Staff Handbook

P.S. 189
STAFF HANDBOOK
2014-2015
Theresa Luger, Principal
Rosalina Perez, Assistant Principal
Johanny Grullon, Assistant Principal
Elizabeth Estevez, Assistant Principal
Note: This Handbook reflects current information, as of July 18, 2014.
Revisions will be disseminated, as necessary.
Table of Contents
Organization Matters
Topic
Page
Topic
Page
Arrival
1
Keys
8
Assemblies
1
Lunch Forms
8
1-2
Maintenance
8-9
Attendance and Punctuality
Attendance Procedures
2
Materials and Equipment
9
Bathroom Routines
2
Medication
9
Cell Phone Use
2
Official Work Hours
9
Chancellor’s Regulations
2
Paraprofessionals
9
Classroom Coverage
3
Parent Visits/Other Visitors
9
Classroom Doors and Windows
3
Parking
10
Parties
10
4
Permission Slips
11
4
Personal Appearance
Copies
4
Personal Property
11
Cumulative Records
4
Photography Policy
11
5
Professional Demeanor
11
5-6
Professional Learning Teams
11
Dismissal Procedures
6
Public Announcement System
11
Emergency Cards
7
Respect
11
Communication with Parents
Communication with Staff
Confidentiality of Student
Information/ FERPA
Delayed Opening-Storm Day
Procedures
Discipline / PBIS
Faculty/Grade Conferences-REPURPOSED TIME
3
7-8
11
Safety and Security
12-13
14
Fundraising
8
School Schedule
Flyers
8
School Leadership Team
14
Internet Usage Policy
8
School Movement
14
IPOD and Headphones
8
Staff Leaving the Building
14
Jury Duty
8
Supplies
14
Time Cards
Uniform Policy
14-15
15
Table of Contents
Instruction Matters
Topic
Academic Intervention Response
Page
Topic
Page
16
Parent Involvement Workshops
22
Bulletin Boards
17
Parent-Teacher Conferences
23
Classroom Management
17
Portfolios
23
Class Standards / Rules
17
Preparation Periods
T0 Intervention (RTI)
Class Trips
Classroom Displays
Coherent Set of Beliefs About
How Students Learn Best
17-18
18
18-19
Professional Development
24
Professional Goals
24
Professional Portfolios for Tenure-Track
Teachers
Professional Practice:
Conferring with Students
19
Framework For Teaching & Instructional
Expectations
Ensuring a Successful
First Week
Grade Level Conferences
Home-School Connection
Homework
Individual Education Plans
19-20
20
20
20
20-21
23-24
Record Keeping
25
25
25-26
Referral Child Study Team
26
Report Cards
26
Room Environment
26-27
Routines and Procedures
27
Instructional Blocks
21
Rubrics
27
Learning Walks
21
School-wide Open House
27
Lesson Planning
21-22
Signals
28
22
Student Notebooks
28
Technology
28
Observations and Teacher
Evaluations
Workshop Model
Attachments
28-29
Arrival
Teachers will:
 Report to the morning line-up area no later than 8:00 a.m.
 Establish a quiet, orderly line.
 Avoid discussions that will distract your attention from your class.
Morning Line-up
Grades
Kindergarten &
Grade One
Second & Third Grade
Location/Area
Cafeteria
188th Street Gym
189th Street Gym
Fourth Grade & Fifth
Grade
Assemblies
Assemblies will be held for award programs, Arts performances, and special occasions, etc. These assemblies will be
announced in advance on the monthly calendar. You are expected to actively supervise your students during
assemblies to ensure proper behavior and decorum. Review assembly behavior with your class throughout the year.
Attendance & Punctuality
ALL STAFF
Absences impact student learning outcomes. Attendance and punctuality are part of your contractual and
professional obligation. Failure to meet this obligation may result in disciplinary action or dismissal
 All staff must move their time cards from “out” to “in” at the beginning and the end of each day.
 Never move a colleague’s card.
 Read the white board posted in the main office for daily notices. It is your professional responsibility to
be accountable for all information posted.
 You are expected to be at your designated class assignment no later than 8:00 A.M.
 Personal Business Days must be applied for by completing the Personal Business Day Form and approved at
least 1 week in advance. Make every effort to schedule appointments outside of school hours.
 Absences should be kept to a minimum and vacations should not be extended. Absences exceeding 7 days by
January 1, 2015 will be considered excessive and may lead to disciplinary action.
 Excessive absences, arriving late, leaving early will not be condoned.
 Make doctor and personal appointments after your work hours, as accommodations for such requests disrupt
the instructional program for our students and may not be granted.
CLASSROOM TEACHERS AND CLUSTERS
In the event you are ill and will be absent from school, call for a substitute teacher at 1(718) 935-6740 or log on to the
Sub Central web site at www.subcentral.nycenet.edu before 6:00AM (make sure that you are provided with a
confirmation #). In addition, you must notify the school of your absence, by leaving your name, grade, and class on
the answering machine at (212) 927-9395. If calling after 7:00AM call (212) 927-8303 ex 2051. See the Payroll
Secretary upon your return to sign for the absence. If you are attending professional development outside the school
building check with the Secretary in advance to determine if you are to call Sub Central.
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ALL OTHER STAFF
Staff members who do not require substitutes will call the school before 6:00AM and notify the school by leaving their
name and position on the answering machine at (212) 927-9395. If calling after 7:00AM, call (212) 927-8303. See
the Payroll Secretary upon your return to sign for the absence.
Attendance Procedures
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Teachers and/or Cluster teachers pick up attendance folder in their mailbox.
Attendance should be taken by 8:15 a.m. and then placed in the folder pocket outside the classroom door.
Attendance will be picked up by a school aid.
Late students (grades 2-5) should sign and record their lateness in the Class Lateness Log with the time
entered. Pre K, K-1 students must report to the family worker in room 261.
Teachers must call and inform the family worker (2611) or the pupil personnel secretary (2331) to make
corrections on the daily attendance for students who arrive late. Remember attendance is a legal document
and it is important that you maintain accurate attendance including lateness records.
All students are required to bring a note from parent/guardian explaining absences and/or tardiness.
Teachers will keep all notes on file. Remember, notes may be asked for in legal proceedings.
If students are excessively late, please notify the guidance counselor for your grade for follow up with the
parents. Ensure the time of arrival is recorded.
Bathroom Routines
Teachers will establish routines for bathroom use by their students that minimize interruption in the instructional
program. Students leaving the classroom for bathroom use must have a partner and a pass.
 Students in grades K-1 will use bathrooms in their classrooms. Bathroom students before lunch and prep
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Teachers in grade 2 will escort their class to the bathroom.
Teachers may bathroom the entire class using the bathrooms located on the first floor. Get keys from
main office and relock bathroom doors when finished.
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Grades 3-5 students must sign in the “Out-of-the-Room” book with “time out” and “time in” recorded
whenever leaving the room.
Grade 3 students must use bathrooms located on Second & Third floors only
Grades 4 & 5 students must use bathrooms located on the Fourth & Fifth floors only
Upper grade students may not go to the bathrooms on the first floor.
 No more than two students may be out of the class at any time.
Cell Phone Use
Under NO CIRCUMSTANCES is the use of cell phones allowed during instructional time. Make sure that ring
tones are set to SILENT. Cell phones may be used during your lunch time but not in common school areas:
office, halls, and gyms.
 In case of emergencies involving doctors; families; children, all calls must be placed to the main office
(212) 927-8303 Extension 2301/2051. The main office will contact you accordingly.
 Private calls may be made in the teachers’ lounge or empty classrooms.
Chancellor’s Regulations
Failure to comply with the Chancellor’s Regulations may lead to disciplinary action and/or termination. The
full content of all regulations is available at www.schools.nyc.gov. Home Page under Policies and Rules.
 Chancellor’s Regulation A125 – “Non-Resident Enrollment”
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 Chancellor’s Regulation A418 – “Sex Offender Notification”
 Chancellor’s Regulation A412 – “Security in the Schools”
 Chancellor’s Regulation A420 – “Corporal Punishment”
 Chancellor’s Regulation A421 – “Verbal Abuse”
 Chancellor’s Regulation A443 – “Student Discipline Procedures”
 Chancellor’s Regulation A670 – “School Trips”
 Chancellor’s Regulation A750 – “Child Abuse and Neglect”
All DOE Employees are mandated reporters of child abuse. Calls must be made from a private office (Not a Cell
Phone.) Administration must be informed about the report immediately since follow up action will be required.
 Chancellor’s Regulation A755 – “Suicide Prevention/Intervention”
 Chancellor’s Regulation A830 - “Filing Internal Complaints of Unlawful
Discrimination /Harassment”
 Chancellor’s Regulation A831- “Student to Student Sexual Harassment”
 Chancellor’s Regulation C105 – “Arrest Notification”
In the event of your arrest, the teacher is required to notify first, the Office of Special
Investigation within 24 hours in writing, and notify the principal. There will be an investigation by Office of
Special Investigation and you must fulfill all of the requirements in the regulation. Failure to do so, may lead to
removal from the classroom and termination of employment.
 Chancellor’s Regulation C110 – “Conflict of Interest”
 Chancellor’s Regulation C601 – “Pedagogical Attendance”
 Chancellor’s Regulation C603 – “Absent Employees”
 Chancellor’s Regulation C810 – “Tobacco Product and Smoke-Free Air (No Smoking)”
 Chancellor’s Regulation D130 – “Political Activities in School Buildings”
Classroom Coverage
The unavailability of a teacher to cover a class constitutes an emergency. It is recognized that, in such
emergencies, the principal has the responsibility to assign a teacher in the school to the class without regard to
the program of the teacher so assigned. Assignment of teachers to cover classes in such emergencies shall be
made on a rotation basis to the extent possible.
Classroom Doors & Windows
Leave all doors unlocked when present in the classroom. Keep rooms well ventilated. Windowsills and radiators
must be free of clutter for safety. Post class schedule(s) on the lower right side of your door and keep glass on the
door clear. Close all windows at the end of each day and lock your classroom door.
Communication with Parents
You should schedule appointments with parents before or after school hours or during your preparation period,
not during instructional time. Notify the office of any parents who you are expecting. Let the office personnel
know where you can be reached when the parent arrives.
 Parents are not allowed to follow you to your classroom at arrival time. All parents must report to the Safety
Agent’s Desk to obtain a pass.
 Do not engage in conversations with parents when you are supervising/teaching children. Direct parents to a
supervisor or the general office to make an appointment.
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Communication with Staff
Main Office White Board/Easel
Important daily notices and updates will be posted on the easel in the main office. Everyone should check the
“Staff Daily Attendance Log” for any changes in prep periods and/or cancellation of programs. Only supervisors
post notices on this board.
Mailboxes
Each staff member will be assigned a mailbox in the Main Office. Check your mailbox at least twice a day to
ensure timely action.
DOE Email
All teachers must have an active DoE email account. If you are having difficulty accessing your DOE email,
contact the Technology Help Desk at (718) 935-5100. Check your email regularly.
Monitors
Students may not be used for personal errands during instructional time.
Confidentiality of Student Information/ FERPA
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All personal information, including the social/emotional development or academic achievement of
individual students should not be discussed or shared in any manner with other parents or anyone who is
not professionally responsible for the student’s educational progress. Personal information regarding a
student can only be given to an authorized administrative staff member, parent(s), or legal guardian.
Do not write comments and/or entries on student record cards regarding personal information or
comments that are speculations or opinions. All entries must be based on factual information.
Personal information – student’s name, name of student’s parents or other family members, address of
student or student’s family, the student’s social security number or student identification number and
personal characteristics of the student or the student’s family – is confidential information.
Do not speak about students in public places in order to ensure confidentiality and professionalism.
Conversations about students’ grades and performance should be private.
All Staff must ensure confidentiality in the classroom, as well as outside the classroom.
Students may never view or have access to another student’s records, nor may they carry them for any purpose.
 Federal FERPA (Family Educational Rights and Privacy Act) guidelines are strict and must not be violated.
Only family members or guardians listed as contacts on student blue cards may have access to student information
regarding grades/attendance/and progress. Any forms to be disposed of that contain students’ personal information
should be brought to the office for shredding.
Copies
All copies requested must be approved by grade supervisor, in advance. Do not expect same day turnaround;
plan accordingly. Work must be aligned to the Common Core Learning Standards, school curriculum, and be
purposeful and meaningful.
Cumulative Records
Cumulative records contain confidential information and must be kept under lock and key. Teachers will ensure that a
cumulative record card exists for every student in their class, including new admits throughout the year. When a child
is discharged, teachers will complete the Cumulative Record Card (CRC) and personally deliver it to the Pupil
Accounting Secretary. See the pupil accounting secretary if you have any questions.
 Students may never handle or deliver cumulative record cards.
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DELAYED OPENING – STORM DAY PROCEDURES
The Chancellor will make the citywide decision to close or delay the opening of schools during stormy weather or
other emergencies. Listen to your local radio station and or local TV stations for information. Teachers should
listen to information broadcast by any of the following radio and/or TV stations:
WINS 1010
WCBS 880 AM
WLIB 1190
NY 1 CABLE CHANNEL
WBLS 107.5 FM
WADO 1280 AM
WLDM 1389 AM
WNYE TV CHANNEL 25
WNYE 91.5 FM
WSKQ 79.9 FM
WXLX 620 AM
Discipline
Code of Discipline
Administration and Guidance Counselor will consult the DOE Discipline Code in determining what level of
discipline to impose for infractions. A student’s age, maturity, Special Education status and previous
disciplinary record (including the nature of the prior misconduct, the number of prior instances of misconduct,
and the disciplinary measures imposed for such misconduct) and the circumstances surrounding the incident
should be considered when deciding the appropriate disciplinary and intervention measures.
 Familiarize yourself with The Discipline Code by visiting the following website:
http://schools.nyc.gov/RulesPolicies/DisciplineCode/default.htm
 Parent and Student assemblies will be held to familiarize everyone with the code and consequences for
inappropriate behavior
Detention
Your immediate supervisor must approve all detention. Parents must be notified in advance if you plan to keep
a student after dismissal. A letter must explain cause and length of detention. Parents must sign and return the
letter. Staff must never stay alone with one child in a room. Always keep the door open and notify the office if
you are with children after regular dismissal.
Discipline & School Tone/PBIS
Establish classroom rules cooperatively with your students and post them in your room. The rules should be
based on the school’s PBIS expectations, simply and clearly stated, modeled and consistently enforced. These
rules must be prominently displayed by the end of the first week of school. We will be providing full
guidelines for our school-wide implementation of PBIS.
Ladder of Referral for Behavior Issues
1.
2.
3.
4.
5.
Teacher conferences privately with student, determine the cause/trigger for behavior
Teacher develops a plan to address the behavior
Teacher contacts Guidance Counselor/Supervisor in writing for assistance
Guidance Counselor and/or Supervisor follow up and meet with the student
Guidance Counselor creates a behavior plan and monitors student behavior
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6.
7.
8.
9.
10.
11.
Teacher monitors student behavior, implements a behavior intervention plan, if needed
Guidance Counselor/supervisor observes the student in classroom
Guidance Counselor/supervisor calls parent to discuss behavior
Guidance Counselor / supervisor follows up and meets with the teacher, student and parent
Teacher schedules a follow-up conference with counselor and/or supervisor
Case referred to School Assessment Team (SAT)
Student Removal
Do not place students in the hall for disciplinary reasons as this is a violation of the Chancellor’s Regulation,
which ensures the appropriate supervision of students at all times. This action is illegal. In the case of
imminent danger, notify your immediate supervisor; otherwise follow the ladder of referral. To formally
remove a student from the classroom, a Student Removal Form must be completed and submitted to the
supervisor. Determination of removal will be made cooperatively by the supervisor and teacher.
Dismissal Procedures
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Teachers will dismiss promptly and insist on a quiet, orderly dismissal.
All teachers will escort and supervise their students to designated dismissal areas (See below).
Teachers will walk students to the dismissal door/line up area and supervise students exiting the building.
Teachers will monitor who picks up the students to ensure safe passage outside the building
Students will not be kept in after daily dismissal, at any time, unless the main office has been informed
and parents have been informed in advance.
Students will only be released to an authorized parent or guardian.
(As per BLUE EMERGENCY CARD)
Teachers will be provided with the names of any person who may NOT have access to a student
(i.e. legal, dated court order or legal, dated order of protection).
A School Aide is assigned to each exit and will supervise students waiting for pick-up after your official
day ends.
Bus students will be escorted to the gym
Bus matron will escort students to the bus
Students who have not been picked up will be escorted to the 189th Street Gym.
K-1 -2 students must never walk home alone.
Parent signed notes authorizing students in grades 3-4-5 to be released on their own must be kept on file
both in the office and by individual classroom teachers.
During inclement weather students will be dismissed form their line up areas.
Grade
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Dismissal
Cafeteria or Yard Exit
Cafeteria or Yard Exit
188st Gym or Exit D to Yard
Exit B/C to 188th St.
Exit J/K to 189th St. Side door
Exit J/K to 189th St. Side door
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Area
Line-Up area
Line-Up area
Line-Up area
188th St.t Sidewalk
189th St. Sidewalk
189th St. Sidewalk
Emergency Cards
All students must return the Blue Emergency Card which is kept on file in the office. Please review it for
completeness before submitting it to the main office. Students should be encouraged to return cards during the
first week. This will ensure that we are able to contact a parent or guardian in case of an emergency.
Faculty/Grade Conferences: RE-PURPOSED TIME
FACULTY CONFERENCES HAVE BEEN REPLACED AND REPURPOSED
 Faculty conferences, team meetings, and extended day instruction that had been previously scheduled
have NOW been REPURPOSED, as per the new UFT contract.
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On Mondays, an 80 minute block of Professional Development will follow immediately after the
conclusion of the school day. If less than the 80 minutes of that block is used for Professional
Development, the remaining time will be used by teachers for Other Professional Work, as described in
the new UFT contract. Paraprofessionals have the same workday as teachers, including this 80 minute
block for Professional Development activities, relevant to their duties.
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On Tuesdays, a 75 minute block will follow immediately after the conclusion of the school day. Forty
minutes of this block will be used by teachers for Parent Engagement activities, as described in the new
UFT contract. The remaining time will be used by teachers for other professional work, as described in
the new UFT contract. If less than the 40 minutes of the Parent Engagement block of time is used for
Parent Engagement activities, the time will be used for Other Professional Work, as described in the new
UFT contract. Paraprofessionals will assist teachers in Parent Engagement activities or other activities
appropriate to their title, subject to the Principal’s approval (only 70 minutes).
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When teachers participate in Other Professional Work, as defined by the Collective Bargaining
Agreement, paraprofessionals assist teachers by performing Other Professional Work appropriate to their
title.
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Attendance is mandatory. Non-attendance for any reason must be approved in advance by Ms. Luger. If
you are absent for any reason, it is your responsibility to obtain the minutes and any information
disseminated from the Principal.
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Various other meetings will be scheduled throughout the school year. Check school calendars and bulletin
boards for notices with dates, times, and rooms.
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All out of the building meetings connected to school business must be approved by the Principal.
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Guidance Counselors, School Psychologists, and Social Workers will attend evening Parent-Teacher
events, as follows:
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Sept-3 hrs; Nov-the first 2 hrs 10 min; March-3 hrs; May-the first 2hr10 min
GRADE LEVEL CONFERENCES
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All teachers within a grade have at least one common preparation period so that they are able to plan
together on a daily basis. Quality Review expectations delineate that “Quality Schools” have teachers
meeting regularly as “teams” in order to engage in analysis of student work and data, planning, and
actions that lead to improving student achievement.
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Various other meetings will be scheduled throughout the school year. Check school calendars and
bulletin boards for notices with dates, times, and rooms.
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All staff is expected to read all memos and calendars.
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All out of the building meetings connected to school business must be approved by the Principal.
FUNDRAISING
No fundraising or money collection activity may be conducted without prior approval
from the principal.
FLYERS
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No flyers for club activities, fundraising events, or any other notice may be posted in the
school without prior approval of the Principal. Submit your proposed flyer/notice to the
Principal in a timely manner.
Internet Usage Policy
As per the Department of Education, “The purpose for accessing or using the internet through the DOE’s
connection or equipment is solely educational; therefore, anyone who utilizes the DOE’s connection must foster
that purpose by utilizing the internet resources only for educational purposes and in an appropriate and legal
manner only. Violators of this policy may be subject to disciplinary/legal action.”
 Never use school computers for personal use: shopping, Facebook, personal email, etc.
IPOD and Headphones
The use of these items by staff is allowed ONLY during the staff member’s lunch period in the teachers’ lounge. No
electronics are allowed in the classrooms or public areas of the school building. Prep periods are for professional work
only.
Jury Duty
Inform the payroll secretary immediately upon being summoned by the court for jury duty and submit the original
summons to her. Upon return, teachers must submit Proof of Service letter and complete D.O.E. Application for
Excuse of Absence.
Keys
Keys will be distributed the first few days of the school term. If you need additional keys, please submit a written
request to the Principal. Report lost keys immediately to the A.P. for your grade. On the last day of school, all
keys will be collected and stored in a locked cabinet over the summer. Do not give your keys to students. Be very
careful with the keys for the computer carts so that they are not lost.
Lunch Forms
Every parent must submit a completed lunch form for each child in attendance at P.S.189. Please review lunch
forms for completeness before submitting them to the main office.
Maintenance of Building
Encourage all students to keep hallways, stairs and classrooms clean.
 Classrooms must be clean and orderly. Avoid clutter.
 Students may not walk in the halls with pens, pencils, markers or crayons.
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Students should not lean on the walls
Please have students empty their book bags first thing in the morning when they enter the classroom and
have them place their coats and book bag inside the closet.
Close closet doors during the school day.
Clean up thoroughly after eating in class. Refuse should go in a plastic bag, liquid in a sink.
For repairs, complete a Custodial Repair Form and submit to your immediate supervisor.
The look of your room reflects your respect for your profession, for yourself, and
most important for your students.
Materials and Equipment
Classroom teachers will receive books and materials for the school year. These books and materials are to be
used, kept in good condition, and stored properly in June. Classroom inventories at the beginning of the year
should match inventories at the end of the year. Teach your students the proper care of school property. All
materials, including Teachers Choice, are the property of the Department of Education.
 Turn off computers at the end of each day and make sure that computer area is free of clutter. No eating
or drinking is permitted near computer area.
 For technical difficulties, please contact the main office in writing.
Medication
Only the school nurse can dispense medication to students. Teachers should never dispense medication or allow
students to take medication in the classroom. If a student requires long term use of medicines (i.e. inhalers,
antibiotics), parents must request Form 504 from the school nurse.
Official Work Hours
Mondays
Tuesdays
Wednesdays, Thursdays, Fridays
8:00 A.M.-3:40 P.M.
8:00 A.M.-3:35 P.M. (paras -3:30 P.M.)
8:00 A.M.-2:20 P.M.
All teachers and paraprofessionals must be at their designated class assignment, in front of the children, no later
than 8:00AM.
Note: “Reporting for Duty” means reporting where assigned duties are to be performed and not merely
“clocking in” in the office. Thus, a teacher who is assigned to take charge of students at 8:00AM must be in
designated classroom or pick-up area no later than 8:00AM.
Note: Moving Time Card: All staff must move their time card to the “IN” side in the morning and move card to
the “OUT” side at the end of the day. This is a mandated time keeping measure required by the DoE.
Do not move anyone else’s time card.
Paraprofessionals
Paraprofessionals follow the official work hours, as indicated above. Paraprofessionals do not receive a
preparation period. Teachers are responsible to provide the instructional plan and materials for the
paraprofessional working with his/her students. Paras will complete a work log with students’ names and
activities.
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Parent and Guardian Visits/Other Visitors
Parents must make an appointment if they wish to speak to you or visit the classroom. If they wish, parents may
visit/observe in the classroom to assess their child’s academic participation or social interaction. Please welcome
parents who are visiting but you should not engage with them in conversation or answer questions. If you have
scheduled a meeting, please notify the office and we will direct the parent to the classroom or a Guidance Office
for the meeting. All visitors will have a pass, please direct the parent to main exit when the meeting is over.
Appointments should be made during teacher preps, before school, or after school at eh teachers request.
VISITORS
 All visitors to the school must sign the registry book at the entrance; the security guard will issue a pass and
the visitor will be directed to the main office.
Visiting Procedure:
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All visitors are to use the Main Entrance
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Visitors will need to present a photo ID at the security desk and sign in for a visitor’s pass.
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The main office should be notified immediately if an unauthorized person is present in the building.
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The schedule, and classroom instruction, should not be interrupted for extended conferences with parents;
make arrangements to confer during planning periods or after school hours.
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Other than Open School Week, no parent or group of parents is authorized to enter a classroom
unannounced to observe a teacher; should this occur, notify the principal immediately.
Staff members should not bring visitors (including their own children) to school during work hours without prior
permission from the principal. If you are expecting a visitor, you must log the person’s name in the Visitors’
book located in the Main Office. In addition, please leave his/her name with the security desk, along with the
time of arrival and an extension where you may be reached.
Parking
Limited parking spaces on the street and in the school yard will be assigned by a lottery. Teachers must display
passes in the car window. Please allow sufficient time to look for parking in the morning if you do not have a
pass.
Parties
All parties must be approved in advance, by the grade supervisor. Parties should be kept to a minimum so as not to detract
from the priority of classroom instruction. Teachers should incorporate elements of the Social Studies and Science themes
into their celebrations (i.e. Thanksgiving). Teachers must be aware and sensitive to the needs of students whose religious
beliefs prevent them from participating in certain celebrations.
 Grades K & 1 birthday parties should be kept simple. All other grades should avoid birthday parties. Teachers are
required to obtain, in advance, a large garbage bag from the custodian for the disposal of food.
 All parties must occur as late as possible in the school day so as not to interfere with lunch periods and core
instruction.
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Permission Slips for Trips
There must be a signed permission slip for every student, for every trip. If you have a student who you feel may pose a
safety issue during a trip, discuss this with your supervisor and send a letter at least two weeks in advance to the parent
indicating that you will need him/her to attend with their child. Trips are part of the curriculum and all students should be
included in the activity. Supervisors will make the final determination if a student is to be excluded from a trip; the teacher
will have to have a valid reason supported by anecdotal records.
No child can be told to stay home. Only a supervisor may authorize a student to be excluded from a trip.
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On grade trips, if a significant number of students are not going on the trip, a teacher will be designated to stay
behind and teach the class.
At the beginning of the year, parents will be asked to sign a “Neighbor Walking Trip” permission slip for short
walks in the neighborhood. Parents should still be notified through the homework folder if students are leaving the
building.
For all other trips, permission slips must be specific to the trip, transportation times and signed by the parent every
time.
Kindergarten and First Grade students may use school busses only. They may not use public transportation.
Professional Appearance
Personal appearance is an important aspect of our profession. Appearance is critical in how our students, families
and colleagues view us and in the judgments they formulate. This is something to consider when analyzing the
image we wish to project each day. Care and attention should be given to our personal appearance through
hygiene, dress, and body language. We make a good impression and we enhance our credibility when we present
ourselves as professionals.
Personal Property
All valuables must be secured at all times. At least one closet in the teacher’s classroom should be secured with a lock and
key. The school is not responsible for personal items left unattended. Report the theft of the item to the main office
immediately and complete the police report. Lock up i-pads and all electronics belonging to the school.
Photograph/Video Policy
For the protection of our staff and to prevent legal liability, parents will be asked to sign photography and filming
release at the beginning of each year which gives permission for the school to use photos or film in our
publications and the school web page. Staff members may not photograph students unless it is for an organized
school activity that has been approved by the Principal. Photographs may not be posted on personal websites or
used in any other manner.
Professional Demeanor with Students
Teachers are not to be alone with individual students for any reason. At no time should inappropriate socializing or overfamiliarity with students occur. Ensure a professional demeanor at all times.
Public Announcement System
Each morning the school will start the day with the Pledge of Allegiance and announcements. Each teacher should have a
signal to get students quiet and attentive to the message and participate in this exercise (stand, salute, and pledge). It is
important for all staff to pay attention to all announcements.
Respect
Staff members must demonstrate respect and professionalism at all times toward the students, the community, and
colleagues. We not only serve as role models, but we help to create a positive educational environment for all.
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Safety
Accident/Incident Reports:
It is Department of Education (DOE) policy and your responsibility to report an accident involving
yourself and to complete a report of the occurrence within 24 hours. See the payroll secretary for the
proper form. For occurrences involving students, see the Office Staff, Guidance Counselors or
Supervisors.
AED/CPR Drill
The AED is located in a cabinet (labeled AED) behind the School Safety Officer in the main lobby and
outside Room 451. A copy of the schedule for staff members, who have been trained, can be found in the
cabinet, the Main Office, and in rooms 261, 351, 451, 551.
Bomb Threats
An announcement for emergency dismissal will be made. General Response Cards are posted in every
room. Please become familiar with routines for emergencies.
Building Security
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All visitors must sign in and have a pass from the Safety Agents.
If you see an adult in the halls ask, “May I help you?” and then direct them to the room if they
have a pass or back to the Main Office to get a pass. Be polite but proactive
Enter and leave the building through the Main Entrance ONLY.
Safe guard all electronic equipment and personal items – keep them locked up.
Do not invite visitors/your children to the building without the expressed permission of the
Principal.
Food delivery will not be allowed to classrooms. Pick up food at the security desk.
Bus Safety
Review rules for use of the bus to and from school as well as on trips:
1. Remain seated with seatbelt buckled
2. Keep head and arms inside the bus
3. Do not shout, play or get out of your seat
4. Follow directions of driver and the teacher
Early Dismissal
On early dismissal days students will be released at 11:45PM. All staff will have a 50 minute lunch, and
report back to assignments at 1:00 PM.
Emergency/Crisis
In case of an emergency, it is the responsibility of the staff member to inform the Principal, Assistant
Principal, Main Office, Safety Agents, Custodian or a staff member immediately, upon becoming aware
of a critical situation. Employees should provide as much information as possible (i.e. choking, asthma
attack, missing child, etc.)
 Life threatening situations require immediate action: Call 911 if there is imminent danger.
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Evacuation Drills/Shelter Drills/Lockdown Drills
General Response Protocols (GRP) are in place to prepare our staff and students with specific steps they
will take when an incident occurs in the building or outside the building which impacts our safety. Each
room has a chart with the General Response Protocols.
GRP include: Lockdowns, Evacuation (Fire) and Shelter - In Drills.
 A Fire Drill (Evacuation) chart must be prominently posted in every room.
 Discuss protocols for all drills with your students.
 Classes must be led out of the classrooms quickly, quietly, and in an orderly line.
 Teachers must take a working class list in an Evacuation Drill (fire) since you may not return to
the building
 Take the GRP Alert Card to report an event that requires assistance
 There will be drills during the first weeks of school to ensure this safety routine is in place. In
total there are 12 Evacuation Drills, plus additional Lockdown and Shelter –In Drills will be
practiced. Three (3) Bus Drills will be held throughout the year
 Classroom teachers on prep must return to their class and with the prep teacher exit the students.
(See Attachment #5 for further information)
Medical Emergencies
In case of severe injury or illness of a student, call the Main Office for assistance. An accident /incident
report must be completed the same day. Call 911 if injury is life threatening, otherwise the Office will
call 911 for serious accidents.
Medical Issues
When a student feels ill and needs to go home, send the student to the nurse’s office with a note
explaining the problem. The nurse will determine if the child should go home and the parent will be
notified to pick up the sick child. If the student is not seriously ill he/she will return to the classroom.
Should the student’s condition worsen, immediately contact the Nurse’s Office or the Main Office.
Missing Child
A licensed teacher must always supervise students. Students must always be with a responsible partner if
they are out of the classroom. No Exceptions. Students must use the “Sign Out Log” with time out and in
recorded in the log. If you discover that a student is missing, you must IMMEDIATELY notify a
Supervisor and the Main Office.
Safety Plan
The School Safety Committee has developed a School Safety Plan which is submitted to the DoE each
year. The Safety Plan is reviewed and revised yearly to ensure adequate safety procedures are in place.
Please take the time to understand your role, and execute your assignment diligently.
School Access
Enter and Exit through the main door ONLY.
School Elevator
In general, students are not permitted to use the elevator unless they have limited mobility or other health
condition. A staff member must always accompany the child. Parents are not permitted to use the
elevator. Permission by the Principal is needed to use the elevator.
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Schedule
Daily
Each teacher will be given a program card that is to be posted on their door. Program cards must reflect
preparation periods, Literacy and Mathematics blocks, as well as Social Studies and Science. A copy of
the schedule must be given to your grade supervisor.
Preparation
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Teachers will adhere to the preparation period schedule. Lateness at any of these times is not only
an imposition on your colleagues but it can also impact the safety of students, and will result in
disciplinary action.
Inform the Payroll Secretary of any missed preps during the course of the school year.
Classroom and Cluster teachers should articulate regarding: instructional expectations, students’
progress and report card grades. The cluster program is an extension of the classroom program
and an integral part of the school experience.
Classroom teachers will bring students to assigned table in the cafeteria for Lunch.
Cluster teachers covering a class period 7 will dismisses the class. Classroom teacher and/or
cluster teacher with no seventh period coverage are to remain in the building until dismissal time.
School Leadership Team
The School Leadership Team (SLT) is made up of teaching staff, administrators, and parents. Their purpose is to
work collaboratively to identify instructional goals for CEP and align resources to meet those needs.
Movement throughout the School
Teachers will actively supervise students at all times. Students may never be left alone and unsupervised. When
traveling throughout the school, students must be quiet and orderly, always respecting the teaching and learning
that is going on in other classrooms. Students leaving the class, for any reason, should be accompanied by
another student and have a pass.
 Grades 2-5 must maintain an “Out-of-Classroom Log.” Each student leaving the room records Date, Time
Out, Destination, and Time In. The teacher must always be aware of where students are at all times.
 No more than two children should be out of the room at a time.
Staff Leaving the School Building
Staff members are permitted to leave the school building only during their lunch time. Preparatory periods
cannot be utilized as an opportunity to leave the building since this time is to be used to “prepare” for instruction.
In the rare circumstance that you need to leave the building during a preparation period, you must notify the
payroll secretary in writing and get permission from the Principal.
Supplies
Complete the Supply Request Form for classroom supplies. Forms should be left in the “supplies” mailbox
located in the Main Office. Every effort will be made to grant requests and have them available in a timely
manner. Do not send students to the supply closet.
Time Cards
Every staff member must move his or her own time card upon arrival and leaving the school each day.
No staff member may move anyone else’s card.
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Cards must be punched in to record times when your workday deviates from your official hours ( i.e. late
arrival, early departure).
Teachers may not enter times on the time card. Only the Principal, A.P.s and Payroll Secretary may make such
notations.
Time cards must be signed at the end of each month and placed in the designated box in the Main Office for the
Payroll Secretary.
 Per session employment must be recorded on a separate time card and given to the payroll secretary at the end
of the pay period. The time card and time sheet must be accurately completed and submitted by the 1st and
16th of the month to the payroll secretary Please help us keep our budget in balance and do not hold time cards
for more than 30 days. This could result in insufficient funds to pay the per session amount.
Uniform Policy
As per Chancellor’s Regulation A665 and voted into policy by the PS 189 Parent Teacher Association, uniforms
are intended to promote a more effective learning environment, eliminate label competition, simplify dressing and
minimize the cost to parents, teach children appropriate dress and decorum in their “work place,” and help to
improve student discipline.
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The school uniform is:
Navy blue pants/skirts, White collared shirt/blouse, Navy blue sweater, school logo gym shorts, sweat
pants and zip sweat shirts and tie shoes.
 Students may only wear the approved school uniform in the classroom.
 To promote uniform school policy, students who wear colored sweaters, denim jackets, or hooded
sweaters must remove them and hang them in the closet.
 Only 5th Graders may wear the “School Color” polo shirt.
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Academic Intervention - Response to Intervention (RtI)
When students are performing below grade level, intervention must be provided. There are three tiers of
intervention. The Three Tiers are as follows:
Intervention Model
Tier I
Tier II
Tier III
Focus
For all students
Students identified with
reading/math difficulties
and are not making
progress in Tier I
Program
Scientifically Based
Reading Instruction
Or Math Instruction
Systematic, explicit,
Sustained, intensive
supplemental reading/
program , additional
math, skill based instruction adaptations / adjustments
Time/Duration
Within 90 Minutes
Reading Block
Or Math Block
Minimum 30 minutes per
day in small group for 1012 weeks; in addition to 90
minutes of Tier I Core
Reading/Math instruction
Assessment
Benchmark or
Screening, progress
monitoring, and
outcome measures
Classroom Teacher
Provider
Students who have
extreme reading/math
difficulties and have not
responded adequately to
Tier I and II
Minimum of two 30minute sessions per day in
small group for 10 to 12
weeks; in addition to 90
minutes of Tier I Core
Reading / Math
instruction
Progress monitoring every 2 Progress monitoring every
to 4 weeks on targeted skills 2 weeks on targeted skills
and strategies
and strategies
Classroom Teacher/AIS,
Reading Teacher/Para
Reading Teacher, RTI,
AIS, Special Education
Teacher
School Intervention Team:
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IEP Teacher
SETSS Teacher
Reading Teachers/AIS Teacher, Paraprofessionals
ESL Teachers
Coach
Response to Intervention Teacher
Ladder for Student Referral - Child Study Team
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Teacher meets with grade supervisor to discuss evidence of low performance
Data and anecdotes are available to support discussion
Teacher identifies the supports given to the student in the class (Tier1 and 2)
Teacher meets with the Child Study Team to discuss the student and plan for intervention.
Teacher completes request for Referral if appropriate
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 Student accepted or deferred for referral
 Child Study team makes recommendation for specific intervention plan
 Be aware that the Child Study Team has a compliance schedule to follow regarding each evaluation. The
timely completion of all student reports by classroom teachers is critical to the process.
Bulletin Boards
Teachers will receive bulletin boards assignments at the beginning of the school year. Bulletin boards serve as
models that celebrate our community of learners and display our best work. Please stress good penmanship and
spelling and grammar conventions. All students in the class must be represented. (Attachment #9)
Requirements for Bulletin Boards
 Assigned bulletin boards must be set up by the first school day of each month and completed by the end of
that week.
 Student work must be dated and related to current Units of Study that demonstrate the rigor of class work.
 Exhibits must have a title and identify the class/teacher responsible for the display.
 Bulletin Boards should have attractive backing and borders and be maintained throughout the month.
 Bulletin Boards must include: Common Core Learning Standards, description of the task, graded rubric
with teacher comments/next steps (rubric-based), examples of Peer Feedback in upper grades and an
exemplar.
 Exhibits should reflect each student’s current stage in the Writing Process along with draft and teacher
feedback leading to revision and final product.
 In math, student writing should receive feedback for clarity and completeness per the rubric and include
an Exemplar of the task.
Classroom Management
Teachers are responsible for organizing a well-managed classroom where students can learn in a respectful, safe,
performance- oriented environment. Teachers will maximize student learning and minimize student misbehavior
by presenting clear expectations, effective feedback, explicit demonstration, and extensive practice time for
students so students can successfully accomplish the tasks.
Class/School Standards and Rules /PBIS
Teachers will set class standards/rules with students on the first day of school. PBIS guidelines will be
disseminated and emphasized throughout the school and throughout the school year.
 The rules of the classroom and should reflect the PBIS school-wide policy.
 School-wide expectations for cafeteria, bathrooms, auditorium, hallways will also be promulgated through
PBIS.
Class Trips
Trips are an essential component of instruction. School trips afford students the opportunity to observe, explore,
discover and engage in hands-on experiences. Trips are to have an educational or appropriate celebratory focus
and be viewed as an extension of the curriculum.
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The office staff can provide trip forms. Submit form for approval to immediate supervisor at least three
(3) weeks prior to the trip date. A trip plan with a detailed itinerary must be submitted.
Lunch requests or cancellations must be submitted to the School Food Manager, at least three (3) weeks in
advance.
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Keep in mind that when planning trips, the adult to student ratio is 1:10 (at least two additional adults are
required for up to thirty students).
All students must have a signed permission slip prior to the day of the trip.
Buses must be booked at least three weeks in advance. Try to book trips as early as you can to guarantee
bus availability. See Lidia Antigua for assistance.
When collecting money for a trip, keep a very good record of who submitted the money. Never leave
money in the classroom. Keep receipts of all expenditures. In the event of an audit, you will be required
to provide evidence of expenditures.
All money will be kept under lock and key in the main office only, not classrooms, give the money to
Lidia.
Funds should be in a sealed envelope with the teacher’s name, class, amount and signature across the seal
or flap.
Trips should be scheduled throughout the year. Due to a compressed testing calendar, trips will not be
authorized during testing months (mid April – mid June).
Classroom Displays
All displays must be purposeful models of learning, reflecting our professionalism, our passion for education, our
positive attitude towards students and our content area report writing. Displays must be dated, neat, and reflect
current teaching and learning.
 Do not clip, tape, hang or pin anything to the window shades in your room.
 Bulletin boards in the classroom must be instructional, current, demonstrate scaffolding of instruction,
and exhibit class Unit of Study in ELA, Math, Social Studies and Science.
 Student work must be dated, include teacher comments, a description of the task, Common Core
Learning Standard being met, and rubric used to score the work.
 Student work with teacher feedback and peer feedback should be displayed throughout the classroom.
This instills a sense of pride and validates the students as learners.
 Commercial posters should not replace student work.
Coherent Set of Beliefs About How Students Learn Best
It is our expectation that all teachers will incorporate and implement classroom practices that are
reflective of our Coherent Set of Beliefs About How Students Learn Best.
We expect to see evidence of:
 Differentiation with supports and extensions for identified students
 Meeting students’ needs through work products that demonstrate high level thinking and
appropriately challenging tasks and ownership
 High levels of student engagement and rigor*
 Actionable feedback to students with rubric-related goals and next steps
 Explicit teaching/modeling
*Sally Hampton from America’s Choice, has eloquently defined rigor as “complex thinking about complex
topics.” This is our expectation at P.S. 189.
The CHART/CHECKLIST that is provided to all staff lists tangible evidence for each of the 4 Domains of the
pedagogical practices of the Danielson Framework and the Quality Review-aligned to our Coherent Set of Beliefs
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About How Students Learn Best. It should be used when planning and implementing lessons to ensure the
expectations that reflect the highest quality of teaching and learning that we have been emphasizing at our school.
Conferring with Students
Conferring with students is an integral part of the instructional cycle. It is expected that teachers will
confer with students at least four times per month in reading, writing and math. Identified At-risk students will
need more conferences. Refer to The Continuum by Fountas and Pinnell for teaching points and teacher
resources in GoMath.
Conference Notes
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Conference notes should be dated, and include the following content for each conference:
 Strengths observed
 Area of need
 A Teaching Point
 Next Steps in writing for the student: in his notebook, post-it
 For Reading Conferences, include: Title of the book or the article and the Lexile Level of the
book.
 For Writing Conferences, include: Title, Stage in the Writing Process, and Genre.
Teacher notes must be specific and reference specific issues in the text (i.e. student couldn’t identify that Ann
was speaking when it wasn’t directly stated).
All conference notes will be kept chronologically in the Student/Teacher Conference Binder with separate
sections for each student and in alphabetical order.
Continuity of instruction (a sequence of lessons) should be evident between conferences.
Conferences should not emphasize the use of conventions or skills during the drafting or revision stages of
Writing Process.
The focus during these stages is on the thinking, production of writing, and organization of ideas and thoughts.
The focus on conventions is part of editing and must be emphasized after drafting and revision stages.
Ensuring a Successful First Week:
Your success during the school year will be determined by what you do on the first days of school. The most important
thing to establish and maintain, is consistency and fairness. Students want an environment that is safe, predictable and
nurturing. Classroom management procedures promote an environment that is caring, thought provoking, challenging and
successful.
The following are suggestions to ensure a successful first week:
 Each teacher must have a class sign on a yard stick. The sign must contain the teacher’s name and room number.
Bring sign to morning line-up during the first week of school.
 Classrooms are to be well organized and decorated with colors that are inviting.
 The set up of your classroom should be student friendly and materials should be accessible to students. Students
must be familiar with the location of materials and areas within the room.
 Provide explicit instruction on the routines and procedures you have developed
(Hanging up coats, lining up, rug spots, protocols for discussion, expectations for notebooks and written work, Sign
Out Log etc.).
 Create rules with student input so that they can have ownership. In addition, develop a hierarchy of consequences
and rewards.
 Instruction begins on the first day of school; every activity conveys your expectations for the rest of the year.
 Establish homework routines immediately.
 Encourage logical thinking skills in all areas. Have students discuss with each other what they are doing and why
they are doing it on a regular basis.
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Consistently review, reinforce and remind students of class rules and procedures.
Emergency Blue Cards and Pick-up Authorization Cards must be distributed on the first day of school. Upon
return, they should be reviewed to ensure that there are at least THREE different phone numbers listed. Submit
completed cards to the Main Office by the end of the second week of school.
During the first two weeks of school, an attendance sheet must be completed in addition to the ATS Attendance
Form. The completed attendance sheet will be collected by school aides by 9:00AM. daily. This is a legal issue;
please take care to be accurate.
Grade Level Conferences / Professional Learning Teams
Grade level conferences and PLTs are an opportunity for collaboration, turnkey learning, share best practices and
receive professional development from peers, consultants, and supervisors.
The school schedule will be organized to provide multiple periods for teachers to meet together, work
collaboratively and plan lessons/curriculum to meet the differentiated needs of students in your class.
Home-School Connection
Parent involvement is an essential component in the success of our students and school. Therefore, an open line
of communication should be maintained with parents/guardians. Flyers, Home School Connection letters in
literacy and math, notices, telephone calls, calendars, surveys and Engrade, Dibels reports are just a few of the
various ways we inform parents of school and academic topics. Contact the Main Office if you need a parent
letter to be translated.
Homework
Student homework is a daily extension and enrichment of classroom lessons and activities. It fosters independent
study skills and develops responsibility for the use of materials and outside resources.
 Meaningful comments should be made on homework to reinforce learning. Meaningful comments are
comments that will help the student move towards meeting the standards and should be based upon a
rubric for the subject.
 Teacher comments on homework, class work and tests are a vehicle that can be used to communicate
student progress to parents. Parents look for your interaction with their child.
Grade
Kindergarten
First Grade
Second Grade
Third, Fourth & Fifth
Organization
Folder
Folder
Folder
Agenda
Duration
20 Minutes
30 Minutes
40 Minutes
60 Minutes
* In addition to the above, students are required to read 20 to 30 minutes daily.
Individual Education Plan (I EP)
An IEP is a record of the testing, social history and finally the academic goals and least restrictive setting needed to
accommodate a student. This information is confidential. All IEPs can be accessed through the SESIS site
@schools.nyc.gov.
 General Education Teachers should focus on planning instruction to meet the instructional goals of the plan and
provide the accommodations listed in the plan.
 All teachers who work with a student with an IEP can access it through SESIS.
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It is the teacher’s responsibility to plan instruction, provide materials and share instructional goals with the
paraprofessional working with an IEP student.
Instructional Blocks
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Literacy Block is a 90 minute block that occurs daily. It encompasses the 5 elements of reading, as well
as best practices, such as: Read Aloud, Shared Reading, Guided Reading, Conferencing and Independent
Reading.
Writing Block is a 45 minute block that occurs daily. Teachers are to follow the prescribed Units of
Study and the Workshop Model with special attention to the Common Core Standards.
Mathematics Block: is a 60 minute block that occurs daily. During this time teachers will engage students in
problem solving, mathematical investigations/explorations, grouping, discourse and discussion, and journal
writing/learning log.
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Science and Social Studies: is a 45 minute block that occurs daily, taught in consecutive instructional
cycles.
Learning Walks
A Learning Walk is an organized visit to a series of classrooms often on the same grade using tools such as; the
School Quality Review Classroom Protocol, or The Framework for Teaching by Charlotte Danielson. Teachers
will be regular participants on Learning Walks and follow the prescribed protocol.
Participants will focus on:
 Instructional Expectations for 2014-2015
 How teachers teach (best practices )
 How students learn (habits of learning)
 What gets taught to whom (differentiation based upon data)
 How data is used to inform the teaching/learning process
Lesson Planning
In accordance with the most recent UFT Collective Bargaining Agreement and the most recent arbitration,
the following policy regarding lesson plans is now in effect:
 Teachers are required to write lesson plans.
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The “specifics of the plan will be left to the professional judgment of the teacher.”
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Lesson plans can be reviewed by supervisors as part of a formal or informal observation.
Unit Plans
In accordance with the most recent UFT Collective Bargaining Agreement, the following policy regarding
unit planning is now in effect:
“Article 8E of the collective bargaining agreement shall be amended to add the following:
A ‘Unit Plan,’ also known as a ‘Curriculum Unit,’ means a brief plan, by and for the use of the teacher,
describing a related series of lesson plans and shall include: (1) the topic/theme/duration; (2) essential
question(s); (3) standards; (4) key student learning objectives; (5) sequence of key learning activities; (6) text (s)
and materials to be used; (7) assessment(s).”
“Teachers that are provided with a Curriculum (as defined in the Collective Bargaining Agreement: a list of
content and topics; scope and sequence; a list of what students are expected to know and be able to do after
studying each topic) have a professional responsibility to prepare Unit Plans.” Teachers shall not be required to
prepare a Unit Plan in any other format other than the form agreed by the UFT and the DOE.”
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“A principal or supervisor may collect and/or copy a Teacher’s Unit Plan, “provided that the principal/supervisor
either (i) discusses the unit plan at the next professional conference (e.g. pre-observation or post-observation
conference) pursuant to the observation cycle or as otherwise permitted by the parties’ APPR plan, or (ii) uses the
Unit Plan for professional learning (e.g. non-evaluative conferencing with principal; or other administrators)
within 20 school days of the collection or copying, absent unforeseen and unusual circumstances.”
Plans for Substitute Teachers
To ensure continuity of instruction, all teachers will submit 3 days of lesson plans by the last Monday in
the month of September.
 Lessons plans must be detailed and student activities must be included.
 These plans and other information will be kept in the Main Office and distributed to substitute
teachers, as needed.
 Please make sure to update your plans, based on your absences.
Observations and Teacher Evaluations
The Principal and Assistant Principals will be visiting classes throughout the year, on a frequent basis.
Visits may be announced AND/OR unannounced. Teachers will select one of the two options for observations,
as per the Teacher Evaluation System. A 3rd option is available for teachers rated “Highly Effective.”
The visits will result in written feedback that will be placed in teachers’ official files, as per the Teacher
Evaluation System.
Teachers must be familiar with the guidelines and expectations outlined in the Teacher Evaluation System.
Please be sure that you have a copy of the guidelines. Additional information will be provided as it becomes
available.
Evaluations will be based upon the Charlotte Danielson, Framework for Teaching, including 8 of the 22
components of the 4 Domains. The Teacher Evaluation System, Advance, focuses on 8 components (1a, 1e, 2a,
2d, 3b, 3c, 3d 4e).
Principal/Teacher meetings will be held during the year to evaluate and support teachers in meeting professional
goals and increasing proficiency on the Danielson Framework for Teaching. Specific protocols provided by the
DoE and NYS will be followed.
Parent Involvement/ Parent Workshops
Parents are an important element in our students’ success and can be powerful allies. Every effort should be
made to establish a positive relationship. Collaborate with peers to develop a letter of introduction that informs
parents of the following:
 Welcoming both the parent and the student
 Expectations-Curriculum requirements
 School supplies needed
 Homework Policy
Educating our parents is a priority of our school. Through parent workshops parents are provided with strategies
and techniques that empower them to support their children in acquiring new learning. The school will provide
parent workshops in various subject areas. We urge you to encourage parents to attend.
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Parent-Teacher Conferences
The Parent-Teacher Conference is an important communication vehicle; it affords us an opportunity to meet and
speak to the parents/guardians of our students. There are two types of Parent Teacher Conferences:
 Meeting where teacher speaks to parent/guardian regarding concerns about the student- This conference
can be a part of the Ladder of Referral or requested by the parent and often takes place during the
preparation period of the teacher.
 DOE Parent-Teacher Conferences- As per the recent UFT contract, these conferences will occur 4 times
during the school year (The format and specifics of each of these opportunities will be provided in detail
throughout the year).
 P.S.189 Mid-Year and End of Year Report Cards are sent home in January and June, respectively, to keep
parents informed of student achievement.
 Parents are concerned about their children or they would not be here. The concern may manifest itself in
several ways, (e.g. hostility, eagerness to please, defensiveness, shame, etc.) but work with it and listen.
 Think and choose words carefully when speaking to parents. Hurt feelings may not have the opportunity
to heal.
 Be objective in stating the problem the student is having: “I have observed …this indicates…”
 Place emphasis on what the student should be doing and how we can help him/her, rather than on what the
student is doing wrong.
 Make an Ally – develop the plan of action together, agree to it, tell the child and then communicate and
follow through.
 Arrange to meet or speak with the parent again, at a mutually convenient time to discuss the student’s
progress. Inform the student and parent about any improvements made.
 Refer any problems with a parent to your immediate supervisor.
 Record the date of all parent meetings, have parents sign and write brief notes on topic(s) discussed on the
Parent Communication Log.
Portfolios
Portfolios are both formative and summative assessments. Portfolio pieces should be standard bearing and should
showcase the student’s best work in a Unit of Study. Every piece should include a task, rubric, and reflection.
This work should include a formative task and the culminating Performance Task of a Unit of study. This gives
the teacher and parent an opportunity to see the growth over the year in rigorous academic tasks. Portfolio pieces
should include the process (not just the finished piece) and students should be provided the opportunity to revisit
them. Each student must have a minimum of 8 pieces in Literacy and 8 pieces in Mathematics.
Preparation Periods
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Staff is to remain in the school during their preparation periods and be engaged in professional work. Under
unusual circumstances, you may request to leave the building. This must be in writing and you must receive
permission from the Principal. Staff must be back at their assignment by the end of the preparation period.
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As per UFT agreement each teacher is entitled to five preparation periods per week. (Commonly referred to as
preps). Preparation periods shall be used for unassigned professional work. Teachers are expected to utilize
their professional preparation time in such manner as to enable them to further their professional work for the
purpose of their greater classroom effectiveness. Preparation periods shall be used for professional, jobrelated work which may include but is not limited to, preparation for classes, preparation of teaching
materials, presentation of or attendance at demonstration lessons, participation in teacher training, and
conferences with administration, with other teachers, with guidance counselors, or with parents.
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For new employees to the DOE, two preparation periods per week shall be designated as professional support
periods. Guidelines for the use of professional support periods for new teachers will be established on an
individual basis.
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The school will make every effort to ensure that all teachers receive their preparation periods. In the event of
an emergency, when prep periods are cancelled, teachers will be paid for that time at the rate set forth by the
UFT contract for each period in excess of one in any term during the school year. (by contract a teacher may
miss a 1 preparation period each term (2 per year).
Professional Development
“Those of us who dare to teach must never cease to learn” John Cotton Dana.
Teacher’s knowledge, skills and practices develop throughout their professional careers. The nature of teaching
requires continuous growth in order to engage and challenge increasingly diverse students in a rapidly changing
world. Professional Development affords teachers the opportunity to keep current with the latest trends and
innovations in our profession. Professional development can provide teachers with teaching strategies to better
meet the individual needs of their students.
 The Department of Education, the UFT and P.S.189 will provide professional development opportunities
on various topics. Please listen for announcements, postings (in the main office), and Teacher’s Weekly
Newsletters (sent via DOE Email) regarding future professional development opportunities.
 If you attend professional development out of the building you are required to give the payroll secretary a
copy of the agenda and all hand-outs. You may be asked to share new learning with your peers.
Professional Development can be provided in a variety of ways:
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Workshops (conducted in or out of school, during, or after school hours)
Individual Meetings with Coaches, Consultants and/or Grade Supervisors
Observations followed by Model/Demo Lessons
Inter-class Visitations
Intra-grade Meetings/Visitations
Study Groups
Professional articles, books
Visit the ARIS and the Common Core Library @ schools.nyc.org web site for on-line professional
development courses on DOK, UDL, Questioning Techniques, Framework for Teaching and a wide
variety of professional topics to improve pedagogy.
Professional Goals
All teachers and paraprofessionals will be asked to set professional goals for the year. Staff will meet
individually with Ms. Luger to set S.M.A.R.T. GOALS (specific, measurable, attainable, relevant, time-bound)
and create a plan of action in order to achieve them. To prepare for the individual goal setting meeting, teachers
should REFLECT about their teaching practices and instructional methodologies, using Charlotte Danielson’s
Framework For Teaching as the common rubric with common language and clear expectations. Based on the
New York City DOE Instructional Expectations for 2014-2015, we will focus on 8 of the 22 Components, across
the 4 Domains. Charlotte Danielson’s Framework For Teaching will be the lens for evaluating teachers’
practices, as per the Teacher Evaluation System, Advance.
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Professional Portfolios for Tenure-Track Teachers
It is considered best practice that teachers create and maintain professional portfolios that reflect their
professional work. In the Teacher Tenure Process, teachers have been expected and will continue to be expected
to submit to the Principal, portfolios that demonstrate, with evidence, their effectiveness as a teacher, over the
course of the first 3 years of probationary service.
Enhancing Professional Practice: A Framework for Teaching
The Framework for Teaching by Charlotte Danielson offer rubrics which provide a common language and a
vision of the scope and complexity of teaching by which all teachers can define and develop their practice. The
various components and rubrics are to be used by teachers to prompt reflection about teaching and learning;
develop professional goals; and guide, monitor and assess the progress of teachers’ practice. The 4 Domains that
offer important insight into work include:
Four Domains:
1. Planning and Preparation
2. The Classroom Environment
3. Instruction - Questioning and Discussion
4. Professional Responsibilities
In total, there are 4 Domains divided into 22 Components which are further divided into 76 Elements. The
Framework provides a common language and vision which can focus our conversations and move our work
forward. The Teacher Evaluation System, Advance, focuses on 8 of these components (1a, 1e, 2a, 2d, 3b, 3c, 3d
4e).
Instructional Expectations
For the 2014-2015 school year, the DoE has provided a roadmap for our work this year. Our curriculum, pacing
calendar, assessments, school schedule, evaluations, data analysis and professional development will all support
the work outlined in this document. In summary, schools are expected to:
 Ensure knowledge of students and their work and use this knowledge as the starting point for planning
 Integrate policy into an established, clearly articulated instructional focus
 Develop a culture of collaborative professional learning that enables school and individual development
Further information and support will be provided throughout the year to ensure that all staff remains aligned with
the Citywide Expectations.
Record Keeping
All teachers will keep the following records:
 Cumulative Records (review and maintain current records)
 Student assessments: formative and summative
 Student grades: substantiated by evidence of student work aligned to Report Grade matrix by Grade
 Student portfolios: All work is dated and standard bearing and reflects Units of Study in school curriculum.
 All staff members will be required to keep records of incidents that occur in their presence.
 Anecdotes of student with behavioral issues should be written objectively based on observable behavior
(Antecedent- Behaviors- Conclusions). Include date and time of incident.
 List of students’ address and telephone numbers (review and update) with a list of emergency phone numbers
(information that you can obtain from the blue emergency cards)
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Teacher/Student Conferences Binder & Formative Assessment Binder
Record of homework
Documentation of 25/30 Book-Log Responses (books read and logged)
Running Records Assessments Kit / M-class
Student Discharges: the teacher must complete the cumulative record card and bring it to the Main Office.
The student’s cumulative attendance should be completed and tallied with the date of discharge duly noted.
Doctor and Parent notes
Referrals to Child Study Team
Teachers must meet with grade supervisors to discuss criteria for referral and fill out referral form.
Report Cards
Report card grades are determined by the grade Report Card Matrix which lists assessments with weighted
percentage. All teachers will abide by the matrix for their grade. It is necessary for teachers to keep detailed,
dated records of students’ performance data so conversations around student performance are grounded in actual
work samples and assessments when meeting with parents and supervisors. Cluster teachers must provide grades,
as appropriate. The supervisor will meet with teachers and discuss the promotional standards and an action plan
for students who are “Promotion in Doubt.” Report cards will be completed on line and printed in school. We
will report to families 4 times during the year: November 2014; January 2015; March 2015 and June 2015.
Specific dates will be provided.
Room Environment
Classroom routines and structures build student independence and foster the Principles of Learning by including the
following:
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Name of the teacher on the door and located prominently in the front of the room
Names of all children in the class displayed creatively in the classroom
Classroom rules stated in a positive manner, posted prominently in the room
Daily Agenda with time allotments displayed in the front of the room
Process/Content Charts reflecting current teaching and learning
Evidence of strategies and skills taught
Number Line
Fire Drill chart
United States Flag
Reading Reform Alphabet where applicable
Word Wall (Interactive and functional)
Flexible Groups Chart with student names
Literacy Stations with task cards (in baskets)
Reading Grid with record of books read according to grade specific standard
A well defined library area with books organized and reflecting the levels, interests, and abilities of the students in
the class
Timeline of Read Alouds that includes title, author, genre and date
Meeting area for whole class instruction
Designated area for small group instruction/guided reading/student conferences
Computer Area
Mathematics area with manipulatives: accessible, visible and labeled
Writing area with appropriate materials
(pencils, erasers, paper, student folders and/or notebooks)
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Stages of Writing Chart that reflects actual students’ progress through the writing process
(Prewriting, Drafting, Revising, Editing, Publishing)
Formative Assessment Binder
Student Portfolios
Student/Teacher Conferring Binder
Lesson Plans
Clean, organized room
Routines & Procedures
Effective procedures for every phase of classroom interactions must be established and maintained, including but
not limited to: entering and leaving the classroom, lining up, hanging up clothing, distributing and collecting
materials, keeping notebooks, and transitions, etc.
Effective classroom instruction routines and rituals must also be established and maintained, including but not
limited to: independent reading/writing, accountable talk, partner reading, peer feedback, use of class library,
conferring with teachers, annotating, note-taking, etc.
Rubrics
An instructional rubric is usually a 1 or 2 page document that describes the quality for a specific assignment. All
rubrics have 2 features: a list of criteria for a project or assignment and a grade with descriptors of strong,
middling, and problematic student work. They help teachers and students have clear expectations and they
provide students with more informative feedback about the areas they need to work on, with common language
being used for all student work. They help teachers think about student work with the same lens and
understanding about the qualities and elements of particular assignments. Uniformed rubrics must be used in
both lower and upper grades. Rubrics should be presented in child-friendly language. Rubrics should be
presented to students at the beginning of unit work, referenced throughout the unit with formative feedback, and
then used at the end of the unit, for summative assessment.
School-wide Open House
We will be providing an Open House Evening event for Parents and Families, scheduled in September. This is
an opportunity for teachers to meet parents/guardians and share the school’s vision, expectations and instructional
goals.
The following is a suggested agenda for our Open House:
 Welcome
 Curriculum Objectives: (Units of Study in Reading and Writing, GoMath, Science, Social Studies, etc.)
 Common Core Learning Standards
 Rules and Procedures: school, classroom, return of notices
 Importance of attendance and punctuality
 Homework –assigned every day to support classroom learning goals.
 Supplies needed
 Uniform policy
 Notification of Parent-Teacher Conferences
 If parents require individual conferences, they are to schedule an appointment with you.
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Signals
Incorporate non-verbal signals/cues that the students will respond to quickly and quietly.
 The uniform school signal is, “Hands Up,” right hand raised.
Student Notebooks
Clear expectations and procedures are to be established in every classroom regarding student notebooks. Looseleaf binders and/or large spiral notebooks are not to be used.
 Marble Composition Notebooks should be used and clearly labeled by subject. The structure and
organization of notebooks must be discussed and established as a routine with students during the first
two weeks of school.
 Homework and classwork should be checked and written feedback provide to students.
 Teachers will conference with students to discuss such things as: content, neatness, proper organization,
completeness, quality of work, etc. Teachers will address concerns as needed at least once a month and
will record it as a conference in their Conference Binder.
 Written feedback should be provided to students.
Technology
Monitor students’ use of equipment, computers and printers at all time. Students must be given explicit
instructions on how to use technology and how to care for equipment before being permitted to use it and during
its usage.
Teachers must adhere to the Internet Usage Policy.
Workshop Model
According to the research on best instructional methodologies, the workshop model will be the format for all
classes whenever possible (unless curriculum adopted specifically follows a different format- Workshop Model is
to be used). The workshop model is both a structure for organizing classroom instruction and a vehicle to
ensure student engagement, active participation, and feedback by teachers to students. The structure
provides more time during the school day for students to read, write, talk, and use effective learning strategies
and to explore and respond to the topics and ideas they are studying. It provides more time for teachers to work
with individual students, and for students to work with one another. The structure evolved as teachers realized
that traditional instruction - the transfer of information from adult to student - was not leading to the ownership of
the learning process and to the deeper understanding that students now need to meet standards. To do that, the
teachers and students must construct learning.
The teachers also must recognize that each student begins at a different place but that all must meet the same high
standards, even though this may take more time.
Workshop starts with TIME - time for students to read, write, talk, and think in class, independently or in smallgroup sessions. The structure also offers teachers time to observe, take notes, and confer with students. Because
students often choose what they read and write, they develop OWNERSHIP of their learning. As they begin to
use newly taught strategies that make them more skilled readers, writers, and learners, they are able to access
more and a greater variety of materials, increasing their confidence and sense of ownership.
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RESPONSE is built into workshop instruction. During the mini-lesson, students have the opportunity to question
and clarify strategies before they adapt them to their own learning. The teacher-student conferences, small-group
work, notebooks, and sharing sessions all offer opportunities for students to explore and respond to content with
their teachers and others. By experiencing genuine discourse, considering and building on the ideas of others,
finding evidence in what they read, and sharing their work, students develop as a COMMUNITY of learners. In
workshop instruction, the whole can be greater than the sum of the parts.
The Structure of a Workshop Model Lesson
MINI-LESSON (rarely more than 10-15 minutes) - The teacher presents and often models a specific teaching
point at the start of each class, helping students draw on their prior knowledge and answering any questions they
have. The teaching point, which guides the independent and small-group work that follows, is determined by
what student work and formative assessments show students need to know to meet standards and is part of a
logical sequence of teaching points that comprise the unit of study. During the mini-lesson, the teacher sometimes
uses read-alouds, modeled writing, shared reading and writing, and interactive writing.
GUIDED PRACTICE (approximately 5-10 minutes)- Teacher guides students with one or two examples to
reinforce the mini-lesson modeling. Students may ask questions and teacher clarifies skill and/or strategy. Near
the end, the teacher explains what students are expected to do during independent work time.
INDEPENDENT Work Time (approximately 25-30 minutes) - Most class time is set aside for students to work
independently, with a focus on the concept presented in the mini-lesson. As they become more skilled, students
are ready to meet in pairs or small groups and work together. During this time, the teacher holds several
individual or small-group conferences, serving as sounding board, facilitator, coach, and instructor and helping
students identify strategies they can use to solve problems they are struggling with.
At the same time, the teacher is identifying areas where students - a small number or many - need more
instruction, which may become a mini-lesson in a later class. Conferences are one means to assess student
learning, and teachers keep notes on each conference. Students are also assessed through their notebooks and
more formal assignments. Student participation and contributions during shared learning also provide teachers
with important assessment data.
THIS
IS
THE
TIME
WHEN
STUDENTS
MUST
READ
AND
WRITE
EVERY
DAY!
SHARE Time (approximately 5 minutes) - Near the end of class, the teacher selects one or two students to share
with the whole class how they applied the concept from the mini-lesson and what they learned. Other students
and the teacher respond to the share, citing lessons learned. The class ends with the teacher clarifying the teaching
point, assignments, etc.
The Workshop Lesson Form and The Workshop Model Checklist for help with implementing the workshop
model in your classroom are available for teachers’ support.
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Attachment 1
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Attachment 2
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Attachment 3
INTERNET USAGE POLICY
THE PURPOSE OF ACCESS TO OR USE OF THE INTERNET THROUGH BOARD CONNECTIONS OR EQUIPMENT IS SOLELY
EDUCATIONAL. THEREFORE, ANYONE WHO UTILIZES THE BOARD'S CONNECTION MUST FOSTER THAT PROPOSE BY USING
INTERNET RESOURCES ONLY FOR EDUCATIONAL PURPOSES AND IN AN APPROPRIATE AND LEGAL MANNER.
ALL PERSONS ACCESSING OR USING THE INTERNET THROUGH BOARD CONNECTIONS OR EQUIPMENT, WHETHER FROM A
BOARD LOCATION OR FROM A REMOTE LOCATION USING BOARD HARDWARE, SOFTWARE, AND/OR ACCOUNTS, ARE
PROHIBITED FROM USING SUCH CONNECTIONS OF EQUIPMENT FOR OTHER THAN EDUCATIONAL PURPOSES AND
SPECIFICALLY PROHIBITED FROM:
• Sending or receiving personal messages
• Using the Internet for commercial purposes advertising or similar objectives
• Utilizing copyrighted materials without permission
• Lobbying for political purposes or soliciting votes
• Accessing pornographic or obscene materials
• Sending or receiving messages that are racist, sexist, inflammatory, hateful or obscene
• Vandalizing data, software or equipment
• Sending or receiving another person's messages without authorization
• Requesting or providing home phone numbers, addresses, or other personal information without authorization
THE BOARD AND/OR CHANCELLOR RESERVE THE RIGHT TO REVOKE THE INTERNET ACCESS OR USE OF ANY PERSON
WHO USES THE BOARD CONNECTIONS OR EQUIPMENT IN AN INAPPROPRIATE, ABUSIVE OR ILLEGAL MANNER OR IN
VIOLATION OF THE BOARD'S POLICY ON ACCESS TO AND USE OF THE INTERNET OR OF LOCAL, STATE, OR FEDERAL LAW.
VIOLATORS TO THIS POLICY MAY BE SUBJECT TO DISCIPLINARY AND/OR LEGAL ACTION.
I have read the above, and will comply with the regulations of this policy.
Signature:
Print:
Date:
_________________________________________________________
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Attachment 4
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Attachment 5
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Attachment 6
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Attachment 7
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Attachment 8
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Attachment 9
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Attachment 10
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Attachment 11
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Attachment 12
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