Professional Development School Network

Professional Development School Network
Baltimore City Public Schools

SARAH ROACH ELEMENTARY SCHOOL

Address:
3434 Old Fredrick Road
Baltimore, MD 21229

Phone: (410) 396-0511

School Principal:
Ann L. Moore

School Contact:
Dorothy Simpson

Towson Contact:
Barbara Maestas
bmaestas@towson.edu

DESCRIPTION OF THE SCHOOL

Sarah M. Roach Elementary (# 73) serves the Carroll and Irvington communities of Southwest Baltimore. It was build with community involvement and participation to replace two existing elementary schools. The school was named after an outstanding black educator, Sarah Rebecca Myers Roach, its first principal.

The pre-K to grade five curriculum at Sarah M. Roach reflects an integrated, multicultural program focusing on communications, literature, phonics, writing, language experience, and speech and drama skills. Included also is problem solving and the application of concepts of mathematics.

The instructional staff has a minimum of one year to thirty-six years experience with the Baltimore City Public School System, with an average of eleven years of service.

MISSION STATEMENT

The mission of the Baltimore City Public School System, in concert with students, families, and the broader community, is to prepare all students to be responsible citizens and afford them the opportunity to acquire the skills, knowledge, and abilities necessary to make informed decisions that lead to meaningful and productive lives.

HIGHLIGHTS OF THE COLLABORATION

• One of three schools in a multi-site professional development school for teacher candidates seeking certification in elementary or early childhood education in the Master of Arts in Teaching program.
• Sarah M. Roach Elementary has joined with Hampstead Hill Elementary, in Baltimore City, and Centennial Lane Elementary, in Howard County, to create a PDS whose goal is to share promising practices across school districts.
• This partnership allows the interns to complete an intensive internship in each school where the extensive internship will take place, prior to the final semester.
• Interns begin the first internship in August when the teachers return to school, learning about the students, the curricula, and the community.
• Interns begin the first internship in August when the teachers return to school, learning about the students, the curricula, and the community.
• Following the initial intensive three-week block, interns spend three days per week in the classrooms full time and complete teacher preparation course work at the school sites.
• Interns spend the final two weeks of the first internship in the classroom full time, working with each mentor to develop plans for the extended final semester.
• In the extended final semester, the professional development needs of the interns are cultivated throughout the two 9-week rotations, one at each of the school sites. The experience of the previous semester allows the intern to assume of extensive teaching responsibilities.
• On-site graduate courses are offered to the in-service teachers.
• School-based teachers serve on review teams for intern professional development portfolios.
• Interns implement an action research project with support from mentors.
• Interns at each school implement a service project for the school.

Back to County Page