Transcript Slide 1

CFN
609
Principals’
Summer
Institute
2012
Citywide Instructional Expectations
2012-2013
1. Teacher Development
Schools will select competencies relevant to
teachers’ development to strengthen the
common language and understanding of what
quality teaching looks like and conduct frequent
formative classroom observations to provide
teachers with formative feedback and
professional development.
(Danielson 1e, 3b, 3d)
Citywide Instructional Expectations
2012-2013
2. Students experience Common Core-aligned
instruction across subjects
 PreK-5: Students will experience four Common Core-aligned
units (two in math and two in literacy inclusive of social
studies and science)
 IS-HS: students will experience eight common core- aligned
units (two in math, two in ELA, two in social studies and
two in science)
 PreK-8: All schools will revise/refine their scope and
sequence in Math to teach fewer topics and allow for more
time to focus on the major work of the grade and in literacy
to infuse opportunities to read and respond to a combination
of literary and informational texts.
Citywide Instructional
Expectations 2012-2013
3. Response to Intervention:
 In K – 5 reading, make specific plans for
screening and provide tiered instruction and
interventions for students, as required by New
York State’s implementation of Response to
Intervention (RTI). While currently only K-5
schools are being held accountable for reading, it
is advisable for all schools to consider systems fir
supporting students across the content areas.
Citywide Instructional Expectations
2012-2013
Conditions for Successful Implementation
a. In every classroom, ensure a culture for
learning.
b. Ensure the entire school community is
engaged in this work.
c. Maximize opportunities for teachers to
learn and grow in their practice.
Citywide Instructional Expectations
2012-2013
Assessment
ELA will focus on:
 Comparing two or more texts, including listening
passages, writing passages and graphics;
 Reading and analyzing informational passages
without narrative structure, dialogue, or characters, and
discussing arguments, evidence and claims;
 Requiring students to engage with a 50/50 split of
literary and informational texts; and
 Responding to prompts that are more text-dependent:
35% of prompts will require students to convey an
opinion/argument, 35% to explain, and 30% to convey
experience.
Citywide Instructional Expectations
2012-2013
Assessment
Math will focus on:
 The major work of the grade;
 More questions that require students to take
multiple steps to solve them;
 Questions that require students to apply skills based on
their understanding of mathematical vocabulary; and
 Questions that require students to choose tools
(rulers/protractors) and apply mathematical
concepts in using them.
Citywide Instructional Expectations
2012-2013
Selected Common Core Standards
Grade
Band
Literacy Focus – Reading, Writing, Speaking/Listening, and Language
PreK-2
Reading Informational Text Standards 1 & 10; Writing Standard 2;
Speaking/Listening Standard 1; Language Standard 6
3-5
Reading Informational Text Standards 1 & 10; Writing Standard 1;
Speaking/Listening Standard 1; Language Standard 6
Reading Informational Text Standards 1 & 10; Writing Standard 1;
Speaking/Listening Standard 1; Language Standard 6
6-12
Teachers of history/social studies, science, and technical subjects should
reference Reading Standards 1 and 10 and Writing Standard 1 in the
relevant section of the standards.
Citywide Instructional Expectations
2012-2013
Selected Common Core Standards
Grade
Band
Domain of Focus
PreK-K
Operations and Algebraic Thinking
1–2
Number and Operations in Base Ten
3
Operations and Algebraic Thinking
4–5
Number and Operations - Fractions
6–7
Ratios and Proportional Relationships
8
Expressions and Equations
Algebra
Reasoning with Equations and Inequalities
Geometry
Congruence
And
Mathematical
Practices
And
Model with Mathematics
and/or
Construct Viable Arguments
and Critique the Reasoning
of Others
Citywide Instructional Expectations
2012-2013
Accountability
 Progress Report: the results of CCLS aligned tests
contribute significantly to the progress report score for
elementary, middle, and K-8 schools.
 Quality Review: the 2012-2013 Quality Review Rubric
and process is aligned to the 2012-13 instructional
expectations;
 Principal Performance Review (PPR): Principals
will continue to be required to align some of their goals to the
citywide instructional expectations; and
 Comprehensive Educational Plan (CEP):
Schools should feel free to use the language of the CIE in their
CEP goals, however, it is not required.
So . . . . . .
2012 – 2013 Quality Review Rubric
Notable Changes/Revisions
 The five weighted indicators will remain the same, but, will
be worth 33% more than the others;
 Condensed from twenty indicators across five quality
statements to ten indicators across three quality categories;
 1.1: shift in language from CCLS “tasks” to “units of
study” and inclusion of the CIE shifts;
 1.2: removal of the term “differentiation” and inclusion
of language such as “evidence of meeting students’
needs”, “high level of thinking”, “informed by a common
teaching framework”, “appropriately challenging tasks”,
and “ownership”;
 2.2: Clarification on the use of assessments and the
interpretation of the word “common”;
2012 – 2013 Quality Review Rubric
Notable Changes/Revisions
 1.4: clarification of connections to culture building,
discipline, and safety aligned to college and career
readiness;
 3.4: inclusion of the language “culture for learning” to
connect more clearly to Danielson, inclusion of high
expectations leading to college and career readiness;
 3.1, 4.1, 4.2: clarification of practices connected to
professional development;
 4.1: inclusion of language to highlight IMPACT of using the
framework and clarification of “effective feedback”;
 5.1: monitoring and revision of practices connected to the
three quality categories.
2012 – 2013 Quality Review Rubric
Activity # 1: Dissecting the Weighted Indicators
Key Words and Phrases
Look Fors (practices, tools, resources)
Can Statements
Impact (evidence)
Additionally, as you review the rubric, note any
references to the Danielson Framework and/or the
CCLS.
2012 – 2013 Quality Review Rubric
Indicator 5.1: Evaluate the quality of school-level decisions, making adjustments as needed to
increase the coherence of policies and practices across the school, with particular attention to the
CCLS
a) School leaders and faculty have a process in place to regularly evaluate and adjust curricular,
instructional and assessment practices in response to student learning needs and the
expectations of the CCLS.
Words/Phrases 5.1
a)
Evaluate and adjust
curricular,
instructional and
assessment
practices in
response to
students’ needs
Look Fors 5.1
Can Statements 5.1
Impact Evidence 5.1
Formalized, regular
evaluations of
student data and
work products in
relation to units,
instructional
practices and
ongoing
assessments
Leaders and
teachers can
effectively monitor
student work
products to identify
strengths and
weaknesses in each
area and regularly
make strategically
targeted decisions
Articulate the
procedure/protocol
in place with
samples of student
work and
revised/refined
curricula,
assessments,
teaching practices
reflecting
discoveries
Making Connections between the WHAT (Units of
Study/Classroom Lesson Plans/Tasks) and the
HOW (Pedagogy)
Activity # 2
Materials
• Common Core Learning Standards: Speaking/Listening
• Danielson Framework: 3b
First: Review the Speaking/Listening Standards for the grade
supplied by your table facilitator
Second: Review the Danielson Framework Rubric for Using
Questioning and Discussion Techniques, 3b.
Finally: What connections exist between the two documents?
How might you see the Standards come alive through
pedagogy?
Making Connections between the WHAT
(Units of /TasksStudy/Classroom Lesson
Plans) and the HOW (Pedagogy)
Activity # 3:
Materials
• Units of Study
• Common Core Learning Standards
• Danielson Framework
First: Using the CCLS document, find evidence of the
Reading (Informational Std 1)and Writing ( Std 2)
Standards from the 2011 and 2012 CIE
Second: Using the Danielson Framework, look for evidence
of 3b
Finally: Using the CCLS document, find areas where the
Speaking/Listening Standards could be purposefully
inserted into the Unit of Study.
Making Connections between the WHAT (Units of
Study/Classroom Lesson Plans/Tasks) and the
HOW (Pedagogy)
Activity # 4
Small Group Share – Whole Group Share
Methods and Protocols for conducting short,
frequent cycles of observation and providing
actionable, timely feedback which informs
professional development for individual
teachers and groups of teachers.
In small groups, each principal will have 3-4 minutes to share their method for
conducting Danielson Observations followed by 2 minutes for questions. At the
end of the presentations, one method agreed upon by the table (inventive,
interesting, thought provoking) will be shared by each group for the whole group.
Making Connections between the WHAT (Units of
Study/Classroom Lesson Plans/Tasks) and the
HOW (Pedagogy)
Activity # 5
Classroom Observation through the lens of 3b,
Questioning and Discussion Techniques on
Danielson’s Framework.
 Collect low inference evidence
 Place practice on the rubric
 Discuss next steps for improvement