2024-08-06T14:48:27-04:00 2023-12-31 383828234 CARTER P C 301 COLLEGE ST STE 320 ASHEVILLE NC 288012449 990 2023-01-01 461130015 NATIONAL PAIDEIA CENTER NATI 8285755592 30 BEN LIPPEN SCHOOL RD STE 206 ASHEVILLE NC 28806 TERRY ROBERTS EXECUTIVE DIRECTOR 8285755592 2024-08-06 true true RUFUS W DOLLAR P01293995 8282599900 2024-08-06 2023 2024-08-08 14:25:15Z TERRY ROBERTS 30 BEN LIPPEN SCHOOL RD STE 206 ASHEVILLE NC 28806 488442 false X WWW.PAIDEIA.ORG X 2012 NC TO PROVIDE MATERIALS, PROFESSIONAL DEVELOPMENT, AND TECHNICAL SUPPORT TO SCHOOLS AND SCHOOL SYSTEMS ENGAGED IN THE SYSTEMETIC IMPROVEMENT OF TEACHING AND LEARNING. THE MATERIALS AND TECHNIQUES USED BY THE ORGANIZATIONS WERE DEVELOPED BY A CORE STAFF OF FORMER TEACHERS DRIVEN BY THE DESIRE TO DEVELOP WHOLE-SCHOOL IMPLEMENTATION OF THE PAIDEIA PHILOSOPHY. 6 6 3 9 0 22037 1765 355589 446077 4 92 25425 377630 473359 0 0 251982 261706 0 0 175448 179003 427430 440709 -49800 32650 45747 70806 173914 166045 -128167 -95239 X TO PROVIDE MATERIALS, PROFESSIONAL DEVELOPMENT, AND TECHNICAL SUPPORT TO SCHOOLS AND SCHOOL SYSTEMS ENGAGED IN THE SYSTEMETIC IMPROVEMENT OF TEACHING AND LEARNING. THE MATERIALS AND TECHNIQUES USED BY THE ORGANIZATIONS WERE DEVELOPED BY A CORE STAFF OF FORMER TEACHERS DRIVEN BY THE DESIRE TO DEVELOP WHOLE-SCHOOL IMPLEMENTATION OF THE PAIDEIA PHILOSOPHY. false false 359026 471502 PAIDEIA SOCRATIC SEMINAR THE FIRST STAGE IN THE DEVELOPMENT OF A PAIDEIA CLASSROOM OR A PAIDEIA SCHOOL INVOLVES THE CONSISTENT USE OF THE PAIDEIA SEMINAR (BASED ON THE CLASSICAL SOCRATIC SEMINAR). WE DEFINE PAIDEIA SEMINAR AS A COLLABORATIVE INTELLECTUAL DIALOGUE FACILITATED WITH OPEN-ENDED QUESTIONS ABOUT A TEXT. IN THE CASE OF THE PAIDEIA SCHOOL, THIS CAN LEAD TO THE PAIDEIA SEMINAR CERTIFICATION, WHICH DOCUMENTS THE INTEGRATION OF THE SEMINAR INTO ALL ASPECTS OF SCHOOL LIFE. SPECIFIC LEARNING OBJECTIVES FOR THE PAIDEIA SEMINAR INCLUDE BOTH INTELLECTUAL AND SOCIAL SKILLS. EACH SEMINAR-WHETHER FOR ADULTS OR STUDENTS-NURTURES PROFICIENCY IN BOTH THINKING AND COMMUNICATION. CONSISTENT IMPLEMENTATION OF SEMINAR PRACTICE ACROSS A SCHOOL COMMUNITY RESULTS IN: - SIGNIFICANTLY IMPROVED ACHIEVEMENT SCORES IN READING AND WRITING, ESPECIALLY AMONG TRADITIONALLY UNDERSERVED POPULATIONS; - IMPROVED STUDENT MOTIVATION DUE TO INCREASED STUDENT VOICE IN AN ACTIVE ENVIRONMENT; - A MORE RESPECTFUL SCHOOL CULTURE WITH FEWER BEHAVIOR PROBLEMS. PAIDEIA CLASSROOM THE PAIDEIA CLASSROOM IS THE SECOND STAGE IN DEVELOPING BOTH A FULLY REALIZED PAIDEIA CLASSROOM ENVIRONMENT AND A FULLY REALIZED PAIDEIA SCHOOL. IT BUILDS ON THE IMPROVED INSTRUCTION RESULTING FROM CONSISTENT SEMINAR PRACTICE BY INTEGRATING DIDACTIC INSTRUCTION AND INTELLECTUAL COACHING WITH THE PAIDEIA SEMINAR, SO THAT EACH OF THE THREE COLUMNS OF INSTRUCTION ARE IN CONSTANT AND COMPLEMENTARY USE. DIDACTIC INSTRUCTION OF THE THREE COLUMNS, THE MOST TRADITIONAL IS DIDACTIC INSTRUCTION, DESIGNED TO HELP STUDENTS MASTER AND REMEMBER ESSENTIAL INFORMATION. DIDACTIC INSTRUCTION OFTEN OCCURS THROUGH LECTURE, BUT THIS CATEGORY ALSO INCLUDES DEMONSTRATIONS, AUDIO-VISUAL PRESENTATIONS, READING FROM TEXTBOOKS AND OTHER FORMS OF DIRECT INSTRUCTION. IT IS THE MOST EFFICIENT WAY TO DELIVER ORGANIZED KNOWLEDGE, BUT WE RECOMMEND USING IT ONLY 10-15% OF INSTRUCTIONAL TIME, WITH CAREFUL ATTENTION TO HELPING STUDENT PROCESS AND RETAIN THE INFORMATION. INTELLECTUAL COACHING THE COLUMN OF INSTRUCTION THAT DESERVES THE GREATEST AMOUNT OF CLASSROOM TIME IS SKILL DEVELOPMENT THROUGH INTELLECTUAL COACHING. COACHING INVOLVES STUDENTS WORKING WHILE TEACHERS CIRCULATE FROM INDIVIDUAL TO INDIVIDUAL OR GROUP TO GROUP, GUIDING AND QUESTIONING. IT IS DESIGNED TO PRODUCE THE SKILLS OF LEARNING, ESPECIALLY IN THE USE OF LANGUAGE AND MATHEMATICS, BUT ALSO IN RESEARCH, OBSERVATION, AND TEAMWORK. BECAUSE THIS COLUMN DEVELOPS THE INTELLECTUAL SKILLS AND HABITS OF MIND THAT SHOULD LAST A LIFETIME, WE RECOMMEND DEVOTING APPROXIMATELY 70% OF CLASSROOM TIME TO IT. THE GOAL OF FULLY IMPLEMENTING THE THREE COLUMNS OF INSTRUCTION IS A UNIVERSAL IMPROVEMENT IN TEACHING AND LEARNING, BASED ON A WIDE VARIETY OF RESEARCH-BASED BEST PRACTICES. ONCE THESE ARE IN PLACE, A VISITOR SHOULD BE ABLE TO RECOGNIZE A PAIDEIA CLASSROOM ON ANY DAY OF THE WEEK, WHETHER A SEMINAR IS IN PROCESS OR NOT. PAIDEIA PROJECT THE PAIDEIA PROJECT IS A UNIT OF STUDY, CENTERED ON IDEAS AND VALUES, THAT LEADS TO A STUDENT PRODUCTION OR PERFORMANCE. IT IS THE CULMINATION OF CLASSROOM PRACTICE IN A PAIDEIA SCHOOL BECAUSE IT FULLY INTEGRATES ALL THREE COLUMNS OF INSTRUCTION INTO A SEAMLESS WHOLE AND DOES SO IN A WAY THAT RENDERS THE CURRICULUM BOTH AUTHENTIC AND COMPELLING. THROUGHOUT PROJECT WORK, STUDENTS ENGAGE IN CURRICULAR STUDY BY LEARNING INFORMATION, PRACTICING SKILLS, AND DEEPENING THEIR UNDERSTANDING OF CONCEPTS. THE PROJECT CULMINATES IN A PRODUCTION WHEREIN STUDENTS DEMONSTRATE MASTERY OF A SUBJECT TO AN AUDIENCE OUTSIDE THE CLASSROOM. IN THIS WAY, THE PROJECT AUDIENCE CONNECTS STUDENT WORK WITH CURRICULAR PRIORITIES AND REAL-WORLD ISSUES OR PROBLEMS. FOR THIS REASON, THE PROJECT TEACHES THE HABIT OF ACTION THAT SHOULD FLOW OUT OF REFLECTION AND DISCUSSION. FEATURES OF A PAIDEIA PROJECT ALTHOUGH THE PAIDEIA PROJECT IS LIKE OTHER KINDS OF CLASSROOM PROJECT WORK, ITS DISTINGUISHING FEATURES ARE THE USE OF PAIDEIA SEMINAR DIALOGUE TO FOSTER CONCEPTUAL UNDERSTANDING OF THE ISSUES INVOLVED AND THE FOCUS ON PRODUCTION FOR AN AUTHENTIC AUDIENCE. THESE IMPORTANT QUALITIES CREATE A COMPELLING SENSE OF QUALITY CONTROL. IN ADDITION, ALMOST ALL FULLY REALIZED PROJECTS FEATURE RIGOROUS GROUP PRODUCTION RATHER THAN INDIVIDUAL COMPETITION. THE MOST SUCCESSFUL PAIDEIA PROJECTS ARE OFTEN THE RESULT OF SEVERAL YEARS OF PLANNING, IMPLEMENTATION, AND REVISION, BUT THIS EFFORT GROWS DIRECTLY OUT OF THE USE OF ALL THREE COLUMNS OF INSTRUCTION IN THE PAIDEIA CLASSROOM AND IS A NATURAL EXTENSION OF THAT WORK ON THE PART OF TEACHERS AND STUDENTS. FINALLY, THE PAIDEIA PROJECT CREATES THE ENVIRONMENT FOR BOTH RIGOR AND EQUITY TO FLOURISH BECAUSE IT INSPIRES, AND REWARDS, THE BEST WORK OF ALL STUDENTS. IT EMBODIES THE PHILOSOPHY OF THE PAIDEIA SCHOOL FOR CREATIVE THINKING AS INCUBATORS WHEREIN ALL STUDENTS LEARN TO THINK, DISCUSS, AND ACT-OUR CORE 21ST CENTURY SKILLS-IN RESPONSE TO THE CHALLENGES OF CONTEMPORARY LIFE. 359026 true false false false false false false false false false true false false false false true false false false false false false false false false false false false false false false false false false false false false false false false false false false false false false false true 6 0 3 true false false false false false false false false X 6 6 false false false false false false false true true false false true false false false false false false X TERRY ROBERTS 8285755592 30 BEN LIPPEN SCHOOL RD STE 206 ASHEVILLE NC 28806 MIKE SMITH CHAIR 1.00 X X 0 0 0 TREY ADCOCK BOARD MEMBER 1.00 X 0 0 0 ELIZABETH CITY BOARD MEMBER 1.00 X 0 0 0 WENDY IKOKU BOARD MEMBER 1.00 X 0 0 0 JAN LEIGHT BOARD MEMBER 1.00 X 0 0 0 GEORGE WOOD BOARD MEMBER 1.00 X 0 0 0 TERRY ROBERTS EXECUTIVE DI 40.00 X 132065 0 0 JEREMY SPIELMAN ASSISTANT DI 40.00 X 82770 0 10369 214835 10369 1 false false false 1765 1765 PROGRAM SERVICE FEES 370450 370450 CONFERENCES & SEMINARS 75627 75627 446077 92 92 40508 15083 25425 25425 473359 471502 92 225205 211998 13207 14487 11430 3057 4301 4301 17713 16492 1221 39646 39646 20301 17700 2601 15612 8736 6876 3746 2425 1321 10850 7023 3827 73422 73422 4953 4953 1650 63 1587 8398 5436 2962 425 425 440709 359026 81683 0 1178 29959 7412 5704 21427 25295 7932 7738 1043 1473 19723 19357 3433 366 3322 271 45747 70806 11882 9406 9900 144295 144258 3633 2481 14104 173914 166045 X -128167 -95239 -128167 -95239 45747 70806 32650 278 X true X false false X 3247 3440 84048 22037 1765 114537 381622 238941 305236 355593 486585 1767977 384869 242381 389284 377630 488350 1882514 1882514 92 92 92 92 384869 242381 389284 377630 488442 1882606 1.00000 1.00000 0.00000 0.00000 X 19723 19357 366 366 X SCHEDULE D, PAGE 3, PART X THE ORGANIZATION IS EXEMPT FROM FEDERAL INCOME TAXES UNDER SEC 501C3 OF THE INTERNAL REVENUE CODE, EXCEPT ON NET INCOME DERIVED FROM UNRELATED BUSINESS ACTIVITIES. THE ORGANIZATION BELIEVES IT HAS APPROPRIATE SUPPORT FOR ANY TAX POSITIONS TAKEN, AND AS SUCH, DOES NOT HAVE ANY UNCERTAIN TAX POSITIONS MATERIAL TO THE FINANCIAL STATEMENTS. THE ORGANIZATION'S FORM 990 FOR THE YEARS ENDED DECEMBER 31, 2022, 2021, AND 2020 ARE SUBJECT TO EXAMINATION BY THE IRS, GENERALLY FOR THREE YEARS AFTER THEY WERE FILED. FORM 990 - ORGANIZATION'S MISSION TO PROVIDE MATERIALS, PROFESSIONAL DEVELOPMENT, AND TECHNICAL SUPPORT TO SCHOOLS AND SCHOOL SYSTEMS ENGAGED IN THE SYSTEMETIC IMPROVEMENT OF TEACHING AND LEARNING. THE MATERIALS AND TECHNIQUES USED BY THE ORGANIZATIONS WERE DEVELOPED BY A CORE STAFF OF FORMER TEACHERS DRIVEN BY THE DESIRE TO DEVELOP WHOLE-SCHOOL IMPLEMENTATION OF THE PAIDEIA PHILOSOPHY. FORM 990, PAGE 2, PART III, LINE 4A PAIDEIA SOCRATIC SEMINAR THE FIRST STAGE IN THE DEVELOPMENT OF A PAIDEIA CLASSROOM OR A PAIDEIA SCHOOL INVOLVES THE CONSISTENT USE OF THE PAIDEIA SEMINAR (BASED ON THE CLASSICAL SOCRATIC SEMINAR). WE DEFINE PAIDEIA SEMINAR AS A COLLABORATIVE INTELLECTUAL DIALOGUE FACILITATED WITH OPEN-ENDED QUESTIONS ABOUT A TEXT. IN THE CASE OF THE PAIDEIA SCHOOL, THIS CAN LEAD TO THE PAIDEIA SEMINAR CERTIFICATION, WHICH DOCUMENTS THE INTEGRATION OF THE SEMINAR INTO ALL ASPECTS OF SCHOOL LIFE. SPECIFIC LEARNING OBJECTIVES FOR THE PAIDEIA SEMINAR INCLUDE BOTH INTELLECTUAL AND SOCIAL SKILLS. EACH SEMINAR-WHETHER FOR ADULTS OR STUDENTS-NURTURES PROFICIENCY IN BOTH THINKING AND COMMUNICATION. CONSISTENT IMPLEMENTATION OF SEMINAR PRACTICE ACROSS A SCHOOL COMMUNITY RESULTS IN: - SIGNIFICANTLY IMPROVED ACHIEVEMENT SCORES IN READING AND WRITING, ESPECIALLY AMONG TRADITIONALLY UNDERSERVED POPULATIONS; - IMPROVED STUDENT MOTIVATION DUE TO INCREASED STUDENT VOICE IN AN ACTIVE ENVIRONMENT; - A MORE RESPECTFUL SCHOOL CULTURE WITH FEWER BEHAVIOR PROBLEMS. PAIDEIA CLASSROOM THE PAIDEIA CLASSROOM IS THE SECOND STAGE IN DEVELOPING BOTH A FULLY REALIZED PAIDEIA CLASSROOM ENVIRONMENT AND A FULLY REALIZED PAIDEIA SCHOOL. IT BUILDS ON THE IMPROVED INSTRUCTION RESULTING FROM CONSISTENT SEMINAR PRACTICE BY INTEGRATING DIDACTIC INSTRUCTION AND INTELLECTUAL COACHING WITH THE PAIDEIA SEMINAR, SO THAT EACH OF THE THREE COLUMNS OF INSTRUCTION ARE IN CONSTANT AND COMPLEMENTARY USE. DIDACTIC INSTRUCTION OF THE THREE COLUMNS, THE MOST TRADITIONAL IS DIDACTIC INSTRUCTION, DESIGNED TO HELP STUDENTS MASTER AND REMEMBER ESSENTIAL INFORMATION. DIDACTIC INSTRUCTION OFTEN OCCURS THROUGH LECTURE, BUT THIS CATEGORY ALSO INCLUDES DEMONSTRATIONS, AUDIO-VISUAL PRESENTATIONS, READING FROM TEXTBOOKS AND OTHER FORMS OF DIRECT INSTRUCTION. IT IS THE MOST EFFICIENT WAY TO DELIVER ORGANIZED KNOWLEDGE, BUT WE RECOMMEND USING IT ONLY 10-15% OF INSTRUCTIONAL TIME, WITH CAREFUL ATTENTION TO HELPING STUDENT PROCESS AND RETAIN THE INFORMATION. INTELLECTUAL COACHING THE COLUMN OF INSTRUCTION THAT DESERVES THE GREATEST AMOUNT OF CLASSROOM TIME IS SKILL DEVELOPMENT THROUGH INTELLECTUAL COACHING. COACHING INVOLVES STUDENTS WORKING WHILE TEACHERS CIRCULATE FROM INDIVIDUAL TO INDIVIDUAL OR GROUP TO GROUP, GUIDING AND QUESTIONING. IT IS DESIGNED TO PRODUCE THE SKILLS OF LEARNING, ESPECIALLY IN THE USE OF LANGUAGE AND MATHEMATICS, BUT ALSO IN RESEARCH, OBSERVATION, AND TEAMWORK. BECAUSE THIS COLUMN DEVELOPS THE INTELLECTUAL SKILLS AND HABITS OF MIND THAT SHOULD LAST A LIFETIME, WE RECOMMEND DEVOTING APPROXIMATELY 70% OF CLASSROOM TIME TO IT. THE GOAL OF FULLY IMPLEMENTING THE THREE COLUMNS OF INSTRUCTION IS A UNIVERSAL IMPROVEMENT IN TEACHING AND LEARNING, BASED ON A WIDE VARIETY OF RESEARCH-BASED BEST PRACTICES. ONCE THESE ARE IN PLACE, A VISITOR SHOULD BE ABLE TO RECOGNIZE A PAIDEIA CLASSROOM ON ANY DAY OF THE WEEK, WHETHER A SEMINAR IS IN PROCESS OR NOT. PAIDEIA PROJECT THE PAIDEIA PROJECT IS A UNIT OF STUDY, CENTERED ON IDEAS AND VALUES, THAT LEADS TO A STUDENT PRODUCTION OR PERFORMANCE. IT IS THE CULMINATION OF CLASSROOM PRACTICE IN A PAIDEIA SCHOOL BECAUSE IT FULLY INTEGRATES ALL THREE COLUMNS OF INSTRUCTION INTO A SEAMLESS WHOLE AND DOES SO IN A WAY THAT RENDERS THE CURRICULUM BOTH AUTHENTIC AND COMPELLING. THROUGHOUT PROJECT WORK, STUDENTS ENGAGE IN CURRICULAR STUDY BY LEARNING INFORMATION, PRACTICING SKILLS, AND DEEPENING THEIR UNDERSTANDING OF CONCEPTS. THE PROJECT CULMINATES IN A PRODUCTION WHEREIN STUDENTS DEMONSTRATE MASTERY OF A SUBJECT TO AN AUDIENCE OUTSIDE THE CLASSROOM. IN THIS WAY, THE PROJECT AUDIENCE CONNECTS STUDENT WORK WITH CURRICULAR PRIORITIES AND REAL-WORLD ISSUES OR PROBLEMS. FOR THIS REASON, THE PROJECT TEACHES THE HABIT OF ACTION THAT SHOULD FLOW OUT OF REFLECTION AND DISCUSSION. FEATURES OF A PAIDEIA PROJECT ALTHOUGH THE PAIDEIA PROJECT IS LIKE OTHER KINDS OF CLASSROOM PROJECT WORK, ITS DISTINGUISHING FEATURES ARE THE USE OF PAIDEIA SEMINAR DIALOGUE TO FOSTER CONCEPTUAL UNDERSTANDING OF THE ISSUES INVOLVED AND THE FOCUS ON PRODUCTION FOR AN AUTHENTIC AUDIENCE. THESE IMPORTANT QUALITIES CREATE A COMPELLING SENSE OF QUALITY CONTROL. IN ADDITION, ALMOST ALL FULLY REALIZED PROJECTS FEATURE RIGOROUS GROUP PRODUCTION RATHER THAN INDIVIDUAL COMPETITION. THE MOST SUCCESSFUL PAIDEIA PROJECTS ARE OFTEN THE RESULT OF SEVERAL YEARS OF PLANNING, IMPLEMENTATION, AND REVISION, BUT THIS EFFORT GROWS DIRECTLY OUT OF THE USE OF ALL THREE COLUMNS OF INSTRUCTION IN THE PAIDEIA CLASSROOM AND IS A NATURAL EXTENSION OF THAT WORK ON THE PART OF TEACHERS AND STUDENTS. FINALLY, THE PAIDEIA PROJECT CREATES THE ENVIRONMENT FOR BOTH RIGOR AND EQUITY TO FLOURISH BECAUSE IT INSPIRES, AND REWARDS, THE BEST WORK OF ALL STUDENTS. IT EMBODIES THE PHILOSOPHY OF THE PAIDEIA SCHOOL FOR CREATIVE THINKING AS INCUBATORS WHEREIN ALL STUDENTS LEARN TO THINK, DISCUSS, AND ACT-OUR CORE 21ST CENTURY SKILLS-IN RESPONSE TO THE CHALLENGES OF CONTEMPORARY LIFE. FORM 990, PAGE 6, PART VI, LINE 11B THE RETURN WAS PREPARED BY AN INDEPENDENT ACCOUNTANT WITH ASSISTANCE AND OVERSIGHT BY MANAGEMENT. UPON COMPLETION AND REVIEW, THE RETURN WAS PROVIDED TO ALL CURRENT BOARD MEMBERS PRIOR TO SUBMISSION TO THE IRS. FORM 990, PAGE 6, PART VI, LINE 19 NO DOCUMENTS AVAILABLE TO THE PUBLIC.