Components of a Teacher’s Program
Official attendance will be taken using the bubble sheets during Advisory.
Our Restorative Justice Coordinator develops daily lesson plans aligned to the NYS Health Standards which use the circles curriculum to facilitate students’ social emotional learning.
A part of a teacher’s contractual teaching time where teachers push in to other classrooms to assist in implementing the learning formats. This ensures equity in educational opportunities for all students.
Professional Development is the time in which teachers work on continued development of pedagogical learner and content knowledge relating to Learning Cultures curriculum values of student autonomy, competence, relatedness and opportunity to learn. UAGC’s Framework for Professional Development is to implement a multi-faceted professional development scheme to satisfy the professional development needs of school-wide initiatives and the professional development initiatives of individual teachers. Professional Development Rubrics outline teacher and admin responsibilities for each PD Format.
All teachers are expected to participate in a 70 minute professional development block weekly adhering to the expectations of the Professional Development Framework. Teachers are expected to keep their own records of participation in professional development to be used as evidence of professionalism for evaluations and to submit for payment for missed preps or per session.
A C-6 professional assignment that has been collectively voted on by teachers where teachers take on the responsibility pushing into each other’s classrooms “on call” to support behavior conferences. This ensures that instruction continues and behaviors are addressed immediately by the classroom teacher to ensure that students have access to their due process.
Enrichment is teaching time, teachers will supervise enrichment activities as per the requests of students. Teachers will take attendance although enrichment is not required classroom time for students. This is an opportunity for students to work on things that are purely their own interests and teachers can follow in with support, supplies, opportunities and funding to support student interest.
work out plans
For 30 minutes weekly, teachers are expected to conduct Workout Plan meetings with their advisory on a rotating basis. Each student will receive minimum 2 Workout Plan meetings a year. Workout Plans will be rolled out and monitored by the Assessment Lead and professional development on how to conduct the meetings will be ongoing throughout the year.
Parent Engagement time is reserved for 12:34 pm - 1:33 pm on Fridays, and includes both outreach efforts and participation in events. Faculty and staff are expected to log all attempts as “Parent Outreach” comments in JumpRope so that administration can gauge the impact of our collective efforts.
Parent Outreach includes making phone calls home to inform students’ parents/ guardians about their child’s progress, including academic, behavioral, or attendance information. Parent Outreach is a necessary first step in “Parent Engagement,” but Parent Engagement goes a step farther because it is reciprocal in nature, and provides parents wfsith explicit ways to be involved in the school community. Some sample parent engagement activities include, but are not limited to:
Friday afternoon Parent Workshops run out of the Parent Coordinator’s office
Monthly Parent Association meetings
Monthly School Leadership Team meetings
Administrative Support in the Main Office
School Beautification Projects
Individual Teacher Meetings
Celebratory Event/ Showcase
Chaperoning Class Trips
In an effort to measure our progress toward our Community Involvement CEP goal, parents who participate in any event at UAGC will sign in using our Parent Event Sign In Google form. If you host an event which parents attend, please have them sign-in using this form.
Other professional work
Appropriate activities during the 35-minute book of time for Other Professional Work are:
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
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.
During the 2016–17 school year, the union grieved the fact that principals were assigning teachers to activities on a regular basis. The UFT and the DOE further clarified the use of this time: "On an as-needed basis, principals can direct teachers or paraprofessionals to activities on the list but as per this decision cannot on a regular basis and must be the exception rather than the rule."
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. In addition, a School Development Committee (SDC) may choose to meet to continue its work during times when other professional work is appropriate.