);
Connect with us

Education

Gwinnett County School Board Race Determined in May Elections, Q&A with 4 District 3 Candidates

Published

on

There are many candidates on the school board ballot. District 3, which includes Peachtree Corners, has five contenders for the seat.
Photo by Freepik

Five candidates vie for District 3 School Board seat this May 21

If you decide to sit out the May primary and instead wait for the “big” election in November, you’ll be doing yourself and your community a disservice.

Although Congressional seats and the next leader of the free world will be decided, many local races will have a greater impact on day-to-day lives.

During a town hall meeting on March 24, Peachtree Corners City Councilman Eric Christ reminded residents that if they don’t vote on May 21, they’ll have no say in who represents them on the Gwinnett County Board of Education.

There are many candidates on the school board ballot. District 3, which includes Peachtree Corners, has five contenders for the seat vacated by long-time board member Dr. Mary Kay Murphy.

Christ pointed out that the nonpartisan race will be decided during the primary without endorsing a party or a candidate. County judges will also be elected.

Another unique aspect of this election is that there is no Republican candidate for county district attorney. So, those who show up on May 21 and request a Republican or independent ballot will have no say in who the next Gwinnett County district attorney will be.

“Some people think that if they say, ‘I’m nonpartisan,’ they’ll get to vote for either party,” said Christ. “It doesn’t work that way. They will only see judges and the school board on their ballot.”

So, in this particular race, if you have a strong opinion for or against someone in the county district attorney race, you will only be able to vote if you have a Democrat ballot.

For those looking to cast their votes on or before May 21, Southwest Gwinnett Magazine has sent a set of questions to all the school board candidates in District 3, asking their opinions about matters of education and school system governance.

Four of the five candidates replied.

Question #1: Why do you want to be a school board member?

Yanin Cortes: I am running for school board because I want a bright future for our communities and future generations. The reason why I moved to Peachtree Corners and decided to raise my family here 18 years ago was because of the school system and its reputation for providing a world-class education.

Gwinnett, for many years, has been a beacon of light for world-class education in the state of GA. Lately, however, we have seen our differences divide us. Our county is a mosaic with a diversity of appearances, opinions, and visions for the future.

I believe that our strength lies in our ability to unite for a common purpose. There is no greater purpose than the education and future of our children. I’m committed to becoming the bridge connecting the school board and our communities, amplifying our voice, fostering consensus and constructing a world-class school system.

As your representative on the school board my commitment will be to seek common ground not a political agenda. I will always prioritize our children and teachers over personal ambitions, concentrating on the essentials: student achievement, school safety, teacher support and community involvement.

Yanin Cortes

Domonique Cooper: Having lived in Gwinnett County for the past twelve years, I’m passionate about giving back to our community by serving on the school board. My goal is to build a strong, unified team where the school board and community work together. 

I’m committed to excellence in Gwinnett County Schools, and I believe my experience can be a valuable asset to our students, staff and stakeholders.

Domonique Cooper

Steve Gasper: I’m running for school board to do what I can to help restore our faith and belief in our public schools and to continue the great work I’ve done so far at GCPS over the past nearly four years.

Steve Gasper

Shana V. White: As a third-generation teacher, I’m running because I believe it is time for an educator with K12 pedagogy experience and instructional knowledge to serve on the board to better meet the changing needs of K12 public schools and classrooms to support the creation of equitable, inclusive, safe and quality learning environments district-wide to meet the diverse needs of Gwinnett County students.

Shana V. White

Question #2: Besides a desire to serve and help further the education of local children, what skills, experience, etc., do you bring to the table that makes you qualified?

Yanin Cortes: I am a mother, a former teacher in Gwinnett County Public Schools, and a small business owner.

As a teacher at Shiloh High School, I experienced and witnessed the same concerns and issues that our students, teachers and faculty still encounter every day.

As the owner of three restaurants here in Peachtree Corners and Norcross, I understand the level of hard work and dedication it takes to achieve success. I have learned through serving a diverse workforce and customer base that it is necessary to come together and find common ground to achieve success.

I believe that my experiences as a teacher and a business owner give me a unique, yet valuable skill set tailored to the job of a school board member.

Once elected, I will work to build consensus on the board to ensure that we, as a school board, are a productive and functional governing body that puts the interests of our students and staff first. I will put my breadth of experiences as a GCPS educator, local business owner, and an engaged and concerned parent into every decision I make on the board.

Domonique Cooper:  From my time in the Federal Government, I possess expertise in data management, policy planning and fiscal development – skills crucial for navigating school board budgets and ensuring efficient operations.

As a Gwinnett County Public Schools substitute teacher, I honed my classroom management skills, effectively interpreting lesson plans and crafting reports to benefit student progress. This experience gives me invaluable insight into the daily lives of our teachers and students.

My entrepreneurial experience fostered strong communication, salesmanship, and strategic thinking.  I can leverage these skills to build relationships with parents, advocate for our schools, and find creative solutions to educational challenges.

Additionally, as an educational strategist, I am a champion for parental involvement, policy improvement, and a more positive educational environment. I am skilled at evaluating achievement gaps and developing strategies to ensure all students thrive.

Steve Gasper: I am a former elementary school teacher who grew up in an education-centered home, as my mother is a retired, 30-year first-grade teacher.  I am a graduate of the University of Southern California with a bachelor’s degree in business management and organization. 

My wife and I are owners-operators of a vacation rental business and I’ve been a corporate sales and management leader for over 23 years.

I’ve also been intimately involved in GCPS over the past nearly four years, speaking at numerous BOE meetings, meeting with the previous as well as the current Superintendent, meeting and collaborating with senior district leadership, working with several current BOE members to build working relationships, and participating in district committees such as the Instructional Resources Review Committee (IRRC), the Discipline Task Force and the Superintendents Transition Planning Team.

I’ve also collaborated with several State Elected Officials to discuss ways we can create positive education policies for not only Gwinnett County but our entire state.

I’ve been the voice for teachers, parents and our community during this time.  I’ve had my “thumb to the pulse” of our community, gaining insight on topics that are most important in real-time. 

Shana V. White: I have been a K12 public and private school educator in Georgia for over 15 years.

I have been a varsity basketball coach at The Paideia School, Pace Academy, Peachtree Ridge HS,and Wesleyan School.

At Peachtree Ridge HS and Pace Academy, I was the varsity head coach for a total of 5 years combined. I have been both a classroom teacher and LSTC (local school technology coordinator) in Gwinnett County Public Schools for over 10 years, working at Creekland MS, Peachtree Ridge HS, Summerour MS, and Sweetwater MS.

I currently work with a national philanthropic organization (Kapor Foundation) that supports equitable computer science implementation and resources for K12 public school districts.

Additionally, as a part of my role, I currently directly support Muscogee County Schools (GA), Early County Schools (GA) and Oakland Unified School District (CA) with their computer science implementation as well as lead and facilitate professional development for teachers and school district leaders across the nation in K12 computer science equity, culturally responsible and sustaining computer science, ethical artificial intelligence and computational thinking.

Question #3: Lately, there has been a lot of press about school boards being pressed to eliminate or massage history lessons that may make some students and/or families uncomfortable. What is your reaction to this? And what would you do in similar situations?

Yanin Cortes: I believe that history is a vital component of a well-rounded, world-class education. It is necessary for us to learn from our mistakes and to understand how we got here to prepare our students for the world stage.

That said, the school board should be able to reasonably accommodate those who might find certain materials distressing. We must always take into account maturity and grade level when it comes to all learning materials.

Domonique Cooper: It’s concerning when efforts are made to remove or downplay uncomfortable aspects of history. History, by its very nature, isn’t always rosy. 

Sanitizing the past prevents us from learning from mistakes and hinders a complete understanding of the present.  Schools have a responsibility to teach history accurately and comprehensively, even the difficult parts.

What I would do:

  • Focus on historical context: Uncomfortable events should be presented within the context of the time period. Explain the prevailing social norms, biases, and limitations in understanding of the past. This allows for a more nuanced discussion.
  • Multiple perspectives: Show history from the viewpoints of different groups involved. This fosters empathy and critical thinking skills.
  • Open discussions: Create safe spaces for students to discuss sensitive topics and grapple with complex issues. Encourage respectful dialogue and guide students towards evidence-based conclusions.
  • Acknowledge the discomfort: It’s okay for students to feel uncomfortable with certain historical events. Use that discomfort as a springboard for deeper learning and critical reflection.
  • Transparency with parents: School boards should involve parents in discussions about curriculum but emphasize the importance of a complete historical picture. Offer resources and open communication channels for parents who may have concerns.

By teaching a comprehensive and inclusive version of history, we can empower future generations to be informed, engaged citizens who can work towards a more just and equitable society.

Steve Gasper:My feeling is that history is our history and should be told exactly how it was.  If we eliminate or massage history lessons, how can we learn and possibly improve upon our past to make us better people in society?  I would support teaching history lessons as they are written and not altered.

Shana V. White: In an increasingly polarized climate, a variety of emotions come to the surface for individuals or groups. Any time discussions or topics are polarizing in nature, our first response should be always to listen to understand.

Students and families are stakeholders in our public school system and have the right to be heard at school board meetings. As a teacher, I believed in teaching students the grade-appropriate truth as it relates to the history and current events of the United States as well as the world in a facts-based manner.

As educators our job is to demonstrate respect for all students as full human beings by providing them accurate information from a historic or current context and then give them the time and space to ponder, discuss and interrogate information.

As Dr. Martin Luther King said in an article in 1947, “education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from fiction.”

Question #4: In Gwinnett County, students come from diverse socio-economic, racial, and cultural backgrounds. What strategies would you implement to ensure all students have equitable access to educational resources and opportunities?

Yanin Cortes: We need to ensure that we provide all students with a pathway to success and to do this, we must double down on what works.

This starts with early learning and school readiness. The Play 2 Learn initiative, which helps prepare infants through 5-year-olds for kindergarten and beyond, has been a great resource for families in our district.

The results of this program have been a massive success, and I believe that its expansion will benefit all students in our county.

Furthermore, Gwinnett County has received tremendous praise for its successful schools and programs, specifically in areas of STEM and other technical education areas. A safe learning environment goes hand in hand with making quality education possible.

Schools that create a safe learning environment have been more successful in our district. We must ensure the presence of at least two safety resource officers at all times in all of our schools. Further investment in these successful programs and initiatives is key to ensuring that we provide a pathway to success for all students.

Domonique Cooper: Here are some strategies I would use to ensure equitable access to educational resources and opportunities for all students in Gwinnett County’s diverse student body.

Addressing resource disparities:

  • Needs-based funding: Allocate resources to schools based on student needs, ensuring schools with higher populations of low-income students have the necessary funding for qualified teachers, updated materials, and smaller class sizes.
  • Technology equity: Provide all students with access to high-speed internet and up-to-date devices at school and home. Offer training and technical support to bridge the digital divide.
  • Multilingual resources: Ensure textbooks, assignments, and support materials are available in multiple languages to remove language barriers for non-native English speakers.

Supporting diverse learners:

  • Culturally responsive teaching: Train teachers in culturally responsive pedagogy to create inclusive classrooms that value diverse perspectives and learning styles.
  • Early childhood education: Invest in high-quality early childhood education programs, particularly in underserved communities, to ensure all students enter kindergarten with a strong foundation.
  • Targeted academic support: Provide targeted interventions and support programs for students who are struggling academically, including programs for gifted and talented students, ESL learners, and students with disabilities.

Expanding opportunities:

  • Advanced Placement (AP) for all: Expand access to AP courses and provide targeted support to help all students, especially those from traditionally underserved backgrounds, qualify and succeed in these rigorous programs.
  • Career and technical education (CTE): Ensure all schools offer a variety of CTE programs that expose students to different career paths and provide valuable job skills.

Fostering a culture of equity:

  • Data analysis and transparency: Regularly collect and analyze data to identify and address equity gaps in student achievement and access to resources.
  • Community partnerships: Collaborate with community organizations to provide wraparound services such as after-school programs, healthcare access, and mental health support.
  • Student and parent voice: Actively solicit feedback from students and parents from diverse backgrounds to understand their needs and concerns, and ensure they have a voice in shaping educational decisions.

By implementing these strategies, Gwinnett County can create a more equitable learning environment where all students, regardless of background, have the opportunity to succeed.

Steve Gasper: The diversity of Gwinnett County is what makes this a great county to work and live in, and that should be celebrated.  No one should be singled out, excluded or denied access to any educational resources and opportunities.  These are our future leaders and need all that we can offer them to be prepared as such.

Shana V. White: Improving educational equity, which meets the needs of diverse racial, cultural, socio-economic and ethnic backgrounds of all, first requires all stakeholders to be on the same page.

We must have hard conversations with students, parents/caregivers, teachers and school/district administration to truly set collective strategies and goals, as educational equity work will look different at each school if it is done correctly.

Broadly, equity in schools should include providing opportunities, access and resources that help all students with diverse needs obtain success. One overall strategy to improve equity in schools involves first assessing the opportunity gaps that exist that are hindering success for all students.

One strategy I used when I was a teacher was making an intentional effort to understand the variety of intersecting identities of our students and how to make the learning environment one where all students and their identities belong.

Additionally, explicitly listening to the voices of students as well as their parents/caretakers and asking them what they need to be successful is an often-overlooked strategy for improving equitable student learning.

Finally, providing teachers with quality training and resources to build equitable learning environments in their classrooms.

Some of those tools include Universal Design for Learning and translanguaging to better meet the needs of students with disabilities and emerging English language learners.

Question #5: Gwinnett County, like almost every other school system, has struggled in the past decade or so to retain personnel — teachers, school bus drivers, etc. Do you have thoughts on how to attract and retain qualified candidates?

Yanin Cortes: We, as a school board, need to project a stable, forward-thinking and forward-planning culture within our school system.

We must utilize the existing support systems in our district to provide support for educators and faculty who are the lifeblood of our district.

As a former teacher, I understand that teachers and staff need support and transparency from administrators and district leaders to feel that they can effectively teach and do their jobs. Teachers need planning time, they need a heads-up when we, as a board, decide to implement a shift in policy.

I know that teachers do not want to bounce from school to school and district to district. Teachers desire a stable and safe teaching environment.

As a school board, we must be there not to micromanage them but to support them. On the school board, I will make it a priority to show our teachers and staff that we are there to support them, not just through words but through our actions as a school board.

Attracting and retaining talented staff is a multidimensional approach. There is a variation of strategies for both aspects.

Domonique Cooper: Attracting personnel, teachers, school bus drivers, etc., is a two-pronged approach.

  • Showcase Gwinnett County Public Schools (GCPS) brand: Develop a strong reputation that highlights GCPS company culture, values and unique perks.
  • Offer competitive compensation and benefits: Salary and benefits are a major draw. Research what’s competitive in a similar sized district to attract top talent.
  • Retaining Qualified Candidates requires a variety of solutions to support stable staffing.
  • Prioritize company culture: Create a positive work environment that fosters collaboration, growth and work-life balance.
  • Invest in professional development: Offer training programs, mentorship opportunities, and support for employees to develop their skills and advance their careers.
  • Recognize and appreciate employees: Make them feel valued for their contributions. Public recognition, rewards programs and promotion from within go a long way.
  • Monitor employee engagement: Stay on top of employee sentiment. Conduct surveys and have open communication channels to address concerns and foster a sense of belonging.

By focusing on these aspects, Gwinnett County Public Schools will be able to attract and retain qualified employees and high-caliber candidates by keeping them happy and productive for the foreseeable future.

Steve Gasper: Our district personnel (teachers, administrators, counselors, custodians, cafeteria workers bus drivers, etc.) are the lifeblood of our school system. 

Without them, we would cease to exist. 

It should be our main focus to make sure they feel happy and fulfilled in their jobs.  Over the past several years, GCPS has lost many great administrators, teachers, and those who support them. 

We need to provide a safe, welcoming, and supportive environment for them by creating effective staff retention programs (competitive pay, benefits, growth opportunities and support services). 

We must work to remove any roadblocks that prevent them from being successful.  This is one of the areas that is extremely important to me and will be a main focus for me when elected.

Shana V. White:Teaching as a profession nationally is undervalued and under respected. One of the things I would like to see improved as a former classroom teacher in Gwinnett is the quality of school site-based leadership.

School site leadership must clearly understand the school’s culture and climate is largely based on how teacher, staff and students are treated daily in the building daily. All school district leadership must better equip school site leaders with the training, resources and decision-making ability to make their schools a place where all teachers can thrive.

Making intentional efforts by school administrators to support teachers with duty-free planning, increased agency in their classroom, supporting all diverse learners’ needs in the building, making collective decisions on school policy and implementation, collaborative lesson/unit planning time, as well as uplifting teachers on a regular basis, are all items that would really go a long way in retaining teachers and making them feel valued.

As it relates to other school personnel, similar ideals of making them feel valued and an important part of the success of a school system is key. One way to value other educational personnel (bus drivers, office staff custodians, etc.) includes having leadership in place with clear and consistent expectations that are communicated.

Additionally, humanizing the work environment as much as possible and having personnel leadership open to feedback and ideas from staff go a long way to validating employees.

Arlinda Smith Broady is part of the Boomerang Generation of Blacks that moved back to the South after their ancestors moved North. With approximately three decades of journalism experience (she doesn't look it), she's worked in tiny, minority-based newsrooms to major metropolitans. At every endeavor she brings professionalism, passion, pluck, and the desire to spread the news to the people.

Continue Reading

Education

Pinecrest Academy Named to 2024 AP School Honor Roll

Published

on

a school building and green lawn

Pinecrest Academy, a private PreK3–12 catholic school serving north metro Atlanta, has once again been named to the College Board’s Advanced Placement® Program (AP®) School Honor Roll, earning Platinum distinction.

The AP® School Honor Roll recognizes schools whose AP programs are delivering results for students while also broadening access. Schools can earn this recognition annually based on criteria that reflect a commitment to increasing college-going culture, providing opportunities for students to earn college credit and maximizing college readiness.

“We are so honored to have received this AP Honor Roll Award, as we strive each year to provide every student with a college preparatory experience, which includes the successful completion of challenging AP courses,” commented Amy Bowman, Pinecrest Academy high school principal. “The Platinum designation from AP speaks to the excellence that our faculty strives for in delivering challenging content that prepares our students for college.”

The numbers

During the 2023-2024 school year, Pinecrest had 89% of seniors taking at least one AP exam during high school, 82% of seniors scoring a three or higher on at least one AP exam and 58% who took five or more AP exams. Twenty-one AP courses were offered, representing 30 sections taught by 12 high school teachers at the school.

“Our Class of 2024 earned a 100% acceptance into the college/university of their choice,” Bowman said. “Since the school’s first graduating class of 2007, Pinecrest’s high school has maintained a 100% graduation rate every year.”

AP School Honor Roll Award

AP Access Award

Pinecrest Academy was also awarded the AP Access Award this year. Schools on the AP School Honor Roll may earn the AP Access Award, which recognizes schools that demonstrate a clear and effective commitment to equitable access to advanced coursework. 

“AP represents an opportunity for students to stand out to colleges, earn college credit and placement and potentially boost their grade point averages,” said Trevor Packer, head of the AP program. “The schools have shown that they can expand access to these college-level courses and still drive high performance — they represent the best of our AP program.”

For more information, visit pinecrestacademy.org.

For more about the Advanced Placement® Program, visit ap.collegeboard.org.

Continue Reading

Education

Nine Wesleyan School Seniors Recognized by National Merit Scholarship Corporation

Published

on

individual senior photos of nine students

Wesleyan School recently announced that the National Merit Scholarship Corporation has recognized nine of the school’s seniors.  

The National Merit Scholarship Program is an annual academic competition that recognizes exceptional academic promise demonstrated by a student’s outstanding performance on their junior year PSAT. 

Seniors Will Jamieson, Thomas Markley, Sara Marie Miller, Tecson Wu, and Caroline Yates were named National Merit Semifinalists, an honor that only 1 percent of seniors (approximately 16,000 total) nationwide receive based on their PSAT scores. These seniors will submit essays in the hopes of becoming finalists to earn scholarship money from the National Merit Scholarship Corporation. Finalists will be announced in February. 

Additionally, seniors Landon Clement, Audrey Cornell, Rachel Oh, and Ellie Simmons were named National Merit Commended students. Approximately 2 percent of seniors nationwide receive this recognition. 

About Wesleyan

Wesleyan School is a Christian, independent K-12 college preparatory school located in Peachtree Corners. At the start of the 2022-2023 school year, Wesleyan enrolled 1,207 students from throughout the metropolitan Atlanta area.

To learn more about the school, visit wesleyanschool.org.

For more information about the National Merit Scholarship, visit nationalmerit.org.

Photos

From top left: Landon Clement, Thomas Markley, Ellie Simmons, Audrey Cornell, Sara Marie Miller, Tecson Wu, Will Jamieson, Rachel Oh and Caroline Yates

Photos courtesy of Wesleyan School; photo credit: Rebekah Smith

Continue Reading

Education

Cornerstone Christian Academy Expands with $4M Renovation

Published

on

Joe Wallo, Construction Chief // Photos by George Hunter

Twenty-three years ago, Cornerstone Christian Academy started a Christ-centered school with eight students. With enrollment for the fall semester at 459 students and 68 faculty members, the school’s leadership decided it was time to make more space. When classes resume, the new renovation to the K-8 facility will be a welcomed addition.

“For the last four years, Cornerstone has participated in the AJC Top Workplace anonymous survey through Energage,” said Headmaster Colin Creel. “At the conclusion of the survey a couple of years ago, we received high-level results. The survey showed our staff loved working here, but desired more space, specifically in the middle school.”

Keeping up with growing needs

After careful planning, school officials decided to add additional science labs, student spaces and offices that would remedy the challenge. The renovation of 2,500 square feet and additional 5,500 square feet will cost approximately $4 million and is expected to be complete and fully usable by January, said Creel.

“The new science labs will only be used by sixth, seventh and eighth-grade classes,” he said. “Any unscheduled time is intentional so our science teachers will be able to set up and break down labs accordingly. To this point, they have never been afforded this luxury since every space was used each period.”

There will also be breakout rooms for one-on-one conferences with parents and students and a breakroom for teachers.

“If teachers need to meet with students or if they have a parent-teacher conference, they’ll no longer be displaced,” Creel said. “Now there are four additional little, smaller rooms. One is going to be used for our counselor and the other three will be flex spaces.”

There will also be more administrative offices. Director of Operations Andrew McDonald’s office is currently inside a closet.

School administrators believe that with the new space, the school will be just right for its mission of partnering with parents to provide a quality academic education designed to develop students who will follow Christ, embrace biblical truth and live lives that glorify God.

“This addition is a great example of responding resoundingly to a specific need,” Creel said. “I desire to serve our students and teachers as much as humanly possible. I always choose to maximize the dollars spent on our teachers and students.”

“We enjoy our current student size, and do not desire to increase our student enrollment; rather, we always are looking for ways to enhance the student and teacher experience. One of the reasons why Cornerstone is so special is that the board and the administration listen to the needs of the community and respond accordingly,” he added.

Beyond the bricks and mortar

It’s obvious that teachers are the backbone of America’s schools, but the future of the profession has been in a precarious state in the last few decades. Many researchers believe the COVID-19 pandemic only accelerated the decline.

According to its annual report, The State of Teaching, the EdWeek Research Center, the expertise and skill required to do the job well is often underestimated, while the ever-increasing demands of the job are not well understood or sometimes misrepresented.

Creel agrees.

“In the last few years, it has become harder and harder to keep and attract teachers. We’re always trying to figure out ways to get more qualified teachers to apply,” he said. “There’s an additional layer that makes it a little more challenging for us because it’s not just about great teaching, we also need people who love Christ and then love kids and not all teachers love kids.”

But Cornerstone is rising to the challenge. Creel said they meet it head-on and look for creative and effective ways to find and keep the best and brightest teachers in the area.

“In the last few years, we’ve been pretty aggressive about trying to make our pay scale as competitive with the public schools as possible,” he said. “We’re probably never going to be at the same level as public schools, but we try to offer additional benefits.”

Cornerstone matches retirement savings at an aggressive level, provides a step-up pay scale that rewards seniority and offers professional development opportunities.

“My life philosophy is I want our teachers to be inspired,” he said.

Over summer break, the school paid for teachers to get extra training in programs in Denver and California.

“We want them to become the best in their fields because I feel like when teachers are excited about what they’re doing, then the kids will be excited and parents will be happy,” said Creel.

The secret to Cornerstone’s success

“We try to make sure that our kids know the truth and we keep it pretty simple,” he said. “I think our culture is changing pretty rapidly and we want to continue to keep our kids grounded and we want to keep them encouraged.”

He explained that the mental health crisis affects every sector of the population – his students included.

He referenced a book called, The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness.

“It has data to support what we as educators know already that cell phones and smartphones, at a young age, are bad for kids’ self-esteem,” he said.

Although Cornerstone hasn’t been forced to use cell phone lock pouches like many schools across the country, it has a policy that phones are not to be in use during school hours. There have been no problems with compliance so far.

The Cornerstone “village”

Like many private schools and some public schools, Cornerstone asks parents to contribute volunteer hours.

“That’s going to look different for parents based on if they work full-time, but lots of different ways to get people plugged in,” Creel said. “Our parent-teacher fellowship does a great job.”

He recalled a former teacher who had taught in public schools for a while and when she came to Cornerstone, she’d tell people it was like Disney World – the happiest place on earth in part because of the parents’ willingness to participate.

“This is a special place and one of the hallmarks is that we have so many great parents that get involved,” he said. “They are supportive of our community. We have big events here out on the field, and you’ve got parents signing up to volunteer to help with whatever needs to be done. There’s always a core of people who want to come out and be a part of it.”

Creel added that there’s a kind of open-door policy where parents are invited to come to school throughout the year – not just for school functions, but to share birthday celebrations with their kid’s class or eat lunch with students in the cafeteria.

“We want the family to be a part of their children’s education – not just dropping them off. We’re not at daycare. We’re here to teach but be a part of that life experience,” Creel said.

That ethos so moving for Director of Operations Andrew McDonald that it inspired him to become an employee as well.

“My background is in operations and there was one year I was at a fundraising dinner, and I saw this little spot on the board that said, ‘operations director office’ and so I asked Colin, ‘What’s the plan for this position?’ And he said oh it’s years down the road’” said McDonald.

He and Creel worked out the details and soon McDonald was on board, where he’s been for the past three years.

“It’s great to ride into school with the kids in the morning and home in the evening,” he said. “Not a day doesn’t go by where they’re not excited about something that happened and want to share those great experiences that are foundational to their life kindergarten through eighth-grade education.”

Creel noted that 95% of a child’s moral development occurs between the ages of three and 13.

“That’s why we’re here, to help these kids have a foundation for where they go next; private school or public school, it’s usually about 50/50, that they stand out in a good way because they’re used to taking ownership of their education,” he said.

“They’ve been given leadership opportunities in middle school that you typically give to juniors and seniors in high school. They just stand out in a good way and that’s our goal: to prepare them for life so that they can be a light out in the world,” he explained.

For more information about Cornerstone Christian Academy, visit cornerstonecougars.org.

To read more about local education, click here.

Continue Reading

Read the Digital Edition

Subscribe

Peachtree Corners Life

Topics and Categories

Trending

Copyright © 2024 Mighty Rockets LLC, powered by WordPress.

Get Weekly Updates!

Get Weekly Updates!

Don't miss out on the latest news, updates, and stories about Peachtree Corners.

Check out our podcasts: Peachtree Corners Life, Capitalist Sage and the Ed Hour

You have Successfully Subscribed!