QUINCY SCHOOL COMMITTEE
TEACHING & LEARNING SUBCOMMITTEE MEETING ~ March
21, 2022
A meeting of the Teaching &
Learning Subcommittee was held on Monday, March 21, 2022 at 6:00 pm in the
Coddington Building. Present were Mayor Thomas P. Koch, Mrs. Tina Cahill, Mr. Doug Gutro, Mr. Frank Santoro, and Mrs. Emily Lebo, Chair. Also attending were
Superintendent Kevin Mulvey, Assistant Superintendent Erin Perkins, Ms. Maura
Papile, Ms. Madeline Roy, Mr. Keith Segalla, and Ms. Laura Owens, Clerk.
The first
item on the agenda was an update on Culturally Responsive Teaching, presented
by Assistant Superintendent Erin Perkins and Senior Curriculum Director
Madeline Roy. Culturally responsive
teaching is an approach to viewing students’ culture and identity as assets and
creating learning experiences and environments that value and empower
them. Educators provide ways to
meaningfully integrate culturally responsive instruction, using student
cultures and learning modalities to select and apply strategies and resources
that ensure high-quality teaching and learning experiences for all students,
but especially students with varying backgrounds of knowledge, readiness,
language, interest, and learning styles.
Appropriate
deployment of culturally responsive teaching methods foster social-emotional
connections to create a safe space for learning. Culturally responsive teachers help students
build their brain power and get ready for rigorous learning. Culture is the way every brain makes sense of
the world. Educator evaluation supports
this concept, student-centered pedagogy and effective communication with
families are standards.
Professional
Development through AdaptiveX is a three-year cycle, the first year is self-
and school- reflection and becoming acclimated to the practices. Department chairs, Assistant Principals,
Principals, Directors, Coordinators, and Team Administrators are the cohort
involved in this training currently. In
year 2, implementation of utilizing the practices in the classrooms and in Year
3, the focus shifts to district and site-based sustainability. The intent is to integrate the practices into
existing curriculum lessons and units.
Peer collaboration is encouraged between grade levels, curriculum areas,
and schools and ultimately, a district library of lesson resources will be
available.
Mrs. Cahill
asked how many staff members and classrooms are participating. Ms. Perkins said we are starting with
administrators and department chairs so they are able to oversee the ongoing
work as this rolls out to staff members.
The high school department chairs each teach three classes so they are
beginning to integrate these practices.
Ms. Perkins said there is not an expectation that teachers become
experts in the many cultures represented in Quincy Public Schools. Ms. Roy said teachers are already
differentiating instruction based on students’ academic abilities, this is a
different level of differentiation.
Mrs. Lebo
said this is a helpful explanation, teachers can provide opportunities for
students to share where it fits. Mrs.
Lebo asked about how the reflection will be structured. Ms. Perkins said the coaching sessions are an
opportunity for staff to provide feedback.
Ms. Roy said the assistant principals will be completing their third
module in the coming weeks, will meet with them about their thoughts. Ms. Roy said this is a combination of new
learning and emphasizing existing practices.
Mrs. Lebo
said that schools have to define the culture and norms for their
operation. Ms. Roy agreed, this is not a
means of deconstructing anything in place.
Ms. Perkins said that being culturally responsive is partly educating
students about expected behaviors and norms.
Teachers should take the time to ensure that all students have the same
set of expectations, there is some integration of this with the community
circles.
Mr. Gutro
asked how we measure if this culturally responsive teaching has made an impact
and what the outcomes are. Ms. Perkins
said through teacher performance on educator evaluation, this is embedded in
two of the standards.
Mayor Koch
agreed that the schools and the community have cultures, how can this directly
impact student performance. Ms. Roy
agreed that this is a means of connecting students to the community. For the example, you can build student
interest through in mathematics by introducing mathematicians from different
cultures. Ms. Perkins said this is
connected to John Dewey and Experiential Learning, not replacing any content
but engaging students. Mayor Koch said
that developing love of learning is important, will it be reflected in MCAS or
other assessments. Ms. Perkins said
assessments are one measure, but also re-engaging students who may be disconnected
due to the isolation of the pandemic. Ms.
Roy said that ultimately, increased student engagement translates to
performance.
Mayor Koch
said that not every student fits into proficiency on the standardized tests. Ms. Roy said that an inspired connection with
a teacher has the potential to open a student to an interest or career or community
effort.
Mrs. Cahill
asked what led to the decision to implement this, are there metrics from other
school districts or demonstrated need.
Ms. Perkins said both during the community events this past fall and the
VISIONS survey, students shared that they didn’t feel represented in the
curriculum. Prior to the pandemic, there
was the VOCAL survey and work had begun on selecting new literature as a
response. Ms. Perkins said this is based
on neuroscience, there is evidence to support making cultural connections as an
important factor in developing synapses.
Mr. Santoro said
that teachers always look for a way to connect to the real world, incorporating
the references that are meaningful to the specific students shouldn’t be that
complicated.
Mrs. Lebo reviewed
that the QPS Superintendent’s Goals were initially presented at the October 13,
2021 School Committee and referred to Subcommittee for approval. Once approved here, they will go back to the
full School Committee for approval.
Superintendent Mulvey can do a formative review of progress towards goals
at an upcoming meeting.
Mr. Santoro
and Mrs. Cahill agreed, will move to full School Committee.
Traditionally,
the Superintendent’s Evaluation cycle works with MCAS cycle and data from the
spring administration is available in the fall.
The Superintendent will present a Summative review of his goals and then
each School Committee member will complete an individual evaluation. The individual evaluations are compiled into
a composite evaluation document that is shared with the public.
Mayor Koch
asked if Superintendent’s Evaluation is completed by the full School Committee
rather than the Teaching & Learning Subcommittee and Mrs. Lebo confirmed. The discussion today was to review the
process for all members, some were not members when the last evaluation cycle was
completed.
The last
item on the agenda was a review of the items in Teaching & Learning Subcommittee. Mrs. Lebo removed items #7 (Teen Dating
Violence); #1 (High School Mid-Term Examinations; #3 (Chronic
Absenteeism). Mr. Santoro suggested removed
#6 (Expanding Virtual Learning Opportunities) and #14 (Superintendent’s Goals
for 2021-2022).
Mrs. Lebo
asked for research to be shared on #9 (Chinese Language Immersion Program), an update
on #11 (Early College High School) and #4 (Advanced Program for Elementary
Students) by the end of the school year.
Mr. Gutro requested a presentation on #15 (High School Grading) by the
end of the school year.
Ms. Owens
will research #12 (Before School Childcare).
Mrs. Cahill
asked about #2 (Graduation Follow-Up Survey), Mrs. Lebo would like to retain
this item.
Mr. Santoro made a motion to adjourn the meeting at 7:00
pm. Mrs. Cahill seconded the motion and
on a voice vote, the ayes have it.