A Quality Quality Review

The Quality Review.  It’s the only qualitative evaluation that a school receives and it provides the opportunity to showcase the unique characteristics of the school community that may be masked by statistics, algorithms, and percentages.

That being said, they’re also extremely stressful, overwhelming, and sometimes, all consuming.  It is so challenging to help a stranger to your school see all of the processes, practices, and procedures that work together to strengthen your school community in alignment with the city’s expectations.

We are so excited to honor CPET partner schools who achieved the rating of Proficient or Well Developed on this year’s Quality Review!

Congratulations!
 
Excelsior Preparatory High School

• Principal: Lilly Lucas
  
• CPET Coach: Elizabeth Fox

“Excelsior Preparatory High School earned a "well developed" in five areas, one of which was for its common planning time schedule.  By scheduling daily common planning time, the Excelsior staff were able to create and implement an innovative, school-wide inquiry to better understand the needs of their struggling students. The result? The students teachers targeted for their inquiry increased their periodic assessment scores by an average of 20% in Algebra and 57% in ELA.”  -- Elizabeth Fox

---

Frederick Douglass Academy II

• Principal: Osei Owusu Afriyie
  
• CPET Coach: Denise Daniels
  

“At Frederick Douglass Academy II, it was exciting to see teachers and teacher teams take ownership of professional development through several initiatives. One of the areas that the school earned a “Well Developed” in was teacher development. Of  particular note was how well professional development goals aligned with the vision and mission of the school.”   --Denise Daniels

The Heritage School

• Principal:  Dynand Sugrim
  
• CPET Coach: Denise Daniels      
  

“Working to support the development of the English Department team at Heritage allowed for shifts in practice that positively impacted both students and educators. The teachers worked to not only implement instructional practices that support student success, but they also worked on maximizing the effectiveness of the department meetings.”  --Denise Daniels

Leadership Institute High School

• Principal:  Marta Colon
  
• CPET Coaches: Elizabeth Fox, Cassandre Felix, Stefanie Macaluso, Jay Shuttleworth
  

“Teachers at the Leadership Institute High School have pulled together to raise the overall quality of their school on all measures of the quality review rubric.  It's been a pleasure for the SLI staff to work with Leadership teachers as they developed CCLS-aligned curriculum, ensured their curriculum was coherent and aligned from grade to grade, found ways to reinforce each other's subjects through interdisciplinary connections within each grade level.  They carefully analyzed data from Regents reports and adapted their curriculum because they want to make any change they can to help their students succeed.”  --Cassandre Felix, Elizabeth Fox, Stefanie Macaluso, Jay Shuttleworth

Jane Addams High School

• Principal: Joel Dibartolomeo
  
• CPET Coaches: Hilary Aylesworth, Cristina Romeo, Alexandra Thomas
  

“Over the course of the 2012-2013 school year, CPET coaches worked closely and collaboratively with Jane Addams teachers and coaches, particularly with respect to designing units of study aligned to the Common Core standards and Danielson framework. Through Saturday workshops and common planning periods during the week, teachers were provided with resources and protocols to explore how their unit planning and instruction could be improved as well as how to better support one another through peer review and feedback. It was wonderful to see the growth and progress of the teachers, especially in regards to the creativity and rigor they began to implement into their units!”  --Cristina Romeo

Multicultural High School

• Principal:  Alexandra Hernandez
  
• CPET Coach:  Denise Daniels
  

“Multicultural High School strategically used common planning time to help teachers have a better understanding around not only the unique needs of the English Language Learner, but the areas of greatest instructional opportunity. By creating professional development around cycles of inquiry, teachers were able to deepen their understandings and focus on strategy implementations that were school-wide.”  --Denise Daniels

The Marie Curie School for Medicine, Nursing, and Health Professions

• Principal: Rodney Fisher
  
• CPET Coach: Courtney Brown
  

"Inspired by their leadership and theory of action: Talk and Action Equals Success and Knowledge, the Marie Curie community was recognized for its collaborative teaching, AFL strategies for differentiation, research projects at each level, and positive student community.  Some of the fantastic work and thoughtfulness that led the school to proficient was the teachers’ work on implementing the Common Core standards in the form of CCLS-aligned rubrics in each department, strong common core-aligned units, development of discussion and accountable talk techniques across all departments!  Way to go Marie Curie!"
--Courtney Brown

Queens Preparatory Academy

• Principal: Tayshon Haywood
  
• CPET Coach: Elizabeth Fox
  

"Teachers at the Queens Preparatory Academy have launched their curriculum into the 21st century by developing assessments that require students to complete intellectually rigorous projects while collaborating with each other, solve problems creatively, and use technology.  To do so, teachers have had to completely re-think their curriculum, and even how they plan their lessons.  As a professional learning community, the Humanities team collaboratively planned and studied lessons based on the workshop model.  In doing so, they modeled what is currently considered to be the most valued workplace skill for their students—adaptability and flexibility."  --Elizabeth Fox

Queens High School for Teaching

• Principal: Jae Cho
  
• CPET Coach:  Roberta Kang
  

“QHST took professional development to the next level this year, providing over ten days of full PD workshops to teachers in English Language Arts and Social Studies.  In our PD sessions, we worked intensely with the Common Core standards and deepened our understanding of writing arguments.  One of the most impressive aspects of the work was the way the teachers collaborated with one another to generate innovative CCLS-aligned units.”  --Roberta Kang

South Bronx Preparatory: A College Board School

• Principal:  Ellen Flanagan
  
• CPET Coaches: Courtney Brown, Roberta Kang, Kerry McKibbin
  

“The school’s theory of action: “Acquiring Knowledge, Building Support, and Creating Organization” focuses on how adults and students learn and is a coherent message reflected in teacher observation feedback, lesson and unit plans, and classroom routines For example, when students are in heterogeneous “support” groups, it is understood that they construct meaning together, ask questions of each other, and help each other to complete tasks.”  --The Quality Review Report