cfn 609 principals’ summer institute 2012. citywide instructional expectations 2012-2013 1.teacher...

CFN 609Principals’ Summer Institute2012

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)


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.


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.


Conditions for Successful Implementationa. 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.


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.


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.


Selected Common Core Standards

Grade

Band

Literacy Focus – Reading, Writing, Speaking/Listening, and Language

PreK-2Reading Informational Text Standards 1 & 10; Writing Standard 2; Speaking/Listening Standard 1; Language

Standard 6

3-5Reading Informational Text Standards 1 & 10; Writing Standard 1; Speaking/Listening Standard 1; Language

Standard 6

6-12

Reading Informational Text Standards 1 & 10; Writing Standard 1; Speaking/Listening Standard 1; Language

Standard 6

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.


Selected Common Core StandardsGrade Band Domain of Focus And Mathematical

PracticesPreK-K Operations and Algebraic Thinking

And

Model with Mathematics and/or

Construct Viable Arguments and Critique the Reasoning

of Others

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


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”;


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.


Activity # 1: Dissecting the Weighted Indicators

Key Words and PhrasesLook Fors (practices, tools, resources)Can StatementsImpact (evidence)

Additionally, as you review the rubric, note any references to the Danielson Framework and/or the CCLS.


Words/Phrases 5.1 Look Fors 5.1 Can Statements 5.1 Impact Evidence 5.1

a)Evaluate and adjust curricular, instructional and assessment practices in response to students’ needs

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/protocolin place with samples of student work and revised/refined curricula, assessments, teaching practices reflecting discoveries

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.

Making Connections between the WHAT (Units of Study/Classroom Lesson Plans/Tasks) and the HOW

(Pedagogy)

Activity # 2Materials• 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.


(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.


(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

cfn 609 principals’ summer institute 2012. citywide instructional expectations 2012-2013 1.teacher...

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