In Queens North, we partner with ALL families, students, and communities to continue to build and sustain an equitable and supportive environment that ensures high-quality instruction that prepares students for college, careers, and beyond.
Queens North educators provide high-quality instruction for all students, with attention to ensuring equitable access for historically underserved populations. By leveraging the Culturally Response-Sustaining Education (CR-SE) Framework, students are assured a welcoming and affirming environment grounded in high-expectations and rigorous instruction through the use of inclusive curricula and assessments, anchored by digital technology, and supported by ongoing and targeted professional learning for all educators.
If we commit to a shared vision that values welcoming and affirming school environments, high expectations and rigorous instruction, inclusive curricula and assessments, and ongoing and targeted professional learning environments, then all Queens North students will graduate fully prepared for success in college, careers and beyond. We will ensure:
the integration of academics with social-emotional, physical, and behavioral needs of our students so they are empowered to use their authentic voices to advocate for themselves and their communities;
the instruction is rigorous and prepares all learners to engage in independent learning, critical thinking, and risk taking while embracing an asset-based approach which recognizes the ways in which different students learn by providing academic supports, enabling all students to demonstrate their learning successfully and build confidence in their abilities so they can achieve their goals;
the development and implementation of cycles of learning that promote best practices in creating and sustaining a learning environment to accelerate learning through culturally responsive-sustaining practices;
the establishment of a Multi-Tiered System of Supports (MTSS) framework driven by ongoing student assessment to address student learning and social-emotional needs;
the amplification of inclusive and shared curricula that is rooted in research-based practices and digital technology;
the families are empowered to partner with schools and are active participants in student learning;
the instructional leaders participate in professional learning cycles aligned to the citywide/borough wide and district vision and mission statements.