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Opening PD

Opening PD. Michel Vespe Instructional Coach CFN 535. Our Professional Norms. One person speaks a time at your tables and when someone is addressing the whole group Equal air time Cell phones to vibrate

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Opening PD

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  1. Opening PD Michel Vespe Instructional Coach CFN 535

  2. Our Professional Norms • One person speaks a time at your tables and when someone is addressing the whole group • Equal air time • Cell phones to vibrate • Two fingers in the air—kindly end your conversations and put your fingers in the air to spread the message • Respect the integrity of protocols • Maintain an open and positive stance towards professional learning • Have faith in the process

  3. Our Agenda • Unpack the 2011-2012 DOE instructional expectations for teacher teams within collaborative inquiry framework • Discuss the impact of the instructional expectations for teacher planning, preparation and teacher teams

  4. Professional Learning Activity 1 Focused Reading of the NYCDOE 2011-2012 Instructional Expectations

  5. 2011-2012 DOE Expectations • Independently read the citywide instructional expectations for 2011-2012 (10-15 minutes) • While reading, highlight or underline important sentences, phrases and/or words that carry weight • In groups, conduct a “Write Around” share (10-15 minutes) • Write your name on your “Write Around” slip • Pass the your “write around” slip to the right. • Once you receive another participant’s slip, read what’s written and write down a sentence, phrase or word that resonated for you during your focused reading avoiding repetitions and then pass to the next person on the right. • Continue this protocol until the time allowed expires

  6. You have Now been Charged with Delivering the Message! • Reread what other participants identified as important • Synthesize this information with what you deemed as important • Craft a one paragraph response that best communicates the DOE’s 2011-2012 CCLS instructional expectations

  7. Professional Reflection

  8. Implications for Planning, Preparation and Teacher Teams • What are the implications of the 2011-2012 instructional expectations for unit and lesson planning and preparation? • Unit development? • Common rigorous performance tasks/assessments aligned to the NYC targeted CCLS? • What are the implications of the 2011-2012 instructional expectations for teacher teams? • Meeting times? • How to work collaboratively?

  9. Supporting the 2011-2012 Instructional Expectations: Locating the Curriculum Units/Bundles • NYC DOE Common Core Library • http://schools.nyc.gov/Academics/CommonCoreLibrary/default.htm

  10. Accessing the Curriculum Bundle

  11. Examine ELOs for Alignment • Locate the ELOs that address reading informational texts and writing arguments • Look at the CCLS RI.1, RI.10 and W.1 for your grade levels • Unwrap these standards • Look back to the ELO that most closely aligns if you have one • Conduct a gap analysis between the standards that the ELO addresses and the targeted CCLS RI.1, RI.10 and W.1 • If there is perfect alignment—you may use this ELO • If there are gaps, you should revise the ELOs

  12. The End…a perfect opportunity for a new beginning!

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