MOUNT VERNON CITY SCHOOL DISTRICT PRINCIPAL PREPARATION PROGRAM

Partnering: Mount Vernon City School District / REACH Educational Solutions / the college of Saint Rose / Just Inspire

This program is a result of the New York State Education Department’s Model P-20 Partnerships Principal Preparation Grant


new york state education department Program description and intent

The New York State Education Department (the Department) will use state set-aside monies from its federal Title IIA funds to establish model P-20 partnerships for principal preparation.  Partners will collaborate on the re-design of preparation programs so aspiring building leaders who emerge are better equipped to take on the challenges of leading high-need schools and to achieve improved outcomes for all students. 

The ultimate vision is to spur and support a growing statewide network of Regional P-20 Partnership Programs that share the aim of improving principal preparation and thus enhancing staff and school performance and contributing to improved student academic success.The Department’s vision is that one day such programs will enable sizable cohorts of candidates to participate in clinically-rich, full-year, full-time, internships at no cost to the candidate. The New York State Education Department (the Department) will use state set-aside monies from its federal Title IIA funds to establish model P-20 partnerships for principal preparation.  Partners will collaborate on the re-design of preparation programs so aspiring building leaders who emerge are better equipped to take on the challenges of leading high-need schools and to achieve improved outcomes for all students. 

The ultimate vision is to spur and support a growing statewide network of Regional P-20 Partnership Programs that share the aim of improving principal preparation and thus enhancing staff and school performance and contributing to improved student academic success.The Department’s vision is that one day such programs will enable sizable cohorts of candidates to participate in clinically-rich, full-year, full-time, internships at no cost to the candidate

 

meet the mvcsd cohort i aspiring leaders!

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Kristin Cipriano

Lincoln School

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Sabrina Deccico

Parker School

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Tamisha Hall

Williams School

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Adam Hernandez

Thorton High School

 
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Sarah Sabatino

Grimes School

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Shereene Shames

Pennington School

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Louisa Caldwell simmons

Parker School

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Kristen wall

Williams School

 

meet the mvcsd ppp District support team

Dr. Kenneth Hamilton, MVCSD Superintendent

Dr. Kenneth Hamilton, MVCSD Superintendent

Dr. Jeff Gorman, MVCSD Deputy Superintendent and PPP Program Director

Dr. Jeff Gorman, MVCSD Deputy Superintendent and PPP Program Director

Dr. Waveline Bennett-Conroy, Assistant Superintendent and PPP Grants Director

Dr. Waveline Bennett-Conroy, Assistant Superintendent and PPP Grants Director

 

meet the mvcsd ppp cooperating principals

Dan Brady, Pennington School Principal

Dan Brady, Pennington School Principal

Dr. Evelyn Collins, Thorton High School Principal

Dr. Evelyn Collins, Thorton High School Principal

Natalie Dweck, Parker School Principal

Natalie Dweck, Parker School Principal

 
Rebecca Jones, Lincoln School Principal

Rebecca Jones, Lincoln School Principal

Erik Van Guten, Grimes School Principal

Erik Van Guten, Grimes School Principal

Dr. Crystal Waterman, Williams School Principal

Dr. Crystal Waterman, Williams School Principal

 

meet the reach problem of practice facilitators and cooperating partners

 

program approach

Participants have the opportunity to learn from a variety of education experts. All of the program components work in tandem to provide participants both theory and field knowledge that will better prepare them to become successful school leaders. The MVCSD roadmap to success encompasses the following:

STEP I: All prospective participants applied for admissions to the MVCSD grants team and the college of saint rose

STEP II: Launching session with all partners and participants

STEP III: All participants meet biweekly for 3-hour facilitated sessions focused on identifying problems of practice (PoP) that will assist schools in their improvement efforts coupled with strategic professional learning sessions to support the implementation of the PoP

STEP IV: All participants attend a national conference to learn alongside of other educators from around the country

STEP V: All participants begin to attend courses at The College of Saint Rose (via CITE) and an independent writing intensive

STEP VI: All participants begin their official internship experiences

STEP VII: All participants attend meaningful school and district intervisitation sessions

STEP VIII: Year I and II evaluations

 

NATIONAL CONFERENCE PARTICIPATION: PARTICIPANTS ATTEND THE WHOLE SCHOOL REFORM 2019

MVCSD P-20 PPP Grant First Cohort: from left to right- Tamisha Hall, Brian Sequillace, Kristin Cipriano, Louisa Caldwell-Simmons, Dr. Monica George-Fields, Sabrina DeCicco, Shereene Shames, Sarah Sabatino, Kristen Wall, and Adam Hernandez

MVCSD P-20 PPP Grant First Cohort: from left to right- Tamisha Hall, Brian Sequillace, Kristin Cipriano, Louisa Caldwell-Simmons, Dr. Monica George-Fields, Sabrina DeCicco, Shereene Shames, Sarah Sabatino, Kristen Wall, and Adam Hernandez

As a part of the P-20 PPP program, the participants attended the REACH Whole School Reform National Conference in Atlanta, Ga. The participants learned alongside of over 300 other educators and community-based organization members, during the 3-day event. The guest speakers for the conference were Nikki Giovanni, Chris Emdin, and Roland Martin. In addition, education experts, Lisa Delpit, Ruby Payne, Karen Mapp, Michele Brooks and other presenters from NYCDOE conducted workshops aligned to closing the achievement gap.

 

PHASE I: BI-WEEKLY PROBLEM OF PRACTICE INTENSIVES FACILITATED BY REACH EDUCATIONAL SOLUTIONS AND MVCSD

 

phase i: Problem of Practice (Pop) / Mini Case Study

Problem of Practice Focus Questions-Include the focus questions for your problem of practice to center the work.

 A. Analysis

●      Context: What happened? Or what is happening?

●      Patterns and Trends: Have we been here or someplace similar before?

●      Systemic Structures: What forces are at play that may be contributing to these patterns?

●      Mental Models: What assumptions, beliefs and values do people hold? What beliefs keep the system/organization in place?

 

B. Moving Forward

●      Given this analysis, what (as an aspiring school leader) would you do next?

●      How would you address the systemic context: school and classrooms?

the problem of practice topics

 

Grimes School (Sarah Sabatino) - Problem of Practice: Making formative assessments visible

Lincoln School (Kristin C.) - Problem of Practice: Increasing fidelity to guided reading practices.

Parker School I (Sabrina D.) - Problem of Practice: Improving students' social-emotional development and increasing positive student and teacher behaviors

Parker School II (Louisa C.S.) - Problem of Practice: To increase the number of students reaching proficiency in mathematics, across all grades

Pennington School (Shereene S.) - Problem of Practice: Increasing literacy skills through targeted instruction in writing across the content areas

Thorton High School (Adam H.) - Problem of Practice: Implementing the English 3 curriculum with fidelity

Williams School I (Tamisha H.) - Problem of Practice: Using engagement as a pathway to student inquiry

Williams School II (Kristen W.) - Problem of Practice: Decreasing students’ high rate of suspensions

 

PHASE II: SUPERVISION AND LEADERSHIP COURSES AT the college of SAINT ROSE (VIA CITE)

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internship: eda 546/547

Internship 1 & Internship 2

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Course 1: eda505

Principles of Education Leadership and Administration

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course 2: EDA590

Organizational Change: Leadership Dimensions Critical to Leading Multicultural School Communities

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course 3: eda503

Curriculum Leadership for Equity: Implementation and Evaluation

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course 4: eda510

Supervision & Teacher Development

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course 5: eda550

School Finance, Resource Planning, and Personnel Management

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course 6: eda540

Education Law, Ethics and Policy

 

the 8-week writing intensive (for participants only)

the 8-week writing intensive (for participants only)