we try to focus on
factual information so students can learn how to best make decisions for
themselves, rather than teaching what is right or wrong. While we do
focus on traits that we want students to develop like perseverance and
responsibility, we try to give students the information they need to
understand how to make good decisions and how to think through the
consequences of their decisions.
The program has two components. The first is a
curriculum component, which includes direct SEL instruction for students
in grades 7–12 taught by academic teachers and full-time
SEL staff and a junior year internship program. The second is a
cultural component which includes school rituals, policies, and
discipline processes. SEL is implemented universally throughout the
school. The program is both proactive, teaching students how to build
skills and make positive decisions, and reactive, focusing on how to
resolve questionable decisions and turn them into learning
opportunities.
© 2007 by NewSchools Venture Fund
The Five Steps
1. Frame the issue/problem
3. Raise the root — get to the root of the issue 4. See all sides
5. Think it out and decide — brainstorm options, assess consequences
Students are trained in the five steps
of PPS and then lead these sessions themselves with the teacher outside
the circle serving as a time keeper.
Peer to Peer Sessions (PPS)
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program Page 5
SEL Curriculum
Direct SEL Instruction
The SEL curriculum focuses on teaching self-awareness and self-management,
social awareness and relationship building, and critical thinking and
decision making. These skills are taught in an integrated, sequenced
curriculum from grades 7–12 (see sidebar). While curricula for several grades are still being finalized, the 2006–07 school year marked the first time that all grades used a SEL curriculum. The course sequence follows a
developmental
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SEL Course Descriptions
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||||
Grade
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Frequency
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Semester 1
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Semester 2
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progression. In 7th and
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7
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40 min, 2x/
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Violence Prevention
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Interpersonal Skills; Sex & Drug
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8th grades, the primary
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|||||
week
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Education
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||||
focus is on building
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8
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40 min, 2x/
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Conflict Resolution;
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Sexual Health; Career Education
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week
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Negotiation; Diversity
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9
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60 min, 4x/
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Personal and
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Peer to Peer Sessions; Decision
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management skills. In
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week
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Interpersonal Skills
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Making; Sex & Drug Education
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9th and 10th grades, the
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10
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40 min, 2x/
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Community Leadership;
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Sexual Health; Upper House
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focus is on building
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week
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Healthy Relationships
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Prep
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11
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40 min, 2x/
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Internship Training (9
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PSSA Prep (state standardized test);
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personal skills and
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week (then
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weeks)
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College Readiness
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extends to interpersonal
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1x/week
|
||||
and
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during
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internship)
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skills. In 11th and 12th
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12
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40 min, 2x/
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College Application
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Senior Project; Transition
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grades, the focus shifts
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week
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Process
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to address all five skill
competencies with a concentration on real-world applications in the work place and higher education. The 12th grade also has a focus on applying to college and developing financial literacy skills. The 9th grade course meets four times a week, and courses for all other grades meet twice a week.
Ninth Grade Seminar
Instituted in the fall of 2003, the First Year Seminar in the 9th grade is one of the most well-developed
parts of the program. Each seminar has about 14 students, meets four
days a week for 60 minutes, and is taught by a dedicated SEL instructor.
The seminar is designed to develop students’ social and emotional
skills, use peer pressure as a positive agent for change, build
attachment to the
2. Investigate — ask open ended question
school, orient students to the high expectations of
the school’s culture, and teach awareness of sex, drugs, and violence
issues.
© 2007 by NewSchools Venture Fund
– David McDonough,
Principal, Mastery
We are located in downtown Philadelphia, so it is easy for students to walk or take the subway to their internship.
- Ali Caccavella,
Assistant Director of SEL, Mastery
Students learn many of the unspoken and
spoken rules of the workplace. For instance, in a school, when you are
given an assignment, you are not going to ask for more work when you are
done. But in the workplace, taking initiative is an important protocol —
you can’t just wait for someone to tell you what to do. Also, in
school, your peers are similar to you in age, interests, and background.
The workplace is much more diverse, and you have to be able to navigate
many different relationships.
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program
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A critical component of the course is Peer to Peer
Sessions (PPS), where students learn how to help their peers navigate
through different decisions and problems they face, such as how to
handle abusive relationships, where to live if there is a problem in the
family, or how to deal with conflicts with fellow students. Students
use PPS to address opportunities as well as challenges. It is a time
when an entire class of students focuses on one student and uses their
skills to best support their peer (see sidebar).
The seminar is the only SEL class that is single-gender. Mastery designed the seminar to be single-gender “in order to promote relationship-building, provide sexual health education in a single-gender environment, and allow the PPS sessions to run in a single-gender environment given the sensitive nature of some topics chosen by students to share.”
Eleventh Grade Internship Program
Experiential Learning through the 11th grade internship program is the other key component of the SEL curriculum. The purpose of the internship is to “connect
academics to the real world, introduce students to the demands of the
professional world, prepare students for the competitive economy, and
instill in students the skills needed for higher education.”
Students meet twice a week for a nine-week
course devoted to learning about the transition from school culture to
work culture and are trained in work skills, such as communication, how
to ask good questions, and how to dress for an interview. Students must
pass this nine-week course before they can begin their internship.
To place students in internships, Mastery has
developed relationships with 200 companies in Philadelphia. Students do
self- assessments to determine where they want to work and why, and then
interview with 3–6 companies. Because the internship is a mentor-based
program with a strong focus on building a caring relationship with
someone who wants to give the student a good experience, Mastery places a
lot of emphasis on finding a good mentor match for each student.
Students participate in an 18-week
internship, in which they intern at a company every Wednesday for four
hours. Throughout the internship, students meet in class once a
week to discuss what they are learning and
challenges they are facing, and they work as a group to help each other
problem solve. Students must also write a “workplace anthology” in which
they evaluate the culture of their workplace.
Mastery has a full-time Internship
Coordinator who teaches the class and is in touch with all the mentors.
The coordinator regularly visits the sites to check on students. Mastery
also employs a part-time assistant to help run the program (see Toolkit for Internship Program Overview and Internship Program- Intern, Organization, and Mentor Responsibilities).
© 2007 by NewSchools Venture Fund
– Ali Caccavella, Assistant Director of SEL, Mastery
© 2007 by NewSchools Venture Fund
Mastery commits to making SEL a
priority. Freshmen have SEL class four days a week, and all other grades
have SEL class two days a week. Mastery has a longer school year and
school day, which allows some extra time for these courses. However,
sacrifices must be made in order to fit them in. As one staff member
remarked, “We are committed to making SEL work, so we fit it in by cutting more negotiable parts of the day.” For example, Mastery has reduced the amount of music and art
KEY SUCCESS FACTORS
Dedicated Time
Our main goal is that students are
successful and safe, and we believe that SEL is a part of the formula to
get there. However, in the world of AYP, we have to push back to
convince leaders that the time is worth it. In the big picture, everyone
agrees it is important, but it is hard to make it a priority. We feel
under pressure to show things are working right away, but we need time
to show that this is useful and effective.”
- Laura Keane, Director of SEL, Mastery
People often question why we spend so
much time and so many resources on SEL when we need to focus on
academics. With the reality of tight resources, it is rare to see both
academic and personal skills as part of a school’s mission. Our mission
is for students to acquire the academic and personal skills needed to
compete in higher education and the global economy, so we are committed
to this and make time for it.
SEL informs Mastery’s disciplinary
process, which uses restorative practices in addition to more
traditional punitive measures in order to help students hold themselves
accountable for their own behavior. Mastery
staff strives to turn negative student
decisions into teaching opportunities. Mastery also has higher
discipline standards than most public schools. According to Principal
David McDonough: “Last year we suspended 32
students for cheating and plagiarism and 65 for cutting class. However, I
see this as a sign of a healthy school because we enforce our policies.
We are not thrilled students are cheating, but most urban schools are
so focused on reacting to major issues like violence that they can’t
enforce discipline for things such as cheating on homework.”
SEL policies are also reinforced on a
regular basis through the Code of Conduct, which all students must know
and recite at the beginning of every community meeting. All students
also sign a non- violence contract (see Toolkit for Non-Violence Contract, Mastery Code of Conduct, Community Rules, and Code of Conduct Violations).
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program
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Page 7
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School Culture Systems
Mastery’s SEL program is reinforced by its school
culture, which is based on high expectations for students coupled with a
high level of support. Every school has classroom circles, which are classroom-specific
meetings that are used to resolve conflicts or address issues such as
test preparation stress or cultural differences. All schools also have
larger community meetings, which are often student-led and can be used to collectively problem-solve or recognize students.
Mastery Code of Conduct:
ƒ I choose to be here.
ƒ I am here to learn and achieve. ƒ I am responsible for my actions.
ƒ I contribute to a safe, cooperative, respectful community.
ƒ I come with a clear mind and healthy body. ƒ This is my school, I make it shine.
There needs to be testimony and
authentic experience from those who are not part of the school community
because students need to see the connection to the outside world.
Through mentors, guest speakers and a career day (all elements of the
internship program) students learn from people in the real world.
- Ali Caccavella, Assistant Director of SEL, Mastery
It’s the people and relationships that make this work, so we spend a lot of time hiring and training strong people
– David McDonough,
Principal, Mastery
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program
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Page 8
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courses and has two days of gym instead of four (see Toolkit for Sample Course Schedule and Graduation Requirements).
Dedicated Staff
Mastery devotes substantial staff resources to teaching and reinforcing SEL. Mastery has full-time
SEL staff to teach the First Year Seminar and coordinate the Internship
Program. To fill these positions, Mastery looks for people with both
instructional
experience and a counseling background, which is a challenging combination to find. As Principal David McDonough emphasizes, “It takes a special person to teach SEL courses — a role model and relationship-builder who can create trust.”
Each school has an Assistant Principal of School
Culture or a Director of School Culture. Laura Keane and Ali Caccavella
comprise the central office SEL team, together totaling 1.2 FTEs. They
develop the curriculum, coach teachers on SEL, model lessons, and help
ensure a smooth implementation of the curriculum. They also design and
deliver trainings and coach administrators and teachers at all sites on
the school’s cultural rituals and policies. Having devoted central
office staff is critical to the success of the program.
All teachers are trained in the cultural components
of SEL and run classroom circles and community meetings. They are
coached on the rituals and are trained on how to set the tone for the
meetings, how to present certain topics, how to handle tough questions,
and how to manage classrooms dealing with these challenging topics.
Connection to the Outside World
Through the internship program, Mastery provides
significant opportunities for students to apply skills in real world
settings. Students learn about work culture and expectations, and many
students are
offered
|
||
Impact of Internship Program –
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||
the subject area related to their internship. Because the internship
|
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ƒ 60% of 2005 spring interns
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program is tied to workplace readiness, it helps prepare students to
|
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offered paid jobs at their site
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succeed in the outside world (see sidebar).
|
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after internship ended
|
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ƒ 80% of graduating seniors
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Universal, Consistent Implementation
|
|
reported intention to major in
|
||
area related to internship
|
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ƒ 96% of 04 – 05 mentors
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The SEL program is consistently reinforced throughout all facets of
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continued into 2005 – 2006
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the school, from direct instruction to school culture to disciplinary
|
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policies. As Laura Keane notes, “SEL is woven throughout the fabric of the schools. The systematic six-year
program of instruction tied to rituals, training, discipline, and the
code of conduct make this effective. You can’t just drop a class in here
and there on conflict resolution. You need to enforce it across grades
and across the school and think about the whole program.”
© 2007 by NewSchools Venture Fund
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program
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Page 9
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Mastery is also very consistent in its messaging and
ensures that consistent expectations are upheld by all staff. As Ali
Caccavella states, “Students are constantly pushing
boundaries, so we need a united, consistent response about how we treat
each other, build relationships, and manage conflicts. Keeping the
vision and mission clear and transparent for staff and students is
essential.”
Accountability
Mastery holds students accountable for mastering the SEL program. In all its courses, Mastery uses a
|
||||||
is based on mastering skill standards and is tied to an individual student’s goals. Thus, in SEL classes, students
|
||||||
set goals and must reach mastery before passing onto the next level. Students are given pre- and
|
||||||
First Year Seminar Impact
|
||||||
and, throughout the year, there are
|
||||||
Course Evaluation
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% Yes
|
% Yes
|
||||
Did First Year Seminar (FYS) help you
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(2004)
|
(2005)
|
qualitative assessments in the form of
|
|||
85
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82.5
|
journals and portfolios. Completing an
|
||||
adjust to your new school?
|
internship is a graduation requirement,
|
|||||
Do you think FYS has changed the way
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77
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95
|
||||
so all students must pass the internship
|
||||||
you think about sex?
|
||||||
Do you think FYS has changed the way
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72
|
78
|
course, be hired for an internship
|
|||
you think about drugs?
|
position, and complete all coursework in
|
|||||
Has FYS helped you better deal with your
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82
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81
|
||||
order to graduate.
|
||||||
classmates?
|
||||||
Has FYS helped you succeed
|
57
|
53
|
Mastery gathers substantial data on its
|
|||
academically?
|
||||||
internship program. Mentors are given
|
||||||
periodic qualitative and quantitative assessments of interns. Students write up evaluations on the internship,
|
||||||
their mentor, and what they learned.
|
||||||
School wide, Mastery tracks both positive and negative student behaviors through a merit/demerit system.
|
||||||
(For a full description of the merit/demerit system, see Toolkit for Code of Conduct Violations.) In order to
|
||||||
continue to strengthen its culture, Mastery also tracks which disciplinary infractions are most common and
|
||||||
uses this data to design interventions for a given school site or for specific groups of students. Additionally,
|
||||||
each campus submits a weekly scorecard to the CMO, which
|
||||||
Sample Weekly Scorecard Elements
|
||||||
includes the tracking of numerous school performance indicators
|
||||||
Each campus submits weekly update to the CMO on
|
such as daily attendance, enrollment, and detentions (see sidebar).
|
|||||
indicators such as:
|
||||||
ƒ
|
Daily attendance
|
It has also designed an
|
||||
ƒ
|
Tardiness
|
|||||
ƒ
|
School enrollment
|
on prevention of sex, drugs, and violence based on the California
|
||||
ƒ
|
Transfers/withdrawals/additions
|
Healthy Kids Survey and Youth Risk Behavior Survey, which
|
||||
ƒ
|
Detentions
|
enables Mastery to compare its school data to national figures (see
|
||||
ƒ
|
Suspensions
|
|||||
Toolkit Additional Documents for Mastery First Year Seminar Survey).
|
||||||
ƒ Students enrolled in Special Education
|
||||||
ƒ Students enrolled in academic support
|
A recent survey found that in Philadelphia, the number of students
|
|||||
programs (e.g., Guardian Angel,
|
that became sexually active over the course of a year increased 18
|
|||||
Homework club Club, Office Hours )
|
||||||
ƒ Teachers receiving formal and/or
|
percent, but among Mastery students, the increase was negligible.
|
|||||
informal coaching
|
||||||
© 2007 by NewSchools Venture Fund
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program Page 10
Eventually, the school hopes to track students’ college attendance and retention rates, but it is still too early for this.
Staff emphasizes that much of SEL’s impact is intangible. As Principal David McDonough says, “We
measure success formally and informally. We can see it when we see the
way students travel in the building when the bell rings — they are
respectful. We have very few fights, little vandalism, and students are
comfortable standing up in community meetings. These are intangibles
that are difficult to measure and quantify.”
CHALLENGES
ƒScheduling and Prioritizing SEL. Given
that there is limited time during the school day, Mastery faces an
ongoing challenge to find the time to meet both academic and SEL needs. “Scheduling
is an ongoing issue. Teachers value SEL and are on board with the
content, but when it comes to delivering it, some can get stressed
because they are so focused on meeting benchmarks and closing the
achievement gap.”
ƒHiring Staff. “It is hard to hire for these positions because there aren’t people trained in it.” In its full-time
SEL instructors, SEL seeks individuals with both instructional
experience and a counseling background, which is a hard combination to
find. Right now, Mastery relies on word of mouth or hires from within
the school.
ƒTraining and Time to Prepare. It
is challenging to find time to support and train teachers given the
multiple professional development goals for the schools, and this is
especially challenging this year, as Mastery pilots its five new SEL
courses. “So much of our curriculum is new, so even though we have materials, we need time to train teachers and prepare.”
CONCLUSION
Mastery is an illustrative example of how a CMO can implement a system-wide
social and emotional learning program. It serves as a good model for
schools who want to teach interpersonal skills that equip students with
the skills needed to succeed in today’s economy.
© 2007 by NewSchools Venture Fund
Mastery Charter Schools: The Design and Implementation of an Effective Social and Emotional Learning Program Page 11
MASTERY SOCIAL AND EMOTIONAL LEARNING TOOLKIT
Toolkit Contents
ƒInternship Program Overview (Mastery Document)
ƒInternship Program – Intern, Organization and Mentor Responsibilities (Mastery Document)
ƒNon-Violence Contract (Mastery Document)
ƒMastery Code of Conduct, Community Rules, and Code of Conduct Violations (Mastery Document)
ƒSample Course Schedule (FSG Synthesized from Mastery Document)
ƒGraduation Requirements (Mastery Document)
Additional Documents (Available Separately)
ƒMastery First Year Seminar Survey (Mastery Document) http://www.newschools.org/files/Mastery-A.pdf
© 2007 by NewSchools Venture Fund
Mastery Internship Program Overview
(Page 1 of 2)
Purpose:
Mastery Charter requires students engage in an 18-week
internship in order to graduate. This requirement comes from our
mission to prepare students to compete in the global economy. The
Internship Program challenges students to connect academics and personal
skills to the “real world.” The internships provide opportunities for
our students to meet the demands of the professional world and to
demonstrate the skills needed for post secondary learning and work-
place achievement. The Internship Program is comprised of two
components; Training and Practicum, which are outlined in more detail
below.
Internship Training Seminar:
This nine week course is: “Like no other class
you’ve taken…” Training Seminar meets 2 days/week for nine weeks and
strives to prepare students to enter the working world with confidence
and a clear understanding of the expectations for success in a real job,
in the real world. Requirements for the course include: Two Site Visits
with Research and Documented Observations; a professional resume; Mock
Interview; Site Selection Meeting including Interest Assessment; and 3
interviews with research, transportation plan and post-interview reflection per site.
It focuses on understanding company cultures
through research and observation, clarifying skills and strengths in
resumes and interviews, preparing to present both strong verbal and non-
verbal communication, managing time and organization of work, and
expanding and assessing their career interests and goals.
Skills emphasized during Training Seminar:
•Observation – understanding workplace culture, organization, behaviors and expectations
•Research – prepare for interviews to be an informed candidate with
•Code-Switching – transition confidently from school to work culture
•Communication Skills – verbal, including speaking and grammar, and non-verbal messages
•Time
management and organization – resolving time conflicts, being there on
time, and prioritizing assigned work appropriately, “No Excuses”
•Resume development – translating unpaid activities and experience into functional skills
•Interviewing – dress and self-presentation with poise and the ability to discuss skills and strengths in meaningful and professionally applicable ways
•Framing and Persuasion – “selling” their skills and demonstrating positive attitude
•Self –Awareness -- honest assessments and reflection of interests, skills & personality
Mastery Internship Program Overview
(Page 2 of 2)
Internship Site Placement and Practicum:
This 18 week course includes both a site internship (a weekly 4-hour
placement on Wednesday afternoons) and a weekly process seminar to
debrief and clarify the education each student receives on site. The
course builds upon and deepens the learning gained in the Training with
an application in a real-world setting. The internship is
for educational purposes, it is unpaid though transportation is covered
by Mastery. Requirements for the course include several assignments for
reflection: contract with student, mentor, parents & Director;
weekly journals; Mentor Interview; Workplace Anthropology; and Final
Power Point Presentation Project delivered to both a Mastery review
panel and the team of co-workers at the site placement.
This class utilizes the peer-to-peer support model to encourage sharing and problem-solving,
as well as offers continued professional development for protocols they
will encounter in the workplace. Through various assignments and
journals, students are asked to deepen the observation skills they’ve
gained during their internship experience.
Skills emphasized during Practicum:
•Active Listening and Paraphrasing
•Taking Initiative – demonstrating responsibility for learning, work and communication
•Question Asking and Critical Thinking – deepening observation as the “newness wares off”
•Reflection - learning from experiences big and small, mistakes made and progress shown
•Building Relationships & Networking – e.g. meeting co-workers, showing gratitude and keeping in touch
•Workplace Protocols – e.g. making & taking phone calls, meeting behavior, appropriate communication
•Understanding Organizational Structure
•Recognizing and demonstrating Hard, Soft and Transferable skills
•Public Speaking, Presentation and sharing of their learning and experience
Internship Program – Intern, Organization, and Mentor
Responsibilities
Student Intern Responsibilities
Contribute to value and productivity of host organization
Arrive and leave site on time
Contact mentor if sick or absent
Complete requested tasks with efficiency and attention to detail
Follow company policies and procedures
Represent Mastery Charter and the school Code of Conduct at all times
Take initiative towards reaching their identified internship goals
Organization Responsibilities
Designate one site mentor per student intern
Complete student intern application form
Conduct prospective student intern interviews
Sign contract with selected student intern, program coordinator, and site mentor
Mentor Responsibilities
Provide information for criminal background checks
Provide student intern with organizational orientation
Offer regular supervision and support to student during duration of 18 week internship
Communicate problems or concerns with an Internship Coordinator
Assist Students with “Mentor Interview” and “Organizational Anthropology” assignments
Complete Evaluations (every other month) and Final Student Intern Assessment
Mastery Non-Violence Contract
(Note: This document is currently under review in preparation for the 07-08 school year)
All students at Mastery must sign the non-violence contract below:
Safety is an absolute priority and necessity at MCH. Accordingly, all MCH parents and students have signed a non-violence contract that states:
I agree not to use violence for any reason what-so-ever
at Mastery Charter High School, while representing Mastery Charter, or
with any members of the Mastery Charter community. I understand this non-violence
pledge applies to all parties involved in any fight, no matter whether I
am “right” or “wrong”, or whether I am acting in “self defense”. Students
are officially under the jurisdiction of the school from the time that
they arrive in the morning until they reach home in the afternoon.
If I do engage in violence or participate in a
fight, (during the school day or after dismissal) I understand that I
may be asked to withdraw from Mastery Charter High School or face
expulsion. In the event of an incident, I agree to submit to a staff
review. I further agree to abide by the decision of the staff review. If
the review determines I participated in a fight, I will voluntarily withdraw from Mastery Charter High School.
Violence at Mastery Charter will not be tolerated.
To be a member of our community, students must accept that violence is
not an option for resolving problems at the school
Mastery Code of Conduct
(Note: This document is currently under review in preparation for the 07-08 school year)
Mastery Charter High School is a place where
education is highly valued and where students succeed. In order for
every student to succeed, Mastery Charter seeks to create a community
that is:
•safe
•professional
•based on strong quality relationships.
A physically and emotionally safe community is
necessary for learning to occur. Professional behavior and dress creates
a productive learning environment and prepares students for the world
outside of school. Finally, students need to feel connected to and
supported by their teachers and fellow students in order to achieve
their best. We have embodied these principles in the following code of
conduct:
•I choose to be here.
•I am here to learn and achieve
•I am responsible for my actions.
•I contribute to a safe, respectful, cooperative community.
•I come with a clear mind and healthy body.
•This is my school… I make it shine.
RESTORATIVE PRACTICES
At Mastery Charter High School we believe that true
learning comes from understanding one’s responsibility to oneself and
to the community. Therefore, students who violate our community’s Code
Of Conduct will face a restorative consequence -- an opportunity to give back to the community they violated and repair relationships they have damaged.
This concept of honoring the community and the relationships within our community is a
foundation of our program and our Code. Restorative Conferences will be held daily from 2:45Safety– is4:15an.absoluteAny studentpriorityreferredand necessityfor a conferenceat MCH. Accordingly,must attendall orMCHfaceparentsdisciplinaryand studentsactionhave. signed a non-violence contract that states:
I agree not to use violence for any reason what-so-ever
at Mastery Charter High School, while representing Mastery Charter, or
with any members of the Mastery Charter community. I understand this non-violence
pledge applies to all parties involved in any fight, no matter whether I
am “right” or “wrong”, or whether I am acting in “self defense”. Students
are officially under the jurisdiction of the school from the time that
they arrive in the morning until they reach home in the afternoon.
If I do engage in violence or participate in a
fight, (during the school day or after dismissal) I understand that I
may be asked to withdraw from Mastery Charter High School or face
expulsion. In the event of an incident, I agree to submit to a staff
review. I further agree to abide by the decision of the staff review. If
the review determines I participated in a fight, I will voluntarily withdraw from Mastery Charter High School.
Violence at Mastery Charter will not be tolerated.
To be a member of our community, students must accept that violence is
not an option for resolving problems at the school
Mastery Community Rules
(Note: This document is currently under review in preparation for the 07-08 school year)
At MCH, staff and students are expected to operate
in a manner that is consistent with the code of conduct. The code and
its associated rules guide the conduct of all community members while
they are at Mastery Charter High School, when they represent the school
in outside events, or when they participate in extra-curricular and off-campus activities.
Staff members shall have the authority to take
reasonable actions as may be necessary to control the disorderly conduct
of students in all situations and in all places where such students are
within the jurisdiction of Mastery Charter and when such conduct
interferes with the educational program of the school or threatens the
health and safety of others. Consequences may include detention before
or after school, community service, a restorative consequence, a circle
in front of the SCC, loss of classroom privilege, out-of-school
suspension, and/or expulsion. Mastery Charter abides by State law
regarding due process in regards to suspension and expulsion. These due
process requirements are described in the appendix.
School Community Committee (SCC)
The SCC is a student group that meets with students
who have violated the Code of Conduct. The SCC does not have the power
to punish students, but they do work with students to understand the
impact of their actions on the community. The SCC along with the
Dean/Assistant Principal works towards possible restorative
consequences. The SCC will hold meetings on Tuesdays and Fridays between
2:45 and 4:15 during the 2006-07 school year.
Code of Conduct Violations
(Note: This document is currently under review in preparation for the 07-08 school year)
A:Level III Violations:
Level III violations involve actions that are very
serious violations of our code of conduct, and/or are criminal
violations of Pennsylvania law. Once the Assistant Principal has
determined that the student has a level III violation the following will
occur:
INCIDENT & REFERRAL TO DEAN/AP
Consequence(s)
•Parent Notified
•Out-of-School Suspension (1-10 days)
•Upon return from suspension, loss of classroom privilege until Disciplinary Board Hearing.
•Board Hearing
Level III violations include but are not limited to:
•Having Any Type Of Firearm, Weapon Or Dangerous Instrument
Any person found, or observed on any school property, or at a school-sponsored
event in possession of a firearm, weapon (i.e. BB gun, bullet, pistol,
rifle, gun, disguised gun, dagger, switchblade, knife, box cutter, paint
ball gun, dart gun, pepper spray or other noxious sprays, explosive or
incendiary bomb or other instrument, material or device that can cause
physical injury etc.), or dangerous instrument shall be immediately
reported to the School Principal. Law enforcement officials shall be
immediately informed.
•Terrorist Threats/Acts
Terrorist threats/act shall mean a
communication/act to commit violence, to terrorize another, to cause
evacuation of a building, or to otherwise cause serious public
inconvenience, or take reckless disregard of the risk of causing such
terror or inconvenience. Depending on the nature of the incident, law
enforcement officials may be informed.
•Drug Possession, Use, or Illicit Activity
This violation includes drug possession, use, or illicit activity on school grounds or at a school-sponsored
event. Illicit activity means the intent to use, sell, store, or
purchase illegal substances, and paraphernalia. Law enforcement
officials shall be immediately informed. The school administrator
reporting the incident to the police shall provide all known information
concerning the matter to school and law enforcement authorities.
•Theft/Larceny
Theft means withholding or removal of property,
tests, test material etc. without the owner’s consent. Larceny means the
unlawful taking and carrying away of personal property without the
consent of its lawful possessor. Depending on the nature of the
incident, law enforcement officials may be informed.
• Arson And/Or Possession of Fireworks and Other Explosive Devices Arson means the malicious burning of another’s property. Students may not possess or use fireworks or the
paraphernalia needed to explode them—matches, lighters—on school grounds or during any school activity. Law enforcement officials will be informed in the event of arson.
•Vandalism
Vandalism includes any act of intentional or
reckless damage to the property of another, or an attempt to damage the
property of another, or the causing of damage while committing an act
contrary to this code or to the law. Depending on the nature of the
incident, law enforcement officials may be informed.
•Assault of Staff Members, Vendors, Guests
Every adult will be treated with proper respect by
students at all times. Any violent act against a faculty or staff
member or a visitor to Mastery Charter may result in severe penalties,
including the filing a criminal complaint. This type of reckless
behavior includes throwing objects out of windows onto public property.
•Violence, Fighting & Fighting with a Weapon
Violence includes physical aggression between two
or more students that escalates into punching, wrestling, knocking down,
or damaging or destroying property. Any aggression that includes use of
a weapon or use of an implement as a weapon clearly falls into this
category. In cases of violence with a weapon or violence that results in
bodily harm (hospitalization), law enforcement officials will be
informed.
•Sexual Misconduct
This may include attempting or carrying out a sexual act with oneself or another person whether it is consensual or non-consensual. Depending on the nature of the incident, law enforcement officials may be informed.
B:Level II:
Level II violations involve actions that
significantly impact MCH’s high achievement culture and community of
safety, respect, and cooperation. Once the Dean/Assistant Principal has
determined that the student has a level II violation the following will
occur:
INCIDENT & REFERRAL TO
DEAN/AP
1st Offense Consequence(s)
•Parent Notified; Out-of-school Suspension & Mandatory Parent Reinstatement Conference
•Restorative Consequence(s); Mandatory Parent/Dean/Assistant Principal/Student Meeting
•Child Study Team Consult (if appropriate); Contract(s); Other resolution by administration
2nd Offense Consequence(s)
•Parent Notified
•Out-of-school Suspension (1-10 days) & Mandatory Parent Reinstatement Conference
•Upon return from OSS, Loss of Class Privilege until Disciplinary Board Hearing; Board Hearing
Level II Violations include, but are not limited to:
•Threats, Intimidation, Provocation and Pre-fight
Threats include words
and/or actions that are intended to taunt, provoke, do emotional harm
to, or intimidate any member of the community. Intimidation includes aggravating or making others uncomfortable by calling others “out of their names,” passing rumors, etc.
Provocation means to
use intimidation with physically threatening behavior such as poking,
“getting in his/her face” (e.g. violation of personal space, aggressive
gestures).
pushing, shoving) that ends very quickly or is easily stopped by an adult or other student.
Note, depending on the nature of the intimidation, threatening behavior /provocation and/or pre-fight, the Dean/AP may consider the violation to be of a Level III nature.
•Plagiarism
This includes any act of using, without permission
or acknowledgement, the ideas, writings, or inventions of another;
either work for word or in substance, and representing such as one’s
own.
In addition to the consequences determined by the
Dean/AP, the student shall receive a failing mark for the assignment. In
addition, the student will submit to a School Culture Committee
hearing. A second offense will lead to the student foregoing credit for
that course. A third violation will result in an expulsion hearing.
•Cheating
This includes any attempt to mislead by deception,
or to obtain by fraud or deception, with the intent to gain by doing so
(i.e., copying assignments from others, lending one’s own work for the
purpose of aiding another to cheat; giving or receiving aid during a
testing period).
•Insubordination
This includes failure to comply with directions of
administrators, teachers, or other authorized school personnel during
any period of time when s/he is properly under the authority of school
personnel to include—but not limited to—leaving
class without permission and/or multiple class cuts. This may also
include vulgar language that is directed towards school personnel.
•Harassment / Sexual Harassment
Harassment means any behavior which is repeatedly and persistently annoying.
Mastery Charter recognizes that harassment on the
basis of sex is a violation both of federal and state discrimination
laws and that these laws apply to students and employees. Mastery
Charter will provide a learning environment free from sexual harassment
and will not tolerate such conduct on the part of any student or staff
member.
Definition Sexual
harassment consists of unwelcome sexual advances, requests for sexual
favors, and other verbal and physical conduct of a sexual nature when:
•submission to such conduct is made a term of the student’s right to learning
•such
conduct has the purpose or effect of unreasonably interfering with an
individual’s academic performance or creating an intimidating, hostile,
or offensive educational environment
•submission to or rejection of such conduct is used as the basis for academic decisions effecting an individual
Forms of sexual harassment include but are not limited to the following:
•Derogatory comments, jokes, or slurs; sexually-oriented sounds or remarks.
•Uninvited,
unnecessary or offensive touching, pinching, patting, grabbing,
brushing against another person’s body, or impeding or blocking
movement.
•Derogatory or offensive pictures, posters, cards, cartoons, graffiti, drawings, or
gestures.
Any individual who is found to be responsible for
sexual harassment will be subject to appropriate discipline; the
severity of the disciplinary action will be based upon the circumstances
of the infraction and/or repeated offenses could include termination of
employment or suspension or expulsion from school. Repeated
or serious violations may also result in other actions including, but
not limited to, filing of criminal charges as deemed appropriate by the
school.
•Gambling
Gambling includes betting or wagering for money, favors, or fun.
Any individual who is found gambling will be
subject to appropriate discipline; the severity of the disciplinary
action will be based upon the circumstances of the infraction and/or
repeated offenses. Consequences could include termination of employment,
suspension, or expulsion from school. Repeated
or serious violations may also result in other actions including but
not limited to, filing of criminal charges as deemed appropriate by the
school.
•MISDEMEANOR Damaging Of School Property and/Or Property of Others
For the purposes of this code misdemeanor damage means damage to any school property or of others of $50.00 or less.
A second level II violation in a school year will lead to a disciplinary board hearing.
C: Level I: DEMERIT SYSTEM
Students’ lanyard systems consist of an ID card,
gold Merit card and blue Demerit card. This system is a communication
tool for home/school about daily behaviors whether they need improvement
or reward. Students must wear them at all times during the school day
and at any school events. Parents are encouraged to check them nightly
as they are taken home each day and required for re-entry to school.
Level I violations involve actions that negatively
impact MCH’s high achievement culture and community of safety, respect,
and cooperation. Once school personnel and/or administrators have
determined that the student has a level I violation the following will
occur:
•Detention assigned for each 3 demerits assigned to the student;
•2 detentions: Parent contact, SCC referral (decides restorative consequence @ 6 demerits)
•4 detentions: Parent contact, Child Study Team Referral, SAP referral, and letter home.
•6 detentions: Home/School conference (ISS until meeting) and 4-hour detention with restorative consequence determined by SCC.
•9 detentions: Disciplinary Board Hearing (Out-of-school suspension if parent fails to show)
Level I Violations include, but are not limited to:
•Misuse/Unauthorized Use of Privilege
This includes, but is not limited to, use of the school elevator and misuse of lockers, computers, school furniture, etc.
•Violation of Uniform Policy
This includes, but is not limited to, un-tucked
shirts in the hallways or classroom, inappropriate dress on dress down
days, and students being sent home more than three times for not wearing
their uniform.
•Obscene/Abusive/Inappropriate Language.
Obscene language means any language, spoken or
written, and graphic representation or gesture which is foul, filthy,
indecent, or lewd. Abusive language means any language, spoken or
written, which constitutes a harsh or unfair attack, or which is
disrespectful, or which consists of racial, religious or ethnic epithets
which may clearly be inflammatory. Inappropriate language means any
language which is offensive to generally accepted community standards.
•Disruptive Behavior
Students are expected to follow the rules that
individual teachers have established for student conduct in their
classrooms. No student’s behavior can be permitted to disturb the
learning of others or disrupt the classroom. Any violations of a given
classroom’s behavior code will constitute inappropriate classroom
conduct. Violations include:
•Disruptive
behavior, including disruptive outbursts, talking while others are
talking, throwing objects, and inappropriate gestures and sounds.
•Sleeping in class or sitting in class in an inattentive manner, e.g. slouched in chair, putting head on desk
•Wearing headphones except for approved instructional purposes
•Horseplay
that includes but not limited to pushing, shoving, kicking, or other
physical contact, knowingly taking of another’s property done in a
playful and/or confrontational manner.
•Contraband
Students are prohibited from carrying food or drinks from the cafeteria to any other part of the building. This includes gum chewing. Lunch
must be taken in the cafeteria. Students who have a pass from their
teacher may eat lunch in their teacher’s classroom. If this pass from
the teacher is abused, the Dean/Assistant Principal will revoke the
privilege.
•Environment
Mastery Charter is committed to maintaining a pest
and bug free environment. Students are required to maintain a clean
school environment by picking up behind themselves at lunch,
disposing of dropped paper in hall/class, retrieving lost/unwanted personal items throughout the building.
•Disrespect / Body Language
Conveyance of disapproval that attempts to challenge or undermine the authority of school personnel. This may include—but is not limited to—rolling
eyes, sucking teeth, talking back, silently mouthing words, defiantly
folding arms, pouting, avoiding eye contact, slouching in chair, etc.
•Integrity
Attempt to deceive or mislead by verbalizing
intentions that misrepresent a student’s actions when questioned by
school personnel.
from documents provided by
Sample Course Schedule (7th, 8th, 10th, 11th, 12th Grades)
(Note: This document is currently under review in preparation for the 07-08 school year)
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|||||||||
Humanities
|
Humanities
|
Humanities
|
Humanities
|
Humanities
|
|||||||||
Music, PE
|
Music, PE
|
Club
|
Music, PE
|
Music, PE
|
|||||||||
Spanish 1 & 2
|
Spanish 1 & 2
|
Spanish 1 & 2
|
Spanish 1 & 2
|
||||||||||
Academic Enrichment
|
Academic Enrichment
|
Academic Enrichment
|
Academic Enrichment
|
||||||||||
Seminars
|
Seminars
|
Academic Enrichment Seminars
|
Seminars
|
Seminars
|
|||||||||
Math
|
Math
|
Math
|
Math
|
Math
|
|||||||||
Math Lab
|
SEL
|
Science
|
Math Lab
|
SEL
|
|||||||||
Lunch
|
Lunch
|
Lunch
|
Lunch
|
Lunch
|
|||||||||
Humanities
|
Humanities
|
Office Hours/Internship Practicum
|
Humanities
|
Humanities
|
|||||||||
Science
|
Science
|
Science
|
Science
|
||||||||||
Office
|
Office
|
Office
|
|||||||||||
Hours/EC/GA/HS
|
Hours/EC/GA/HS
|
Hours/EC/GA/HS
|
|||||||||||
Sample Course Schedule (9th Grade)
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
Humanities
|
Humanities
|
Humanities
|
Humanities
|
Humanities
|
|
First Year Seminar
|
First Year Seminar
|
Club
|
First Year Seminar
|
First Year Seminar
|
|
Math
|
Math
|
Math
|
Math
|
Math
|
|
Nutrition, PE, SYS,
|
Nutrition, PE, SYS,
|
||||
Math Lab
|
PS
|
Science
|
Math Lab
|
PS
|
|
Keyboarding, SS, JS
|
Keyboarding, SS, JS
|
||||
Lunch
|
Lunch
|
Lunch
|
Lunch
|
Lunch
|
|
Humanities
|
Humanities
|
Office Hours
|
Humanities
|
Humanities
|
|
Science
|
Science
|
Science
|
Science
|
||
Office
|
Office
|
Office
|
|||
3:18- 4:15
|
Hours/EC/GA/HS
|
Hours/EC/GA/HS
|
Hours/EC/GA/HS
|
from documents provided by
How Mastery Fits in SEL:
-3 academic classes: Math, Science and Humanities (history, social studies, and English are all combined into one course)
-2 blocks of Humanities each day
-2 years of Spanish
-Reduced music, no art, and 2 days of gym a week (instead of 4)
HS = Homework Seminar for students who need additional support
GA = Guardian Angel class teaches organizational and study skills
Office Hours: All teachers hold office hours at least 2x a week. Students schedule an appointment.
Mastery Minimum Graduation Requirements
(Note: This document is currently under review in preparation for the 07-08 school year)
NOTE: Students’ actual graduation requirements are
defined in each student’s Individual Graduation Plan, based on their
individual plans for higher education and career. The requirements below
serve as a minimum only.
PROGRAM AREA
|
MINIMUM
|
benchmark requirements/notes
|
CREDITS
|
||
ACHIEVED
|
||
ACADEMIC MAJORS
|
26.25 *
|
|
HUMANITIES
|
12.25
|
Must successfully Master sequence through
|
Humanities 1651 or equivalent
|
||
MATHEMATICS
|
6.0
|
Must successfully Master sequence through
|
Mathematics 2651 or equivalent
|
||
SCIENCE
|
6.0
|
Must successfully Master sequence through Science
|
3552 or equivalent
|
*To reach this total Academic Major minimum, additional credits in one or more disciplines (Humanities, Mathematics, Science) must be earned.
SEMINARS
|
5.5
|
|
Student Internship
|
1.5
|
Workplace Skills Seminar (0.5) & Internship Practicum
|
(1.0)
|
||
1st Year Seminar, Music, Spanish 1 & 2, Physical
|
||
All Seminar courses
|
4.0
|
Fitness & Nutrition seminars, Typing, Public
|
Speaking, Guardian Angel, etc.
|
Students will be required to successfully complete additional seminars assigned
to provide support and development. Examples may include test prep,
IGP, PSSA remediation, and others. These seminars must be successfully
completed as assigned but are not credited in the transcript.
PROGRAMS, PROJECTS and ASSESSMENTS
or
|
|
Extended
|
|
Exhibitions & Senior
Project
PSSA Assessment or
MCH equivalent
Mastery
Mastery
Proficient
One college-level course or extended work-study, depending upon student postsecondary plans.
Exhibitions for Upper House during 1st and/or 2nd year Senior Project during 4th year
Evidence of 10th grade minimum mathematics and reading comprehension
TOTAL MINIMUM
|
31.75
|
plus all programs, projects,
|
CREDITS
|
assessments and additional seminars
|
|
as required
|
||
