Camelot Profile: Rachel Liddell
Rachel Liddell, a Joliet, Ill. native, joined the Camelot Academy of Chicago, Transitional as principal in September 2014 after teaching in the Chicago Public School District for 17 years. Rachel earned her bachelor’s degree in Elementary Education from Eastern Illinois University and two master’s degrees in Instructional Technology and Educational Administration from the American College of Education.
What do you think is unique about being a principal at a Camelot school, as opposed to a more traditional education setting?
Our students here at the Camelot Academy are here because they are “emergency placed” or expelled from their sending school. What makes our school unique is the individualized approach we can give a student to guide them in a positive direction. We give them a chance to have a clean slate and be the productive students we know they can be inside and outside of the classroom. Contrary to the traditional school system, where there is typically a large population of students in one classroom, the low student-teacher ratio allows for one-one-one relationships between students and teachers. That is necessary for some students to succeed.
How do you form relationships with your students?
As soon as the students enroll, I like to create a positive relationship with the student. A few things I like to do with a student is to have a personal interview where we talk about the things that led them here to Camelot. Then we establish a plan and create a contract in order to revisit their personal goals to make a positive change. Throughout the day I like to visit classrooms and follow-up with the teachers about the progression of students.
How do you motivate your staff at Camelot?
I motivate the staff by giving them encouraging words and by telling them they are valued and appreciated in the workplace.
What are some of the extracurricular programs and activities available at your school? How do you think they impact the students?
At our academy we love to encourage and empower our students to do more. Our “Boys to Men” mentoring club, is a special program that our behavioral staff works on to offer positive role models for the young men. On Saturdays, the staff takes them on trips and dinners. Our “Knights Drumline” gives our students a chance to participate in the music education program. Lastly, we have our young ladies club called the “PINK Mentoring Club”. These ladies are offered a chance to experience shows, concerts and outings. Our programs impact the students tremendously by giving them the opportunity to see that there is something else out there in the world besides the negativity they are used to seeing.
How do you measure the success of your students?
Students’ personal success is measured by their interaction with teachers and peers. Academically, they are given an assessment and we monitor their growth and provide intervention techniques for the students who are in need.
You work with many talented educators at your school; can you name something valuable that members of your staff have taught you?
Carmen Knott, a case manager who is passionate about her diverse learners. She believes in the notion every child can learn and excel if we provide the right accommodations for them to succeed. This idea has taught me that we can create a valuable change.
What do you find the most challenging about your position?
The one thing I found challenging is the managing of personalities. To overcome this, I demonstrate respect and concern for everyone, which allows a positive atmosphere.
What do you find most rewarding about your position?
It’s very rewarding to see the students excel academically and socially. They come in one way and leave a changed person.
