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GLOW Academy Published: 02/28/2017


Why teach at the Girls Leadership Academy of Wilmington?

GLOW Academy is one of 18 schools nationwide that comprise the Young Women’s Leadership Network, or YWLN. The first YWLN school was formed by Ann and Andrew Tisch in East Harlem in 1996. That school is now one of the best-performing public schools in the country. Across the network the numbers indicate that the model developed at the East Harlem school is hugely successful – with high school graduation rates greater than 95% and nearly 100% of graduates enrolling in college. GLOW Academy, opened in Wilmington in the fall of 2016, is the first school of its kind opening in the South and we hope that it will be a model for similar schools across North Carolina.

At GLOW we believe that potential, not zip code, should determine our students’ destinies. We also believe in the power of being a girl, and every day we work to provide our students with the opportunities they need to thrive in whatever field they choose.  We will accomplish this by improving high school graduation and college enrollment rates among our students, most of them considered high risk due to the socioeconomic conditions in which they live.  We believe that when these girls finish high school and go to college, the cycle of poverty is broken for them and their community leading to a reduction in chronic poverty and violence in Wilmington and beyond.

At the heart of GLOW Academy is a focus on “whole girl” education.  We seek to foster the growth of leadership and confidence in our students and build and sustain family support, all while engaging all of our students in a rigorous college preparatory program.  This means that GLOW emphasizes the following areas to ensure that each girl has a successful 6-12 experience and continues on to college: leadership development, early college and career awareness, health and wellness and expanded opportunities in science, technology, math and the arts.

Who are we looking for?

At GLOW we recognize that teachers are the heart of the instructional program at our school.  Therefore, the Girls Leadership Academy of Wilmington is committed to the recruitment and retention of the highest caliber educators dedicated to our mission and our students.  We get excited about educators who get fired up about learning; who want to spend their time discussing, preparing and immersing themselves in the content they’re about to teach and how they will teach it; and who yearn to work collaboratively with their colleagues to build a truly integrated curriculum experience for students.  We seek educators who teach with their doors open, not closed – who invite students, parents, colleagues, observers and volunteers into their classrooms and into hands-on learning with students. We’re passionate about educators who truly listen to what students are saying; who create a space for students to think their own way through to answers, and praise their insights and curiosities along the way. We’re looking for educators who believe that family and community partnerships are crucial and reach out beyond their classrooms to build relationships that support student learning and success.  We value a hunger for feedback and the desire to engage in an ongoing process of reflection and growth for students and faculty. Above all, we are looking for educators who are passionate and committed to single gender education and our ultimate goal of closing the achievement gap for all our girls at GLOW.

To ensure a good fit for all, it is essential that faculty at our school commit to the following ‘understandings’ at the heart of the YWLN model:

  1. GLOW faculty support single-sex public school education for urban, socioeconomically disadvantaged girls as a choice that will help to mitigate the negativity of generational poverty by providing a personal and intellectual safe haven to every student.
  1. GLOW is a “balanced learning” school utilizing inquiry, problem solving, performance based and standardized assessments to best prepare students for college entry and success and for lifelong independent learning. The predominant style of pedagogy is student as worker, taking full responsibility to become a lifelong learner.
  1. GLOW faculty members are collaborative and collegial, share, meet and collaboratively plan regularly, and take responsibility for the work of the school and model for the students by taking leadership positions outside of their classrooms.
  1. GLOW faculty see themselves as student advocates as well as content and instructional specialists.   They espouse a daily Advisory program because our students need close, caring, child advocates with high expectations and high levels of commitment and support.
  1. At GLOW, the curriculum is rigorous, collegially developed and standards based.
  1. GLOW faculty recognize the importance of professional learning communities and meet regularly to address data, Advisory, grade and departmental development.  In addition, they are encouraged to participate in in professional goal setting, personal professional development, and study groups designed from a menu of choices based on student needs. In essence, GLOW faculty model learning by demonstrating lifelong professional learning daily for GLOW students.
  1. GLOW faculty believe in “parents as partners” as an essential element for securing successful outcomes for all of our students. Engagement, inclusion and relationship building outside of the building are critical in this endeavor.
  1. GLOW is a uniform school because of the core belief that it will enhance our students’ chances for success. GLOW faculty accept the professional responsibility for modeling professional dress and demeanor and enforcing the uniform dress codes established by the GLOW community.
  1. GLOW is a “learning lab” and part of a network of model schools. We are a high profile, high interest school which receives visits from other educators, politicians, supporters and the media on a regular basis.   As such, our practices are transparent and open to scrutiny, further adding to the responsibility of every staff member.

Teachers’ Role in Advisory:

Central to the GLOW and YWLN school model is the structure of Advisory to distribute leadership and counseling and to serve as a valuable resource for the education of the “whole girl” – healthy female adolescent development, early college and career exploration, character and leadership building.  All GLOW faculty are Advisory leaders.  Advisor responsibilities include:

  • Advocating and supporting academic performance.
  • Monitoring attendance and punctuality, recognizing excellence and creating incentives or consequences for emerging negative patterns.
  • Service learning and student-led conference preparation
  • Parent outreach and communicating with families.
  • Developing strong relationships with the advisees.
  • Implementation of the female adolescent programs.

Primary qualifications, roles and responsibilities as a faculty member at GLOW include but are not limited to:

  • NC Teacher Certification in the position subject area and grade level
  • Demonstrated ability to teach middle school and/or high school grades 6-12 with a passion for and competency in the appropriate subject area
  • Awareness of educational issues regarding the academic and social development of minority and socioeconomically disadvantaged adolescent girls from high needs neighborhoods/communities
  • Demonstrated ability to use data to drive instruction – Utilizing formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Demonstrated ability to develop and teach clear and engaging lessons that follow the rigorous, Common Core and NC Essential Standards that make up the NC Standard Course of Study
  • Demonstrated ability to build a warm and inclusive classroom environment, implementing the practices of positive behavior supports to support student success.
  • Demonstrated ability to provide a differentiated instructional environment that incorporates a wide range of instructional techniques and strategies, including cooperative and project based learning, inquiry design and practices, and balanced literacy integration across subject areas.
  • Demonstrated willingness to work collaboratively with colleagues in development and implementation of curriculum and academic policies.
  • Demonstrated ability to establish positive working relationships with students, parents, faculty and community members.
  • Experience constructing and writing curricula – Awareness of integrated curriculum models, STEAM integration and Inquiry-Based learning
  • Passion for and competency in teaching across subject areas, seeking opportunities to blend and integrate curriculums.
  • Evidence of high, consistent student engagement in lesson design and implementation.
  • Willingness to participate in school activities beyond the classroom.
  • Demonstrated ability to provide an instructional program that recognizes individual learning styles and multiple intelligences and meets the needs of all students within the classroom setting
  • Ability and willingness to support exceptional children (EC) and ELL students in mainstream courses.
  • Commitment to ongoing professional development and professional learning to support the students and mission of GLOW
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