William Floyd United Teachers
631-878-2266
  • Home
  • Contract, Benefits & More
  • Retirement
  • Safe Schools
    • Safe Schools- Elementary
    • Safe Schools- Secondary
  • Student Debt
  • Teacher Center
    • Policy Board, Meetings & Policies
  • WFUT Retiree Chapter

Policy Board, Meetings & Course Policies

Policy Board

Director: Debra Flynn (daflynn@wfsd.k12.ny.us)
Chairperson: Kathleen Pantaleo, District-wide
Staff Development Specialist: Leah Olivo, Moriches Elementary 
William Floyd United Teachers- 
Melissa Abbatiello  
Marina Andreou 
Jennifer Berg 
Jacqueline Cherouvis 
Shari Costello 
Andrew Demasi ​
Kate Devenney 
Melissa DiDonato 
Gina Fumai 
Maria Gervasio
​Kristie Guerriero
Madison Gunderson

Luisa McHugh​ 
William Floyd United Teachers-
Kristin McNamara 
Leah Olivo 
Kathleen Pantaleo 
Eileen Randazzo ​
Liva Santos 
​Thomas Short 

Melissa Worthington 


Stony Brook University- 
Diane Impaglazzio 

Mastics, Moriches, Shirley Community Library- 
Lindsay Davis 
William Floyd UFSD School Leaders- 
Keith Fasciana 
T.J. Heintz 
Christine Rosado 
Stacey Scalise 
Kathleen Keane 
Toni Komoroski 
​Maryann Siano 
​

Parent- Maureen Benson 

William Floyd Teaching Assistants and Paraprofessionals Unit- 
Sherell Bhatti 
Donna Fusaro

Meeting Agendas & minutes

Picture
Meetings are held in the William Floyd Elementary School Library and being promptly at 3:50pm. 
2022-2023 Meetings- Agendas and Minutes
October 26- Agenda and Minutes
November 16- Agenda and Minutes
January 18- Agenda and Minutes
March 22- Agenda and Minutes
April 19- Agenda and Minutes
May 24- Agenda and Minutes
June 14- Agenda and Minutes
2021-2022 Meetings- Agendas and Minutes
August 4- Agenda and Minutes
October 13- Agenda and Minutes
November 17-  Agenda  and Minutes
January 19- Agenda and Minutes
March 23-  Agenda  and Minutes
April 13- Agenda and Minutes
May 25- Agenda and Minutes
 2020-2021 Meetings- Agendas and Minutes
August 31- Agenda and Minutes
October 14- Agenda and Minutes
November 18- Agenda and Minutes
No December Meeting
January 13- Agenda and Minutes
No February Meeting
March 10- Agenda and  Minutes 
April 14-  Agenda  and Minutes
May 26- Agenda and Minutes
2019-2020 Meetings - Agendas and Minutes
October 16- Minutes
November 13- Agenda and Minutes
December 11- Agenda and Minutes
January 15- Agenda and Minutes
No February Meeting
March 11- Agenda and Minutes
April 15- Agenda and Minutes
May 13- Agenda and Minutes

Course policies

Picture
I​n Person Classes:  Enrollment in in-person courses is a serious obligation that requires a commitment of time and effort. Participants are expected to be actively involved in the learning activities. Attendance for face-to-face courses is recorded using a sign-in sheet that is submitted to the Teacher Center Director and District Office for verification. It is the expectation that participants attend all face-to-face sessions and complete all assignments by the due dates specified by the instructor. In the event of a conflict or emergency that would inhibit in-person attendance, participants must contact the instructor as well as the Teacher Center Policy Board Director, Debra Flynn, to establish an alternate assignment due date that falls before the next face-to-face session. Course participants not meeting the attendance requirements may be denied credit for course work. ​

Online Classes: Enrollment in online courses is a serious obligation that requires a commitment of time and effort. Participants are expected to be actively involved in the learning activities. Attendance for online courses is recorded based on submitted online assignments and participation in the online platform, which will be monitored by the instructor and the Teacher Center Policy Board Director, Debra Flynn. Participants are not permitted to login to the online platform during work hours. It is the expectation that participants complete all posted assignments for the online course, within the due dates specified on the course homepage and syllabus. In the event of an emergency, participants must contact the instructor as well as the Teacher Center Policy Board Director and complete missed work before the next Topic assignments are due. Course participants not meeting the attendance requirements may be denied credit for course work. 

Hybrid Classes:  Enrollment in hybrid courses is a serious obligation that requires a commitment of time and effort. Participants are expected to be actively involved in the learning activities. It is the expectation that participants attend all face-to-face sessions and complete all assignments by the due dates specified by the instructor. Attendance for the face-to-face component of hybrid courses will be recorded using a sign-in sheet that is submitted to the Teacher Center Director and District Office for verification. Attendance for the online component of hybrid courses is recorded based on submitted online assignments and participation in the online platform, which will be monitored by the instructor and the Teacher Center Director. Participants are not permitted to login to the online platform during work hours. In the event of a conflict or emergency, participants must contact the instructor as well as the Teacher Center Policy Board Director, Debra Flynn, and complete missed online work before the next Topic assignments are due or, for a missed in-person session, work with the instructor to establish a due date that falls before the next in-person class. Course participants not meeting the attendance requirements may be denied credit for course work.

Targeted Action Research Projects (TARP): 
Things to keep in mind: Work completed as part of a TARP project enables the participant to earn CTLE hours toward New York State certification and in-service credit for salary advancement.  With this in mind, enrollment in this type of learning experience is a serious obligation that requires a commitment of time and effort. Course participants not meeting expectations for the project may be denied credit. Please note: CTLE hours and in-service credits do not reflect time spent reading the text, but rather hours reflecting on the text, writing about it, applying work to classroom instruction and reporting on the results.  For instance, a fifteen hour/one credit project should reflect fifteen hours of reflection, writing, application and reporting, not reading time.  Responses should be thorough and answer questions in their entirety. Refer to the attached rubric for additional information on how TARP submissions will be assessed. 
Proudly powered by Weebly