# data[].attributes.headline
1- Teachers do not take each others feedback or advise. Teachers blame staff in the building and parents for the lack of performance of students Teachers do not have a growth mindset. Teachers do not feel supported by other staff including admin. Teachers feel isolated. 

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1- Teachers do not take each others feedback or advise. Teachers blame staff in the building and parents for the lack of performance of students Teachers do not have a growth mindset. Teachers do not feel supported by other staff including admin. Teachers feel isolated. 

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1 - 20 parents responded to questions in SQS, while they had positive things to say and the results appear strong it is not representative of the entire school community. I am curious how this survey was shared?

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Teachers at this school are not in tune with the needs of their students (connected to lack of engagement response in Panorama) and do not have support from leadership on best instructional practices to reach these needs (connected to Journey Profiles)

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2/3 - While 96% of students are graudaitng in 4 years and around 50% of students across racial and ethnic backgrounds are engaged in AP level courses - I am curious how rigorous they are? What do syllabus look like? What is day to day instruction? Teachers are worried about student engagement and behavior but is instruction high quality? Group work, discussions and high level questioning, opportunities for feedback?

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Expectations are not clear for the students. instruction lacks challenge student don't feel challenged and instructions is not rigorous enough for the student which can lower student engagement and potentially teachers scholarships at the end of the term. 3

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Ms. William vonne Cromartie: received ineffective rating on last observation. What types of follow up are there?

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The majority of students do not or barely feel challenged in their courses; this is a reflection of the lack of expectations set by teachers and thus set by administration.

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52% feel challenged in their classes and only 44% are college and career ready upon graduation

There are attempts by some of the staff to raise literacy levels

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2 - School psychologist mentioned students being ready for more. SETTS teacher providing over simplification or supports for students. ENL teacher not knowing how to engage the group in meaningful lessons and saying they "rely" too much on home language instead of using this as a tool and designing opportunities for this to be an asset.

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The word "isolation" seems to come up in journey profiles. Are teachers meeting in teams, building rapport with another? Are they together around the mission of the school? Do they have time to collaborate, plan and review data and make decisions?

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There's an extreme lack of trust between the staff which is affecting the school climate. many teachers won't help each other and seem not to accept feedback based on the teacher's journey profiles. Score 2

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1/2 - Several teachers were offered ideas from the AP or instructional coach but seemed hesitant to take them up on it, is this due to a lack of trust amongst the school staff?

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Snapshot shows that there is no core/shared values within the school. The snapshot reads like a list of course offerings opposed to what the school embodies and stands for/wants to achieve with their students/staff/community.

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There is evidence of jealousy among teachers

There is blame and deflection and lack of accountability from staff

Teachers in the school share inappropriate things with students

Staff is not supported when they want to grow

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How is admin addressing these concerns. Donna Smith : Has told students they”need” to use English in America

Has difficulty engaging groups and whole class. Overwhelmed by influx of students and being only ESL teacher. Possible over emphasis on America in class items

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I did not find evidence of this

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Students report high levels of respect from teachers (92%) and student to student trust (87%) when safety measures (drug use, fights, gang activity) seem like current issues. There is a disconnect with the Data. 3.5

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2 - 78% of teachers feel the administration sets high standards for student learning (could be related to instruction too) Compared to citywide 85%

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Instruction is different from class to class

There are no uniformed strategies or protocols in place

Each teacher engages students as they seem fit

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2 - 52% of students feel challenged in their classes (Panorama survey)

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Only 1 guidance reports wanting to get to know families well enough to provide resources and reports teachers blame parents for student outcomes

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74% of students feel safe in the schools.

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61% of teachers said the prinicpal/school leader encourages feedback through regular meeting with families and teacher leaders.

Makes me think teachers don't have say in decision making, they are not engaged in conversations, feedback, etc with the admin team.

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The mission statement faces contradictions with the data...

Ex: well rounded college prep ed but only 44% are college read.

There is no visual art or theatre or music teacher in the staff profiles. There is only a culinary arts teacher.

There is a lack of equity based thinking from staff in the building.

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There is a lot of inconsistency in this area. some seems positive while others are not. for example, 67% of the students feel like there is not clarity with the courses our instructions. 2

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2/3 - 65% of students feel like they belong at school (SQS) compared to citywide 75%. Is there a climate of inclusion in the school building? What are student opportunities to engage outside of the classroom, extracurriculars, events, etc?

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Leadership does not support paras that want to become teachers

There is no principal

There is no evidence of leaders supporting staff who have ineffective practices

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78% of teachers say the principal sets high standards

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Only 1 parent sits on SLT, this goal unlike others has no action plan and no follow up. It seems like a goal added but not in a genuine manner.

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61% - principal encourages feedback through regular meetings with teachers AND families

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65% of Students feel they belong in the school, city average 75%. Should have more enrichment programs outside of the arts. More academic rigor.

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Students feel safe in the classroom according to the quality snapshot. Incidents are occurring in the classrooms. Need to have access to the OORS reports.

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Family Engagement is at 89% (Quality Snapshot) but only 11 latin families completed the survey, enrollment- 501 students

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70% of the students apply to college upon graduating in four years. Most are not college ready based on reading and math scores.

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schedule additional parent meetings, e.g., quarterly meetings, with flexible times, such as meetings in the morning or evening, to share information about the school's educational program and other initiatives of the Chancellorand allow parents to provide suggestions;

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translate all critical school documents and provide interpretation during meetings and events as needed.