Policy Board, Meetings & Course Policies
Policy Board
Director: Mary Siano, William Floyd Elementary School
Staff Development Specialist: Eileen Randazzo, Woodhull Elementary School
Chairperson: Kathleen Pantaleo, District-wide
Staff Development Specialist: Eileen Randazzo, Woodhull Elementary School
Chairperson: Kathleen Pantaleo, District-wide
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Hobart:
Shari Costello and Kristin McNamara Moriches Elementary: Leah Olivo and Thomas Short Woodhull Elementary School: Eileen Randazzo and Melissa Worthington Tangier Smith Elementary School: Andrew DeMasi and Darlene Savage William Floyd Elementary School: Jacquline Cherouvis and Kimberly Walsh |
William Floyd Learning Center:
Kristie Guerriero William Floyd Middle School: Maria Gervasio and Stephen Seedorf William Floyd High School: Kate Devenney, Gina Fumai, and Viveca Nargi William Paca Middle School: Melissa DiDonato and Melissa Abatiello Members-at-Large: Jennifer Berg and Kathleen Pantaleo |
Teaching Assistants:
Deena M. De Vito and Regina Folan Administrators: Keith Fasciana, TJ. Heintz, Kathleen Keane, Mary Koehler, Robert Lavigna, Christine Rosado and Stacey Scalise Institute of Higher Learning: Diane Impagliazzo (SUNY Stony Brook) Parent Representative: Maureen Benson Community Member: Lindsay Davis (MMS Community Library) |
Meeting Agendas & minutes
Meetings are held at the William Floyd Elementary School Library at 3:50pm
Course policies
In 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, Mary Siano, 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, Mary Siano. 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 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.
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, Mary Siano. 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 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.