We know that high quality professional learning is personalized to meet schools' needs, promotes collaboration, and is sustained over time so it leads to measurable changes in teacher practice and student outcomes. 

TRAJECTORY OF A SCHOOL

YEAR ONE :
INITIATION

Create work plan

Identify:

  • Institute instructional goals

  • Supporting systems and structures

Engage core team

Begin job-embedded coaching

Analyze student benchmark data/refine goals

Build momentum

YEAR TWO :
IMPLEMENTATION

Revise and implement teaching practices/tools

Build teacher capacity as core team mentors and leads inter-class visits

Collect and analyze  student data and Regents scores

See increased evidence of instructional shifts

YEAR THREE :
EFFECTIVE PRACTICE

Institutionalize instructional shifts and new school-wide systems and structures

Expand practice/tools schoolwide

Shared vision within teacher teams; own capacity building

Continued analysis of Regents scores

YEAR FOUR + :
MENTORSHIP

Mentor Institute schools and other schools in DOE citywide initiatives

Host Institute site visits throughout the year

Provide expertise during professional learning community events 

Continue learning from partner schools

Share effective practices and new systems citywide

 

MULTI-YEAR PROFESSIONAL LEARNING

Research shows that lasting change on teacher effectiveness takes a minimum of three to five years, which is why the Institute occurs across a three-year arc.

Teacher learning and changes in practice involve a continual process that takes place over time. Throughout their involvement, member schools continually collect and analyze student data, revise teaching tools and practices, and examine evidence of instructional shifts.

PERSONALIZED SUPPORT

Each new member school works with the district leader and a coach to create a personalized work plan that is site-based and rooted in the school's goals and aspirations.

A powerful tool for mobilizing the collective capacity of the teacher team, the work plan serves as a reference throughout the year to keep the work on track or make adjustments as needed.

 

It clearly articulates the expected outcomes of the coaching, the supports the principal will provide to ensure effective implementation of work, and a breakdown of activities and deliverables by semester.

MENTORSHIP

Mentoring is key to the long-term sustainability of the Institute.

 

Graduates of the Institute are passionate about sharing their practice with others. Inviting them to become mentor schools leverages their expertise and enables practices to be scaled citywide.

 

Mentors host 2-3 annual cross-school site visits and provide one-on-one support for new principals and school teams during two full-day professional learning symposiums. Transfer schools that have graduated also partner with a new transfer school to co-plan and lead a presentation at our annual Transfer School Conference.

 

Mentor principals say they receive a great deal of new knowledge and feedback from their mentees, which motivates them to continue honing their practice.

PARTNERSHIP WITH EXTERNAL EDUCATIONAL ORGANIZATIONS

We leverage distinct expertise.
 

Our schools work with two strategic partner organizations, each with a track record of customizing supports and services that align with the needs of schools.

reDesign

reDesign supports teachers in adopting high-impact pedagogical practices that include:

 

  • scaffolding and metacognition

  • designing authentic performance assessments, and

  • developing accessible, rigorous and engaging courses and modules.

Eskolta

Eskolta School Research & Design works with school teams to research and rethink how teachers empower students to achieve high academic expectations.

 

They provide ongoing technical assistance to member schools by analyzing existing systems and structures and assessing where new systems need to be built.  

MISSION

The New York City Department of Education is committed to working collaboratively with parents, educators, school communities, and external stakeholders to improve student achievement and ensure that every child graduates from high school prepared for college, a career, and a future as a productive, critically thinking adult.

 

The mission of the NYC DOE Office of Postsecondary Readiness (OPSR) is to research, develop, and implement innovative school and program models that help students graduate ready for college and careers.

 

www.schools.nyc.gov   

CONTACT

Multiple Pathways Institute

New York City Department of Education

Office of Postsecondary Readiness

52 Chambers Street, Room 309

New York, NY 10007

Tel. 212-374-6736

mpinstitute.shared@gmail.com

© 2018 Multiple Pathways Institute New York City

Website by Cara Gramma.