P.S. 132 / Garrett A. Morgan School

Leadership

  • Dr. Anissa Reilly

    Dr. Anissa Reilly

    Principal

    My name is Anissa Reilly, and I have the awesome privilege of being the principal of this wonderful institution of learning.

    Please know that The Garrett A. Morgan Elementary School is a place where children’s imaginations and creative energy are unleashed. Garrett A. Morgan, whom the school was named after, was an inventor and created products that have helped the world many times over. His legacy lives on! Keeping in line with his legacy, we provide opportunities for students to think critically and to solve real world problems. We want them to know and understand that at their young age, they can make a difference in the world. We instill in them what it means to have excellent character as we help to develop their intestinal fortitude. Immersing them in the nuances of the 21st century, exposing them to global education, and creating the reality that they can and will attend college encompasses our overarching goals.

    To drive this home, we have coined the phrase,
    “We are the solution!”

    Thank you for allowing us to partner with you as we educate your child’s young inquisitive mind. We are grateful that you are a part

    areilly6@schools.nyc.gov

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    LaShawn D. Jefferies

    UFT Specialist and Instructional Coach

    ljeffer@schools.nyc.gov

    My name is LaShawn D. Jefferies. I am the United Federation of Teacher Center (UFT)
    Specialist and the Instructional Coach for grades 3-5.

    As the Instructional Coach for grades 3-5, I work with teachers to develop and enhance their practice.
    A big part of my work entails providing content professional development (PD) sessions.

    My name is LaShawn D. Jefferies. I am the United Federation of Teacher Center (UFT) Specialist and the Instructional Coach for grades 3-5.

    As the Instructional Coach for grades 3-5, I work with teachers to develop and enhance their practice. A big part of my work entails providing content professional development (PD) sessions. The goal of these sessions is to develop teachers’ content knowledge of our new curriculums in reading and math.

    In my role as the UFT Teacher Specialist, I provide PD with the other members of the team. I also provide information about various PD opportunities outside the school that are offered by the UFT, a state approved vendor of professional development. As such, I am able to provide PD credit to those who need it.

    My work with teachers will involve the following:
    · Coaching cycles (teacher focused) · Unit planning
    · Lesson planning
    · Looking at student work
    · Co-teaching
    · Providing researched-base teaching strategies
    · Student-centered Coaching cycles
    · Data analysis
    · Demo lessons

    In both roles, the desired end goal is improved student progress, which leads to proficiency in reading, writing, and math.

     

  • Dr. Maloney Hunter

    Dr. Maloney Hunter

    Assistant Principal

    dhunter11@schools.nyc.gov

    Practice: My practice is to be able to provide strong moral leadership concerning issues of inclusion, diversity and the celebration of success. Structurally, provide opportunities for teachers to work together, and problem solve. Being able to muster support within the school and the community that enables me to move the school’s mission forward.
    In addition, I will devote enormous resources to help develop the skills of the teachers and staff within the school. The goal is to set a clear sense of directives which has the greatest impact on teachers and students alike. To achieve this, I must have a shared vision of the school’s goal and mission. In this role, it is imperative that my practice ensures that teacher development and their needs are monitored daily.  The practice should be that classroom expectations are clear, learning goals are understood, quality of instruction is monitored and data is being used to make instructional decisions.

    Impact: Data analysis and the role of a test coordinator is crucial for the evaluation of the schools’ growth, including the programs the school initiates. Furthermore, the analysis for all programs forms the foundation for continuous school improvement. As part of this continuous process, measurable goals must be set and then data collected to determine if the goals have been met. Otherwise, there is no way to know the extent of students’ achievement and what educational changes need to be enacted in order to improve that achievement. If goals for the students are not articulated, it is very difficult to determine if these goals are clearly met. Therefore, beyond the ability to successfully gather and analyze the data, I will use the data for setting directives. The data will help to maintain a constant focus on improving teaching, and learning.

    Evidence: The evidence in this role is to be able to develop staff by providing guidance that improves teachers’ classroom practices. This will occur through individual support to strengthen the school’s culture and build collaborative practices. Examples include but are not limited to, clearly written lesson plans with extensive feedback, attention to rigorous instruction, as well as well taught and monitored lessons that cognitively engage students. Along with the parent coordinator, we will value input from community groups as stakeholders, involve community members in school policy decisions, and tailor programs to meet the needs of the community. Finally, I’ll focus and document evidence of efforts on mentoring, tutoring and recreational events that work to expand the student’s natural support systems.

  • Shanti Thomas

    Shanti Thomas

    Assistant Principal

    sthomas8@schools.nyc.gov

    My name is Shanti Thomas and in my role as an Assistant Principal, if I consistently and effectively engage in practice that will strengthen my roles and responsibilities under the realm of Professional Development, Culture, Community, Compliance, Parental Support and Engagement, and Data Analysis, the impact on teachers, students and the PS 132x community will be measured and evidenced
    by:

    • Teacher leaders/teams who not only build their own capacity, but that of colleagues.

    • Teachers’ consistent use and analysis of data, in the preparation and delivery of intentional lessons.

    • Professional development experiences that not only provide content knowledge and support of best pedagogical practices but experiences that will develop and nurture our entire staff into a true learning community.

    • Students being well versed on college and careers with the ability to articulate their specific college and career desires (at the moment).

    • Bulletin boards (inside and outside of classrooms) displayed with work that reflect the accomplishments and pride of students.

    • Parents being participants and facilitators of activities that celebrate their students, both individually and collectively.

    • Compliance items being adhered to and deadlines met.

Great minds discuss ideas; average minds discuss events; small minds discuss people. — Eleanor Roosevelts