GEE is proud of its positive growth and many accomplishments over its 23 year history. Its most significant accomplishments, over the past four years, primary factors of its academies’ current positive trajectories, are related to curriculum, instruction and professional development.
GEE formed representative curriculum research and adoption committees in the subject areas of PREK12 ELA, Math, Social Studies, Science, Arabic and ESL, which resulted in both the adoption and authorship of a unified and universal curriculum across all GEE academies that can be better supported by instructional coaches.
GEE broadened the scope and depth of GEE-wide professional development offerings, creating academy master schedules that allow for GEE-wide Friday Early Release professional development time, three hours per week.
GEE believes a unified and evidence-based curriculum that encompasses rigor, is aligned to the content standards and integrates the ambitious teaching practices creates the foundation on which to build a sound educational program. The instructional framework embedded within the curriculum includes the effects that people and processes have on its overall results.
Teachers and administrators alike create cohesive plans to address deficiencies in instructional design to improve overall student achievement. The plan includes a process to use data frequently to guide instruction. Good instruction is a result of deliberate lesson design with embedded instructional practices, which include high expectations for all students with targeted and timely scaffolded intensified instructional interventions to develop student independence. Interventions include deliberate learning opportunities that target diverse learning needs in a tiered level approach for accelerated, ELs, IEP and remedial students.
GEE facilitates the collaborative efforts of all constituent groups throughout the curriculum research and adoption process to ensure all stakeholders have input into the decisions that ultimately influence student growth and attainment of academy goals. Distinguished teachers are a product of a systemic process that encourages thoughtful reflections relevant to classroom practices and student needs.