Cover Letter The Queens School of Inquiry

Cover Letter: The Queens School of Inquiry “Not encouraging students to question knowledge, society and experience tacitly endorses and supports the status quo.” The words of Ira Shor, CUNY historian, echo the mission of the Queens School of Inquiry —a partnership of Queens College, Region 4, and City University of New York’s Early College Secondary School Initiative (CUNY) We question the status quo and aim to make higher education more accessible, attainable, and affordable for all students from Queens We recognize that the most notable feature of our school is the inclusion of a significant number of college credit courses in the regular curriculum sequence However, this is not the only factor that makes Queens School of Inquiry special We plan to create a school with an atmosphere of high expectations where students and teachers are held accountable in a safe, caring and supported environment, parents are empowered to participate, college faculty are active members of the school, and local community members lend a voice in the mission of the school The ultimate goal is a school that reexamines and reshapes traditional views of middle school, high school and college education through highly interactive, selfmanaged, and inquiry-based learning Our instructional focus is on helping our students— and our staff—learn to question, practice, reflect and refine Recognizing that an early college secondary school is an ambitious undertaking, our common planning work involving many hours of thinking, talking and arguing has confirmed our conviction that is a very worthwhile project and one that we are prepared to bring to fruition Our conversations have included college faculty, college administrators, school leaders, new school developers, teachers, parents, students and other educators grappling with the questions of how best to enable ‘at-risk’ students to succeed in higher education We often spoke about “doing” history or “doing” science, reflecting our belief in meaningful student engagement Specific planning events had a significant impact on our thinking about the new school and are worthy of mention here Throughout this planning work, we have received extensive advice, support, and encouragement from experts who have worked with high school students in the college environment Many of us traveled to visit University Park Campus School at Clark University in Worcester, Massachusetts While there, we met with college faculty, high school teachers, and high school students to learn first-hand of the challenges and opportunities resulting from a deep university-school partnership Additionally, we sought input from UPCS parents Their voice has added a valued component to our on-going planning process In early December, we had an opportunity to develop our own ideas at a two-day planning retreat On that occasion, we identified the academic and personal characteristics that we believed to be essential for outstanding college achievement and worked backwards from those characteristics as we planned courses for each of the grades our school will house We benefited from grappling with theses issues in conjunction with those engaged in similar planning at York College and City College Our early college effort is being built upon a remarkable record of collaboration between the University and the public schools, a partnership that enjoys the full support of the leadership of the University Through the deep connections and collaboration forged between Queens College and the Queens School of Inquiry, we will create a school that: (1) supports students’ acquisition of broad and deep content area knowledge as defined by the New York State Learning Standards, (2) enables them to acquire up to two years of fully transferable college credit, (3) challenges them to become metacognitive and committed learners and (4) nurtures their emotional and intellectual development into strong, successful, and self-confident adults who contribute to their families and communities We hope you will be as excited about this new school as we are! An Early College Secondary School: The Queens School of Inquiry Dear Parents and Guardians, Imagine your child attending a small, safe, and caring school where your child: • is well known, intellectually challenged, and celebrated by every adult in the building! • will learn by asking questions, solving real problems and actively and happily doing the work of learning with dedicated and highly skilled teachers, parents and our community! • will receive a high school diploma and up to 60 college credits – tuition free - from Queens College by the end of high school! GREAT NEWS! The New York City Department of Education, in partnership with the City University of New York, Queens College and the Bill and Melinda Gates Foundation, is proud to announce the opening of a new school in our community: The Queens School of Inquiry, an Early College Secondary School Beginning with a 6th grade class in September of 2005, The Queens School of Inquiry will offer the opportunity for its students to graduate with up to 60 college credits and a high school Regents diploma The Queens School of Inquiry offers a well planned, rigorous, engaging and creative course of study Individual attention will be paid to your child daily, building on his or her strengths and addressing his or her needs We will help your child believe in…and be prepared for… college in the future! Our school program is comprehensive and satisfies all New York City and State Regents requirements Special attention will be given to inquiry – learning how to learn We believe in preparing all children– one child at a time - to become active, college-educated citizens Our students will be the new leaders of the 21st Century; they will make genuine contributions to their communities We will work with you and your child starting in the th grade and continuing through until the 12th grade We offer: • • • • • small class size highly trained, dedicated, and caring teachers hands-on learning with real world application after-school and summer intensive programs strong partnership with parents We are fortunate to be located in Queens, the most culturally diverse community in the nation Our student population will also reflect that diversity Our school is open to students of ALL ability levels: struggling students, students with special needs, students just learning English, and students who perform at or above grade level In other words, ALL students will be given every opportunity to enjoy the full advantages of our school One of the most exciting aspects of starting a new school is the opportunity to build that school together Please join us for an informational meeting at - on -DATE- Everyone is invited We will discuss the school plan and the application process for our first th grade If you are unable to join us, please call for further information We welcome you to join us in building a satisfying, successful, and productive future for our children! Elizabeth Ophals, Principal Teaching Positions: The Queens School Of Inquiry The Queens School of Inquiry (QSI) is an innovative, new neighborhood public school, open to students in Region 4’s Districts 24 and 30 in Queens County, New York City It will open in September 2005 with a 6th grade class of 81 students, and will add one grade each year until it is a complete 6th-12th grade school QSI is a collaboration between the NYC Department of Education, Queens College, the CUNY Early College Initiative, and the Bill and Melinda Gates Foundation The goal of the school is to establish and implement a clear and demanding academic program for students, including after-school and summer programs that will enable students to earn up to 60 Queens College credits—tuition-free—and a Regents diploma by 12th grade Students of all abilities, including struggling learners, students with special needs, and English Language Learners will be welcomed at the school Core Information about QSI Family Partnerships: The school believes that school-family-child collaboration is essential for student success QSI staff will communicate regularly with families about school matters including academic expectations as well as social and emotional development, and will seek to build family support Each student will have a ‘Student Action Plan’, created jointly by staff, parents, and students, and updated regularly that will focus teacher instruction and evaluate progress We expect to educate all of our students one child at a time Collaboration: QSI will be a ‘Professional Development School’, a ‘Learning and Teaching Demonstration Site’ and a visitation site for professionals and community members Working with the faculty and pre-service teachers from Queens College, and other QSI faculty, teachers will welcome the opportunity to reflect on and refine their teaching Team teaching is the norm and the primary strategy for academic intervention We expect that this classroom practice will promote collaboration among the students as well Professional Development: Teachers from QSI will have many opportunities for professional development and will have a guiding voice in creating them Common planning time is built into the daily schedule and will be supported by Critical Friends Groups Immediate expectations, with paid compensation, include bi-monthly evening planning meetings and one Saturday retreat in the Spring 2005, two weeks in the Summer 2005 (prior to opening), and occasional Saturdays and after-school sessions during the school year Topics will include building a school culture; adapting instruction and developing interventions for multiple learning styles including students with IEPs; ELLs and struggling learners; using instructional technology effectively; team teaching, and understanding and implementing the ‘Principles of Learning’ from the University of Pittsburgh The School Day: QSI will offer students before-school tutorials, a daily Advisory beginning at 8:30, a daily Inquiry Learning period, and an after-school session four times a week from 3:00 – 4:00 This time is to build student skills and assist them with homework in additional to providing arts and athletic activities Class sizes are small The schedule has extended blocks for humanities and math/science subjects Teachers will be compensated for any and all additional time Teacher Duties and Responsibilities • • • • • • • • • • • • Have expert knowledge of their subject area Work in an inclusionary, non-tracked environment Teach outside of traditional subject and grade level confines Demonstrate a commitment to differentiating instruction and a willingness to adapt teaching to recognize alternative learning styles Use cooperative group work and constructivist learning as primary instructional approaches Assess student effort and learning through authentic assessment and portfolios as well as standardized tests Collaborate in interdisciplinary planning and team teaching Serve as a student advisor to a multi-grade, small student advisory group during their tenure at the school and attend professional meetings to support this work Work closely with families to support the academic, social and emotional growth of students Participate in regular professional development, reflective practice, peer coaching, and professional associations Collaborate with faculty from Queens College on curriculum development and instructional practice, and with Queens College pre-service teachers during their internships Use technology inside and outside of the classroom Selection Criteria • • • Evidence of capacity and willingness to carry out the above duties and responsibilities Knowledge of and willingness to teach in another subject area Background in working with students with special needs or English Language Learners will be considered assets In addition to an interview, teacher candidates will be asked to participate in a curriculum development simulation and may be asked to be observed teaching at their place of work (or another venue) or to a demonstration lesson Eligibility Requirements Licensed certified teachers of Common Branches, Math, Science, ELA and Music with satisfactory ratings, and newly certified teachers are encouraged to apply Sample Schedule for Teachers: Classes (Q), (S) and (I) Hum I Hum II Math/Sci I Math/Sci II Mus/PE Mon - Fri Mon - Fri Mon - Fri Mon - Fri Mon - Fri 8:30-9:00 9:00-9:45 9:45-10:30 Advisory Prep Hum (I) Lunch Prep Lunch Learning Lab (S) Music/PE (I) Common Planning Time 11:15-12:00 Lunch 12:45 - 1:30 Hum (S) 1:30-2:15 Music/PE (Q) Hum (Q) 10:30-11:15 12:00-12:45 Math/Sci (S) Team Teach Hum (Q) Learning Lab (I) Math/Sci (Q) Prep Math/Sci (Q) Team Teach Hum (I) Prep 2:15-3:00 Inquiry 3:00-4:00 Extended Day Lunch Music/PE (S) Lunch Math/Sci (I) Learning Lab (Q) School Rules: The Queens School Of Inquiry Dear Students, Congratulations! You are part of the first group of students to attend the Queens School of Inquiry (QSI) We are a school where people care about each other, where we all love to learn – including the adults – and where we expect the best from one another At our school, we’re curious about everything, and we act on that curiosity by asking questions, searching for answers, both individually and on teams With our partner, Queens College of the City University of New York, we will offer you many exciting and enjoyable learning opportunities, both inside and outside of school By the time you graduate from high school years from now, you will have already earned up to one or two years of college credit and will be well prepared to succeed in the college of your choice We expect that you will also be a partner in our school and will take an active part in making our school one of the very best We expect that you will take part in helping us run the school and in making important decisions that will affect us all More importantly, we expect you to be responsible for your own learning – with plenty of support from us – and to help other students in their studies and in their growth as human beings In order to help you so we have created a few simple School Rules: • Respect others as you would want to be respected • Do the right thing • Come to school every day—on time and prepared to work • Maintain a healthy and caring school environment • Distract NO ONE from learning • Resolve differences of opinion with Peer Mediation and Conflict Resolution • Dress appropriately for school • Bring nothing to school that could be considered a weapon • Follow the directions of all school staff Because we are part of the great city of New York and so that you become informed citizens, we will also study and use the Discipline Code of the New York City Department of Education Our expectations for you are the highest We know you can meet them We’ll help The Queens School Of Inquiry Supporting our students… We have the special goal of preparing you to attend college and earn up to 60 Queens College credits and, at the same time, graduating from high school with a Regents diploma You will learn how to be a confident, independent thinker, participating citizen and caring adult This means you will have to work hard and work smart while you are with us This is how we plan to help you: Small Class Size… Our classes have fewer students than most schools Often there will be a second teacher in the room to help you, either by yourself or in a small group Highly Educated and Caring Teachers… Our teachers have studied hard and continue to study to find the best ways to teach each and every one of you They know how to provide extra instruction if you are learning English; they use special techniques for those of you who have trouble learning; yet, they challenge students who are sometimes bored in class QSI teachers in all subjects connect the learning to real life so it makes sense to you They know your Student Action Plan well They keep in touch with your families More than anything else, they want you to succeed… and believe you can! Advisory… Every morning, you and a small group of students will meet with a teacher to talk about things that concern you – schoolwork problems, learning how to get along with other people, how to set and meet goals for yourself In fact, these ‘Advisories’ will read good books and solve math puzzles as a group We hope that your Advisory will stay together for the years you are with us so you can get to know and encourage one another Inquiry Learning… Built into your schedule is a daily ‘Inquiry Period’, reflecting a core value of our school: people learn by asking questions of interest, investigating the answers, and sharing the results with their community During this Inquiry Period, small groups of students with a teacher will work on a meaningful project that you students choose Meanwhile you’ll use literacy, math, and technology - all the things you learn in school - in a real world experience This is your chance to practice what you know We expect that what you will matter…to yourself and to the world around you Technology… Every day you’ll have time to use our Rolling Lap Top Lab to help you with what you’re learning and how you learn it Computer programs can help you read, write, math, learn another language, sharpen your skills, research, learn more about technology itself, compose your own music, keep track of your progress, illustrate your own work Extended Day and Summer Academy… Preparing yourself for college while you are still in middle and high school is in itself a very challenging task You’ll need plenty of extra time At QSI, we’ll offer tutoring before school as well as some arts, athletics, and tutoring after school Plan on attending our summer academy; you’ll need the time to catch up, keep up and move ahead REMEMBER – All of us are here to help you succeed! It is a mark of intelligence and courage to ask for help when you need it! Exit Criteria: Queens School Of Inquiry We hold very high standards at QSI We expect the best and the most As a member of the first class to graduate from the Queens School of Inquiry, we believe that you will: • Score at level or in New York City 8th grade tests in ELA, Math and Science • Complete Exit Projects in social studies and science by the end of 8th grade • Pass the Algebra Regents-your first high school exam - by summer of 2007 • Maintain a portfolio of your best work from year to year, including copies of your Student Action Plan You will be able to describe what you know and what you don’t know and to help us make plans to help you improve • Investigate and present a yearly Inquiry Project, on a topic of interest that you and your teacher decide together • Complete all the courses required for high school graduation with either a Regents Diploma, or the Regents with Distinction Diploma You will be able to take and pass the following Regents: English, American History, Global Studies, Algebra, Geometry, Trigonometry, Spanish, Living Environment and Chemistry • Develop and present to the community a major High School Inquiry Project, demonstrating that you know how to select an important topic, to extensive research, to use technology, and to apply all of the learning that you have gained at QSI • Demonstrate active citizenship by offering community service during both middle school and high school Examples might include tutoring at a local day care or elementary school, working as an intern in a local government office – * All of these components will include reading, writing, and discussion, as well as applications in math and social studies IEP/ELL Supports: Pre-lesson vocabulary, teach mental modeling with “think-aloud” during demonstrations, graphic organizer as templates for hypothesis (es) and narrative report(s), calculators Professional Development Plan: The Queens School Of Inquiry Professional development will be at the center of creating the new Queens School of Inquiry (QSI) The goal for this new early college secondary school is to develop ‘a school culture of inquiry through collaborative learning that provides for equity and access’ A shared responsibility for student learning will be built between and among the entire professional staff, Queens College, and local community agencies and institutions The school will both create and sustain a professional learning community by implementing ‘Critical Friends Groups’, using the ‘Point of Entry Model’ and ‘Shared Reading Process’ for conducting professional development, and creating a rigorous and rich curriculum The focus for professional development prior to the school’s opening will be in four areas: (1) School as a Learning Community, (2) Academic Rigor in a Thinking Curriculum, (3) Assessment, and (4) Differentiated Pedagogy Outcomes will correspond to each area and will include an ‘Advisory Handbook’, a full-year ‘Curriculum Map’, ‘Assessment Benchmarks’ ‘Portfolio Rubrics’, and ‘Integrated and Differentiated Curriculum Units’ Months Topics March School as a Learning Critical Friends Turning Points; Community: Groups Neumann & Wehlage, Successful School; & April • Organizing for effort times per month in the evenings • Advisory Process Selected Readings Point of Entry Soder, Goodlad & Model McMannon, Developing Democratic Character in the Young; Shared Reading Bocchino, Emotional Literacy; • • Clear expectations Professional Learning Community Online Research Resnick, Making America Smarter (IFL) School visits Wiggins and McTighe, Understanding by Design Outcomes Advisory Guide and Student Handbook Region • April, May & June Support Academic Rigor and Critical Friends Keene and Zimmerman, Thinking Curriculum Groups Mosaic of Thought; • • • times per month, • weekday evenings, and Saturday Retreat Access/ Equity Integrated Curriculum Full Year Curriculum Map Mapping the Big Picture; Point of Entry Atwell, In the Middle; Model Shrum & Glison, Language Across the Balanced literacy Curriculum; and numeracy Shared Reading Curtain & Dahlberg, Disciplinary Inquiry Based literacy CulturallyResponsive Pedagogy On line Research • Culture and learning Community Speaker or Panel • Community Partnership School visits • Globe Science curriculum Region Support One week Bridge Language and Children:: Curriculum Making the Match; NYC Performance Standards; NYC DOE Comprehensive Approach to Balanced Literacy and Numeracy Delpit, Other People’s Children; Hiebert, et al., Making Sense; Murrell, The Community Teacher Globe Science Curriculum Materials June & July Assessment • Portfolios Critical Friends Danielson & Abrutyn, Groups Portfolio in the Classroom; • Looking at Student Work Point of Entry Newmann, Secada & Wehlage, A Guide to Model times per month plus • one week • workshop on Assessment • Applied learning Data based instruction Project-based learning Shared Reading Online Research Assessment Benchmarks; Criteria and Rubrics for Portfolios Authentic Instruction and Assessment; Blyth, Allen & Powell, Looking Together at Student Work School Visits Region Support July & August Preparing Individual Critical Friends Cumulative Records Student Action Plans; Groups Princeton Review Data Individual Student Action Plans; Point of Entry Tomlinson, How to Model Differentiate Instruction; Integrated Differentiating Curriculum Pedagogy Villa & Thousand, Units Creating an Inclusive Differentiated • For ELL Shared School; for English Reading times per Language • For students with Gardner, Multiple month plus Learners and disabilities Intelligences: Theory and one week Students with Practice; workshop On-line Disabilities and • For struggling on Student Research with learners Renzulli, Enrichment Action Clusters: A Practical Plan Accelerated Planning School visits • For Gifted and Learning for Real World, Student Talented students Modules Driven Learning Region Support Sample Professional Development Session: August 2005 Topic: Targeted Academic Interventions: IEP Modifications QSI Staff, Dr.LeeAnn Truesdell, Queens College Professor of Special Education Agenda: Connections Reading: Creating an Inclusive School, Villa and Thousand Protocol: Final Word Dr Truesdell will model modifying an existing lesson from the QSI Curriculum Map created earlier, using a student IEP and an array of appropriate strategies, including intensive, consistent and explicit instruction; graphic organizers; visual aids; and experiential learning activities Together, staff with Dr Truesdell will modify a second lesson, using a content area different from the first sample Pairs of teachers will choose a third lesson and create a series of modifications based on a sampling of student IEPs Pairs will share out, followed by a discussion related to the initial reading selection and further modifications Accountability: The Queens School Of Inquiry Beginning with 6th grade, students at the Queens School of Inquiry will achieve and maintain: • Attendance rate – 90% • Retention in program – 80% • Course pass rate – 90% • Attendance in After-School and Summer Programs - 80% • At the end of the 6th grade, all students: o Will improve performance in scale scores in the CTB ELA and Math assessments by 15% o Will present either individual or small group, original Inquiry Projects to a panel made up of peers, QSI staff, parents, community representatives and Queens College representatives o Will have a Student Action Plan, created upon arrival to QSI and updated twice during each school year In addition, we hold ourselves accountable for maintaining a productive relationship among the partners – QSI, Queens College, parents and the NYC Department of Education as evidenced by: • Monthly meetings of the School Leadership Team, with 60 day, 120 day, and 180 day reviews of the Comprehensive Education Plan • Monthly meetings of the PTA • Yearly meeting of the School Advisory Board • Participation by Queens College staff in planning and implementing QSI site-based professional development • Participation by QSI staff in DOE and Region initiatives Sample Staffing Plan with Budget: The Queens School of Inquiry Staffing Plan The QSI budget provides for teachers working primarily with three classes of 27 students each and allowing for several support models: daily small group Advisory, team teaching during the Humanities block, and daily Inquiry groups of no more than 17 students An “F” Status teacher with Special Education certification team teaches three days a week A school aide assists with arrivals and day to day operations, and supervises QSI students at lunch, allowing the faculty to meet daily for common planning A Social Worker two days a week works directly with students and their families, accessing the external supports they may need Sample Staffing Plan with Proposed Budget Staff Principal $125,000 Secretary 33,000 "F" Status Special Education, P/T 27,000 hour School Aide 24,500 FTE Social Worker 26,000 Teachers Humanities $55,000 Humanties with ELL or Special Ed 55,000 Math/Science 55,000 Math/Science with ELL or Special Ed 55,000 Music/PE 55,000 Sub-Total Per Diem $511,000 $5,200 Per Session 20,000 OTPS 95,000 TOTAL $631,200 Initial Grant Funding 2005-06 covers Professional Development Per Session, Consultants, Conferences, Supplies, Rolling Computer Lab Governance Plan: The Queens School Of Inquiry School Leadership Team The primary governing body of the QSI will be the School Leadership Team (SLT), which will set school policy, handle staffing issues, oversee the development and implementation of the curriculum, and coordinate the school development process The SLT will have subcommittees for the following: Hiring, Curriculum, Student Life (Advisory, Student Government), Faculty Development, Budget, and Facilities The membership of the SLT will consist of the following members: the QSI Principal, the UFT chair, an Early College Initiative representative, a DOE Region representative, a Queens College faculty member, a Queens College administrator and a teacher at the QSI There will also be parents on the SLT, one of which will be the PTA president When the first class of students enter Grade 9, the high school portion of the QSI, one student at-large member representing the high school and one additional parent will join the Team A majority of the members of the SLT need to be present to constitute a quorum for a meeting to take place, and SLT decisions will be made by sufficient consensus The principal will serve as instructional leader, executor of SLT decisions, and active administrator with a focus on solving problems Teachers will play a full role in school governance Faculty ownership of professional development, for example, is both expected and provided for It will be site-based, driven by student data, and designed to improve pedagogical practice, especially in deepening teaching strategies for students with special needs, ELLs and struggling students In addition, all faculty will initiate and maintain welcoming, working relationships with both the students and their families We expect parents to be full partners in their children’s education Advisory Board There will also be an Advisory Board consisting of distinguished community members, representatives from community-based organizations, parents, and other interested parties, which will make recommendations to the Leadership Team and meet with the Team annually Creating a democratic, equitable, socially concerned and engaged community is one of the core values of the Queens School of Inquiry Attachment HIGH SCHOOL DIRECTORY PAGE 2005 School Information To Be Completed and Submitted with New School Final Application SECTION – General Information All schools must complete every row School’s name The Queens School of Inquiry If your school has X Intermediary Organization: CUNY Early any partnerships, College Initiative please check the type of partnership, Corporate and enter the X Higher Education Institution: Queens College partner’s name (do not use acronyms) Cultural/Arts Organization Community Based Organization Not-for-Profit Hospital Financial Institution Other Grades to be served K in 2005 – 2006 (please check all that apply) X 10 11 12 If you are planning on adding grades, please indicate the grade levels your school will serve below: Grades to be served when your school is at full enrollment K - 12 X - 12 - 12 – 12 Other: What programs will you offer to serve the English Language Learners in your school? Please indicate the programs below: Please indicate the corresponding languages below: X ESL Bilingual Dual Language What services you provide to serve the special education students in your school? Please check the applicable boxes below: Self-Contained SETSS X Team Teaching X Inclusionary X Other Please indicate: Part time “F” Status Teacher, push-in model days a week Extended day and Summer Academy None SECTION – School Data Telephone 646 344-7253 (valid through 8/05) Fax 646 344 7269 (valid through 8/05) Email EOphals@nycboe.net (valid through 8/05) Website TBA Spring 2005 (if applicable) SECTION – Text Descriptions Please try to keep your text to 100 words or less In Their Own Words – Please describe your school in detail and indicate how it is unique Our school, in partnership with Queens College, offers a small, safe, and caring environment, with individual attention and targeted support for students We welcome ALL students who want to go to college – struggling learners, English Language Learners, those who want a challenge Our students can earn up to 60 Queens College credits while still in high school We believe in learning through inquiry – asking real world questions, thinking critically and searching for solutions, and presenting our findings to our community We believe our intensive academic program combined with our dedication to promoting social and emotional maturity, our focus on lifetime health and wellness, and our commitment to the community will result in confident, successful adults, prepared to continue their studies Special courses & programs Students grouped in small, interdisciplinary learning communities Accelerated and well-supported middle school and high school sequence of courses with early introduction of credit-bearing, college level courses Extended Day and Summer Academy Extracurricular activities – Include clubs, honor societies, service societies, etc AAA: Academics, Arts and Athletics LEGO Robotics Team Key school characteristics students need to consider before choosing this school (bullet format) • • • Small school Extended Day and Summer Academy In upper grades, some travel to Queens College Campus for coursework ... announce the opening of a new school in our community: The Queens School of Inquiry, an Early College Secondary School Beginning with a 6th grade class in September of 2005, The Queens School of Inquiry. .. hypothesis (es) and narrative report(s), calculators Professional Development Plan: The Queens School Of Inquiry Professional development will be at the center of creating the new Queens School of. .. a week after school Don’t worry: there will be time for arts and athletics, too! Typical Course Sequence Grades 6-12: The Queens School of Inquiry Our goal at the Queens School of Inquiry is to