Principals Meeting CFN 604 Greg Bowen, Network Leader October 16, :00am to 11:30am

Agenda  8:00am-8:30am – Breakfast  8:30am-8:40am – Opening Remarks from Network Leader  8:40am-8:45am– Operations  8:45am-9:20am- Quality Review / Principal Performance Review  9:20am-9:30am – Break  9:30am-10:30am –NYC DOE Partnership with the Office of ELL  10:30am-10:40am – CFN 604 Teacher Effectiveness Modules  10:40am-11:00am – Special Education  11:00am-11:30am - Handbook for Professional Learning

Opening Remarks

Operations Mid Year Adjustment  Grade weights based on 10/31 audited register.  Special Education weights based on 12/31 registers.  Register Loss Set-aside Galaxy  Time and Effort Reporting – Monthly and Semi Annual  ATR Interviews/ Feedback  Training

Operations Procurement  Alert Regarding Fraudulent Invoices  Spend Remaining NYS-STVP Funds by October 17 th STARS  Deadline for Elementary School programming is October 31 st.  Report Cards

Operations Lunch Forms  Deadline for Lunch forms is October 17 th  Any student who has not been certified in ATS by October 17 th will be considered full price and displayed as a Meal Code 5. Transportation  Transportation requests that are forwarded to the Department of Health Doctor are delayed due to processing.

Quality Review

 The Quality Review is built upon a theory of action that views change as a process of building coherence between a school’s culture, structures and its instructional core.

Quality Review Schedule Quality Review  Should be available the week of October 14 th  Quality Review process will begin October 27  Reviews are one-day conducted by one reviewer. * Schools over 1500 enrollment will have two reviewers.

Quality Review 1 Day Visit Meeting with principal Classroom Visits Two Teacher Team Meetings One Student Meeting One Parent Meeting Two Debrief Meetings

Quality Review New Report Structure The Quality Review reports are organized into five sections: 1)School Context (demographics, etc.) 2)School Quality Criteria (ratings of five indicators) 3)Area of Celebration (one of the five) 4)Area of Focus (one of the five) 5)Additional School Quality Findings (remaining three)  Writing to each indicator will include findings, impact, and supporting evidence.

Overview of Changes in Report Structure Quality Indicators

Overview of Changes in Report Structure

Overview of Changes in Report Structure Ratings  Overall rating based on numerical score, which was determined by the cumulative ratings of Quality Indicators  Weighted indicators impacted scoring and overall rating  No Overall Rating  No weighted indicators  Each of the Focus Quality Indicators are rated Quality Assurance 10 days between drafts 14

Resources for Schools  Principal's Guide to the Quality Review Principal's Guide to the Quality Review  Quality Review Big Ideas Quality Review Big Ideas  School Quality Expectations School Quality Expectations  Quality Review Sample Schedules Quality Review Sample Schedules  School Self Evaluation Form School Self Evaluation Form  QR Report Verification Form QR Report Verification Form  Appeal Request Form Appeal Request Form

Principal Performance Review

Principal Observation Tool

The Principal Practice Observation Tool  The tool provides examples and questions directly connected to leadership practices embedded in each indicator of the Quality Review rubric, allowing strong leadership practices to be recognized in the context of any school.  The questions embedded in the tool can also serve as a reflection exercise for principals.  Statements that reflect Well Developed practice, as outlined in the Quality Review rubric, are included on each page of the tool as exemplars.

Resources for Schools Principal Performance Review  Overview Overview  Principal Practice Observation Tool [PDF] Principal Practice Observation Tool [PDF]  PPR Field Guide [PDF] PPR Field Guide [PDF]  Principal Practice Observation (PPO) Tool Principal Practice Observation (PPO) Tool

Break

NYC DOE Partnership with the Office of ELL Presenter: Alice Cohen

CFN 604 Teacher Effectiveness Modules The Teacher Effectiveness modules is to provide support and resources for teachers.  Participants will:  Take a deep dive into the components of Danielson  Understand the elements and indicators of Danielson  Explore the rubrics of Danielson  Build a repertoire of “best practices”

From Professional Development to Professional Learning

Common Core Learning Standards Focus on:  Critical Thinking  Problem Solving

Shift in Thinking and Culture

Professional Learning  Necessary shifts in classroom practice that will lead to improved student outcomes.  Take place in an active and coherent intellectual environment where ideas are exchanged and connections are made to the real work of schools.  To build on teachers instructional knowledge and pedagogy  Continuous learning

Culture Culture Ongoing Collaboration Constant Learning

De-privatizing Classroom Practice

How often do educators at your school observe each other’s classroom instruction as one way to improve teaching?

Job-Embedded Professional Development (JEPD) day to day enhance one goal  Teacher learning that is grounded in day to day teaching practice and is designed to enhance teachers’ content-specific instructional practices with one goal of improving student learning. Darling-Hammond&McLaughlin, 1995; Hirsh, 2009 in Croftet al., 2010.

JEPD  Authentic Conversations  Concrete acts of teaching and student learning  Exits in a teachers own school and among their colleagues

JEPD Activities  Collaborative Inquiry  Mentoring, Coaching, Lesson Study, Action research  Peer Observation  Peer Coaching

Peer Coaching Coaching in this context is formative, applies to everyone, and has a shared goal.  Inter-visitation  Partnership  Ongoing  Builds relationships  Reflection

Resources for Schools Handbook for Professional Learning  Step-by-step guidance on the stages of Planning, Implementing, and Evaluating Professional Development at schools.  A year-long view of possible professional learning cycles,  A menu of differentiated professional learning options,  Needs assessments,  Inter-visitation guidelines, and  A checklist for planning professional learning through the year.

Special Education  School Implementation Team Action Plan  Special Education Reports  NYSAA

Thank You “LEARNING NEVER EXHAUSTS THE MIND.” Leonardo Da Vinci