Tag Archives: teacher

AdvancED Results


A little over a year ago we began praying about taking Central Christian Academy through the AdvancED accreditation process. Our current accreditation expires in June of 2015 and if we wanted to change accreditation agencies, now was the time. We had been accredited through ACSI and attended a conference where ACSI was encouraging their schools to gain AdvancED accreditation along with their ACSI accreditation. For a small school like Central Christian Academy, having both did not seem cost effective, since each carry their own yearly fee. As I prayed over the decision, God sent different administrators and spiritual leaders into my path that guided the decision to go directly through AdvancED. I presented the decisions to the school advisory board, who voted to move ahead with the process. It all began in July of 2014. We submitted the application and were scheduled a readiness visit for August of 2014. Typically the process that a school goes through between their readiness visit and receiving accreditation takes two years. We knew that we needed to complete the process in just nine months, so we set out to do the impossible. After all, we believed this is what God had asked us to do and in Him all things are possible. The task was not been an easy one, it completely took the Lord’s strength and guidance all year.  There were times when we questioned if we had made the right decision. We saw easier paths that tempted us. We were tempted to quit along the way. However, we encouraged one another, saw God provide strength to some who built up others. When time arrived for the team to evaluate CCA, we were prepared and ready to see Him work. Below is a ten minute show of the presentation we gave to the team. They spent a couple days reading through our reports and examining our evidences. The most exciting thing for us however, was seeing God work through our students as they confidently shared their faith in Jesus with the visiting team members. AdvancED is a network of 32,000 institutions serving 20 million students worldwide. AdvancED evaluates three areas of a school.   The scores we received were a testament to the work God does through CCA too.

1. Impact of teaching and learning The External Review Team examined student performance results; instructional quality; learner and family engagement; support services for student learning; curriculum quality and efficacy; and college and career readiness data.


CCA’s Scores

AdvancED’s Network Average

     Teaching and Learning Impact



Our scores for the domains in this area were:



National Average

Equitable Learning Environment



High Expectations Environment



Supportive Learning Environment



Active Learning Environment



Progress Monitoring and Feedback Environment



Well-Managed Learning Environment



Digital Learning Environment





  2. Capacity of leadership The External Review Team examined institutional purpose and direction, governance and leadership effectiveness; stakeholder engagement, improvement capacity and results.


CCA’s score

AdvancED’s Network Average

     Leadership Capacity





3. Use of resources The External Review Team examined allocation and use of resources; equity of resource distribution to need; level and sustainability of resources; long range capital and resource planning effectiveness.


CCA’s score

AdvancED’s Network Average

     Resource Utilization




Our overall scores are something we praise God for!

CCA’s Score

AdvancED’s Network Average

Overall Score



My Life Interrupted

jonahThis coming Tuesday (March 29), I will begin leading the Bible study by Priscilla Shirer titled, Jonah, Navigating a Life Interrupted.

I was searching for a new study to do with our moms and teachers and a friend recommended this one to me.  I first wondered if God had more for me to gain from the very familiar story of Jonah. Then I realized that I am definitely living an interrupted life.

To be perfectly honest with each of you, it is one area I still struggle with when I get alone with God. That is because CCA and becoming the principal there is an interruption to where I thought my life was headed as an author.  I’ve had to make huge sacrifices with my own life goals and plans to successfully do the job at CCA. I knew that going into it. However, it is still a stronghold that Satan likes to work on in my life when I get discouraged with the many pressures of my job. I have learned just in the first few days of the study that being principal at CCA is not an “interruption” to God’s plan for my life but a “divine intervention”.   

I am very excited to work through this study with the teachers and parents at our school. I know God has a lot more to tell me.

We will meet each Tuesday in Room 26 at 3:30

Central Christian Academy

1200 Hodges Ferry Rd

Portsmouth, VA 23701


The schedule will be as follows.

March 29 – Session 1

April 5 – Session 2

April 12 – Session 3

…(Easter Break)

April 26 – Session 4

May 3 – Session 5

May 10 – Session 6

May 17 – Session 7 and Review


I hope you can join us.

Principal From the Black Lagoon

principal from the black lagoonToday my children gave me a Mother’s Day gift.

It was the book, The Principal from the Black Lagoon. I remember reading the Scholastic “Black Lagoon” books to my students years ago. When I started my job as Principal at Central Christian Academy, the four year old class at the school were making up all kinds of stories. Like my office was painted black and I had a great big paddle. I have to admit the first week on the job caused a sense of fear that simply came from the “unknown”.  The students not knowing the new principal or how I would handle discipline worked to my advantage.  Anyway, my own teenage daughters loved the dinner time stories each evening of the day’s events of students being sent to the principal’s office and how I handled each offense.  They thought I would need a copy of this book for my office.  If you haven’t read it, I highly recommend you do. It is much more dear to me now that I sit inside that office each day and watch children undergo the drama of being “sent” there. Thanks to the media, our children today have very little that cause them fear.  And my office is painted in a very cheery way and there is no paddle. Instead, there is a Little Pot full of treats.

But, when they misbehave or disrupt class, they still need to know that there are consequences. So as they come in and sit there looking up at me, I realize their own imagination is driving a fear inside them. I always talk to them about their behavior and let them know the immediate consequences as well as the future consequences should it continue. But as one four year old little boy stated when I was finished asking him if he understood? – he replied, “Yes, but your office isn’t black.”  Trying not to smile at him, I then said in my principal voice . . . “You’re right, it’s not black – but you still need to correct your behavior.”

You’ll need to read the book to fully grasp the idea. – but once you do, you’ll see that being the Principal form the Black Lagoon is OK with me.

Little Pot teaches the SOLs – A kdg lesson plan for VA public schools

This lesson plan was used with The Little Pot book at

Ingleside Elem. School in Norfolk, VA

It was written by Ms. Clark, Art teacher.


Grade/Class: Kindergarten

Big Idea: Celebration

Lesson: Clay Pinch Pots

Essential Questions:

  • Why do artists use clay?
  • What sorts of things are made out of clay?
  • How can artists manipulate clay?
  • What can a pot be used for?

Art SOL(s)/Objective:

K.3          The student will identify and use textures—sight and touch; and patterns—natural and man-made.

K.9          The student will describe the sequence of steps in the making of a work of art.

K.10        The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.

K.11        The student will identify people who make art as “artists” (e.g., painters, sculptors, printmakers, architects, graphic designers).

K.12        The student will identify the purposes for creating works of art.

K.16        The student will discuss and explain ideas and expressions in personal works of art.

Other SOL Correlation:

K.4       Investigate and understand that objects can be described (by color, shape, texture, size, and position)

K.00 NC          Communicate ideas by explaining processes

Assessment (Rubrics):

The student will follow a sequence of directions.

The student will demonstrate motor skills by manipulating clay.

Materials: Red  low-fire clay, one styro tray per student, assorted clay tools, clay cart

Visuals/Instructional Resources:


Children’s Literature/Picture Books: The Little Pot, Dawn Stephens

Vocabulary: clay, pottery, potter, kiln, author, illustrator, pattern, texture

Motivation/Anticipatory Set: Author/Illustrator Dawn Stephens will visit the classroom and read her book, The Little Pot.(setup clay and trays during the story)

Procedure (include checking for understanding and independent practice):

Demo the steps in making a clay pot:

  1. Make a ball.
  2. “The Hokey Pokey” Poke your thumb into the ball of clay.
  3. Pinch and turn, squeezing the sides so the hole gets bigger.
  4. Use tools: Add texture, pattern, and eyes to your little pot!

Read the rule: The clay must stay on the tray, or we’ll take it away!

After reviewing the steps, students go to their seats to make their pots.

Teachers and assistants will write the students’ NAME and CLASS on the bottom with a pencil.

Closure: As students are finishing their pots, ask, “What will you put in your pot?” and “If you were a pot, what kind of pot would you be?”

Little Pot’s SUPERBOWL Activity

little pot's superbowl pic

There is a lot of teaching and learning that can take place around the Superbowl, and Little Pot is excited to share some ways with you!

This activity will help students to learn math skills. They will be counting by tens, adding subtracting and multiplying. You will make up your own questions so you can adjust the activity to fit the level of the students you work with.

Lay out a piece of paper that looks like a football field. Have all the yards marked correctly on it. You can use this image and print it if that helps.

football field

Then use little clay pots as the players. Each student will need to have their own Little Pot.

Begin to ask the student various math problems and have them position their Little Pot on the field to “show” you the answer.

For Example-

“Your little pot is on the 50 yard line. He moves 3 lines to the right. Each line is worth 10 yards. How many yards has it moved?”

ANSWER: 3 x 10 – 30. Little Pot has moved 30 yards.

“Since Little Pot started on the 50 yard line what yard line is it now on?”

ANSWER: 50-30=20. Little Pot is now on the 20 yard line.

Continue asking questions and evaluate to see if your student knows the answer and the math behind their answers.

Once your students understand how to move their little pots and work the problems by themselves, you can write moving directions on cards for students to draw. Then they can do the problems in the form on a game. If they end up in the end zone they score a touchdown. Each time a Little Pot gets a touchdown place a small manipulative inside that pot. Who ever has the most touchdowns and objects in their pot at the end of the game is the winner.

Little Pot's football game

Obviously the game will be more fun after students have read The Little Pot. make sure you have a copy for your students to read before they play the game.