Excellence Boys | Free, Public Charter School | Brooklyn, New York | Free, Public Charter School

Hear from Recruiters

Thumb:

Reference:

PLAY

Embed Code:

Listen to Dan, Francesca and Caitlin - members of Uncommon's recruitment team - tell you about what Uncommon to expect during the interview process and what we are looking for in great candidates.

Bottom Copy:

<h3> We Are Committed to Developing Great Teachers</h3> We know that great teachers are eager for growth and development. They need the time and tools to do their jobs effectively, and they deserve ongoing support on the implementation of Taxonomy techniques and more. Our commitment to core support includes: Staff Training During the month of August, new and returning teachers come together to prepare for a year of excellent instruction. The Taxonomy of Effective Teaching Practices provides the cornerstone for discussions and planning. Teacher Coaching An ongoing cycle of observation, feedback, and debriefing allows our teachers and leaders to focus on what is working and what can be improved. Weekly Professional Development One afternoon per week is devoted to school-wide professional development coordinated by instructional leaders. Topics include building classroom effectiveness, lesson planning, and data analysis. Grade-Level Teams We believe in the value of collaborative planning, achievement analysis, culture building, and reflection across grade levels. Grade-level chairs spearhead this continuous process. Pathways to Leadership We recognize and celebrate the hard work of our teachers by providing pathways toward becoming a lead teacher, grade-level chair, department chair, or instructional leader within Uncommon Schools. Materials All of our teachers are equipped with a laptop computer, email, internet access and all necessary instructional supplies.

Now Playing

Strong Voice 1: Juliana Worrell

Juliana Worrell shows you without words how to make sure students don't interrupt.

Juliana Worrell teaches first grade at North Star Academy Vailsburg Elementary School. She grew up in Blackwood, New Jersey, and she has an undergraduate degree in Political Science from Rutgers University.

Strong Voice 2: Sultana Noormuhammad

Sultana Noormuhammad shows how to use Juliana's technique with a larger group to make sure students remain attentive.

Sultana Noormuhammad is the Principal of Leadership Prep Bedford Stuyvesant Charter School. She grew up in Olympia, Washington, and she has an undergraduate degree in International Relations from Wellesley College.

Cold Call 1: Hannah Lofthus

Hannah Lofthus shows how to hold students accountable for listening by Cold Calling, calling on them regardless of whose hand is up… AND by keeping it positive.

Hannah Lofthus teaches third grade at Leadership Prep Bedford Stuyvesant Charter School. She grew up in Kansas City, Missouri, and she has undergraduate degrees in Philosophy and Political Science from the University of Missouri — Kansas City

Cold Call 2: Jesse Rector

Jesse Rector shows you how Cold Calling can be incredibly rigorous and awaken your students’ pride in their achievement.

Jesse Rector is the Principal of North Star Academy Clinton Hill Campus. He grew up in Edison, New Jersey. He has an undergraduate degree in History and American Studies from Rutgers University and a graduate degree in Organizational Leadership from Columbia University.

Precise Praise 1: Bob Zimmerli

Bob Zimmerli shows you how to make positive reinforcement doubly powerful by distinguishing acknowledgment from praise.

Bob Zimmerli is the Director of Curriculum and Instruction at True North Rochester Preparatory Charter School. He grew up in Rochester, New York. He has an undergraduate degree in American History and a graduate degree in Education from SUNY Brockport.

Precise Praise 2: Hilary Lewis

Hilary Lewis shows you how to reinforce behaviors (things students can choose to do) rather than traits.. AND how to align that reinforcement to your lesson goals.

Hilary Lewis is the founding Dean of Students at Excellence Girls Charter School. She grew up in Oberlin, Ohio, and she has an undergraduate degree in Psychology and Women's and Gender Studies from Amherst College.

We Are Committed to Developing Great Teachers

We know that great teachers are eager for growth and development. They need the time and tools to do their jobs effectively, and they deserve ongoing support on the implementation of Taxonomy techniques and more. Our commitment to core support includes:

Staff Training
During the month of August, new and returning teachers come together to prepare for a year of excellent instruction. The Taxonomy of Effective Teaching Practices provides the cornerstone for discussions and planning.

Teacher Coaching
An ongoing cycle of observation, feedback, and debriefing allows our teachers and leaders to focus on what is working and what can be improved.

Weekly Professional Development
One afternoon per week is devoted to school-wide professional development coordinated by instructional leaders. Topics include building classroom effectiveness, lesson planning, and data analysis.

Grade-Level Teams
We believe in the value of collaborative planning, achievement analysis, culture building, and reflection across grade levels. Grade-level chairs spearhead this continuous process.

Pathways to Leadership
We recognize and celebrate the hard work of our teachers by providing pathways toward becoming a lead teacher, grade-level chair, department chair, or instructional leader within Uncommon Schools.

Materials
All of our teachers are equipped with a laptop computer, email, internet access and all necessary instructional supplies.

By Paul Bambrick-Santoyo

Data-driven instruction has been touted as a key framework for increasing student achievement. Yet for every school that succeeds with this model, many more fall short and, despite years of intense effort, fail. Why? The schools that focus on the core drivers that matter separate themselves from schools that do not.

Bottom Copy:

<h3> The National Impact: Driven by Data Is Driving Results</h3> A growing number of schools nationwide are benefitting from the successful implementation of an Uncommon data-driven instructional model to increase learning. Here are a some examples: <ul> <li> From 2004 to 2008, Jarvis Sanford led Chicago's Dodge Academy from a struggling school to one of the highest-achieving schools in Chicago. During a similar time span, James Verrilli led already high-achieving North Star Academy to four consecutive years of improved results that lifted the school from one of the tops in Newark to the highest-achieving urban school in New Jersey.</li> <li> Leaders who have been trained in this data-driven instructional model are now leading some of the highest-gaining or highest-achieving schools in eight cities across the country: Chicago, Baltimore, Oakland, New York, New Orleans, Washington, DC, Newark, and Rochester, NY. These are district schools and charter schools, small and large, elementary and high schools.</li> <li> Over 300 schools have explicitly implemented the data-driven instructional model presented in Driven by Data. By following the right drivers, every type of school can succeed.  </li> </ul> <h3> How It Works at Uncommon</h3> Teachers and leaders get extensive development in the keys of Driven by Data: <ul> <li> Assessments</li> <li> Analysis</li> <li> Action</li> <li> Culture</li> </ul> Teachers have rigorous assessments that drive great teaching, and they do deep analysis of interim assessment results to make in-course corrections that guarantee higher student learning results. Leaders receive training in how to lead effective assessment analysis meetings and how to put in place a productive data-driven culture that defines a higher bar for rigor for all students. All of this is embedded within a strong instructional leadership model that includes observation and feedback, curriculum planning, and leading professional development.

Now Playing

Assessments: Redefining Rigor

Jesse Rector and Paul Bambrick-Santoyo show how creating the right assessment can give you a roadmap to higher achievement.

Jesse Rector is the Principal of North Star Academy Clinton Hill Campus. He grew up in Edison, New Jersey. He has an undergraduate degree in History and American Studies from Rutgers University and a graduate degree in Organizational Leadership from Columbia University. Paul Bambrick-Santoyo is the Managing Director of North Star Academy and is a graduate of New Leaders for New Schools. He has a B.A. in Social Justice from Duke University and a M.Ed. in School Administration from the City University of New York – Baruch College.

Analysis I: Leading a MS Analysis Meeting

Jesse Rector and Paul Chin show that just diagnosing the error is not enough: you need specific action plans that target students’ weaknesses.

Jesse Rector is the Principal of North Star Academy Clinton Hill Middle School. He grew up in Edison, New Jersey. He has an undergraduate degree in History and American Studies from Rutgers University and a graduate degree in Organizational Leadership from Columbia University.

Analysis II: Leading an Elementary Assessment Analysis Meeting

Juliana Worrell, Yasmin Vargas and Erin Renz show that even in 1st grade, a close look at interim assessment results can dramatically improve student learning.

Juliana Worrell teaches first grade at North Star Academy Vailsburg Elementary School. She grew up in Blackwood, New Jersey, and she has an undergraduate degree in Political Science from Rutgers University. Yasmin Vargas is a first grade lead teacher at North Star. She has an associate’s degree from Nassau Community College and a bachelor's degree from New York University. Erin Renz is a first grade teacher at North Star and a 2008 Teach for America Corps member. She has a B.A. in History from the University of Vermont in History.

Action: Teaching More Effectively Because of Data Analysis

Shadell Noel shows how a close analysis of the individual skill needs of each of her students changes the way she teaches

Shadell Noel is a kindergarten lead teacher at North Star. She received her B.S. from Temple University in Elementary and Early Childhood Education.

Culture: Professional Development on Driven by Data

Paul Bambrick-Santoyo shows how to build a data-driven culture by leading effective professional development for leaders and teachers

Paul Bambrick-Santoyo is the Managing Director of North Star Academy and is a graduate of New Leaders for New Schools. He has a B.A. in Social Justice from Duke University and a M.Ed. in School Administration from the City University of New York – Baruch College.

The National Impact: Driven by Data Is Driving Results

A growing number of schools nationwide are benefitting from the successful implementation of an Uncommon data-driven instructional model to increase learning. Here are a some examples:

From 2004 to 2008, Jarvis Sanford led Chicago's Dodge Academy from a struggling school to one of the highest-achieving schools in Chicago. During a similar time span, James Verrilli led already high-achieving North Star Academy to four consecutive years of improved results that lifted the school from one of the tops in Newark to the highest-achieving urban school in New Jersey.
Leaders who have been trained in this data-driven instructional model are now leading some of the highest-gaining or highest-achieving schools in eight cities across the country: Chicago, Baltimore, Oakland, New York, New Orleans, Washington, DC, Newark, and Rochester, NY. These are district schools and charter schools, small and large, elementary and high schools.
Over 300 schools have explicitly implemented the data-driven instructional model presented in Driven by Data. By following the right drivers, every type of school can succeed.

How It Works at Uncommon

Teachers and leaders get extensive development in the keys of Driven by Data:

Assessments
Analysis
Action
Culture

Teachers have rigorous assessments that drive great teaching, and they do deep analysis of interim assessment results to make in-course corrections that guarantee higher student learning results.

Leaders receive training in how to lead effective assessment analysis meetings and how to put in place a productive data-driven culture that defines a higher bar for rigor for all students. All of this is embedded within a strong instructional leadership model that includes observation and feedback, curriculum planning, and leading professional development.

Leverage Leadership

All Videos

It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout.

PLAY

Watch some Uncommon videos! This page is like a “video warehouse”. It has all of the videos that you might find in various places across our site. We know some people prefer to watch videos, regardless of topic. This is where you can do just that!

LOOK

View some Uncommon photos! This page is like a “photo warehouse”. It has all of the photos that you would otherwise find in the photo galleries on our site – all in one place. We know some people just want to look at great photos without navigating through multiple webpages. Enjoy!

READ

View some Uncommon materials! This page is like a “document warehouse”. It has all of the PDFs that you might find in various places across our site. They are conveniently bundled here for your streamlined viewing. From the Summer Teaching Fellowship to an overview of our organization, we’ve got you covered.