About Us

Our Mission

The Queens High School of Teaching is different by design; developing diverse learners who are prepared to become leaders, and teachers, in their communities and productive members of a global society. Our small learning communities and cohort based programming model provide a framework where students are encouraged to perform to their highest potential through differentiated instruction, student centered classrooms and instilling school wide values. Creating an inclusive environment, we promote the ethical and moral development of our students. Through distributive leadership, students, staff, parents and other stakeholders fully participate in the teaching and learning process, while continuously reflecting, assessing and modifying our practices. As a proving ground for sound educational pedagogy, we are committed to ensuring our students becoming lifelong learners enabling them to adapt to an ever changing world.

Our School-wide Values

  • We respect all members of our community and celebrate diversity

  • We will be aware of how our actions and decisions affect others

  • Our building is our home to enjoy, to take care of, and to feel safe in

  • Conflict, sensitively managed, is our opportunity to create greater understanding and harmony

  • We create inclusive communities of learners

  • We respect our physical and emotional health

  • We are responsible for our own academic performance and for developing practices that support intellectual rigor, honesty, and organization

Our History

Coming Soon

Our Enrollment Demographics

The Queens High School of Teaching is a NYC public high school located in Bellerose, New York with an enrollment of 1,007 full time students from grades 9 through grades 12. The school population comprises of 16.39% (165) Hispanic, 2.48% (25) American Indian or Alaskan Native, 20.26% (204) Asian, 0.4% (4) Native Hawaiian or other Pacific Islander, 51.74% (521) Black, 5.26% (53) White, 5% (0.5) Multi-racial students, and 2.98% (30) Not Reported. The student body includes 2.38% English Language Learners and 18.77% Special Education students. Boys account for 47.67% of the students enrolled and girls account for 52.33% of the students enrolled at the Queens High School of Teaching.

Note: This statistics was last updated on January 01st, 2020. All data was taken based on the NYC Dept of Education Student Registry Data Portal located here (click the link).

Our Unique Characteristics

The Queens High School of Teaching (QHST) is a NYCDOE school community that "by design" is organized and structured to facilitate the highest levels of communication across all stakeholders (including: professionals, students and teachers, and the school and home community), which in turn facilitates the development of the deep and meaningful best practice relationships necessary to create the highly effective school-wide systems of collaboration and support for all, leading to the achievement of the highest levels of success for all members of our school community - including student performance, progress, and learning, professional development and learning, and organizational improvement and learning. Our Highly Effective "Different by Design" model includes:

  • Small Learning Community Model – We are composed of three Small Learning Communities (SLCs), each with a dedicated team of teachers and support staff, led by an SLC Assistant Principal. Each SLC is composed of an average of 400 students, in which an average of 100 students per grade.

  • Grade Level Teams (GLTs) and a Cohort Model– In each SLC, Grade Level Teams (GLTs) support a cohort of grade level students in grades 9-12. Teams are composed of a teacher from each content area and include a special education teacher. Grade Level Teams meet together 3xs per week for an hour each meeting. They plan instruction, engage in professional learning, and collaborate in support of student success.

  • Collaborative classrooms – Students work in groups that are mapped based on student performance data. Teacher teams continue to monitor performance and as a result, students are regrouped periodically. Formative assessment data informs flexible grouping which leads to high levels of differentiated learning for all students.

  • Personalized Learning Environment – Our GLT and Advisory structure support our core value of creating and facilitating a personalized learning environment where students are known well, and are supported to achieve the highest levels of success in high school, college, and beyond.

  • College & Career Readiness – QHST embraces the goal of ensuring that our students are provided with the maximum opportunities to become college and career ready, including all students' participation in a school community with a strong college-going culture 9-12th grade. At the center of our work in this area is our QHST College & Career Readiness Center. All QHST students are provided with individualized college and career advisement and support throughout their four years of high school.

  • Extended School Year – Our unique instructional work is also evident in our extended year summer program where interdisciplinary teams aim to address the student’s learning needs. Interdisciplinary teacher teams design summer curriculum framed around a common theme. The program has been a recipient of grants and awards. Other schools have also used this program as a model for their summer program.

  • Summer Bridge - All incoming 9th grade students are offered the opportunity to participate in our QHST Summer Bridge Experience. This program was designed by staff and students to ease the transition from junior high to high school from both an academic and social emotional standpoint. The program is four days of workshops, activities, and high school preparatory learning experiences facilitated by current QHST students and our Coordinator of Student Activities (COSA).

  • Teaching Institute – Students are able to experience practical teaching internships with teaching professionals at one of the three campus or surrounding schools and attend weekly teaching seminars. Students who successfully participate in the TI program will graduate with a teaching diploma.

  • College Now – This free program is designed to prepare New York City’s high school students for college to ensure wehave a class in each content area. The program offers eligible students ways to improve their high school performance and get a head start on college by taking academic courses for high school and college credit.