Dinowitz asks how many intervisitations have occurred between Regents and portfolio schools

Schools,

I know this from the teacher perspective.

When I was a model teacher and peer collaborative teacher, we got, you know, I think the school got extra money.

We got extra money.

And part of that program was to do intervisitations.

We'd visit other schools and bring best practices back to the classroom.

How many intervisitations have been done between these non-port, these regents schools and the portfolio-based, the consortium schools?

So that is a practice where we've had in years past, whether there was under a showcase schools, lighthouse schools model or learning partner.

No, I know it's done.

I'm sorry.

I just want to be like, get really to it, which is, I guess, April is when you got the positions.

Is that right?

We knew the portrait was coming beforehand.

You've said time and again correctly that we have schools doing great things.

The superintendent highlighted a number of good things.

What is the structure that's in place to get, you know, principals and like, you know, certain teachers?

From schools that don't do portfolio-based assessments to visit the schools that do.

What does that structure look like and how many intervisitations have been done between those schools?

That's a great question.

The program that you were in, I learned something new about you every time.

I'll give you one more when we're done here.

But the regions.

We don't have that program currently stood up.

It is a structure that we have been talking about, especially as we want to scale up.

Examples and models for our educators to learn from so they can replicate.

I would say in my former role where I was leading the professional learning for superintendents and their teams, even before the transition, we were jumping into the portrait of a graduate work.

Part of our professional learning plan with our superintendents, specifically more so at the high school level, was intervisitations, even as part of the culture of our school.

So I don't think I would have to go back to our agendas and look at how many schools, but like...

Superintendent prayer hosted a visit all of his i think almost every high school superintendent over the last few years have been hosting visits and highlighting these practices in the high school world especially as it relates to portrait of a graduate

with undergirding of like how are you implementing solves how are you implementing reads that's where we have concentrated our community superintendents but i think even um before the transition into these new positions it was the

February superintendent meeting, we were at Lincoln Center.

I remember it specifically because Superintendent Preyer, then Superintendent Dr.

Chang, and some of our community superintendents did a panel discussion for their colleagues around how they were thinking about what...

What exists in their district and how they're moving it into the conversation of New York Inspires and Portrait of a Graduate.

Yeah, I mean, it seems to me it has to, you know, again, you know, what does it look like?

I think it has to look like structural supports from the top.

And I don't mean just directives.

I mean, schools need funding to do this.

They need, you know, whether it's coverage for teachers, support for professional development.

And by the way, so.

for the consortium schools who are going to be taking time out of their schedules and conducting, whether it's formal or informal PD, the structural support and the financial support to our schools to dig into this work.