UAI Staff News
Volume XII
Issue 24
March 17th, 2025
Problem Solving Social Creatures. Humans have evolved to have a highly effective problem solving capacity. This means that we see faults, problems, and issues easily and we are naturally drawn to these because we have been engineered to rapidly identify and fix/address things that are issues or problematic to our survival and thrival...
Our ancestors who weren't so hot at problem identification and resolving ...well...they didn't make it past the dinasaurs. Those who did have provided us with an evolutionary gift ....which can also sometimes be a curse.
Our kids share this burden of problem focus, too. Particularly growing up in this current cultural climate with their socioeconomic and racial backgrounds - everything that is wrong with the world is coming at them like a firehose. Heck, that firehose is coming for us all.
Our nature and our climate will overwhelm us if we let it. If we allow ourselves to sit in the passenger seat and do what comes easiest to us, we will naturally obsess over everything that's wrong in the world - both the big stuff - like the geopolitical and economic chaos - AND the small stuff - like the places where we have faltered in the lesson or the annoying things that your colleague does ...or even your principal ;-)
BUT.. we, as humans, have many more talents than our problem solving skills. We are also evolved to have strong social emotional skills because we are all social animals - no matter how much we'd like to be considered a hermit (and yes that is my natural preference), our DNA is built to have us work together. So much is this true that when cut off from human interaction, physical and mental harm - actual harm - happens to the human.
Problem Solving and Social Emotional Skills are two halves to our wholes. As we make our way through this stretch of March and through the much longer current presidential term, we need to balance our natural tendencies to see the problems with our skills to be able to strengthen our community and connections.
This year we have leaned into the SEL skill of Perspective Taking because it is a key SEL and academic skill. Being able to see through the eyes of others is a tool used to analyze author's moves in literature, different sides of conflicts in social studies, possible outcomes in science, and possible solutions in math. AND Understanding others' points of view is critical to predicting and being prepared for your student needs and strengthening the bonds of collegial working relationships.
Perspective Taking is NOT disagreeing with yourself or others. Rather, it is considering all sides of an issue to arrive at the best solution - not someone's solution. Perspective taking adds depth, quality, and understanding to the discourse, and builds a community of trust and strength.
Perspective Taking is also a key skill needed to be able to fully take in information that may be hard to hear AND at the same time accept the good things that folks also say!
For the rest of the month, I challenge you all to hone your perspective taking skills. See your work and yourself through the eyes of others. Stop yourself mid-opinion and challenge your assumptions to look at the issues from others' viewpoints - even if you think that viewpoint wrong - seek to understand before you jump to judgment.
Discipline yourself to look for the points where you agree, where you find strength, and where you can connect. It is easy to find ways to tear down arguments. It is much, much harder to build consensus. Those planks of agreement, strengths, and connections are the pieces to the bridges we need to strengthen our community with students, families, and colleagues. It will be the strengths of our collective community bonds that continue to move our school forward for the betterment of all!
UPCOMING DATES
- Tuesday, 18MAR. CUNY/Affinity Principal Visit to UAI
- 8:00-9:25 - Welcome & Introduction to UAI
- 9:25-11:15 - Classroom Visits (3rd) & Debrief (ILT to Join- Marsha, Phillan, Judy, Liza)
- US History, Kelly, Rm 507
- African History, Shan, Rm 509
- Alg. 1, Jasmine, Rm 405
- Alg. 1, Brett & Sue, Rm 403
- AP Lit, Patricia, Rm 307
- MS Math, Denyda, Rm B45
- MS Science, Sarah R, Rm B49
- Possible PM Visits (If time permits)
- AP African American Studies, Kelly, Rm 507 - End of 6th Period
- Into Lit, Marsha & Yasmeen, Rm 309 - Beginning of 7th Period
- 11:15-12:10 - Student and Teacher Panel Discussions
- 11:15-11:45 - Student Leadership
(YLC, RPET, Student Govt Student Activities, MSU, NHS, and Middle School) - 11:45-12:15 - Teacher Leadership
Teachers to join: Phillan, Marsha, Kelly, Judy, Liza, Shan, Elena, Amanda
(ILT, Student Activities, Student Govt, MSU, NHS, Middle School)
- 12:10-1:10 - Lunch
- 1:10-2:30 - UAI Systems and Structures Share (and maybe PM classroom visits)
- 2:30-3:30 - Closing Principal Discussion
- Thursday, 20MAR. Remote Parent Conferences 5-8PM for the following Staff:
(Please correct me if I got anything wrong). All other staff are joining us for in-person conferences on April 2nd from 5-8PM. - Math: Amanda, Jasmine
- Science: Camryn, Tom W
- Social Studies: Jake, JRob, Martine
- English: Marsha, Patricia, Sarah M,
- Breadth: Roger, Tom M, Pauline
- Counselors: Tiffany, Jennifer JR
- Paraprofessionals: Adelle, Brenda, Bryanna, Juelle
Please send me your conference your Thursday evening AND Friday afternoon schedules by the EOD Monday, 17MAR25
- Friday, 21MAR. Remote day - all day for ALL STAFF
- AM (8:30-12:50)
- 8:30-9:00AM - Full Staff Meeting
- https://us06web.zoom.us/j/81765931467
- Meeting ID: 817 6593 1467
- Passcode: UAIZOOM
- 9:00-10:30AM - Team Meeting Breakout Rooms
- 10:30-12:00PM - Independent work time
- 12:00-12:50PM - Lunch
- PM Conferences 12:50-2:50 (remote for ALL)
- If you need a zoom link, please reach out to Kiri and I'll support!
- All staff MUST submit appointment list by EOD Monday, 17MAR25
- Tuesday, 25MAR. 2025-26 Student Course Selections Begin
- Saturday, 29MAR. Project Prom Giveaway
- Monday, 31MAR. Observation of Eid al-Fitr - NO SCHOOL
- Wednesday 02APR. Celebrating Arab Heritage Month & In-Person Conferences (per session)
- Wed 02APR - Mon 07APR. HS Benchmark Week (No MS Benchmarks this round)
ABSOLUTELY NO HIGH SCHOOL TRIPS WILL BE APPROVED DURING BENCHMARKS - Wed 02APR - Social Studies
- Thu 03APR - Science
- Fri 04APR - Math
- Mon 07APR - ELA
- Friday, 04APR. Senior "Slumber" Party.
- Monday, 07APR - MP4 (final marking period) begins
- Mon 14APR - Fri 18APR - Spring Break - No School
- Upcoming Staff Appreciation Dates
- 01APR-04APR - Paraprofessional Appreciation Week
- 21APR-25APR - Administrative Professionals Appreciation Week
- 28APR-02MAY - Assistant Principal Appreciation Week
- 05MAY-09MAY - Teacher Appreciation Week
TO DO THIS WEEK
Lateness Outreach. This week, if students are late to your classes, please send a note home to families or call. In that note, I need you to tap into your perspective taking and empathy to
- first seek to understand why students are late and what is happening that they cannot get to school on time. Please avoid judgment and shame. That rarely works, and even when it does work, it comes with resentment and bad vibes. Neither of those feelings serve success.
- THEN, help families & students understand how lateness negatively impacts their best potential. Kids & families still have the misconception that complete is good enough. They need repeated explaining and reorienting to the potential their child is leaving on the table. Share with them what they could do if they were in class everyday - what skills and smarts they would get, how much promise they hold in your class - how awesome they could be if they just started coming to class on time. We are three weeks out from HS benchmarks and six weeks from the MS ELA exam. Being in class everyday on time for the next month and a half will be crucial for setting them up for success.
- NOTE: Admin is supporting with attendance and lateness - but we will never have the impact that teachers will. Your relationships and connections with kids are like nuclear power to our triple A battery cell. Teachers have the power to change behavior more than those of us outside of the classroom. Outside of the classroom, we really only wield the weak tools of punishment, shame, and accountability. Inside the classroom, you all have the magic of inspiration, growth, and achievement. Both have a role, for sure, and when both are in action we see true change. So, please step up this week to reconnect with those who are late to try to get them to school each day on time.
- FINALLY - Please make sure to update the Outreach Log with your Lateness Outreach this week. Thank you!
SEL Strategies & Inter-visitations. Please push yourselves to try the SEL strategies and visit one another's classrooms to see those strats (or others!!) in play. These intervisitations are not going to fall naturally into your hierarchy of tasks. So please, make sure you make it a priority in your to-do list this week to get in there to see a colleague.
The face-to-face connectivity is a critical piece of glue that will bring our community more tightly together. It is 10 minutes out of your week for such an incredible impact on our school and on your own practice & experience at the school. It's is well worth the effort - just this little bit will go a loooooog way. So, please make sure to get in there this week if you haven't already done so already!
IMPORTANT ANNOUNCEMENTS
- Women's History Month Activities. The RPET and Student Activities folks met last Tuesday to finalize Women's History Month Celebration Plans. For me personally, I had a real proud mama moment as I watched a team of students and teachers work collaboratively to bring the celebration of the power and awesomeness of women alive for our community! Here's what's on the docket
- Tuesday Craft Activities
- Tue 18MAR: Thank You Cards
- 3rd Period with MS in Cafe with Phillan and Sarah R
- 4th period with HS in 507/509 with Elena & Crystal
- Tue 25MAR: Book Giveaway (Celebrating Female Authors)
- 3rd Period with MS in Cafe with Mike
- 4th Period with HS in Cafe with Elena & Crystal
- Thursday Career Speaker Series: MS will have speakers in classes (Mike & Phillan)
- Thu 13MAR: Joanna Robles, VP of Content Acquisition at Paramount
- 4th Pd Only in Room 507 with Kelly
- Thu 20MAR: Still TBD (please reach out if you have ideas!)
- 4th Pd Only in Room 507 with Kelly
- Thu 27MAR: Still TBD (please reach out if you have ideas!)
- 4th Pd Only in Room 507 with Kelly
- Friday Movie, Snacks & Pizza: Six Triple Eight
- Fri 28MAR: Continuing the Movie - Last Part
- 4th Pd Only in Room 507 (MS), 509 (HS), 511 (HS), 515 (Ramadan Rm)
- Ramadan Observances at UAI - 03MAR-28MAR
- Ramadan Continues. Starting this week, students need to have parent permission to use the elevator and to miss class to observe Ramadan. Students without permission will need to get that from their families before they can use the elevator or the Quiet Room.
- March School Visits
- Tuesday 18MAR. CUNY/AFFINITY Principals Visit. CUNY/Affinity Principals will be visiting our Math, Into Lit, AP African American Studies classes on 18MAR to learn more about our work in these spaces and to learn more about our work with Teacher Leadership, and Teacher Development.
Some Clarifying Information. This will be a long post because it has a lot of information in it. However, it is designed to be information giving - so you don't have to read it all. But it will always be here for reference if you want to come back to it. Folks have shared with me some questions of late, and I'll be coming around to teams this week in-person to discuss in detail, but I want to park the information here on the blog.
There have been some questions and confusions coming to me from a variety of staff members regarding the SDC vs. the ILT and legitimacy/equity/fairness of the ILT. I want to come to everyone's meetings to be able to share my perspective (from this horse's mouth - LOL) and engage in dialogue and questions with folks as much as they want. So, look for me to drop by this week! In the mean time, here's my perspective (with evidentiary quotes from the contract) on a variety of the most popular questions to date:
- SDC vs. ILT: Is the ILT in violation of contract?
- Here's the contract language on the SDC (The School Development Committee)
- On Membership: Each school (and program functioning as a school) shall form a School-Based Staff Development Committee (“SDC”) that serves as an instructional leadership team in consultation with the Principal. Such committee will include the Chapter Leader and consist of equal number of committee members selected by the Chapter Leader and the Principal, respectively.
- At UAI, we have 10 members on our SDC
- As the principal, I have selected the ILT - the Instructional Leadership Team: Phillan, Marsha, Kelly, Judy, Liza.
- As the chapter chair, Laura has selected Amanda, Mike, Noelle, Juelle, and herself.
- NOTE: Please note the use of "a" and "an" instructional leadership team vs. THE instructional leadership team. My interpretation (as the only representative on the UAI staff of the other 50% of this contract agreement) reads the use of "a"/"an" to indicate that the SDC is not the only instructional leadership team in the building.
If folks disagree, that is legitimate! However, the process for disagreement is a grievance and that would then go to the union and DOE for decision - not anyone of us at this level. No one at our level can choose to "disallow" the creation of instructional leadership teams. That must be adjudicated by powers outside of UAI.
- On the Work; The SDC shall collaboratively review, consider and develop the school-based professional development that is offered during the Professional Development block to be relevant to all participating staff-members, in alignment with NYCDOE instructional priorities, supportive of pedagogical practices and programs at the school, and reasonable to prepare and complete during the Professional Development block. The committee may elect to create sub committees to work on specific aspects of instructional issues or professional development practices. The Principal shall review the committee’s work and shall have final approval.
- By contract the SDC's work at UAI is limited to the Monday PD block. However, I have invited the SDC to join in the planning and work of other PD that happens outside of that block. That is my invitation - not a union legal right.
- Two things are true for the work
- We do have to plan Monday PD activities for staff as a committee
- We must plan PD that align to NYCDOE (aka our District's) priorities - which are the goals and mission I set forth at the start of the school year - which basically are our CEP goals.
- Also true - we set the plan for the school year at the end of the summer before the school year (after my first Principal meeting with the district).
- The SDC Met and here's the outline of the remaining Mondays for the year. There's not many PD days remaining after you take out the School Business (e.g. celebrations, work time, and school business (e.g. huddles)). But here they all are:
- 17MAR - District Priority: System Coherence: Developing our Academic Coherence - The Academic Playbook Part I
- 24MAR - Last Friday of the Month - School Huddles
- 07APR - Benchmark Grading
- 21APR - RPET & UA - Building Community SEL Series #3
- 28APR - Last Friday of the Month - School Huddles
- 05MAY - Teacher Appreciation Celebration
- 12MAY - District Priority: System Coherence: Developing our Academic Coherence - The Academic Playbook Part II
- 19MAY - District Priority: System Coherence: Developing our Academic Coherence - The Academic Playbook Part III
- 02JUN - Last School Huddles of the Year
- 09JUN - Regent Orientation Meeting for HS (MS work time)
- 16JUN - Grading Time for ALL Staff
- What does the ILT do? What are the qualifications?
- What does the ILT Do? Instructional Leadership Teams are common structures in schools. They sometimes go by other names (e.g. "Cabinet, Instructional Cabinet, Department Leads, etc.). At UAI, I call it the ILT. Each member of the ILT is charged to:
- Coach and Support Peers: Support and facilitate teacher reflection on implementation and instruction and instructional planning. This takes the form of leading team meetings, holding 1:1 meetings, facilitating or participating in co-planning meetings, classroom visitations, reviewing video, and more!
- Design Adult Learning Opportunities: Plan, execute, and reflect on the impact of adult learning experiences at UAI in pursuit of realizing school CEP goals. This looks like, planning team meetings (e.g. like the big ones we have during our PD days and Regents week, planning days - yes work doing lesson and unit planning is still PD) to look at student work/data, plan high quality curriculum/lessons, facilitate instructional rounds, peer inter-visitations, and even visits to others school sites.
- Facilitate Professional Collaboration: Foster collaborative relationships between team and co-teaching members and facilitate communications between teachers and school leadership. At UAI, I depend on the ILT to communicate critical information to teams and to bring back to me critical information from teams. I lean on them to help you all cultivate, strengthen, and support working relationships.
- Advocate in Leadership Conversations: In conversations with school leadership, ILT members advocate for teachers, classroom staff, student needs, and the school community. In our ILT meetings, this looks like raising up issues or possible hurdles to schoolwide initiatives. This also looks like telling me - "Yo Kiri - that's way too harsh" or crazy. Listen - I know I'm not the easiest person - I need folks to help me stay in the best zone - and to make sure my mouth doesn't always get the better of me.
- A Note about Lab Classrooms: Many other school leaders have their ILT also host Lab classrooms where folks can come see "model" practice. We have had Lab classrooms in the past, and I rapidly discovered that I have some deep philosophical objections to Lab classrooms, and as such - they do not jive with my leadership style or preferences. In place of lab classrooms, I encourage our ILT leaders to elevate practice leveraging teachers' own classrooms. Through their use of videos or classroom visits, they used asset based approaches to level up the instructional quality of the teacher and their own classrooms - vs. expecting teachers to replicate strategies in a different environment with different kids. Teaching is an extremely personal vocation. They are like artists. Sure, folks can be really good cover bands - but in the end - they are just copies - not the artist. I believe in helping teachers find their own voice and power and honing that, rather than copying something they see another person doing. So for me and thus at UAI - there are not Lab classrooms.
- What are the Qualifications of the ILT? As a reminder, as AN Instructional Leadership Team, and to be clear, this is the instructional team I created to help me fulfill my own instructional leadership work. I have a firm belief in the quality and superiority of teacher leadership to the health and welfare of a school. Some leaders choose to hire many APs. That is a totally valid path. But I have a deep commitment to a more grass-roots based approach - collaborative vs. top-down leadership.
Now, again to be clear - this is my leadership style. It is not contract, it is not directive. It is my choice to form this committee to support the work I have been charged to do as principal by the NYCDOE. Again, the ILT is AN instructional leadership team chosen by me to support the work.
Qualification #1: History of Trust: It is a big ask to join me. First - I'm not the easiest person. Don't get me wrong...I know my strengths and I know my areas of growth. I love my strengths..and my areas of growth...well they are growing but they are also difficult. Chiefly, I have a tendency to intimidate and silence others. I needed folks on my team who have had significant experience with me (either through working extremely closely with me or through working with me a very long time). That experience was necessary for me to root in the foundations of trust I needed in folks to help me carry out the mission and vision of the school and directives of the DOE.
To that end, outside of Elena & Jen (neither of whom are in core classes), Marsha & Phillan have been with me the longest and have been key players in all of the major initiatives, the ups and downs, and the crazy bad and crazy good over the years. Kelly, Judy, and Liza have had experience with me on steroids in planning, classroom presence, and many, many, many conversations around instructions and school systems. I worked closely with Kelly when we worked with Ken Baum to elevate the quality of instruction throughout our school. Judy and Liza have been the two on the math and science team with whom I have had the most experience with planning, discourse, and teaching.
In short - the first qualification (because this is a team I am choosing to help me do my instructional leadership work) - the first qualification is a tested, vibrant working relationship with folks who I know I can push and who I also know push me too.
- Qualification #2: High Quality Instructional Acumen - both in planning and execution. Marsha, Phillan, Judy, Liza, and Kelly each have demonstrated consistently a high quality of instructional planning and execution. On top of that, they also have incredibly strong relationships with our students that inform their instructional planning. Their knowledge and acumen in their discipline areas is excellent, and because of that, they have the disciplinary chops to support the team.
- Why does the ILT get a period off and additional compensation?
- It is solely within the decision making power of the principal to choose to staff Teacher Leadership Positions. For a long time, I didn't even think about staffing leadership positions. It was after a visit to Media and many, many long talks with an array of principals and other leaders that I came to understand the potential benefit of having teacher leaders in the school. Annie was also extremely instrumental in pushing my thinking around this. The last piece in the puzzle that shifted my choices was the post-COVID funds. Finally, we had a safe margin to do this level of experimentation without taking away from the classrooms, and now today, I realized the error of my younger, dumber ways, and I have found the importance and power of cultivating teacher leadership within the school. (Sometimes...it takes me a minute).
So I opened up Teacher Leadership Positions AND I'm opening up more (Teacher Development Facilitators - next year!). I do not control who gets in or out of the teacher leadership pool. I only control who I pick out of there. I explained above about who I pick and why. Below is the information you should read about getting into the pool. If you are interested, put your name in the pool! I definitely cannot choose you if you're not even in the pool! - NOTE: Part of my responsibility to the ILT is helping them develop their leadership skills. Take it from me, leadership is NOT easy and it takes many, many years to perfect. I've bee in Admin roles (AP starting in 2004, P starting in 2006) for 20+ years and I am STILL learning how to do some things!
They have each grown so much in the last few years in their roles. It has not been easy for them, and each of them have made mistakes along the way - mistakes which btw have become invaluable lessons for each one of them.
I am not saying that any of them are perfect, but I will say, that they are all perfectly dispositioned for the role. Their ability to give grace - both to their team and to themselves - is amazing (and inspiring). Their ability to reflect, learn and consistently grow is also exactly what every leader needs in order to best serve those they lead.
- WOW that was a LOT! If you got through all of that - you're a champ! Thank you for reading. I do appreciate it. I will definitely be coming around to reshare all of this in cliff note version during your team meetings this week. I do think conversations are best for clearly understanding the multiple perspectives of an issue, and I wanted a place where you could reference and think through the information for yourself. Thanks for reading and taking a few minutes to step into my perspective as I look at leadership & instruction.
FOR ALL PER SESSION JOBS: You must apply by completing THIS FORM
REPOST: Summer School Planning is Starting. Summer school planning is beginning. We will not be hosting Girls Inc and DYCD summer camp this summer, and our students who need an all-day placement can register for DYCD programs at the Montauk School this summer.
We are currently looking for folks who are interested in doing some enrichment work (6-12) this summer. AND we will also have regents prep this summer. If you are interested in working this summer, please complete THIS FORM no later than 14FEB.
