Our staff represents a broad spectrum ranging from first-year teachers to veteran teachers. Our staff attrition rate is very low which provides a consistent learning environment for our students. When positions become available, we will be making conscious efforts to hire teachers who represent our student population. We have both male and female teachers across the grade levels. We have many district facilitators on site. We would like to expand our opportunities for informal and formal coaching sessions by maintaining an open door policy for peer coaching and the sharing of materials, time, and energy. Roosevelt has developed a relationship with several colleges and universities’ teacher credentialing programs. We value reciprocal learning by sharing the classroom and school environment with student teachers. We look forward to continuing these educational relationships in the future.
The teachers at Roosevelt are aware that learning and education are dynamic forces that are continually evolving. California is experiencing rapid changes and an increase in numbers of families of diverse cultures and languages. San Leandro attracts families with its affordable housing, central location in the Bay Area, and its reputation for good schools. In keeping pace with the tapestry of diverse peoples, cultures, languages, and experiences, Roosevelt staff weave continuing education, professional development to better meet the needs of our community. We hold ourselves accountable to teaching a meaningful, child centered, State standards based curriculum that best meets the needs of individual students, groups of students, and our diverse community. As a long-standing member of the Bay Area School Reform Collaborative (BASRC), we have received funding through the Hewlett-Annenberg Grant to further our work in providing a top-notch, well-balanced literacy program that fits the needs of our students. On a yearly basis, we re-visit and revise our Cycle of Inquiry Plan that drives our direction in seeking up to date methods of delivering literacy instruction, specifically to our lowest achieving students. Through reflection processes, teachers are learning to take an honest look at their teaching practices and interactions with their students. This reflection process will improve how teachers connect with students to begin building academic success.
