16 schools to join Progressive Redesign Opportunity Schools for Excellence Program (PROSE). Additional 34 schools join first cohort of PROSE Pathways Program
The PROSE program enables schools with strong collaboration between administrators and staff to implement innovative practices that fall outside the existing DOE, UFT and CSA contracts and city and state regulations. Administrators and teachers in PROSE schools work together to develop and apply certain alterations to teacher schedules, school calendars and class sizes, among others, to increase student achievement, parent engagement and professional development. Changes implemented through the PROSE program are grounded in the Framework for Great Schools and leverage flexibilities in UFT and CSA contracts, as well as Chancellor's regulations.
In addition to the 16 schools joining the PROSE program, 34 additional schools will also join the first-ever cohort of PROSE Pathways, which provides an avenue for schools who have not yet joined PROSE to observe and learn from current PROSE schools in the areas of Inter-Visitation, Increased Diversity, Distributed Leadership, Extended Learning Time and Flexible Class Sizes. PROSE Pathways schools will benefit from trainings and supports provided by a PROSE panel composed of two DOE PROSE staff, four UFT staff members, two CSA members, as well as internal and external PROSE partners. Through this extended partnership, participants of PROSE Pathways will have the opportunity to leverage what they’ve learned from current PROSE schools to create strong applications for specific areas of interest. In turn, the PROSE program will have a strong and qualified pool of applicant schools from which to choose for future cohorts.
“Teachers and administrators understand the individual needs of students and the PROSE program provides schools with an invaluable opportunity to tailor programming in a way that will support and strengthen their unique school community,” said Schools Chancellor Carmen Fariña. “We’re very proud of the impact this program has had on teachers, parents and students and look forward to its continued growth and innovation.”
“The power of PROSE is that it allows schools to develop their own ideas on what is going to move education for their students. It is what is meant when people say “teacher empowerment.” It is taking the ideas of the people who work directly with children and turning those ideas into reality,” said Michael Mulgrew, president, United Federation of Teachers.
“CSA supports the PROSE program because it encourages innovation,” said Council of School Supervisors and Administrators President Ernest Logan. “By allowing parents, principals and school communities to develop flexible schedules and programs that reflect what the students need, PROSE schools are nothing less than educational laboratories where we are developing the schools of the future.”
Staff members in the 2016-2017 cohort created a range of plans for their schools, including staggering the school day to meet teacher and student scheduling needs, embedding professional development within the school day, adding additional shortened sessions for more intensive professional development, and allowing teachers to create their own parent engagement schedules to better accommodate working parents. A total of 33 schools applied to join the newest PROSE cohort.
Among the approved plans are:
Landmark High School
At Landmark High School, students will be dismissed at 1:40 PM on Wednesdays to allow for professional development time for all teachers. However, students will still meet all of their weekly classroom requirements. The school will also add up to six instructional shortened sessions yearly for quarterly mini- Performance Based Assessment Tasks.
“Landmark High School is excited to be a part of a program that emphasizes professional development. Our teachers work tirelessly to deliver a high-quality education to our students, and the PROSE program will ensure that they receive the support they need to invest in their own professional development, and to build on the incredible progress they’ve made in strengthening our school and increasing student success,” said Caron Pinkus, Principal of Landmark High School.
P.S. 196 the Ten Eyck School
Based on preference, teachers will be allowed to begin their work day at 7:15 AM in order to conduct enrichment activities such as robotics, website design and coding, and sports.
“Our teachers have a tremendous breadth of knowledge and experience that often extends beyond the subjects they teach in the classroom. By joining the PROSE program, we’re giving our educators the opportunity to share their passions with our students through an array stimulating extracurricular activities that will spark their interests, increase physical activity and expose them early on to the practical, real-life applications of their education,” said Janine Colon, Principal of P.S. 196.
P.S. 169 Bay Terrace School
P.S. 169 will allow each teacher to create their own flexible parent engagement time based on the needs families, while documentation will be used to track and meet their parent engagement goals.
“Parents are truly our strongest partners; they have the potential to play such a pivotal role in their child’s education,” said P.S. 169 Principal Vanessa Rosa. “But with hectic and demanding schedules, fixed engagement activities such as Tuesday’s contractual parent engagement time can be a difficult commitment for some to make, leaving many parents without the information or resources to effectively support their child’s progress. That’s is why this PROSE program is so important to our school. It will give teachers the flexibility to accommodate parents’ busy schedules to ensure that every parent has the opportunity to meet with their child’s teacher, become acquainted with the school community and support their child’s educational success at home.”
Below are components from each of the 16 new PROSE plans:
The Urban Assembly School for Global Commerce, Manhattan
Four days a week teachers will work from 8:00 AM - 2:30 PM, while One day a week teachers will work from 8:00 AM - 4:15 PM to facilitate professional development and other professional work.
Stephen T. Mather Building Arts and Craftsmanship High School, Manhattan
At Stephen T. Mather, two extra days of professional development will be added per year, one will be in the fall and one in the spring.
Landmark High School, Manhattan
On Wednesdays, students at Landmark High School will be dismissed at 1:40 PM to allow for additional professional development for all teachers. The school will also add up to six instructional shortened sessions yearly for quarterly mini-PBATs, while teacher and school staff will establish a schedule for coverage for inter-visit and external professional development.
Manhattan Academy for Arts and Language, Manhattan
At Manhattan Academy for Arts and Language, seven periods of block scheduling will allow for the instructional time to increase to 60 minutes and extended professional learning time embedded during school day. Additionally, parent-teacher afternoon and evening conferences will be moved to better align the school’s trimester report distribution.
P.S. 452, Manhattan
The last two full days of school at P.S. 452 will be non-attendance days for students and professional development days for teachers. The school is also working on a Diversity in Admissions plan.
Renaissance High School, Bronx
Renaissance High School will hold two professional development days before November 1st.
New Directions Secondary School, Bronx
Teachers at New Directions can opt into working four periods in a row, while professional period assignments will be a mix of teacher team meetings, mentorship and small group instruction.
Academy for Scholarship and Entrepreneurship, Bronx
Based on preference, teachers at the Academy for Scholarship and Entrepreneurship will have the opportunity to use staggered schedules. Students will also have one shortened sessions session every other month for staff professional development, with maximum of six shortened sessions a year.
Cornerstone Academy for Social Action Middle School, Bronx
Their plan includes students having the opportunity to take elective classes two-three times a week after lunch. There will also be six shortened sessions for students added to the calendar for staff professional development.
P.S. 196, Brooklyn
Every other month P.S. 196 will host a parent engagement activity from 5-7 PM. Based on preference, while certain teachers will also have the opportunity begin their day at 7:15 AM to conduct enrichment activities such as including robotics, coding, sports and more.
El Puente Academy for Peace and Justice, Brooklyn
Teachers at El Puente Academy will create alternative work schedules to allow for parent engagement time and other professional work to occur on Wednesdays.
Brooklyn Generation, Brooklyn
Brooklyn Generation will continue using a model that allows for a 12-month school year and 200 days of instruction with smaller class sizes and flexible staff roles.
Brooklyn Garden Elementary School, Brooklyn
Class periods at Brooklyn Garden Elementary will be structured in 30 minute increments, and can be combined for up to 120 minutes. The school will also add an additional six shortened sessions on various Tuesdays throughout the year to allow for additional professional development.
P. S. 169 Bay Terrace School, Queens
P.S. 169 will allow each teacher to create their own flexible parent engagement time based on the needs families, while documentation will be used to track and meet their parent engagement goals. The school will also add eight shortened sessions to the student calendar to allow for additional professional development.
The Raymond York Elementary School, Queens
For those who opt in, professional work time will be held from 2:20-3:00 PM, while parent engagement sessions will be held from 7:25 – 8:00 AM throughout the school week.
Cambria Heights Academy, Queens
At Cambria Heights Academy, teacher professional period assignments will be reconfigured to include the following:
- content area/department to meet twice a week
- special education/ELL co-planning
- one-on-one meetings with administrative team
- Forsyth Satellite Academy, Manhattan
- Hudson Cliffs School, Manhattan
- Hamilton Grange Middle School, Manhattan
- The Melrose School, Bronx
- P.S. 065 Mother Hale Academy, Bronx
- Crotona Academy, Bronx
- International Community High School, Bronx
- Soundview Academy for Culture and Scholarship, Bronx
- Felisa Rincon De Gautier Institute for Law and Public Policy, Bronx
- Sheridan Academy for Young Leaders, Bronx
- East Fordham Academy for the Arts, Bronx
- One World Middle School @ Edenwald, Bronx
- William A Butler Elementary School, Brooklyn
- Park Place Community Middle School, Brooklyn
- P.S. 282 Park Slope, Brooklyn
- Satellite East, Brooklyn
- Williamsburg Preparatory School, Brooklyn
- P.S. 261 Philip Livingston, Brooklyn
- School for International Studies, Brooklyn
- P.S. 516 Sunset Park Avenues Elementary, Brooklyn
- Ron Brown Academy/Whitelaw Reid, Brooklyn
- P.S. 316 Elijah Stroud, Brooklyn
- New Bridges Elementary, Brooklyn
- P.S. 233 Langston Hughes, Brooklyn
- Frederick Douglass Academy VIII, Brooklyn
- Brooklyn School of Inquiry, Brooklyn
- P.S. 373 Brooklyn Transition Center, Brooklyn
- P.S. 330, Queens
- Queens Academy High School, Queens
- P.S. 273, Queens
- Rockaway Park High School for Environmental Sustainability, Queens
- Redwood Middle School, Queens
- Thomas A. Edison CTE High School, Queens
- Queens HS for the Sciences at York College, Queens