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An Introduction to

Stephen Sippel

Our New Principal

I am so excited to be next in a line of great leaders at Fairview- Clifton German Language School. The following narrative is intended to give you an idea of who I am and what I will try to bring to your learning community by sharing the path that has brought me here.

It is important to be passionate about the work you are doing and
where you are doing it. My history as a Cincinnati Public Schools
student, teacher, parent, and administrator have given me a
tremendous sense of investment in the district and its schools and a passion for what we are doing to make our community stronger.

As a child, I was a student in the Cincinnati Public Schools Foreign Language Alternative Program, studying Spanish from Kindergarten through the 12th grade. I had the opportunity as a 7th grader to travel to Mexico and stay with a family there for three weeks. In the 11th grade I was able to travel to Perú and serve as a translator for a medical mission team. These experiences and my course work in the International Baccalaureate program at Withrow High School showed me the value of being bilingual and opened my eyes to the importance of being a good global citizen.

Prior to working in public education, I worked for nearly seven years as the Director of Community Ministry at a church in Over-The-Rhine; a church I also had attended with my parents since I was born. There I worked closely with some of our city's poorest families, leading adult and youth groups, assisting families with food, rent, and utility assistance, developing outreach activities, and building relationships. My experiences at this church taught me to love people, to have compassion with those less fortunate than myself, to work to bring change to people's lives, families and community, and to work hard to edify and serve others. I also learned that the problems faced by people are complex, deeply rooted, and require multiple resources to help resolve. It was a humbling and empowering opportunity to lead and learn.

I was inspired to teach after taking youth group members to their rst day of school at my Alma Mater. While there, the hustle and bustle, the noise and activity of the high school hallways struck me like a bolt of lightning. It was clear to me at that moment that I was meant to teach in an urban school. Having already earned my bachelor's degree in English Literature, teaching English seemed a logical next step. As a ninth and tenth grade teacher at Withrow for ve years (after an internship year at Hughes High School), I developed my craft and worked to give my students the best environment, activities, guidance, information, and feedback I could for them to succeed in school and become responsible, skilled adults.

Having leadership opportunities as a teacher inspired me to expand my impact by pursuing the role of school administrator. After completing the Educational Leadership Master's program at the University of Cincinnati, I was chosen to serve as Assistant Principal at CPS's Academy of Multilingual Immersion Studies (AMIS). As the Assistant Principal of a diverse elementary school, I worked hard to build relationships with teachers and parents and to establish myself as an honest, caring, efcient, and dependable support for them and my students. I built a strong Positive Behavior Intervention Supports (PBIS) program at AMIS and was able to put into practice what I had learned about supervision, instruction, and support.

In 2009 I was encouraged by the Superintendent to apply for the principalship at Dater High School. I did, and this began a 10-year journey of instructional leadership, relationship and community building, talent management, structuring and restructuring, and managing change. I am very proud of the work I have done and how the Dater community has grown over the last decade.

I have developed a leadership style that is collaborative, caring, and challenging to students, staff, and families. I am committed to our students and families and look forward to starting the next chapter in my educational leadership journey at Fairview-Clifton German Language School.

I also look forward to meeting you and working alongside you to bring the best educational experience to all of our students and families, empowering global learners and building a stronger community.

Stephen Sippel


Fairview-Clifton German Language School, a CPS, K-6 magnet school, attracts families interested in the many benefits foreign language immersion offers. Beyond foreign language education, Fairview is focused on providing students with a well-balanced, holistic education.

 

Advisory

All students in grades 5-9 belong to an Advisory Team. Advisory Teams are made up of a small group of students and a teacher. They are a place where students make plans: for school, for college, for their careers and for their futures. This is a safe time to talk about barriers and needs; to be serious, but to have fun, too. Advisories are helping students build academic and social skills by breaking down barriers, fostering relationships, strengthening listening skills and, most important, building trust.

CPS' My Tomorrow Initiative

My Tomorrow is a new vision of education for CPS in which every student is prepared for the remarkable future racing straight at us.

Content Standards

At CPS, we aim to ensure all of our students graduate from high school ready for the career paths of their choice. That's why all of our schools offer coursework that challenges and engages our students. We follow Ohio's Learning Standards to ensure our students at all grade levels build the skills and knowledge they need to be college and career ready.

Gifted

CPS offers enrichment programs for students who are identified as gifted. Fairview-Clifton offers gifted enrichment services at and beyond grade 3 — for information contact Fairview's gifted teacher, Tamara Schweitzer. Visit the CPS website to learn more about our gifted programs.

Monitoring Academics and Testing

Students in Cincinnati Public Schools are tested throughout the school year to determine knowledge and skill levels. These tests measure students’ achievement to determine strengths and weaknesses so teachers can adjust instruction to meet students’ needs. Visit the CPS website to learn more about the testing procedures and monitoring academics.

Special Education

Special education and related services are offered to children ages three through twenty-one in public and non-public schools. Visit the CPS website to learn more about our programs and services. For information about academic intervention services contact Nancy Burck, Fairview's intervention specialist.

Third-Grade Reading Guarantee

Ohio's Third Grade Reading Guarantee aims to ensure that struggling young readers get the support needed to improve. Learn more about how the third-grade reading guarantee works.