KICS uses the A Beka Book curriculum, which is a comprehensive educational program founded upon biblical truth and academic excellence. Its materials work together to give a thorough, enjoyable, and highly teachable approach to reading through the use of phonics. The A Beka program incorporates creative writing in the seatwork, language, and penmanship materials. A Beka challenges a child to perform to his or her highest potential.

The Kent Island Christian School (KICS) is a ministry of Kent Island United Methodist Church. For more information, call the school office at 410-643-9203.

COLLEGE PARK – Maryland schools are moving closer to overhauling the way that they evaluate teachers, putting more emphasis on student performance and test scores.

The new evaluation system is currently being tested in Baltimore City and six counties, and will be expanded to the rest of the state in June.

Supporters of the new system, including Gov. Martin O’Malley, said the change was necessary because Maryland did not have a statewide teacher evaluation system that took student performance into account.

Under the new system, half of a teacher’s evaluation score will depend on student performance and the other half on professional development.

In the seven districts where the new evaluation models are being tested – Baltimore city and Baltimore, Charles, Kent, Prince George’s, Queen Anne’s and St. Mary’s counties – supporters said feedback from teachers has been positive.

But teachers’ unions said close monitoring of the new program will be needed as it is expanded to other counties at the end of this school year.

While each district can develop its own evaluation model, it must comply with a state law passed in 2010 that sparked a complete overhaul of the system.

Teacher evaluations are used to determine pay increases and promotions.

Right now, the state rates teachers on the basis of principal observation, professional experience and the quality of their course material.

As the changes take effect, continual review will be needed to ensure that each district develops a sound evaluation model, said Betty Weller, vice president of the Maryland State Education Association, the state’s largest teachers union.

“I suspect that we are going to learn more things when all 24 districts are piloted,” Weller said.

Weller also co-chairs the Maryland Council for Educator Effectiveness, a panel appointed by O’Malley to guide the development of a statewide evaluation system.

Though the MCEE is scheduled to issue its final set of recommendations about the new system in June, Weller said she wants the council’s oversight to continue indefinitely.

“My concern is that we don’t call this a finished product this year, but that we continue to monitor and watch the new evaluation model for several years,” she said.

While teachers have expressed concern over what a new evaluation system could mean for their careers, so far overall feedback has been positive, Weller said.

“When they [the teachers] hear that it’s not supposed to be a ‘gotcha,’ I don’t think 100 percent of them believe it’s not a ‘gotcha,’ but they still feel a lot better about it,” she said.

In Prince George’s County, a pilot program to test a new evaluation system has been in place for the last six months. Approximately 120 teachers from schools across the county are being evaluated.

Prince George’s County is using a model to assess teachers that combines student test scores with in-class observation by administrators.

The county was well prepared for the change and is working closely with local teacher unions, said Bonita Coleman Potter, deputy superintendent for Prince George’s County Public Schools.

“We are about two years ahead of the curve,” Bonita said. “Many in the district see this as something that will increase the capacity of teachers,” she said.

Coleman, who serves on the MCEE, said school districts face a challenge in evaluating different types of teachers. That includes those who co-teach in a single classroom, teach in subjects not covered by state assessment like art or music or who teach younger students.

In 2010, the state won a competitive $250 million grant, known as Race to the Top, awarded to 11 states and the District of Columbia.

Race to the Top funds are being used to revamp the teacher evaluation system, recruit and retain qualified teachers, fix low performing schools and prepare students for college and the workplace.

“People need to understand just how ambitious these timelines are, and how massive the undertaking is,” Weller said.

The large financial incentive and aggressive timeline set by Race to the Top means that a new teacher evaluation model will likely face several changes and alterations in the upcoming years, said Mary Gable, assistant state superintendent for academic policy at the Maryland Department of Education.

“At whatever point we are at with teacher and principal evaluations … we know that this is a system that we will have to continue to review and continue to look at,” she said.

Beginning in June, all local school districts will have approximately a year to develop and test their own model for evaluation on a small group of teachers. In July 2013, all teachers will be evaluated under the new model.

If a district does not create its own model, it will automatically adopt the state’s framework.

But that option is not necessarily a good fit for individual counties, Weller said.

“I tell them [district leaders] that you don’t want to take the state model … it is not going to focus on the specific needs of the district,” she said.

Gable said she is confident that district and union leaders will work to develop their own evaluation models.

“This cannot happen without collaboration,” she said. “We’ve come quite a distance in the last six months, and we’ll continue to work collaboratively.”

An addition to this year’s concert was a showcase of the spoken word, a presentation by students who are members of the local chapter of the Institute for Cultural Communicators (ICC), hosted at LCA. These students each recited a different Bible verse that described an attribute or character quality of Jesus, a presentation called “Christ’s Bell,” and they did so as “ringing bells,” joyfully and without pause. It was a moving and inspirational presentation that was met with great applause from the audience.

After the concert ended, Safe Harbor’s Pastor, Todd Williams, invited all of those in attendance to join him for a tour of the church’s recently completed educational wing, which will be Lighthouse’s new home beginning in the fall of 2012. Lighthouse will be vacating its current location at Island Alliance Church at the end of this school year and will transition the classrooms and offices over the summer. The new facility boasts 12 light-filled classrooms, a warming kitchen, and a multifunctional gymnasium. The parents and families were thrilled to see first-hand what the future holds for the school.

Lighthouse Christian Academy is under the new administrative leadership of Mrs. Linda Whiting, a Stevensville resident and expert in Classical education. Mrs. Whiting joined LCA in 2011 after serving as Administrator at the Severn Run Classical Christian Homeschool Academy in Millersville for four years.

Lighthouse is an interdenominational Classical Christian school serving Kindergarten through 12th grade students. The school uses a joyful Classical approach that enables students to reason and articulate with clarity, creativity, and conviction. LCA offers rolling enrollment, a nut-free environment, aftercare, and sports and drama programs. Lighthouse has several Open Houses in the coming weeks, all hosted on Wednesdays at the 510 Thompson Creek Road location and all running from 8:15 to 11:15 a.m.: January 25, February 29, and March 14 and 28. For more information, visit the school’s website at www.lcacademy.org or call 410-643-3034.

In photo: Third graders sing “Adeste Fideles,” or “O Come, All Ye Faithful,” in Latin. Pictured rom left: Ryan Corbin, Rachel Guerra, Jamie Easter, Sabrina Musser, Aaron Buck, and Rachel Roberson.

In an effort to draw attention to the crucial need for mentors in communities across the country, January has been celebrated for eleven consecutive years as National Mentoring Month. The Harvard School of Public Health, MENTOR: The National Mentoring Partnership and the Corporation for National and Community Service have established the theme for this year as: Invest in the future. Mentor a child.

The CommUNITY Mentoring Partnership in Queen Anne’s County gives local community members, businesses, and service organizations the opportunity to do just that. As stated in their Program Manual, “One of the most rewarding relationships two individuals can undertake is the role of mentor and mentee. Mentoring in its simplest form is a relationship that brings a young person and a caring adult together in a setting, which is free from harm. The purpose of this relationship is to enhance the abilities, character and vision of the future for the young person.

A secondary benefit for the mentor is to be that “voice in time” in a young person’s life. Many of us can look back on our lives and find that adult that turned us around, spurred us on, or just helped to make a difference at a critical time. In some cases it was a teacher, a coach, a neighbor or a relative but their seemingly insignificant role in our lives made all the difference … For this reason we have initiated a community mentoring program which partners with the Queen Anne’s County Public School System.”

This Achievement Mentoring is designed to help students reach their potential by providing academic, social, and behavior support. This often includes introduction to career opportunities, exposure to culturally rich activities, and participation in community service activities.

It is hoped that these valuable mentoring moments will increase the academic performance and self-esteem of the young students. With this increase in confidence, it is expected that their lifetime goals and ambitions will increase as well.

Additional mentors are still needed to fulfill the need in local schools. Training and ongoing support are available throughout the mentoring experience. As we celebrate another National Mentoring Month, please consider this opportunity to have a positive impact on the future of the youth in our county.

Also, in the spirit of celebration, the CommUnity Mentoring Partnership would like to extend their deepest appreciation to the community members that are already committed mentors to our youth. These experiences will likely have a larger impact on them than you will ever realize!

For more information about local mentoring opportunities, please contact Jacki Carter at 410-758-6677 or jcarter@qac.org. The CommUnity Mentoring Partnership is a part of QAC Community Partnerships for Children and Families, our local management board, under the Character Counts! program.

The exhibit hangs in the Hospice Guest Wing, where there are six patient guest suites. The corridor that connects the main living room with the guest suites is a wonderful gallery space with plenty of natural light. The Guest Wing is open at all times and is accessed through a separate entrance apart from the administration areas. Hospice Volunteer Coordinator Susan Piggott shares, “Patients and their families love the change of scenery that the gallery provides – it’s always an exciting day when we hang new artwork.”

In years prior, Talbot Hospice has displayed artwork created by students from Easton Elementary School, St. Michaels Elementary School, The Country School, and The Benedictine School. During every exhibit students and their parents are invited to come by any time to view the artwork.

Wye River Upper School students are pleased to be sharing their creative talents with Talbot Hospice. Students created their paintings under the guidance of WRUS Art Director, James Martinez and local visiting artist, Marc Castelli. The students began the process by photographing local landscapes and then each student selected a photo to be the subject of their painting. Castelli coached students in watercolor techniques, color and perspective. Students wrote about their project experience, including their inspiration, the challenges they faced, and the skills they learned in the process. Sophmore Lucas Kheil writes, “I really didn’t have a clue as to how to start this painting. Fortunately, Marc Castelli came in and worked-hands on with us. It helped me a lot!” WRUS Art Director, James Martinez states “This was a great opportunity not only for our students to improve their painting skills but also to know they are touching the lives of others through their work”

Wye River Upper School is a college preparatory high school for grades 9-12 that offers a supportive, yet challenging curriculum for students with a wide range of learning styles and needs in the Eastern Shore and Central Maryland regions. WRUS is located on the campus of Chesapeake College in the Higher Education Center and provides technology across the curriculum, fine art and music electives, environmental science instruction, morning sports, dual enrollment with Chesapeake College, and a low student/teacher ratio.

Talbot Hospice Foundation and its medical partners Shore Home Care Hospice exist to provide compassionate support to patients and their families facing end-of-life issues. Hospice is about focusing on living and the quality of one’s life in the time that is left. Hospice care focuses on the person, not the illness, and on the family unit, not just the patient.

Talbot Hospice is a community organization. Over 340 volunteers assist at Talbot Hospice House on a daily basis with administrative work, caregiver support, patient care, gardening, cooking, and a variety of other jobs. And talented students, like those from the Wye River Upper School, give back with their colorful artwork which brightens and enlivens the hallways of Hospice House. It is all in the spirit of offering hope and compassionate support to members of the community facing end-of-life issues.

In photo: Wye Rver Upper School Students and WRUS Art Director, James Martinez, pose for a photo before hanging their artwork in the Talbot Hospice Guest Wing.

Because the program is different everyday, it provides structure, teaches a child to be a self-starter (as they are responsible to start their exercises on their own after changing into gym clothes) and commitment. Susan Bohaker, athletic director, and physical education teacher and coach says, “The Country School has made a HUGE commitment to further developing the physical wellness of a child through a strong physical education program. Creating and implementing the Cougar Fit program is a reflection of that.”

About The Country School
The Country School is an independent, coeducational, Kindergarten through eighth-grade school founded in 1934. Its mission and philosophy is to offer a challenging program in a nurturing environment with small classes, individual attention, and outstanding teachers as its hallmarks. A traditional, structured, responsive, and age-appropriate curriculum focuses on building basic skills and serves a range of student abilities within a family school context. The school strives to educate the whole child in an atmosphere that fosters high academic standards, instills a love of learning, and provides a solid foundation for future education. Enrichment in the arts, athletics, and co-curricular activities offers additional arenas for individual achievement and leadership. By emphasizing the importance of strong values and character, the faculty consistently reinforces responsible behavior, self-discipline, and positive attitudes. Working in concert, Country School teachers and parents help students develop confidence and competence and reach toward their highest potential. To learn more about The Country School, visit http://www.countryschool.org or contact Liz Connors, Director of Advancement, at 410.822.1935, ext. 190 or econnors@countryschool.org.