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Reflection Guidelines
Please share your thoughts in the appropriate sections:

1. Who Are We? - Define our role and purpose

2. Responsibilities in Action - How were your responsibilities reflected in instruction, support, structures, and systems this year?

3. What Worked? - Share successful strategies and approaches

4. What Didn’t Work? - Identify challenges and areas for improvement

5. Solutions & New Needs - Propose solutions and identify new support needs

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Supporting, coaching, and providing feedback to teachers in my department. Setting up inter-visitation and professional development aligned with the needs of my teachers and school initiatives.

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Teacher leadership team/Peer Collaborative/literacy team/UFT Teacher Center coach

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Teacher leadership team/Peer Collaborative/literacy team/UFT Teacher Center coach

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supporting and coaching teachers across the disciplines, providing feedback on lessons, mentoring new teachers, supporting mentors, supporting teacher teams, modeling instruction, support collaboration among teachers, create materials for teachers, attend PD and turnkey, collaborate with admin to support teachers and students, plan and support in planning professional learning, advocate for ELLs and all students

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To assist the administration in turn-keying initiatives to our teachers, showcasing strategies in our model classrooms, supporting the creation of professional development.

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Lab/Model Classrooms

Engage in leadership conversations

Practice and model school instructional initiatives

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To assist assistant principals in teacher development and to give non-evaluative feedback and provide next steps to teachers as part of the coaching process.

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To assist assistant principals in teacher development and to give non-evaluative feedback and provide next steps to teachers as part of the coaching process.

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Scheduling visits school wide

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Bring people together by setting up meetings/organizing team efforts to plan events/initiatives and reach goals that help students succeed

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Scheduled time to meet

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Leaders, guides, support, facilitators

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Collaborating with the model teacher in my department to support the teachers in my department with a specific focus/direction

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Literacy team works to implement literacy and vocabulary strategies in their own classrooms, then bring evidence of work to meetings to confer about what worked and didn't work. We're also available to other colleagues for intervisitations to showcase literacy and vocab strategies to our peers.

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Literacy team was working on various literacy strategies, especially vocabulary strategies.

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Several teachers implemented next steps and were open to those next steps.

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Several teachers implemented next steps and were open to those next steps.

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Our role is to discuss the goals, strategies, students progress and many other things with our department and teams, always keeping student growth and teacher development in mind.

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-intervisitations

-providing coaching sessions & resources to our department peers

-creating literacy toolkit as a school-wide reference

-regular meetings

-sharing student work

-reflecting on what is working and what needs further development or revisions

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Generate and refine literacy strategies to support JDHS students

Identify areas of need (vocabulary, comprehension, etc.) and determine appropriate methods to address them

Implement and test strategies to find effective or unfinished strategies

Turnkey strategies to teachers

Create tools and models for teachers to use (Literacy Toolkit under construction)

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Assist teachers in reflection on their practice and support areas for growth. Share, help analyze and explain ENL student data to match better supports for students.

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Department Advocate

Serve as the primary voice for the math department, representing its needs, perspectives, and feedback to the administration.

Gather input from math colleagues and present their concerns, suggestions, and successes to the leadership team.

Translator of Leadership Goals

Clearly communicate the goals, initiatives, and expectations of the leadership team to the math department in accessible and relevant terms.

Break down complex school-wide objectives into actionable steps for the math department, ensuring alignment with broader school goals.

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It was difficult to schedule time for all teacher leaders to meet together throughout the school year.

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How were we addressing the needs of the teachers?

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Openness of staff to working with new strategies and collaborative work

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Would like to follow up more closely with some teachers who did not necessarily respond to next step suggestions 

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Would like to follow up more closely with some teachers who did not necessarily respond to next step suggestions 

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Implementing morphology strategies at end of year (in reflection, team thought morphology would be better implemented at beginning of year)

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There was time to meet and reflect. Additionally, there was flexibility to focus on our area of strength (teacher coaching, student support, PD development, enhancing school wide initiatives) - every teacher leader has something they can focus on.

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Finding a common time for teacher leaders to meet and work as a group

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Our school will maintain a steering committee that is comprised of one team-selected representative from

each department. Our Steering Committee will also function as the MOSL and SDC committee. We will have 13 sessions each year where students are released for staff Professional Time. These 13 sessions will be department focused learning. Dates, tentative agendas, and facilitators will be created by the Steering Committee. We meet once a month.

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Leader learners when broached with challenging topics administrators wish to see in classes.

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Matching different vocabulary strategies to specific student tasks and content areas

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Collecting Feedback:

Action: Organize a short survey or hold a department meeting to ask colleagues abouttheir biggest challenges or suggestions for improvement.

Example: “After our last meeting, I compiled everyone’s concerns about the newassessment schedule and presented them to the administration.”

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Building relations within the teams and doing the work of the teams separately

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Creation of strategies to address areas of need

Implementation in team classrooms first to ensure effectiveness/gather information

Vocabulary focus with literacy coach

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Teresa matched and connected teachers with model classrooms for visits.

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Voicing Concerns:

Action: Attend steering team meetings and clearly articulate the department’s needs or objections.

Example: “I explained to the principal that our department needs more planning time to implement the new curriculum.”

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How many probationary teachers will we have next year?

How many teachers up for tenure?

How can we help these teachers be successful?

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Promoted and worked on school wide initiatives with diverse teams of stakeholders … teachers admin support staff students

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- Area of focus teachers and implement and showcase in their classroom.

During each meeting, teacher leaders were introduced to one aspect of providing student feedback.

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Follow up more closely with teachers in regards to implementing nexts steps, and to direct more teachers improve the model classrooms

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Follow up more closely with teachers in regards to implementing nexts steps, and to direct more teachers improve the model classrooms

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The team worked together with guidance from a Coach, shared their opinions about their preferences about which strategies they would implement with their students.

The team also gave feedback to the team of what worked and did not. Then each colleague turned key the strategies with colleagues in their department.

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Many teachers did not want to lead professional development during the short Thursday's which made setting this up inequitable.

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Finding time and maybe space to make sure that we are communicating across the teams about what was needed to move forward as a building, especially through the lens of what teachers need for support on all levels.

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scheduled multiple inter-visitation, developed and implemented instructional tools, shared student work, reflected and created a school wide tool box to advance and close the literacy gap,

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Turnkey of information did not reach as many people as hoped

Some pushback to new strategies

Unclear implementation for all subjects (math, for example)

Shifting focus mid-year

Ineffective coaching efforts (not enough time to discuss with coach)

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led by the department members themselves, the team gains a sense of ownership over their professional growth. Instead of generic, top-down training, the PD is tailored to the specific needs, challenges, and goals of the math teachers. This relevance makes the learning immediately applicable and meaningful.

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- Visits from instructors felt optional and led to a culture in which those that were encouraged to visit only visited if they were developing or needed work.

- We can shift the culture such that visiting each other is the norm

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teachers feeling supported to get tenure, teachers getting feedback on lessons in the moment and afterwards, teachers getting materials and resources needed to meet the needs of students, support for navigating co-teaching, more peer visitations than last year, more teachers involved in planning professional learning

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regular collaboration between teams, number of and consistency of class visits, lack of measurement of needs and impact of our work

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- Assisting teachers in actualizing their potential

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Attended MTSS Meetings from the Special Education facing side.

Used the knowledge and gaps required to demonstrated desired actions in lab classroom i.g showcasing alternative teaching, data driven instruction, etc.

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Prioritizing the programming of teachers to have common planning time for shared planning/discussion time

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Need for more consistent intervisitations- solution: schedule part of short Thurs to debrief visits

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We could be called upon to:

Supporting literacy strategies in new curricula (IM, HMH, etc.)

Modeling those strategies in different departments (On short Thursdays or something like that)

Creating resources for other teachers (the nascent Literacy Toolkit, for example)

Engage in collaborative conversations with other teachers to amend/add to lessons and unit plans

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Our vision is to:

provide mentoring/coaching for teachers

create a culture of self-reflection to identify potential areas of growth

Facilitate conversations to support school initiatives

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To specify strategies that should be introduced as routines in the beginning of the year to create smoother implementation throughout the year, so as to not take away from teaching time for content