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2006 Broad Prize for Urban Education Finalist

2006 Broad Prize for Urban Education Finalist. The Jersey City Public School District is strongly committed to high expectations for achievement by all students in Grades P-12. 28,000+ K-12 students 40+ schools 4,000+ PreK 3 and 4 year-olds 93.3% Student Attendance Rate

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2006 Broad Prize for Urban Education Finalist

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  1. 2006 Broad Prize for Urban Education Finalist

  2. The Jersey City Public School District is strongly committed to high expectations for achievement by all students in Grades P-12 28,000+ K-12 students 40+ schools 4,000+ PreK 3 and 4 year-olds 93.3% Student Attendance Rate 8.4% Student Dropout Rate 17,784 Students speak a language other than English at home 103 different language groups

  3. Opening Convocation Sept. 2004 Enhancing Teacher Quality THE POWER OF Effective Teachers…Effective Leaders…Effective Schools

  4. What does a district and its schools look like when they are organized around a commitment to the achievement of high standards by all students? Learning is not a goal just for students; it is also a goal for all staff members. Enhancing professional growth practices are not an event; they are a way of life. It is the norm for all to mentor and support and all to seek mentoring and support.

  5. Great Schools are made up of Many Great Classrooms… Great Classrooms in Every School is the Ultimate Goal! The collective goal is to have a fully and highly qualified teacher in each classroom so that more students can be successful more of the time.

  6. Professional Effectiveness Goals: • Implement “Job-Embedded” Collaborative Professional Learning/Professional Development Program • Recruit, Retain, and Support Highly Qualified Staff • Identify, Mentor, and Train School Leaders

  7. Creating a Culture for Learning Professional Effectiveness Through Collaborative Professional Learning All District Personnel have Multiple Rolls to Play District Focused Objectives School Implementation Reality

  8. Job-Embedded Development“Every Teacher a Specialist” • Focus on Teacher Mastery of Content in Literacy, Math and Science • Focus on Teacher Mastery of Cutting-Edge Strategies for Differentiated Instruction and Interdisciplinary Connections • Continuous and High Quality Training for Staff at All Levels • Provide time, resources and support • Orientations, professional development, personal and professional support, opportunities to observe best practices, receive feedback on work in relation to student achievement data and district performance data • From New Teacher Induction, August Anticipation to September Survival to Superintendent’s Face-off, Administrators’ Symposium and Project PREP • Minimize Loss of Student Instructional Time

  9. “Coaching” in Real Time: Every Day An Occasion to Learn • Language Arts, K-9: 1,888 Days of AUSSIE Coaching, plus 720 Days for Reading First and 3,240 Days by District Coaches • Math, K-8: 320 Days of AUSSIE Coaching (K-2), plus 3,196 Days by LL Teach (3-8) • Integrated Curriculum, 3-5: 238 Days of Pearson, Inc. Content and Effective Strategies Coaching • Transdisciplinary Curriculum, 6-8:100 Days by IDE, Corp. Coaches in Content, Effective Strategies and Standards-Based Teaching • D3M (Data Driven, Decision Making), K-12: 85 Days for School Data Teams in Collection, Use and Analysis of Data leading to Adjustment of Instruction

  10. Recruit, Retain, and Support Highly Qualified Staff • 90% of Teaching Staff is Highly Qualified • 99% of Teachers Completed 100 Hours of Cycle I Professional Development • Of Concern: Recruitment of Math, Science and Special Education Teachers • Of Concern: Retention of New Teachers

  11. ECLIPSE!: Educational and Collaborative Leadership Institute for Principals and Supervisors Extraordinaire! Over 200 Completions since 2002 65% Alumni Placed in Administrative Positions I LEAD: Institute of Legal Education for Administrators Advances Equity and Achievement in Schools 40% Reduction in Cases Filed (From an average of 118.5 /Yr to 72) Identify, Mentor, and TrainSchool Leaders

  12. The goal is to prepare administrators who exhibit the leadership necessary to develop and implement quality educational programs at the school and district level that best meet the needs of students in an ever-changing society. These administrators are committed to the partnerships between schools and the local community to work together for the benefit of children. EFFECTIVE LEADERSHIP

  13. What the Districthas Learned… • Adhere to the district mission and goals • Working collaboratively works better • Move ahead of the curve • Design, implement and assess high-quality, research-based, performance-driven Instructional programs with SUPPORTS for students and teachers • Comprehensive, grade-level, standards-based integrated district curricula for ALL students • Provide content and strategies-based professional development for instructional staff members with intensive coaching model at school and in classrooms • The better the data, the better the results

  14. Jersey City Public Schools “Steady Strides… Sure Success! The challenge to improve education in the only way it can be – through the day-to-day actions of empowered individuals. Preparing for Tomorrow…Today”

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