School Profile

Clementine Elementary School is an inner-city elementary school in the piedmont of North Carolina, which serves pre-K through 5th grade. Of the 840 students, 61% are black, 32% are Hispanic, 4% are white, and 3% are multi-racial. Ninety-three percent of students receive free and reduced lunch. Through the use of Title-I funding, the school has increased technology available to teachers and students. All teachers have a laptop computer, and all classrooms have at least two desktop computers. Every classroom is equipped with a ceiling-mounted projector and document camera. There are three computer labs with SmartBoards, and two of the labs have flexible scheduling. Last year, wireless Internet was installed throughout the school. There is one i-Pad cart available for checkout in the media center.
Clementine Elementary School is a low performing school with a performance composite of 45.7. Clementine did not meet expected growth during the 2011-2012 school year. Professional development last year focused on learning how to use the new technology tools available to the teachers; however, teachers were not required to attend. Only 12% of the staff was documented as attending.

You have been transferred to Clementine because your superintendent feels you can turn this school around. You have been the principal of Happy Days Middle School for the past 6 years, and it is an Honor School of Excellence and one of the stars of the district. The teachers arrived the first workday “beaten down” and very nervous about another year at Clementine. They are aware of the new Common Core Curriculum and Essential Standards; however, they have had no preparation or professional development.



School Improvement Plan Goals

The following school improvement plan goals were set during the 2011-2012 school year. These goals should be reviewed and possibly revised during Fall, 2012.
  • At least 60% of students in grades 3-5 will be proficient (3 or 4) on the Reading EOG.
  • At least 50% of students in grades 3-5 will be proficient (3 or 4) on the Math EOG.
  • At least 80% of staff will be satisfied with professional development offered and attend sessions.



Teacher Profile


Earlene Permenter has been teaching for 5 years, and her entire career has been at Clementine Elementary School. She taught first grade for three years, but for the past two years, she has been teaching third grade. Ms. Permenter has a bachelor’s degree in elementary education from University of North Carolina in Greensboro. Ms. Permenter is respected by her colleagues, and she is always willing to share her ideas. She chairs the Climate Committee, and she usually takes notes during third grade professional learning community meetings. She considers herself to be tech-savvy, and she uses technology regularly during her lessons. She presents a lot of lessons using PowerPoint, and she has students access the Internet a lot to find information. Ms. Permenter communicates with parents daily through student agendas and her class webpage. She also sends a monthly paper newsletter and archives them on her webpage. Ms. Permenter was rated accomplished in all five categories by the previous administrator.

Class Profile

Ms. Permenter has 25 students in her third-grade class. She has four students identified as learning disabled in reading comprehension and one student identified as learning disabled in reading and writing. Eight additional students are served by the Title I Reading Specialist due to struggling with reading fluency and comprehension. Three students in Ms. Permenter’s class are identified as having Attention Deficit Hyperactivity Disorder, and one student has Tourette ’s syndrome but performs at an average level academically. Fifteen of the students in her class are black, eight are Hispanic, and two are white. There are 14 boys and 11 girls in her class.
Ms. Permenter has six student tables in her room with four students at five tables and five students at one table. She has a 90-minute ELA block each day, including guided reading, literature circle groups, writing activities, and independent reading. She also incorporates literacy into math, social studies, and science through presentations, journal writing, and research. Even though students are seated in groups, she has multiple groups throughout the day depending on the subject area, so there is a lot of group movement.




Access the NC Educator Evaluation System Demo site to view Ms. Permenter’s self-assessment and Professional Development Plan.
NCEES Demo Site
Username: principaldemo9
Password: 123456

Review the following lesson plan provided during the pre-conference.