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Janis Jablecki
About the Authors
Dr. D(avid). Edgar Guthrie has worked in government, nonprofit, and private sectors for over thirty years with a doctorate in public policy and administration from the University...vizualizați mai multeAbout the Authors
Dr. D(avid). Edgar Guthrie has worked in government, nonprofit, and private sectors for over thirty years with a doctorate in public policy and administration from the University of Southern California. Dr. Guthrie’s association and experience in the school and nonprofit governance leadership fields has led him to conclude that if organizations employ best practices, it will naturally result in higher productivity, efficiency, and effective firms. When best practices are integrated into the strategic planning process, it engenders an enhanced service delivery venue as the GRASP Project revealed with implications for school systems.
Janis Jablecki has been in the field of education for the last twenty-five years. Initially a teacher, she has worked in charter schools since 1993 and as an administrator since 1997. In 1998, she became the head administrator of Camptonville Academy, a personalized learning charter school with its roots in home school and independent study. She was instrumental in opening two other personalized learning charter schools and currently is the executive director of all three schools. She received her bachelor of fine arts from the University of Rhode Island, teaching certificate from National University, and administrative leadership credential form California State University, Sacramento. She has presented extensively at charter school conferences in California and abroad and has received the California Department of Education Independent Study Field Expert award twice, 2007 and 2008. She became team leader for a Pubic Charter School Dissemination Grant in 2009, leading the Governance, Renewal, Assessment, and Strategic Planning (GRASP) Project.vizualizați mai puține
Cărți de Janis Jablecki
The Nexus: How Best Practices Provide an Answer to the Student Achievement Conundrum