Introduction: Interviewees & Highlights

The interview participants are all high school teachers with diverse backgrounds, varying teaching styles, and years of teaching experience. Each participant fulfills the role of teacher in addition to other responsibilities within the school. Andrea Bucci, the interviewee, has 7 years of teaching experience in both Title 1 and non-Title 1 schools, Andrea teaches American Studies, US History, and World Geography and currently serves as the sponsor of the Student Senate, a position she has held for three years. Andrea has a strong focus on social justice and culturally relevant teaching practices. Arthur Flo is a veteran educator with over 29 years of experience in diverse educational environments. He has worked in schools that fall under Title 1 and those that don't, as well as a specialized school for deaf and blind students. Arthur serves as the Social Studies department head and has been part of the football program as an assistant coach for 25 years. Artur’s commitment to extracurricular activities demonstrates his passion for students and his desire to build healthy relationships with his community. Megan Kelly, an English teacher with 17 years of experience, focuses on developing student’s analytical and communication skills through writing. She teaches English 11 Composition and English 12; she also sponsors the Key Club, an extracurricular club focused on community service and leadership development. The majority of her teaching career has been spent in Title 1 schools, both in West Virginia and now in Colorado. Megan is passionate about empowering her students to make a positive impact on their community and being active participants in society. Pertinent Points Regarding School Improvement: Lack of parent involvement in school activities and low levels of student engagement Not enough professional development opportunities for teachers, specifically in areas such as classroom management and behavior management The school’s SIP and the district plan are not necessarily aligned and the school’s goals are not the same as the district’s priorities The school lacks enough data to track how students are doing and the school cannot monitor student progress; the school also doesn’t have a sufficient system in place that identifies which students are struggling The school lacks the proper resources to support the SIP, such as a lack of funding, technology, and materials