Administrative Items:

JOIN A 246 Committee!

We’re inviting staff to take an active role in shaping our school community by joining one of our five committees. These committees play a key role in influencing decisions, improving processes, and creating a positive and inclusive environment for everyone.

Why join a committee?

• 🗣 Have your voice heard – Help shape policies, programs, and initiatives that impact your daily work.

• 🤝 Connect with colleagues – Collaborate across grades and departments, build relationships, and expand your professional network.

• 🌱 Develop new skills – Gain leadership experience, enhance communication, and grow your understanding of  the various components that make our school run.

• 💡 Drive meaningful change – Be part of solutions that matter, whether it’s improving school culture, enhancing diversity and inclusion, or supporting innovative ideas.

We know your time is valuable, so we  will ensure committee work is structured, purposeful, and respectful of your workload. Even a small commitment can lead to big results.

If you're interested in contributing your voice and talents,please sign up using the link below.

https://docs.google.com/document/d/1TkGd56ktqtvHyFBa_CkMWQ3_lrYrmysN/edit?usp=sharing&ouid=101783942242251768607&rtpof=true&sd=true  

PARENT ENGAGEMENT

Each week there shall be 55 minutes for Parent Engagement activities: Teachers can choose from the listed activities over the course of the year and shall be permitted to work remotely. The 55 minutes of Parent Engagement need not be performed consecutively. Teachers and paraprofessionals will regularly record and submit documentation identifying the remote Parent Engagement time and activities using a paper form (see sample Parent Engagement Log below). If less than the entire 55-minutes of Parent Engagement time is taken up by Parent Engagement activities, then the remaining time will be utilized for Other Professional Work and may be done remotely and documented.

Teachers and specialists are expected to engage in parent involvement activities including but not limited to: scheduling to meet with parents to review student progress, curriculum, celebrations, concerns, updates, etc.   Attached is the parent engagement log to help you track your parental outreach.   The completed log is due to Ms. Johnson at that end of each month.   Please check off the appropriate response under each section and add a quick note about your conversation under "Topics Discussed" (i.e. positive phone call home; homework completion;  student progress; upcoming testing; unit of study; not following routines; etc.).

Teachers and paraprofessionals will regularly record and submit documentation identifying the remote Parent Engagement time and activities using a paper form (see sample Parent Engagement Log below). on and a paper form will not be required for that time.

In the event a teacher or paraprofessional fails to satisfactorily complete Parent Engagement activities remotely, the Board may, upon one (1) week's written notice, revoke the ability to perform this work remotely for no longer than the length of a term, during which time the employee will report in person for a 55-minute block of Parent Engagement on Wednesdays immediately following the conclusion of the school day. 

Please spend your parent engagement time this week setting up Class Dojo and Google Classrooms which is due on October 3rd.  For those who are new to Class Dojo I have attached an overview below.   I have also sent invitations to the inbox of new teachers.   

https://www.classdojo.com/

Parent Engagement Log:

https://docs.google.com/document/d/1VLWbgG9dZ3w_Xf0ePR8EHO2Cze-bvwYK/edit?usp=sharing&ouid=101783942242251768607&rtpof=true&sd=true

Parent Engagement Log 2025-2026.docx

OTHER PROFESSIONAL WORK

As a reminder, Tuesday afternoons from 2:30  - 3:10 pm are dedicated to  Other professional Work.

Please note that for the 40-minute Other Professional Work time on you can choose from the appropriate NYCDOE  activities below and notify Ms. Johnson as to your selections for the month of September by Monday, September 18th and the Friday preceding the start of each month respectively:

• collaborative planning

• lesson study

• inquiry and review of student work

• measures of student learning (MOSL)-related work

• Individualized Education Program-related work (excluding IEP meetings)

• work with or related to computer systems/data entry

• preparing and grading student assessments

• mentoring

• responsibilities related to teacher leader duties for all individuals in teacher leader positions.
  
  

Teachers can choose from the activities listed in the contract over the course of the year. Principals can direct the teachers to an activity on the list “on an as-needed basis” to improve class instruction and meet the needs of the school as outlined in its Comprehensive Education Plan.

In addition to the activities listed here, a teacher or a group of teachers may propose additional activities that may include working with a student or students for any portion of the school year, which requires approval by the principal. 

Please note that IEP conferences can be scheduled during the 40-minute block of Tuesday's OPW time.

HISPANIC HERITAGE MONTH:

Let's take the time each day to celebrate the culture and contributions of our Hispanic students. From September 15th to October 15th, we celebrate Hispanic Heritage Month(Open external link) The 2025 theme for National Hispanic Heritage Month is

"Collective Heritage: Honoring the Past, Inspiring the Future". This theme was selected by the National Council of Hispanic Employment Program Managers (NCHEPM) and serves as a focus for federal agencies, organizations, and schools as they observe the month. It emphasizes the importance of celebrating the deep cultural traditions of Hispanic identity while also looking forward to the promise and creativity of future generations. 

The dates for Hispanic Heritage Month were chosen to coincide(Open external link) with the Independence Day celebrations of many Latin American nations — Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua — that declared their independence from Spain on September 15, 1821. Chile, Mexico, and Belize also each have their own Independence Day celebrations on days throughout the month as well.

During Hispanic Heritage Month, we celebrate the countless contributions that Hispanic Americans have made to our nation, and especially to New York City, over the years. We also take this time to recognize the trailblazing individuals who fought for progress and equity for their communities. 

We encourage teachers to explore the resources shared below to further expand their understanding of this rich and vibrant history and to immerse their students in this cultural event.

https://www.schools.nyc.gov/learning/subjects/social-studies/hispanic-heritage-month#:~:text=From%20September%2015%20to%20October,the%20United%20States%20each%20year

https://www.hispanicheritagemonth.com/

https://latino.si.edu/learn/teaching-and-learning-resources/hispanic-heritage-month-resources

https://www.archives.gov/news/topics/hispanic-heritage-month

Please indicate on the below "Hispanic Heritage Month Even Sign-up Sheet (by class or by grade) what you will be doing to celebrate the culture of your students.  

https://docs.google.com/document/d/1bTwDJjx_80sibSIF5YLw_s0HyPW6HzNgr97LwDfvP-s/edit?usp=sharing

Instructional Items:

Initial Planning Conference (IPC)

This week we will begin our IPC meeting with all instructional staff.  Below you will find.an overview  detailing the IPC components, a link to the Danielson Rubric, a video that outlines Danielson Rubric Domain 1A (a crucial component for effective instruction) and the IPC schedule -- please note your respective dates and time for our meeting.  I have also attached the IPC Teacher Reflection form to be completed for review and discussion during our meeting.

The Initial Planning Conference (IPC) is a mandatory one-on-one meeting between the teacher and evaluator that occurs prior to any formal or informal classroom observations required by Advance. During the IPC, the evaluator and teacher meet face-to-face to discuss expectations for the year ahead. 

What: The Initial Planning Conference (IPC) is a mandatory one-on-one meeting between the Advance  eligible teacher and evaluator that occurs prior to any formal or informal classroom observations required by Advance. During the IPC, the evaluator and teacher meet face-to-face to discuss expectations for the year ahead.

When: IPCs must be scheduled between the first day teachers report (September 3, 2024) and the last Friday in October (October 31, 2024).

An IPC has several key outcomes:

Video Consent and Observation Option: The teacher must complete and sign the IPC Form during the IPC. On the form, the teacher reviews their observation option assignment and indicates whether observations can be video recorded. This form will be kept in the teacher’s personnel file as a record of the teacher’s required minimum number and types of observations.

MOSL Discussion: The teacher and evaluator discuss the teacher’s MOSL results from last year, this year’s MOSL selections (if available), and upcoming MOSL-related activities.

Teacher Improvement Plan (TIP): The evaluator must discuss the TIP with any teacher who received an Advance Overall Rating of Developing or Ineffective for school year 2024-25.

 Professional Goal-setting (Optional): Before or during the IPC, the teacher may consider last year’s learning environment, self-assess using the Danielson Framework, and prioritize two to four formative professional goals or areas of focus for the school year.

Feedback Preferences: teachers may choose to share a preference for how they wish to receive feedback from observations during this time.

Pre-observation Conference (Optional): For teachers who know they will receive a formal observation as part of their assigned observation option, the teacher may request that the IPC serve as his or her Pre-Observation Conference; if the evaluator grants this request, the IPC must occur between 1 and 20 days prior to the formal observation. An evaluator may also choose to hold the Pre-Observation Conference closer to when he or she plans to hold the observation.

IPC SCHEDULE

https://docs.google.com/document/d/1iqVaLHQxKuBvlUN05Z1y6u_y5uS7X6V2/edit?usp=sharing&ouid=101783942242251768607&rtpof=true&sd=true

IPC Teacher Reflection Form

https://docs.google.com/document/d/1hgC8o9ycWqy4NzxU5zpYGKFsyf76P3fQ/edit?usp=sharing&ouid=101783942242251768607&rtpof=true&sd=true

DANIELSON RUBRIC

Danielson 2014-2015

 ENVIRONMENTAL WALKTHROUGH 

Starting the week of September 15th, administration and coaches will begin classroom walkthroughs focused on their respective content areas and the overall readiness of classroom to support our young scholars.   Their walkthroughs are supportive in nature to assist you in ensuring your room is an instructionally viable learning space.   Administration will be doing walkthroughs during October and will be using the attached checklist (see link below) when we visit your classrooms.  Please keep in mind the following considerations that should be in place in your classroom environment by that time:

• Teachers should have a content and language objective written in "I can" statements. The teaching observed should match the posted objectives.

• All classroom bulletin boards must have a title, task, standard, rubric with feedback. Some classrooms have students writing their own feedback which is powerful and great to see in the upper grades where students are more independent. The language of the feedback should come from the standards based rubric. 

• All classrooms should be a clutter free environment. K-2 should have clearly labeled areas with defined spaces. 

• Process charts should be displayed to showcase student learning in the classroom. Also, there should be charts devoted to SEL and building classroom community. K-2 can include job charts, birthday months chart, that help students to connect to one another. Pictures of students can be evident to show centers management in the classrooms. 

Students learn best with visual aids and anchors.   Anchor charts are a pivotal part of any instructional environment: 

• Anchor charts build a culture of literacy in the classroom, as teachers and students make thinking visible by recording content, strategies, processes, cues, and guidelines during the learning process.

• Posting anchor charts keeps relevant and current learning accessible to students to remind them of prior learning and to enable them to make connections as new learning happens.

• Students refer to the charts and use them as tools as they answer questions, expand ideas, or contribute to discussions and problem-solving in class.

https://docs.google.com/document/d/1oNjouHDhedMn_gLGS-qNSa2W9tT7exwZ/edit?usp=sharing&ouid=101783942242251768607&rtpof=true&sd=true 

SEL LESSONS:

Beginning last week Monday, September 8th, all grades should have begun their SEL Lessons with community and diversity lessons followed by the empathy lessons in the HMH curriculum.  SEL Journaling should be occurring for all grades following the directions in the SEL component of the curriculum (Journal it/chat about it - Kindergarten will be asked to draw pictures for their journaling).  Anchor charts must be evident in the classroom.  Ms. Granville has offered her assistance in showing how to create anchor charts to support the lessons.

We will be conducting SEL walkthroughs the end of this month and journaling and charts are expected to be evident in all classrooms.

Please use the link below to access the lessons for your respective grades:

https://drive.google.com/drive/folders/13GA5sBfnACQ8WSW8fpudYV7o60iz2q8R?usp=sharin 

Google Drive: Sign-in

                                             QUOTE OF THE WEEK