This case study examines the specific changes one principal made over the course of a six-year effort to build trust and improve the six key elements of school quality through the lens of New York City’s Framework for Great Schools.

This case study examines how Jaime Escalante and Maria Mayer Elementary Schools developed a supportive environment for students' emotional well-being and academic success through the Framework for Great Schools.

This case study explores how Septima Clark Elementary school is functioning in light of the Citywide Instructional Expectations (CIE), with the administration’s emphasis on translating a set of schoolwide goals to grade-level and classroom goals.

This case study examines how  teachers, school leaders and field support staff at P.S. 112 Jose Celso Barbosa make decisions and engage stakeholders to develop school-wide practices to strengthen student achievement. 

This case study examines how Forest Elementary used a distributed leadership model to support the work around implementation of Measures of Student Learning (MoSL). 

This case study examines Creston Academy for Responsibility and Excellence's approach to distributed leadership in order to help principals reflect on their own approach to meeting expectations.

This case study examines Deanna Kuhn Middle School’s approach to supporting social-emotional well-being and academic success by leveraging deep knowledge of students.

This case study examines how the Laboratory School of Finance & Technology engages in a coordinated whole-school effort to create a responsive learning environment in order to continuously grow students, teachers and the larger school community.

This case study examines how the NYC Lab Middle School used self-reflection to support students build writing skills and and academic behaviors.

At Lucy Prep, leaders use a set of concise principles to easily integrate rigorous standards contained in the Danielson Framework for Teaching and the CCLS. Coupled with a schoolwide instructional model, this affords teachers a sense of cohesion, collaboration, and consistency that eases the work.
 

This case study is designed to help principals reflect on their own approach to meeting district-level expectations in their own schools through an exploration of the work of DreamYard Preparatory, which used a collaborative approach in setting school-wide goals to achieve coherence.

This case study highlights effective scheduling models and strategies from schools that are successfully preparing students for college and career, including an in-depth look at the practices used by the Academy for Careers in Television and Film, which strategically chose to implement a block schedule and to prioritize allocating time for advisory and opportunities to build career skills.
 

This case study examines how Marble Hill High School has used a program of portfolio presentations as part of their assessment system in order to provide multiple means for students to speak meaningfully about what they’ve learned. Portfolios assess students’ course content knowledge as well as their presentation skills.
 

This case study highlights Horton Academy leadership's approach to providing a coherent instructional vision, a culture that engages teachers through collaboration and shared learning, and the impact of this collaboration and support on co-teaching in the classroom.

This case study highlights effective scheduling models and strategies from schools that are successfully preparing students for college and career, including an in-depth look at the practices used by the High School of Telecommunications Arts and Technology, which prioritizes its time and program structure to bolster skill development in key academic areas and maximizes time for teacher collaboration.