Assistant Principal Meeting September 18, :00am to 1:00pm Presenters: Anna Arrigo & Marygrace DiForte

AP Expectations  Assistant Principal sessions are designed to facilitate and maximize opportunities for the participants to engage in informal discussions with their colleagues around topics covered in the seminar sessions.  During the seminars, Assistant Principals are asked to be active participants, ask questions, participate, facilitate, explore, discuss, collaborate and indicate areas and/or topics for further exploration.

Agenda  8:30am-9:00am - Welcome Back  9:00am-10:00am – Tower Building Ice Breaker  10:00am-10:30am – Janet Rock Presentation  10:30am-10:45am – Break  10:45am-11:00am – Cross Walk Documents  11:00am-11:50pm - Literature Circles - “Using Data to Improve Student Learning” and Share  11:50pm-12:00pm – Break  12:00-1:00 - Inquiry Teams  Lunch to follow

Janet Rock Vendor Presentation

The Tower Game Build a Tower Build a Team

The Tower Game for Team Building Goal:  Working together as a team  Team Roles  Planning –vs- Execution  Communication  Reflecting and Refining

The Tower Game Objective:  To work together tallest free-standing tower  Build the tallest free-standing tower  Only with the supplies given  Paper and Tape

Communicate Collaborate Reflect & Refine

The Tower Game Reflection:  What was the experience like?  How did your group communicate?  How did you work out conflict?  What were some challenges?  Did you need to readjust your plan?  Did all members participate?  Did you meet the objective?

Communicate Collaborate Reflect & Refine

Instructional Focus Collaborative Professional Learning Knowledge of Students

BREAK

Cross Walking Documents  UFT Contract  Danielson  Quality Review

Cross Walking Documents  Professional Mondays  Other Professional Work  Danielson  Quality Review

Activity  Jigsaw into groups  Discuss given topic  Take notes  Get ready to share  Make personal connections

Using Data to Improve Learning for All  The Power of Collaborative Inquiry  Collaborative Inquiry Improves Student Learning  Collaborative Inquiry Creates Data Cultures  Building the Bridge Between Data & Results  Leadership & Capacity  Core-Competencies for High-Capacity Data Use  Collaboration  Data Use  Instructional Improvement  Collaborative Culture

18 What is Collaborative Inquiry? investigationaction improve achievement Collaborative inquiry is a sustained process of investigation and action that empowers teachers to improve student achievement and close the achievement gap.

Collaborative Inquiry Teams Improve Student Outcomes  Allows multiple teams, focused on additional cohorts of students, to study the most effective ways to increase achievement Develop Teacher Capacity and Collaboration  Empowers teachers to make decisions to aligning assessment, curriculum, instruction, and professional development Build School Capacity  Establishes and/or deepens collaboration and communication building a professional learning community

School Reflection Protocol Purpose:  Reflecting on past practice can help schools gain insights about what was successful and what can be improved.  This protocol guides teams through reflecting on past years’ work and developing next steps for strengthening practice.  This activity may be used throughout the year as teams continue to reflect and refine their work. 20

Collaborative Inquiry

COLLABORATIVE INQUIRY AS A PROCESS TO STRENGTHEN STUDENT WORK AND TEACHER PRACTICE 22 Examine teacher work (including Classroom visits ) Revise and repeat inquiry cycle Examine Student Work/ Data Monitor student progress with common assessments Take action: implement instructional strategy Define gaps, instructional strategy and set goals Engage external resources Principals and School Administrators: Look at student work, curriculum, assessments in the context of teacher practice Regularly visit classrooms Provide timely, specific, evidence-based feedback for teachers to assist teachers in improving their practice Teachers and Teacher Teams: Look at student work, curriculum and assessments. Assess gaps and strengths represented in that work Reflect, learn and plan how to strengthen their practice to help students better meet the standards (curriculum, assessment, and pedagogy) EXTENDING COLLABORATIVE INQUIRY TO INCLUDE A FOCUS ON INSTRUCTION FOR ALL LEARNERS

Making Connections Making Connections City wide Instructional Expectations and Collaborative Inquiry Schools need to strategically align their work, including their instructional focus, professional learning, inquiry work and related supports based on regular assessment of student strengths and needs.

Knowledge of Students  It remains the responsibility of the classroom teacher to know how each of his or her students is progressing towards mastery of the content and standards.  It is the responsibility of the school to ensure that each student’s academic and social-emotional development and progress toward meeting the benchmarks for college and career readiness are well known and addressed.

25 The Collaborative Inquiry Process Continue to Share Inquiry Process and Lessons Learned Look at teacher work Look at student work/data Engage external resources Set goals and take action Monitor and track progress Instructional Inquiry Cycle (multiple teams)

26 The Collaborative Inquiry Process Supports Coherence at the Classroom, Team and School Levels  Monito r and revise  Instructional coherence  Gather and analyze data  Plan and set goals  Align capacity building > Classroom coherence: inquiry creates aligned curriculum, pedagogy and assessments for every student > Team coherence : teams use a similar approach to inquiry with a focus on specific student cohorts they teach > School coherence: decisions are made as a result of what teacher teams are learning >Appropriate strategies are identified and monitored to help build capacity and ensure the use of rigorous curricula, instructional techniques and assessments >In the revision process, teams discuss outcomes and strategies, and share knowledge The inquiry process is aligned to the Quality Review statements

The Collaborative Inquiry Process: Alignment to Quality Review Rubric Quality Review Indicator: 4.2 Engage in structured professional collaborations on teams using an inquiry approach that promotes shared leadership and focuses on improved student learning 27

The Collaborative Inquiry Process: Alignment to Quality Review Rubric Quality Review Indicator: 4.2 Well-Developed a) The vast majority of teachers are engaged in inquiry-based, structured professional collaborations that have strengthened teacher instructional capacity and promoted the implementation of CCLS (including the instructional shifts), resulting in school-wide instructional coherence and increased student achievement for all learners b) Teacher teams systematically analyze key elements of teacher work including classroom practice, assessment data, and student work for students they share or on whom they are focused, resulting in shared improvements in teacher practice and mastery of goals for groups of students c) Distributed leadership structures are embedded so that there is effective teacher leadership and teachers play an integral role in key decisions that affect student learning across the school 28

29 Why Does Collaborative Inquiry Matter Why Does Collaborative Inquiry Matter? Using an inquiry approach can improve student outcomes, develop teacher capacity, and build school capacity by:  Organizing teachers around the learning of a select group of students for whom they then share responsibility.  Building upon and deepening the work of existing teacher teams.  Creating a “learner-centered school”where administration, faculty and students are continuously studying their own work and exploring new ways to be more effective.  Focusing teachers on aligning assessment, curriculum, instruction, and professional development to generate school-wide improvement.  Establishing and/or deepening collaboration and communication between school and home where parents/caregivers are partners in supporting their children’s growth.  Supporting the sharing of work within and across schools.

30 Case Study at PS 112 At P.S. 112 there are various teams that meet, each with a specific focus to support students.  Inquiry teams are the grade level and vertical teams that meet weekly.  Grade level teams look at student information and plan accordingly.  In vertical team meetings, academic and social development interventions and ASD (Autism Spectrum Disorder) student cases are discussed.  Teachers of the various teams also attend professional development based on the surfaced needs. For example, teachers attend TCRWP Reading and Writing Summer Institutes. The expectation is that teachers turnkey information to their respective teams when they return to school in the fall.

Inquiry Team Sharing of Artifacts

Citywide Instructional Expectations Timeline: Fall 2014  Communicate with families to assure partnership on the school’s instructional priorities  Implement structures that support the school’s knowledge of its students, its instructional focus, and its culture for collaborative professional learning  Gather and reflect upon evidence of student mastery of content and standards, students’ social-emotional learning, and progress towards graduating high school college and career ready  Implement course corrections in areas such as academic intervention services and staffing

BOOKS TO BUILD COMMUNITY Book of the Month

Goals of Assistant Principal Meetings  As a result of participation in ALPAP, it is expected that assistant principals will be able to: As a result of participation in the AP meetings, it is expected that Assistant Principals will be able to:  Expand knowledge and skills related to professional growth, advanced leadership, and school improvement needed to increase  Develop personal vehicles for on-going professional development;  Initiate and implement practical strategies for school improvement and student achievement;  Develop a collegial network for support and follow-up professional activities;  Advance their leadership skills aligned to the NYCDOE School Leadership Competencies.

Professional Readings

Instructional Rounds in Education A Network Approach to Improving Teaching and Learning Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman and Lee Teitel

Thank You See you at our next Assistant Principal Meeting on October 21, 2014 Arriving at one goal, is the starting point to another. - John Dewey - John Dewey