UPrep’s instructional model is student-centered and focuses on reflection, self-discovery, and active learning to promote critical thinking skills and deeper understanding of content. Research-based best practices are employed to engage students, invigorate classrooms, and support inquiry-based learning for students and teachers. The school promotes high expectations for the development of character and culture, leadership capacity, and school improvement. Continuous relationship building fosters responsibility for learning, perseverance, compassion for others, collaboration and healthy competition, and service to the community.
UPrep recognizes that to truly transform the lives of Rochester’s young men, it is not sufficient to simply offer a single-gender school. Rather, the essence of the founding vision was and continues to be a model that creates an incubator of holistic, innovative, and pragmatic approaches that propel the young men of Rochester to achieve their maximum potentials. The program offers an amalgamation of research-based best practices and resources utilized with intention to address the learning styles and needs of male students. The curriculum is aligned to college and career readiness standards with special consideration to instructional content, resources, and strategies geared to support how young men best learn and to actively engage students in the learning process through authentic experiences. The school also creates a conscientious culture steeped in reflection, respect, and interconnectedness to mitigate against typical social constructs that inhibit or impede the learning of young men, especially in an urban environment. At UPrep, learning is paramount, whether it supports academic achievement, character development, scholarly and professional conduct, or citizenship in a global community. Every aspect of the educational program was designed with key strategies best suited for male learners to prepare them with the necessary knowledge, skills, and dispositions to achieve lifelong success.
UPrep maintains an unwavering commitment to graduating young men with the necessary skills, knowledge, dispositions, and perseverance to attain success as they continue in their education, enter the workforce, and assume the challenges of adult citizenship in their community, nation, and the world.
Lesson Plan Framework
At University Preparatory Charter School for Young Men, instruction is guided by teacher lesson planning using a framework that is research-proven to be highly effective with all learners. Teachers use this framework to plan each of their lessons for the upcoming week. All teachers send their weekly lesson plans to their supervising administrators each weekend for review and feedback. Through this process, instructional leaders are able to offer support to assist teachers in the delivery of quality instruction. Since all teachers use this one consistent model, students understand the components and expectations for learning and misconceptions are eliminated before they can become barriers to success.
Lesson Plan Components:
- Big Idea
- New York State Standard/Performance Indicators- The lesson plan highlights the specific standard emphasized in the lesson;
- Learning Targets for Content, Literacy and Skill- Learning targets are created from the standards;
- Essential Vocabulary – Terminology and other literacy skills for the lesson;
- Essential Question/ Lesson Focus – The unifying concept and skill of the lesson; designed to promote higher level thinking;
- Bridge – Designed to reveal students’ existing knowledge, understanding and skills to support teacher and student connections to the lesson;
- Mini-Lesson – Teacher models how students will learn with guidance;
- Workshop – Student-centered activity to promote learning for understanding;
- Large Group Reflection
- Summary – Activity that applies understanding in a different context;
- Closure and Learning Extension ( Homework) – A rehearsal of student ideas and skills to improve retention and understanding.