Brooklyn School for Career Development Vision
BSCD is committed to a rich and challenging tradition of excellence where every decision is made with the students’ best interest in mind. We recognize the value of all stakeholders in the school community. Therefore, we foster a collaborative partnership among parents, students, community members, and the school. We are dedicated to making a positive impact on our dynamic and ever- changing world. At BSCD, all students are empowered to achieve success.
Having a shared vision is meaningless unless we, as administrators, embrace, model, and pursue it. In my five years as Assistant Principal at 753K Brooklyn School for Career Development (BSCD), I have lived this vision. Assessing our students' interests has allowed us to develop partnerships with BJ's, Racises, Buffalo Wild Wings, Marshalls, Appleby's, and Strong Place for Hope, which have given our students opportunities outside of the school building in growing their independence and honing their work skills. Our standardized students have been given the tools necessary to meet their academic goals and graduate with a local or Regents diploma. Our Mission and Core Beliefs are aligned with putting our students first. We recognize the value of parental engagement, especially during the pandemic in which many parents have opted for hybrid learning. This is a time of uncertainty for our students, families, and staff. Social-Emotional Learning is paramount in making them feel valued, respected, and heard.
Mrs. Wynn's Alignment with BSCD Vision, Mission and Core Beliefs:
- Created a Social Emotional Learning Plan for our students, families, and staff
- Planned, hosted, and participated in community events such as the District 75 Father's Initiative, Talent Shows, Cultural Programs, D75 Music Festival, D75 Dance Festival, District Science Fair, and District STEM Fair
- Monitored student participation in community work sites at Marshalls, Buffalo Wild Wings, Appleby's, Strong Place for Hope and Racies
- Planned and implemented a Return to School Plan for our alternately assessed off-site (Aveyron Academy, Aveyron Soleil Academy, and Aveyron STEAM Academy)
- Ensured that students' Vocational One Assessments were completed
- Attended and participated in the school's Transition Council
- Created an Instructional Focus Calendar for our alternately assessed students which is differentiated and rigorous
- Researched, ordered, and implemented the following curricula: Essentials for Living, Attainment, Equals, First Author, Unique Learning Systems, and Civics for All
- Created and Modeled work systems for our autistic population
- Monitored and supervised the implementation of classwork specialties (Green Thumbs, Recycling Team, Clean Crew, Aveyron Blends, Copy Center, Aveyron Mail Delivery, Events Team, and Tech Squad) for our autistic population to gain simulated real-world work experience
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