Quality Review: School Self-Evaluation Form 2012-2013
Division of Academics, Performance and Support
k
Office of School Quality
O
2012-2013
Name of principal:
Ron Link
Name/number of school:
Theatre Arts Production Company School (TAPCo)/10X225
School address:
2225 Webster Avenue, Bronx, NY 10457
School telephone number:
718-584-0832
Principal’s direct phone number:
718-584-5310
Principal’s e-mail:
rlink2@schools.nyc.gov
Number of years as principal of this school
1 year as of 3/12/13
Quality Review Conceptual Framework 2012-2013
The 2012-13 framework for the Quality Review (QR) rubric aligns with the diagram above. The instructional core is
the relationship between the student, teacher and content (i.e. academic tasks). For the instructional core to
improve, or maintain a high standard, across classrooms within a school, the school’s culture and structures must
facilitate efforts at increasing and sustaining quality.
*Weighted indicators from 2011-12 will remain weighted in 2012-13
Quality Review School Self-Evaluation Form (SSEF) 2012-2013
Page 1
Dear Principal:
The School Self-Evaluation Form (SSEF) is an important part of your review experience. It is designed to help you,
your school community and your Quality Reviewer focus on how your school systematically organizes around
improving teacher practice and student achievement in order to ensure our system’s goals of college and career
readiness for all students.
The Quality Review rubric has been streamlined to focus specifically on the ways in which all the work in your
school community ultimately serves the goal of moving students towards college and career readiness. As such,
three quality categories have been identified:
1. The instructional core across classrooms
2. School structures for improvement
3. School Culture
A successful integration of these categories is ultimately evidenced in the instructional core, as illustrated in the
graphic on the previous page. The instructional core is the ultimate substance of the Quality Review process and
should be considered your primary lens for completing this form. With this in mind, please answer the questions
below.
Logistics connected to SSEF:
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Please submit the SSEF a minimum of ten (10) days prior to the Quality Review and email, along with a
copy of your school’s research-based framework or rubric that is utilized to measure teacher effectiveness,
to the Quality Review Team at qualityreview@schools.nyc.gov. NOTE: if your school community uses the
Danielson framework, there is no need to send an electronic copy.
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Please limit the SSEF to 4-5 pages; it is not intended to be a comprehensive analysis of every aspect of your
school community, but a starting point to understanding the key practices, decisions and outcomes that
your school is focusing on to improve outcomes for students.
Guidance on completing the form:
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Use evaluative language; focus the response on how these practices impact student outcomes and
improve teacher practice;
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Include specific references to where evidence of the self-evaluation can be found in your school
community
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When possible, use bullet points to list multiple evaluative points
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Refer to the Quality Categories and/or indicators
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Draw on a wide evidence base and take the views of staff, students and parents into account
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Be reflective and analytical, explaining the basis for actions and the resulting outcomes
Quality Review School Self-Evaluation Form (SSEF) 2012-2013
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I. Development of the School Self-Evaluation Form
Briefly describe how this SSEF was created.
 What process did you use to collect multiple perspectives?
 Who was involved and what were their roles?
Beginning Spring, 2012, a broad array of strategies were employed to collect multiple perspectives, both internal
and external. The work continued in the Fall beginning with data analysis.
 Internal DOE audit invited; all recommendations implemented.
 Adoption of new grading policy and development of handbook for students, parents, and teachers.
 All staff surveyed to determine primary student academic/socio-emotional concerns and to elicit
suggestions for school improvement. Through subsequent meetings (four, including one two-day session),
ideas were discussed and next steps were prioritized and a plan was developed by consensus to address
issues raised.
 I attended all PA meetings last spring and held four Town Halls with MS and HS students to elicit the
perspectives of parents and students.
 Summer focus groups were held for a targeted sample of students and interested teachers.
 In the fall, data (primarily from MS and HS Progress Report and School Survey) were analyzed by
administration, Instructional Leads, and all staff with support of George Foley (Leadership Academy).
 On going perspectives from the school community are collected this fall through an “open-door” policy, a
suggestion box outside the office, principal attendance at all PA meetings, newly established Student
Council Meetings, ongoing Town Hall Meetings and reinvigorated SLT meetings.
 Weekly Cabinet Meetings (including decision sheet) and individual meetings with individual stakeholders to
advise me in developing CEP and support my implementing action plans to address issues from ongoing
formal and informal data collection.
II. Classroom Visits
Describe (and attach if your school community does not use the Danielson framework) the research-based
framework that your school community uses and how it is used to assess and support teacher practice and student
achievement. Please also respond to the following prompts.
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How does your school community define rigor? What do you expect to see across classrooms as evidence
of rigor?
What evidence, in terms of curricular, pedagogical and or assessment practices, connected to this
definition do you expect to see across classrooms?
In what ways do these classroom practices and/or routines align with your school community’s beliefs
about how students learn best and reflect the strategic use of the common teaching framework?
In the fall, we immediately began implementing the Citywide Expectations including instructional shifts in
Mathematics and English Language Arts, with a focus on the three high-lighted indicators from the
Danielson Framework: 1e, 3b, and 3d, for both classroom observations and feedback as well as
professional development.
A major emphasis has been placed on curriculum development using ATLAS Rubicon maps with imbedded
common-core aligned units of study incorporating both Bloom’s Taxonomy and the Hess Rigor Matrix to
ensure that both Common Core Learning Standards and State Content Standards define challenging grade
appropriate content for all students.
The schools’ beliefs regarding how students learn best are aligned with the indicators in the Quality Review
Rubric and in the Danielson Framework. UDL and UbD concepts, use of data (provided by Acuity, Regents
Analysis, DataCation (Skedula), and ARIS) are used in planning instruction to promote rigorous thinking and
accelerated learning for all students.
The Danielson Framework (especially the three DOE highlighted indicators) has been used as a lens for
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formal observations and feedback and the development of a Walkthrough Template by the Instructional
Lead Teachers.
The tools learned in the many Professional Development sessions are being used by the teachers in
developing their curriculum maps (see Essential Elements of a Map, Content, Skills, Assessments &
Standards), with a special focus on the Hess Rigor Matrix and Bloom’s taxonomy for formulating essential
questions, selecting appropriate instructional materials, developing tasks, and designing assessments.
In addition to the support the teachers receive from my assistant principal and me, eight teachers
(Instructional Leads) meet twice weekly. They helped develop a Walkthrough Template based on the
Danielson Rubric with “look-fors” as well as a list of suggestions of resources to support teachers for each
of the three domains. These lead teachers each have one to four teachers whom they support, especially
in providing suggestions for developing curriculum maps and lesson plans.
Following the clarification of expectations by a recent visit from the “Talent Coach”, my assistant principal
and I are beginning to pilot frequent “partial observations.”
Evidence of rigor is expected in curriculum maps, lesson plans, observations of instruction, and in posted
student work (with accompanying learning objective(s), relevant standards, rubric used for assessment and
targeted feedback).
III. School Goals
For all sections below, please be sure to include how data has informed the identification of goals and development
of action plans.
Instructional Core Across Classrooms (1.1*, 1.2*, 2.2*)
A. Describe the goals and related initiatives the school community has undertaken to impact the quality of the
instructional core across classrooms. Please also respond to these prompts:
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How do these goals relate to/deepen the work of previous year’s goals?
What are the intended outcomes of these goals?
What is the action plan (including professional development) that supports these goals?
What will the school community examine and track to understand success towards goals?
What has been the impact of this work to date?
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Our school’s goals (as described in both the CEP and PPR) were determined primarily by an analysis of the
status of the school as depicted in the two Progress Reports and School Survey from 2011-2012 as well as
the data collected in the process described in Section I.
Our foundational focus on curriculum was driven by our consideration of these data, individual and
subgroup goal development and strategic resource alignment to better develop capacity of our staff.
Our design/redesign of our school curriculum focuses on rigor and engaging all learners to improve student
learning outcomes.
Extensive professional development and opportunities have been and are continuously offered to all staff
to support school-wide practices that positively impact student achievement and development.
Beginning in the fall and continuing throughout the school year, these professional development activities
were informed by the Citywide Instructional Expectations (CIE), the Danielson Framework, and
Responsibility-Centered Discipline (RCD). Our work with RCD is particularly based on teacher data
requesting assistance in disciplinary methodology.
Lead by the instructional leads with support of school leadership teachers meet weekly in content area
teams to devise and conduct the work of analysis of skills, content mastery, and conceptual understanding.
The work of these teams is documented in ARIS Inquiry Spaces to be shared across the school community.
Teachers also have weekly meetings with their ICT team partners to co-plan lessons that address student
differences and challenges and develop strategies to help all students succeed.
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Initially all teachers identified the three areas /performance indicators/strands on the HS Regents exams
and Middle School State tests where students displayed the weakest performance.
Atlas curriculum maps were revised to include these three areas /performance indicators/strands through
the lens of the CCLS.
The same process is now being used to analyze data from Acuity Periodic Assessments and the teacherdesigned mid-term and final exams administered in January/March, February/March, April/May and June
to monitor student progress.
NYCDOE periodic assessment office instructors worked with our teams to align instruction with CCLS
specifically around the three areas /performance indicators/strands.
Appropriate instructional strategies to address student learning objectives are identified by teacher leads,
individual teachers, content area teams, and administration, and incorporated into planning and teaching.
Administration meets with all teachers for teacher data reflections and action plans to adjust instruction to
improve student learning.
Administration monitors and analyzes scholarship data overviews each marking period for percentage
change by grade level, department, and individual teachers.
In addition to targeted support in content area classes, Regents Prep and Middle Test Prep is offered after
school prior to the start of testing periods.
Teachers of all test prep programs utilize item analysis data and scores from each student on their class
roster to guide their instruction.
To support student success, letters are sent and phone calls made home to parents apprising them of their
child's status regarding what Regents or Middle School exams they are slated to take, prior test scores, and
the appropriate test prep schedules.
Student goals are addressed when teachers, administration, guidance, and staff engage students by using
multiple entry points/hooks into their lessons and when they meet with their Agency students.
During individual Agency meetings with students, teachers, administration, guidance, and staff discuss
student goals and help devise strategies to achieve them. They also address student socio-emotional needs
directly or refer students to the appropriate school-based or outside services
Every 9th period is devoted to professional development led by administration, Instructional Lead
Teachers, Fordham, Leadership Academy, DataCation and other contracted consultants (Mondays) and to
Agency meetings with individual students to discuss their progress (Tuesdays). Once each month teachers
meet with their students’ subject area teachers to share their Agency discussions regarding the intellectual
and social-emotional growth of their students.
Teacher inter-visitations and team meetings are held throughout the week during professional periods.
Using data to inform instruction and to set and monitor specific goals has resulted in improved student
outcomes in formative and summative assessments.
School Structures for Improvement (1.3*, 3.1, 4.1*, 4.2, 5.1)
B. Describe the goals and related initiatives the school community has undertaken to impact the effectiveness of
school structures for improvement. How these goals/initiatives are designed to support and impact the quality of
the instructional core across classrooms?
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How do these goals relate to/deepen the work of previous year’s goals?
What are the intended outcomes of these goals?
What is the action plan (including professional development) that supports these goals?
What will the school community examine and track to understand success towards goals?
What has been the impact of this work to date?
Our CEP goals, the creation of new school structures, and budget allocations are based specifically on both
quantitative and qualitative analysis of MS/HS Progress Reports and the School Survey.
Budgetary allotments have been made for expert data and instructional coaching from the Leadership
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Academy, Fordham network offerings, Scholastic, and other DOE-sponsored professional development. A
new teacher lounge with high-speed computers, printers, and extra copying machines was created this
school year. Teachers are provided ample supply support and technology. We have a memorandum of
agreement with Lehman College’s department of education to serve as a Professional Development Site for
student teachers. This agreement includes weekly pedagogical/instructional coaching support.
A concerted effort was made over the summer to hire dual-certified Special Education/Arts teachers
resulting in the first-time ever servicing of all students with special needs. Special Education teachers have
frequently led professional development to identify opportunities to serve all learners in a co-teaching
classroom. An ESL teacher was also hired to fully serve our ELL population and maintain compliance.
The staff has participated in 20 weekly Professional Development sessions, including one full day of work,
designed to support them in implementing multiple initiatives to improve curricular and pedagogical
practices. The resources shared are available in the “Professional Activities” Section of “Teacher Corner” of
the TAPCo Website for on-going support as faculty continue to revise their curriculum maps and develop
their daily lesson plans.
Data analysis to inform instruction is central to our effort improve student achievement evidenced by our
use of DataCation and its Data Driven Classroom (DDC) software to disaggregate data to identify areas in
student achievement that require teaching particular standards-driven content differently or for the firsttime.
TAPCo has a technology coordinator that supports the staff with any technological needs necessary.
TAPCo has created a data room, where teachers go to created assessments using the DDC. Room is
equipped with five (5) scanners and five (5) computers.
Communication with parents, teachers, students and staff is achieved through our school website,
newsletters, town halls, bulletin boards, and television monitors on our 2nd and 5th floors.
Formal observations with comprehensive post-observational feedback are conducted on a regular basis.
Informal (partial) observations based on the Danielson Framework with meaningful post-partial feedback,
suggestions, and support.
New teachers are mentored, observed, and encouraged to attend all professional development offered by
the DOE as well as support and reimbursement for self-initiated professional education.
Core Subject, and Arts teachers are engaged in inquiry-based structured professional collaboration that
builds teacher instruction capacity in the arts, and classrooms resulting in school-wide instructional
coherence and increased student achievement.
Teacher teams systemically analyze key elements of teacher work as well as assessment data in the arts
and core subject areas, and student work including portfolios, performances, exhibitions, etc. results in
shared improvements in teacher practice (e.g. rigorous tasks, well-sequenced units, effective instructional
techniques) and mastery of goals for groups of students; arts specialists and teachers exchange student
data to create richer portraits of student learning needs and achievements.
Distributed leadership structures are embedded so that there is effective teacher leadership and arts
teachers and school arts education liaisons play an integral role in key decisions that affect student learning
across the school
The teacher curriculum maps and the student work products displayed throughout the school demonstrate
the impact of professional development and ongoing teacher collaboration informed by data in improving
teaching and learning throughout the school.
School Culture (1.4, 3.4)
C. Describe the goals and related initiatives the school community has undertaken to improve the quality of school
culture? How are these goals/initiatives designed to support and impact the quality of the instructional core across
classrooms?
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How do these goals relate to/deepen the work of previous year’s goals?
Quality Review School Self-Evaluation Form (SSEF) 2012-2013
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What are the intended outcomes of these goals?
What is the action plan (including professional development) that supports these goals?
What will the school community examine and track to understand success towards goals?
What has been the impact of this work to date?
Driven by student progress data and the School Survey, extensive initiatives have been undertaken to enhance
school culture to support improved student achievement outcomes.
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Students have formed the first-ever student government with school COSA that raise awareness on various
issues and ensure that their voices are heard in the decision-making process.
A suggestion box has been placed outside of Principal’s office for students, parents and teachers to address
their needs and concerns.
Teachers have received training in Responsibility-Centered Discipline (RCD).
TAPCo has built foundations for the school that will support teachers while learning the RCD process and
will support the goals of building improved behaviors.
TAPCo, for the first time, has a Dean’s office consisting of three (3) deans, on of which is a lead dean.
Discipline was the major concern raised by the staff as an area of concern/improvement. Deans respond to
issues, have parent meetings, and direct students to appropriate resources to positively impact their
behavior. Visitors, staff, and students have remarked on the orderliness and calm that are manifestations
of this work.
DATACATION is used by entire staff as a tool to monitor academic performance, attendance issues, and
record, track and respond to behavioral anecdotals to remove disciplinary issues as a barrier to learning.
Each student and parent/guarding have access to PupilPath (portal on DataCation), which is used to as a
tool for students and parents/guardians to monitor progress. Each staff member uses the portal to convey
progress to students and parents/guardians by uploading daily assignments, grade books, and attendance
School website has a dedicated space (Professional Activities), where all resources are archived for easy
access, which teachers utilize in lesson plan development and peer collaborations.
Section on school website titled College/Work Ready that is maintained by our College Counselor Mr.
James Giordano whom you can email anytime. Mr. Giordano works with students and parents to promote
college and career readiness in all grades. Mr. Giordano also maintains his own web page
www.admissionsandaid.com. This web site contains information on all aspects of the college admissions
process. To date, we have garnered a 99.5% college acceptance rate with over 1.7 million dollars awarded
in student scholarships and grants (not loans).
TAPCo celebrates student success through commemorating all student work via video and photographs,
awards assemblies, and we are applying to become a National Honor Society chapter.
The entire Middle School went to see the Bully Project movie to raise awareness and lower incidents. There
is also a big blue bully box outside my office that is checked on a daily basis for anonymous reporting.
A monthly Thursday morning breakfast awards ceremony to recognize student accomplishments with
teachers contacting parents via email and phone to inform you of positive and other student behavior.
Evidence of the successful promotion of a culture for learning is found primarily in the classroom itself,
including displays student work, the nature of the interactions between teacher and students and among
students, and the respectful tone of the conversations.
IV. Highlights, Areas of Celebration and Special/Unique Features of your Academic Program
If there are areas of celebration and promising practices that are not captured fully in your description of goals and
initiatives, please describe here, including how they are exemplary in evidencing organizational and instructional
quality and coherence. If there are specific features unique to your academic program or terms or definitions of
practices that your staff uses in regard to curriculum, pedagogy, assessment, and/or teacher teams, please also
Quality Review School Self-Evaluation Form (SSEF) 2012-2013
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include them here.
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We have 19 after-school clubs (academics, arts and sports) as well as SAT and Regents Prep on Saturdays.
New programs this year include: Insight 182, our online literary magazine; TAPCo 225 our online radio
station; GNext for Girls; Lincoln Center Jazz for Young People on Tour: Let Freedom Swing for High School;
Lincoln Center Theater Songwriting Program for our Middle and High School; Lincoln Center Open Stages
for Middle School; Little Kids Rock for Middle School; Park Avenue Armory Education Series with the Royal
Shakespeare Company for Middle School; Circle in the Square Scene Workshop for High School; Sticks 'n
Skins, The Sessions for Middle and High School; Scholastic Arts Competition for Middle and High School;
Fred Dolan Art Academy for High School; English Speaking Union's Annual Shakespeare Monologue
Competition for High School; NYU’s Tisch School of the Arts Inter-Cultural Collaborations with Local Teens
for High School; and, Lehman College Bronx Arts Education Network for Middle and High School.
The Arts department will premiere their rendering of Hemmingway’s “The Sun Also Rises” at The Theatre
Production Company in May. This multi-disciplinary interpretation of Hemingway's classic will incorporate
dance, vocal selections, music of the 1920's and segments from the book performed by Middle and High
School students from TAPCo. Working with us on this project is Lehman College’s department of teacher
education and student teachers from Lehman and NYU. The story follows Hemingway's most
unforgettable characters, Jake Barnes and Lady Brett, from the cafe's and dance halls of Paris to the San
Fermin Festival and the Bull Fights in Pamplona, Spain. They are joined by a motley crew of expatriates who
epitomize "The Lost Generation" through a poignant look at disillusionment and angst in post war Europe.
This unique theatrical production follows an educational tradition of the school. TAPCo integrates its arts
presentations with parallel studies in the core subjects. In preparation for the production, cross-curricular
content, themes, and skills are manifest in the curriculum throughout our school. This year "The Sun Also
Rises" is being read by 11th grade classes and an in-depth investigation of the post World War I era of
Europe is a part of the Global History IV course. To further bond this integration of the Arts Department
with the English and History Departments, New York State Arts Standards and the new Common Core
Standards are infused into the educational initiatives of this truly exciting venture.
V. Optional
Please share any information you believe is critical to understanding your school community’s context if it has not
been referenced in any question above.
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We are committed to transforming our school in service to all our students. Based on our work and
reflections on this past school year, teachers and administration will be meeting for a full weekend of
articulating and action planning TAPCo norms for the 2013-14 school year. Topics include: devising
examples for incorporating our new mission/vision into the enduring understandings/big ideas of HS/MS
subject area curriculum maps; norming school-wide student notebook organization, note-taking and
homework strategies; and universal teacher classroom protocols driven by the Danielson Framework.
We communicate with students through our school website, daily morning and afternoon announcements,
monthly Town Hall meetings, our soon-to-birthed TAPCo radio station, an active parent association, weekly
students meetings with their staff Advocate, and an open door policy for all administration. TAPCo also
just held our inaugural Student Council elections to give students voice and experience in the democratic
process.
Community is what students mention most often as a distinguishing feature of their middle and high school
experience at TAPCo. They feel like they belong and embrace opportunities that we provide to mentor
younger students in academics and social etiquette. School productions involve most of the student body
since our arts block occurs at the end of the school day frequently extending into one of the several
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afterschool clubs we have that further build community. Before the recent change in administration,
TAPCo was insular and did not reach out to community resources and partnerships to the extent that it
now envisions. Lastly, working with Lehman College as a Bronx PDS and NYU’s Tisch School of the Arts
supports TAPCo’s focused intent to be recognized as a school of high expectations, academic achievement,
and personal fulfillment for all members of our school community.
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