Enhancing Collaborative Inquiry Through 2011-2012 DOE Instructional Expectations
Discover our professional norms for effective collaborative inquiry aimed at improving teaching practices. This session focuses on unpacking the New York City Department of Education's 2011-2012 instructional expectations, emphasizing equitable discussion, respect for protocols, and an open stance towards professional learning. Participants will engage in focused reading, synthesis of key elements, and reflection on planning implications for unit and lesson development. Together, we will work to identify and align curriculum with rigorous performance tasks that adhere to targeted Common Core Learning Standards.
Enhancing Collaborative Inquiry Through 2011-2012 DOE Instructional Expectations
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Presentation Transcript
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 • 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
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
Professional Learning Activity 1 Focused Reading of the NYCDOE 2011-2012 Instructional Expectations
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
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
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?
Supporting the 2011-2012 Instructional Expectations: Locating the Curriculum Units/Bundles • NYC DOE Common Core Library • http://schools.nyc.gov/Academics/CommonCoreLibrary/default.htm
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
