DEBORAH SADOK BRYANT

Arlington is a large, diverse high school in the Hudson Valley that utilizes the House system. Each House cares for one cohort through their high school journey.

Student Supports and Services

• Grow the capacity of the House team to use data systems that increased equity of students services and supports for all 634 students in the Class of 2024
• Analyze Reading and Math iReady data with House counselors in order to ensure Multi-Tiered Support Systems (MTSS) are in place for incoming ninth graders
• Design a functional Child Study team and MTSS protocols to develop appropriate Tier I, II and III interventions for students at risk
• Introduce and implement restorative practices such as Re-entry and Support Circles to build better relationships between staff and struggling students

Faculty and Staff Development

• Secured funding for partnership with Dutchess Mediation Center to provide professional development in Restorative Practices for all staff and faculty.
• Increase teacher morale and agency by launching learner-centered professional development events such as EdCamp for our staff of 220 teachers and facilitating a monthly Restorative Circle for Educators
• Leverage strategic data, such as the Panorama Survey to assess student wellbeing and belonging, to hone work of Professional Learning Communities across the school and increase the level of personalization in all classrooms
• Supervise hiring for Social Studies, Music, Business and PE departments

Director of Safety

• Supervise building safety by strategizing with 25 safety team members and the Student Resource Officer to run all emergency drills and monitor the daily safety of a building of over 3,000 people
• Liaise with local authorities, security consultants and the District Emergency Response Team

Academic Response Teams (ART) are responsible for designing responsive, user-centered learning for school redesign. ART Specialists are deployed to schools at risk of state designations for intensive 8-16 week cycles of support.

• Support 8 schools across 3 Boroughs using The Internal Coherence Framework and Improvement Science
• Disrupt inequity in schools by engaging administrators and teachers in Courageous Conversations about the way their identities and implicit bias impact the culture and climate of their schools
• Lead workshops and develop materials to support teachers in creating highly engaging online learning experiences during Covid-19 remote teaching.
• Develop school-wide leadership capacity using instructional walkthroughs, consultancies and professional development workshops
• Guide school teams in the analysis of various data to inform root causes of disproportionate outcomes for students and to create plans for radical change
• Lead instructional teams through “Hack” cycles to build a culture committed to collaborative problem solving, risk-taking and failing-forward

As a Consortium school, Landmark students complete four rigorous Performance-Based Assessment Tasks (PBATs) in order to graduate, one in each core subject area, in addition to the ELA Regents Examinations. The PBAT process has been proven to prepare students for college, as it focuses on strengthening students’ reading, writing, research, critical thinking, and presentation skills

• Increased graduation rate by 25% over 4 years
• Increased college enrollment by 21% over 2 years
• Increased the college and career readiness index by 29%

Teacher Supervision and Development

• Re-Vision Landmark High School by leveraging our strengths, developing and aligning all professional development, strategic partnerships and progress monitoring to these “Four Pillars”: College Preparation, Restorative Justice, Reading Partnerships: Literacy Across Contents, Performance Based Assessment Tasks
• Supervise, coach and evaluate teachers across all content areas using Danielson Framework
• Build capacity of teacher leaders to effectively use Inquiry Cycles using performance based assessment data with their department and grade teams
• Implement literacy, instruction and assessment initiatives aimed at providing rigorous instruction for all students
• Design differentiated professional development aligned to the school’s mission, vision and goals

Student Systems of Support

• Coordinate attendance team
• Plan and coordinate recruitment initiatives
• Support and uphold school-wide Restorative Justice initiatives
• Member of the school’s Equity team
• Liaise with partnerships, including Learning Partners Program, College Access for All, AP for All, Midori Music
• Led Student Council

Instructional Design

• Align rigorous, standards-based curriculum in each content area leveraging interdisciplinary connections
• Supervise Performance Based Assessment Tasks necessary for graduation
• Implement Mini-PBAT school-wide assessments to track student progress in core skill areas throughout the year
• Teach remedial reading to at risk students
• Design Open Honors in 9th and 10th grades
• Launch AP Capstone Diploma program for ‘19-’20 school year
• Present Landmark’s Restorative Practices at Decolonizing Education Conference.

• Norm principals to the Danielson Framework
• Lead teacher teams in unpacking Common Core Standards
• Support principals in leveraging data from NYS Assessments to inform professional development and curricular decisions
• Liaise between schools and Central DOE as well as outside providers of professional development
• Provide professional development in literacy to teachers across grades K-12 and across content areas
• Conduct Quality Reviews for schools qualifying for an alternative review.

• Develop and facilitate professional development for middle and high school faculty in content areas literacy, workshop model, data informed instruction
• Coach teachers in using Understanding by Design for curriculum, unit and lesson planning
• Train middle school teachers to use running records to track students’ reading growth school-wide
• Level classroom library books using Guided Reading
• Facilitate workshops for SOF at the Coalition of Essential Schools and Forum for Secondary School Reform
• Teach reading intervention classes 6-9th grades
• Teach 6th and 9th grade Humanities.

• Develop and facilitate full-day workshops for elementary, middle and high school teachers in New Jersey and PA
• Workshop topics include Lab classrooms, rounds, teacher leadership structures
• Performance-based assessment and data-driven Instruction
• Standards-based curriculum design, backward design and critical thinking
• Secondary level literacy across the curriculum
• School organizational design and restructuring.

• Develop and facilitate professional development for middle school teachers at Salk School of Science, School of the Future, Central Park East Middle School and Baruch Middle School
• Co-write and facilitate the Foundations of Literacy professional development workshops for new Region Nine teachers
• Co-write the 2005 and 2006 Region Nine Summer School Literacy Program curriculum.