Instructional Core Team (ICT)

An instructional core team was instituted with multiple representations of staff members to support the ongoing mission of the school. This group of teachers meets regularly to discuss next steps for the school as well as facilitate grade level teacher teams. Weekly meetings of teacher teams (both vertical and horizontal) and common grade planning help support alignment of curriculum, standards and assessment within the school. These opportunities also afford teachers the ability to triangulate multiple points of data, read current publications in education and plan next steps, etc. 

 Teacher teams have been established in multiple areas in the school and are led by teachers. This has helped create and sustain initiatives within the school. A school-wide data team was established to monitor the progress of students within the school and to determine instructional shifts, student progress and school wide change strategies. This team supports individual teachers to ensure the effective progress monitoring of students.

The teacher team structure at PS 69 has emerged as the backbone of building teacher capacity and exemplifies distributive leadership. An Instructional Core Team, comprised of grade leaders, administrators, and literacy coach, meets minimally twice each month. The team, now meeting for over 5 years, has taken on the responsibility of identifying schoolwide needs, brainstorming remedies, and developing methods and materials to address each area. Members most importantly role play out how they will now serve in turn as leads in their own respective grade teams, which meet weekly.

During its tenure, the ICT members have worked collaboratively to facilitate professional learning sessions around questioning and discussion, the development and use of rubrics to guide student thinking and assess their work, develop coherent practices for each class around implementing the Socratic Seminar, and identifying a continuum of practice for implementing the writing process grades k-5 that includes teacher and student tools. Grade level teacher teams have prospered under this model of sharing best practices and individual teachers have grown professionally, with a large number of our teachers reaching the highly effective level of practice, and student achievement showing steady growth in both ELA and math. 

We are now moving on to the next level of building further capacity among our staff members.  For the past two years we have begun to tap into the “natural resources” of our own teachers, many of whom have presented at our “Ed Camp”, teacher-led professional learning sessions. We are now at the stage where we think our teacher have gained sufficient insight into understanding their students’ needs as well as their own needs, and we are developing ways in which our teachers can take on an even greater role as facilitators of planning and implementing professional learning for their colleagues. This would be a real step forward in formulating our distributive leadership policy and preclude the need to continually look for and have to pay outside consultants for what we can do for each other. This would also support our work on a daily basis as the “expert” is on staff and available

Teacher Teams

Teacher teams have been established in multiple areas in the school and are led by teachers. This has helped create and sustain initiatives within the school. A school-wide data team was established to monitor the progress of students within the school and to determine instructional shifts, student progress and school wide change strategies. This team supports individual teachers to ensure the effective progress monitoring of students.

Teachers within the school are the most important aspect of this endeavor. The opportunity for teachers to “see” best practices are commonly found at PS 69X as they engage within inter-visitations, lab-sites, and turn-keying pertinent information to the staff about ways that students learn best.