Norman Cohn by wuxiangyu


									                                     Norman Cohn
                                   219-82 75 Avenue
                           Oakland Gardens, New York 11364
                                 (718) 217-4241 home
                                  (718) 715-2100 cell

Goal: Assistant Principal in Day High Schools-Biology and General Science
      Assistant Principal-Secondary School
      Assistant Principal-Middle School

Professional Experience:
       Franklin K. Lane High School                1998-Present
              Assistant Principal-Science and S.E.R.V.e (Science, Engineering,
R.O.T.C., Vision Technology)

Mission: Make every student IMPORTANT.

Vision: Every student has the ability to learn. Every teacher must challenge their
students to make “learning” a passion of life.

Personal Philosophy: Science must be taught as a hands-on investigative experience for
the student and teacher. Learning science is questioning “why” with a structured
approach to finding the “answer” in our dynamic changing environment.


Mr. Cohn is currently responsible for the supervision and administration of the Science-
Engineering-R.O.T.C.-Vision Technology (SERVe) Small Learning Community at
Franklin K. Lane High School in an effort to increase academic performance and high
school graduation. Mr. Cohn’s student community sets an example of making every
student “important”. Mr. Cohn is the Assistant Principal of the Science Department.
Within the two-year term of 2006-2008 the SERVe community has established linkages

Queens College
St. Johns University
Hunter College
Rockefeller University
Cornell Weil Medical Center
New York Academy of Sciences
Manhattan Community College
LaGuardia Community College
Queensboro Community College
New York University

Norwich University

Instructional Leadership-Block Scheduling
        Teachers must look at the “total student” with challenges that can and will be met.
Students enter our school with difficulty in their academic and personal lives. Every
teacher must know their student’s ability and areas of needed improvement. We are their
source of motivation and the people for support. Students are in need of assistance in
“learning how to learn”.
    1. 9th Grade Students
           a. Introduction of the Globe Science with the Living Environment course of
           b. Emphasis on hands-on science investigations with emphasis on the 4-
               reguired Living Environment labs.
           c. Use of the Block Scheduling to complete labs within a Block period.
           d. Teacher instructs his or her own lab.
           e. Common planning time for all 9th grade teachers.

   2. 10th Grade Students
          a. Earth Science teachers and Chemistry teacher
                  i. Emphasis on the reference tables as related to the science
                 ii. New Earth Science stations forming the foundation of the lab
                     investigations for Earth Science
                iii. Reading for understanding, evaluation and analysis.
                         1. Identification of the Problem, Procedure, Result without
                             using the Hypothesis as the driving force to force the result
                             of the investigation.

   3. 11th Grade Students
          a. Marine Science
                  i. Project driven with use of Audio-visual presentations-bring the
                     ocean into the classroom.
                 ii. Lab-dissection of representative Marine organisms.
                        1. Shark, Crab, Fish, Earthworm

   4. 12th grade Students
          a. Physics and Advanced Placement Biology
                   i. Honors course of study in Biology
                  ii. Physics-1st year attempting to teach the curriculum in the Block
                         1. Students taking the Regents exam in February and June.

Organizational Leadership
       Department meetings

Science department meetings are held as per the school calendar on a monthly basis.
Meetings within the specialized areas, i.e., Earth Science, Living Environment and
S.E.R.V.E. teachers are held on a weekly basis during the common preparation period.

The meetings address the administrative needs of the school, student responsibilities,
teaching protocols as per State and City science requirements, with discussions developed
around strategies in the classroom and key issues related to student performance in the
classroom and laboratory.

Common areas of discussion that are brought up for assessment and evaluation can be
listed as:
     1. Course curriculum and syllabus aligned with the scope and sequence as developed
        by the Chancellors advisory committee. Franklin K. Lane High School was
        involved with the development of the draft copy and the current edition used by
        all teachers in the City.
     2. Meeting the lab requirements of 1200 minutes of hands-on experiments with
        satisfactory written laboratory reports in addition to the required seat time.
     3. Saturday school, Block 6 and tutoring used as an adjunct for improving
     4. Academic improvement in the subject area and final Regents examinations.
     5. Individual student discussions with planning for intervention services.
     6. Support services as per guidance, dean, lead teacher, attendance, Mr. Cohn, and
        the Health Center to support the student in need of special needs and
     7. Tracking success within our restructuring for a model for improvement.
        Improving the lesson plan development for the block schedule of time the student
        spends in the classroom.

The Science department meeting gives the teachers the opportunity to network with each
other, share ideas and be brought up to date on the opportunities that exist in supporting
each other in meeting the needs of the student.

Staff Development
       Professional Development
               Queens College-Globe Training for the entire staff
                       -Dr. Alan Ludman has supplied our school with mentoring and
P.D. that work with the Globe teachers in the classroom. Science teaching "works”
because of the Globe Science program as run by Dr. Alan Ludman from Queens College.
               Museum of Natural History-Earth Science training entire staff
               Hall of Science-Inquiry approach to hand-on learning
               Cold Springs Harbor-D.N.A. training
               New York Academy of Sciences-Science Research training

Student Support Services
       Block 6 and individual teacher tutoring
              Living Environment

              Earth Science
                     10 Week-intensive course-work preparations for Regents
       Saturday School
              Laboratory preparation
              Academic support in Living Environment, Earth Science and Chemistry

Community Relations and Communication
        Mr. Cohn has become the ambassador of public relations representing the school
at our local civic and public meetings:
        -Block Scheduling-a complete success
        -Small Learning Communities-a complete success
                -Teachers and students knowing each other
                        -Know your student and you will succeed.

Small Learning Community-Science, Engineering, R.O.T.C.
        The Science, Engineering, R.O.T.C. Community maintain an attendance and
academic average that surpasses the city averages. We have an 84.3% attendance rate
with an academic average over 80% for all of our current students in the 9th and 10th
grades. (Data and statistics have been submitted.) The success is related to the structure
of our community and the commitment of the teachers to address the needs of the
students in common daily planning meetings. Failure is not an option. Success must build
upon success.
        As of January 11, 2008 our school community has been approved to set up a
working research linkage between Penn Fountain Park in cooperation between Queens
College-Globe Science Program. Our small learning community will conduct research,
record data and work with Globe scientists though the efforts of Dr. Ludman at Queens
College. Globe Science has proven to be the foundation of all regents science courses of
study. Globe Science should be the standard of study for the City of New York.
        The R.O.T.C. program has maintained its stature and excellence throughout its
existence at the Lane campus. Chief Sgt. Silveira and Sgt. Carr are the leaders of our
cadets. As seen and heard by the cadets testimony all students in the program have the
opportunity to apply their training in leadership skills and academics to the “real” world.
The R.O.T.C. program brings home the national awards on a yearly basis when
competing in Washington D.C. and Atlanta Georgia. Our cadets show how practice and
discipline work as the winning combination in having their names placed as the 1st and
2nd place finalists in the United States competitions.
        Engineering has taken on a new meaning in our small learning community.
Students are working in designing and testing model airplanes, water bottle rockets with
parachutes and rubber band driven model cars. Students construct bridges and have a
contest to see which bridge can handle the most “weight”. Students learn chemistry
through the engineering of “slime” and the electrical aspects of engineering in designing
circuit boards and model house electrical wiring.
        The Science, Engineering, R.O.T.C. program has established a foundation in how
to address the education needs of our students in meeting the standards of education.
Cooperative project based assessment combined with differentiated instruction and hands

on investigative work are the key ingredients to an education. All students work to their
full potential as measured and evaluated by their ability to demonstrate competency with
their working project. All learning is demonstrated to be applied and relevant. Science,
Engineering, R.O.T.C. and all academic areas of instruction are the sources of our
achievement. Every student is “made important”. Every teacher addresses the
importance of each of his or her students.

“The GLOBE (Global learning and Observations to Benefit the Environment) Program is
a worldwide network of students, teachers and scientists engaged in a tele-collaboration
project to do meaningful real-life science. In the GLOBE Program, students make
environmental observations and report their data findings on the Internet. Scientists use
the students' data to formulate atmospheric models, and then provide feedback to the
students. The measurements conducted by the students include air temperature, cloud
observations, precipitation, surface water temperature and pH, soil moisture, biometrics,
land cover assessment and species identification. Students also share findings and
communicate with other students using e-mail from the web site. GLOBE includes
excellent descriptions of equipment and procedures for data acquisition and a user-
friendly searchable data archive. The unique aspect of the GLOBE Program is that
students are interactive partners with scientists.”(Dr. Alan Ludman, Queens College)


M.S. Science Education, C.W. Post College of Long Island University, N.Y. 1976
B.A. Biology, C.W. Post College of Long Island University, N.Y. 1973
New York State Paramedic-1993, 1995 Booth Memorial Hospital, New York State
course of instruction and certification.
Supervisor and Administration Program (SDA), Queens College 1986
Officers Fire Department Training, N.Y. S. Department of Education, 1986


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